Options

Please note the website below as a source for investigating the courses on offer in York and at Manor:

Key Stage 4: Core and

Options, 2011-2013

http://nyork.futures4me.com

Core GCCSE ooptions

R.S.S.

English

Maths

Science

ICT

PE

Citizenship

6

7

8

9

10

11

12

Art & Design

Child Development

Dance

Drama

DT: Food Technology

Geography

History

13

14

15

16

17

18

19

Leadership

MFL: French & German

Music

Music Technology

DT: Product Design

DT: Textiles

20

21

22

23

24

25

Hybrid options

Vocationaoptions

al Supportoption

tens

ed

Diplomas: 26 Young Apprenticeships:: 33

Foundation Learning: 37

Construction

Creative & Media

Hair & Beauty

Hospitality

IT

Sport & Active Leisure

27

28

29

30

31

32

Engineering

Vehicle Maintenance

Construction

34

35

36

Foundation Learning

38Co

nten

ts

General Guidance for Parents

An Introduction to Guided Pathways

3-5

39

Please feel free to phone Mr Bulley (Deputy Head: Curriculum) at Manor CE with major concerns. Your other point

of contact is the Head of Year, Mr Candlin.

This booklet is designed to help parents and students understand what courses and opportunities are on offer in Key Stage 4 (Years 10 and 11), the final two years of compulsory education.

A ‘core’ curriculum is offered to ensure that all students will have a good general education but students can also choose a number of ‘options’ which will allow them to build on their individual strengths and fit themselves, as far as possible, for the type of work, training or further education which they hope to take up when they leave Manor School.

Parents and students should go through this prospectus together and also talk with the staff at school. Students will be helped by their tutors and by the Connexions staff to understand the implications of their decisions. The consultation procedure that takes place in the next few weeks is a very important one. This is all part of the ‘guided pathways’ approach that the school takes towards adopting the best curriculum possible for each student.

The following pages detail the many and varied courses on offer. Please note the lower boxes, which detail the number of GCSEs each course is worth, the time commitment, and the nature of the course- i.e. core (compulsory) or optional (a choice).

It is recommended that students, at this stage in their education, should keep as broad and balanced a curriculum as possible. Courses are available in the Diploma lines, some at other schools in York, and Young Apprenticeships, based at York College.

T

A

tt

t

t

Key Dates:

10th January 2011-Options booklets distributed

13th January 2011-Options Evening

3rd February 2011-Year 9 Records of Achievement issued

10th February 2011-Year 9 parents’ consultation

17th February 2011-final deadline for return of options forms

Every effort will be made to satisfy a student’s choices; but we reserve the right to alter the courses available if the number choosing it is not viable. Constraints on staffing also limit the number of classes that can be offered in some areas of the curriculum.

Please note that we will try to accommodate this ‘choice’, but cannot guarantee it.

General Guidance

Public Examinations: GCSE

The majority of examination courses in this prospectus lead to the award of a GCSE (General Certificate of Secondary Education). An increasing number lead to other qualifications that have a GCSE-equivalency. Successful completion of each course will lead to an award of a certificate. Please note that we have tried to ensure that the details of the courses listed are correct. However, amendments may be received from the examination boards after this prospectus is published.The GCSE results in all subjects will be published using a grade system (A* - G) with A* the highest pass grade and G the lowest pass grade. In nearly every subject there will be an element of assessment based on the student’s on-going controlled assessment (please see next page for details of this new form of ‘coursework).The examination courses run for five terms. In those courses leading to public examinations, the examinations are usually held in the summer term of the final year, though a few have modular exams spread throughout the two (or three) years of the course. Details of these are given in the blue boxes on the relevant page for each subject. The exam board used for each

Reporting:The normal calendar is

as follows-

Year 10• Interim report in

November 2011• Full report in March

2012, followed by parents’ consultation

• Interim report in June 2012

Year 11• Full report in

December 2012, followed by parents’

consultation• Interim report in

March 2013

Note: Parents can contact the school to arrange an appointment at any other time if there is concern

about progress.

General Advice about

decision making:

Do try to be realistic about your abilities- many of you are too modest, or too optimistic. So: • talk to your teachers

about what they think you are capable of doing.

• find out as much as y o u c a n a b o u t careers, but be open-minded to a range of jobs.

• think seriously about Further Education at

York College, or a school-based Sixth Form such as All Saints or Fulford, when you leave here.

• don’t choose a subject just because your best friend chooses it.

• don’t choose a subject because you like the teacher - you could have a different teacher next year.

• choose subjects which you ENJOY doing.• think about which subjects will be most use to you in

the type of work or training you think you want to follow- but try not to restrict yourself too much.

CONTROLLED ASSESSMENTS

Task Setting:this outlines who will set the task and what students have to do.Below are examples-- the exam board sets the

task- teachers set the task

with guidance from the exam board.

Task Taking:this outlines how students go about taking the task and can be split into stages. Each stage can have different controls. Examples:Research. Low control- students can work unsupervised outside the classroom.Analysis. Medium control- students do their analysis and selection under informal supervision. Write-up. High control- students write up their task in a supervised classroom environment.

Task Marking:this outlines who will do the marking- e.g. the exam board and/or teachers.

BASIC EQUIPMENT

All students should have a brief case or other suitable bag, fountain pen, biro, pencil, rubber, ruler and calculator, which should be brought to each lesson.

subject is also on each subject page- usually AQA, Edexcel or OCR. Our decision as to whether or not to enter your child for the examination in a particular subject will depend u p o n t h e s a t i s f a c t o r y completion of coursework and ‘controlled assessments’, as well as the results of the ‘mock’ examination, which will take place in the autumn term in Year 11.

Controlled Assessment

There are three stages to Controlled Assessment: • task setting • task taking • task marking. Each stage has a level of control (high, medium or low) to ensure rel iabi l i ty and authenticity and to make a s s e s s m e n t s m o r e manageable for teachers and students. Particularly relevant for students is the Task taking stage, where they need to be fully aware of what level of control is being implemented at each stage (see box on this page). Failure to be aware of

this can lead to cases where students are disqualified by exam boards.Generally speaking, teachers will need to:- teach an overview of the

chosen topic/task before students set to work.

- give students the context they need to understand the topic.

- teach students any skills they will need for their tasks, such as research skills.

- support and guide students t h r o u g h t h e r e s e a r c h , drafting and write-up stages.

Most write-up sessions will be under high levels of control. This means students must be in direct sight of the supervisor at al l t imes, the use of resources is tightly prescribed (often only being a plan of some sort, and maybe some notes), students complete work totally independently without communicating with each other at all, and no assistance can be given to the students by anyone.If you wish for more detail on this, please look at any exam board webs i te fo r the i r information regarding it.

Based on two hours per week over two years, and worth 1 GCSE, this is part of the core provision at Manor School for Key Stage 4.

Setting: Upper and Lower bands

R.S

.S.

P h i l o s o p h y a n d A p p l i e d

E t h i c s( O C R )

SKILLS:• Ability to discuss and debate ultimate questions.• Skills of analysis and evaluation.• Interpreting and evaluating pieces of information.• Communicating and applying knowledge.

CONTENT:This GCSE begins in Year 9. Students study 10 units of work:-

• Deity• Religious and Spiritual

Experience• End of Life• Good and Evil• Science• Relationships• Medical Ethics• Poverty and Wealth• Peace and Justice• Equality

PROGRESSION:The course is an excellent basis for moving on to an A Level in the philosophy and ethics areas of Religious Studies. It could also take you towards a number of careers, including working in the police or as a counsellor, social worker, nurse, youth worker, teacher or philosopher, in organisations such as the Peace Corps or Amnesty International, or in any career

that requires an understanding of people.

The course is examined at the end of Year 11. Students will take 4 one hour exam papers. Two papers will be based on Philosophy and two on Ethics. Each paper is worth 25% of the total mark.

GCSE:1 A*-G grade

Based on 2.5 hours per week over two years, and worth 1 GCSE, this is part of the core provision at Manor School for Key Stage 4.A*-G grades


Mat

hs

M a t h s A( E d e x c e l )

SKILLS:Students will need to demonstrate their ability to:

• Acquire and use problem-solving strategies• Select and apply mathematical techniques and methods• Reason mathematically, make deductions and inferences and draw conclusions• Interpret and communicate mathematical information in a variety of forms appropriate to the

information and context.

CONTENT:The course requires students to develop knowledge, skills a n d u n d e r s t a n d i n g o f mathematical methods and concepts in the following key areas:

• Number• Algebra• Geometry• Measures• Statistics• Probability.

S tuden ts w i l l use t he i r knowledge and understanding to make connections between mathematical concepts. They will also apply the functional elements of mathematics in everyday situations.

PROGRESSION:This course is a strong basis for A Level Maths and Further Maths and supports moving on to A Level Sciences and Geography. It supports training and employment

where mathematical skills, knowledge and understanding are desirable.

Assessment is through two written examinations, one with a calculator and one without. Foundation Tier examinations last for 1 hour 30 minutes each.Higher Tier examinations last for 1 hour 45 minutes each.

Based on 3 hours per week over two years, and worth 1-2 GCSEs, this is part of the core provision at Manor School for Key Stage 4.

Setting: Upper and Lower bands and by ability

Eng

lish

( A Q A )

SKILLS:The different routes that we offer through the English Curriculum require a variety of skills. Students will be recommended to follow the appropriate course depending on their ability and aptitude for Controlled Assessments (CA) and Examinations.

CONTENT:We offer two routes depending on ability and style of learning. Some will be asked to study English Language and English Literature. Some will study just English.Students are required to read and understand a range of non-fiction texts, identify the writers’ crafts and transfer these skills into their own writing for a range of genres, audiences and purposes.Students are to understand written texts through extended

reading from any genre, including non-fiction. Students will produce creative texts which will focus on audience, purpose and style.A spoken Language Study will take place in response to changes in soc ie ty and technology and how this process relates to identity and cultural diversity.

PROGRESSION:Students who complete this subject can go on to study A

levels in English Language and English Literature or other English-related courses.

GCSE English Language- Speaking & Listening x 33 x Controlled Assessments & External ExaminationGCSE English Literature- 1 x Controlled Assessment & External ExaminationGCSE English- Speaking & Listening x 32 x Controlled Assessments & External Examination

GCSE: 1-2A*-G grades

Based on 4 hours per week over three years, and worth 2-4 GCSEs, this is part of the core provision at Manor School for Key Stage 4.GCSE: 2-3A*-G grades


Sci

ence

T r i p l e S c i e n c eS c i e n c e a n d A d d i t i o n a l

B T E C( E d e x c e l )

SKILLS:The different routes that we offer through the science curriculum require different skills. Students will be recommended to follow different courses depending on their ability and aptitude for written exams.

CONTENT:All students will cover the Nat iona l Cur r i cu lum fo r science. At Manor we offer three routes depending on ability and style of learning. Some students will be asked to do Triple Science – an acce lera ted course that results in separate GCSEs in B io logy, Chemis t r y and Physics. Some students will complete GCSEs in Sc ience and Additional Science.

F o r s o m e s t u d e n t s w e recommend a BTEC course which is based on continual assessment via a portfolio of ev idence . Th is can be awarded at pass, merit or distinction.

PROGRESSION:Students who complete GCSEs in science can go on to study A levels in science. Students who complete a BTEC qualification will not be able to study sciences at A

level but will be well suited to do a BTEC National (Level 3) for example.

GCSE Sciences- Students are assessed by modular exams (75%), and Controlled Assessments ( 2 5 % ) . E x a m s a r e i n November, March and June. BTEC-qualifications are assessed by portfolio (100%).

BTEC: 2-4 A*-G grades

Based on 2 hours per week over three years, and worth 2-3 GCSEs, this is part of the core provision at Manor School for Key Stage 4.

GCSE: 2-3 A*-C equivalent grades


I.C

.T.

O C R N a t i o n a l s

SKILLS:Students will need to develop the range of skills they learnt and practised in years 7 and 8. In addition to this specialist skills and knowledge are practised and developed before assessed work is done. The students’ level of demonstrated skill is the basis of all the assessment.I would however recommend that to achieve the higher grades regular practice in a range of business and creative software is undertaken out of lesson time.

CONTENT:

In Year 9 students began the OCR Level 2 National in ICT. This is a widely recognised vocational qualification. The e m p h a s i s i s o n t h e demonstration of ICT skills and capability in a wide range of software. The course is divided into units and we choose from a list of 23 different study areas. Each unit has a business/real world scenar io which students address.

For further information visit: www.mcevle.com with your child.Or go to www.ocr.org.uk/q u a l i f i c a t i o n s / t y p e /nationals_2010/index.html

PROGRESSION:The course has equal status as GCSE and therefore can be used in the same way as other subjects to access further education.However there is a level 3 ICT National (A level) qualification

and this builds on the work done at level 2.

There is no exam. Students produce a large portfolio of electronic, written or printed documents. Each unit is split into Assessment Objectives (AO). Each AO is marked at Pass (P), Merit (M) or Distinction (D) level. These are then aggregated to g ive an overall level at P, M or D for each unit.

Based on 2.5 hours per week over two years, and worth 1-2 GCSEs, this is part of the core provision at Manor School for Key Stage 4.GCSE: A*-G grades


P.E

.P h y s i c a l

E d u c a t i o n( E d e x c e l )

SKILLS:For the GCSE course a good standard of practical competence is essential as the course rewards high levels of practical performance. This needs to be coupled with a good science background for the theory element of the course. The BTEC option requires students to be able to analyse and evaluate their own performances and those of others as well as an ability to work independently on assignment based projects for a portfolio.

CONTENT:The course covers all the N a t i o n a l C u r r i c u l u m requirements for practical per formance as wel l as introducing a theoret ical element of PE. Pupils will be studying one of two routes: either a GCSE in PE or BTEC (First) in Sport. Both focus on practical performance.GCSE theory focuses on ’A healthy and active lifestyle’ and ‘A healthy and active Body’.

The BTEC theory focuses on recording and evaluating improvement in performance and a fitness testing and training module. Students will a l so s tudy e lemen ts o f anatomy and physiology for sport and sport leadership.

PROGRESSION:Pupils could go on to study sport and PE to A level. They would be well suited to the Diploma in Sport; and those taking the BTEC would do well

on a vocational sports course such as the Diploma or sports coaching equivalent.

GCSE PE- 60% practical, assessed via controlled assessment. 40% theory judged by a 1½ hour written exam at the end of Year 11.BTEC-assessed through a portfolio of research-based assignments.

BTEC: 2 A*-C grades

Based on 1 hour per week over two years, and worth 1 GCSE, this is part of the core provision at Manor School for Key Stage 4.GCSE:1 A*-G grade


Cit

izen

ship

C i t i z e n s h i p S t u d i e s ( A Q A )

SKILLS:The main skills are Collaborative working and active participation. The students will need to demonstrate good presentation skills and be prepared to share their opinions.

CONTENT:In Year 10 & 11 Students take a Full Course in Citizenship Studies. We follow the AQA syllabus. Over the two years They will study 3 Themes.

• Theme 1 - Community A c t i o n & A c t i v e Citizenship

• Theme 2 - Being a Cit izen in the UK: Democracy & Identity

• Theme 3 – Fairness & Justice

The active Citizenship will involve them taking part in a voluntary work or a campaign outside school. This will help them to see that they can make a difference in their community and in some cases the wider world.

PROGRESSION:This course could lead into AS course in Sociology, Media Studies or Law

In Year 10 and 11 two Control led assessments worth 60% in total.In Year 11 two 1 hour exams worth 40% in all.

Based on 2.5 hours per week over two years, and worth 1 GCSE, this is part of the optional provision at Manor School for Key Stage 4.GCSE:1 A*-G grade

Setting: Mixed ability based on options blocks

Art

&D

esig

n

( A Q A )

SKILLS:• Creativity and flair• Verbal and visual communication skills• Well organised and able to think logically• Ability to work to deadlines.

CONTENT:The course begins in Year 10 and s tudents s tudy the following topics:-

• Natural form • Man made Objects• S e l f p o r t r a i t a n d

expression• Graphic Skills• P a t t e r n a n d

Printmaking• 3D skills• Fine Art Production

methods

• Health and safety awareness

• Environmental issues

PROGRESSION:The course is an excellent basis for moving on to an A Level in in Art: Textiles or a vocational course in Fashion design or photography. It could take you towards a number of careers including artist, architect, designer, and teacher.

w k tw d

The course is examined at the end of Year 11. Students will take a 10 hour exam over two days worth 40%, from a range of questions re la ted to p re - re lease information provided by the exam board. Students will produce a at least 2 pieces of controlled assessment worth 60%, comprising of a large sketch book (20%) and practical work (40%) chosen from a selection of set briefs.

Based on 2.5 hours per week over two years, and worth 1 GCSE, this is part of the optional provision at Manor School for Key Stage 4.GCSE: 1 A*-G grade


Ch

ildD

evel

op

men

t

H o m e E c o n o m i c s :

C h i l d D e v e l o p m e n t

( A Q A )

SKILLS:• Excellent organisation skills• Willingness to participate in class and group discussions• Open mind and ability to analyse information maturely• Ability to interact with adults and young children

CONTENT:

Students will cover the following topics:-

• Parenthood• Pregnancy • Diet, health and care

of a child • Development of the

child • Support for the

parent and child

PROGRESSION:

The course is an excellent basis for moving on to post 16 courses in Childcare, Health and social care or early years qualifications. It could take you towards a number of careers including nursery nurse, play worker, social worker, speech therapist, m idw i f e , nu rse , doc to r, teacher and other careers involving children.

The course is examined at the end of Year 11. There is a 1½ hour exam worth 4 0 % . C o n t r o l l e d assessment accounts for 6 0 % a n d i n v o l v e s a Research Study (20%) and a Chi ld Study (40%). Access is needed to a child aged between 0-5 years to complete the Study.


Setting: mixed ability based on options blocks

Dan

ce

SKILLS:As performers, students develop confidence and self-esteem; they develop self and body awareness as well as sensitivity to others and team-working skills. As choreographers, students employ the skills of problem solving, creativity and leadership. As critics, students make informed decisions about the dances they see and are encouraged to articulate their knowledge, opinions and preferences.

CONTENT:You will learn how to use movement to express and communica te ideas and c o n c e p t s t h r o u g h performance, choreography and critical appreciation. The study of professional works e n a b l e s s t u d e n t s t o experience different cultural influences and styles of Dance and also develops a broad range of vocabulary and enriches their own artistic achievement. There will be

opportunities to perform in and out of school, with at least two theatre trips to see Dance companies in addition to Dance artists working with you in school.�PROGRESSION:The course provides a strong foundation for progression to further courses and students have gone on to study Dance A’ level, Performing Arts/ Musical Theatre BTEC Creative and Media Diploma

and train at Northern School of Contemporary Dance.

Unit 1: Critical Appreciation (20%)- a short written examUnit 2: Performance- Solo Set Dance (20%)Unit 3: Performance- In A Group (20%)Unit 4: Choreography (40%)- choreograph a short solo dance on your own, and a 3-minute one with a group of 2-5 other students

P e r f o r m i n g A r t s : D a n c e

( A Q A )

Based on 2.5 hours per week over two years, and worth 1 GCSE, this is part of the optional provision at Manor School for Key Stage 4.GCSE:1 A*-G grade

Setting: Mixed ability by options blocks

Dra

ma

SKILLS:GCSE Drama follows a very broad syllabus, and combines well with many other subjects. During the course you will develop imagination, creative and thinking skills, performance and analysis skills and an extended understanding and appreciation of Drama and Theatre.

CONTENT:The course in divided into two papers: Paper One: Practical CourseworkYou will prepare practical work f o r p e r f o r m a n c e a n d assessment. This includes scripted plays and devised drama work (such as physical theatre and improvisation). Assessments are based on y o u r p r e p a r a t i o n a n d research, rehearsals and the f i n a l p e r f o r m a n c e . A l l

assessments are filmed, and the final performance is to parents. Paper Two: Written Paper Students will be asked to choose two questions from three options. They can answer by writing an essay on scripted plays they have performed, analyse l ive theatre performances they have seen during the course or by describing their own practical work.

Paper 1: Practical Coursework (60%)Paper 2: Written Paper (40%)A t l eas t two p rac t i ca l a s s e s s m e n t s a r e undertaken during the year. At the end of the GCSE course the highest marks for two pieces of coursework are the ones which are submitted to the board.

( A Q A )



D&

T: F

oo

d Te

chno

logy

( A Q A )

SKILLS:• Creativity and aptitude for practical work• Ability to work independently• Well organised and able to think logically• Ability to work to deadlines.

CONTENT:The course will include the study of:• diet and nutrition • function of ingredients • processes and skills • vegetarianism• u s e o f t o o l s a n d

equipment• food preservation • health and safety• industrial production • product analysis • environmental issues

PROGRESSION:

The course is an excellent basis for moving on to an A Level in DT: Food Technology or a vocational course in

Catering. It could take you towards a number of careers including food marketing, product development, catering and teacher.

The course is examined at the end of Year 11. Students will take 1 2-hour exam paper worth 40% based on theory and a range of design questions related to pre-release information provided by the exam board. Students will produce a piece of controlled assessment worth 60%, which includes a design folder (20%) and practical work (40%) chosen from a selection of externally set briefs.



Geo

grap

ph

y

( A Q A )

SKILLS:Students will develop and generate evidence of attainment in the key skills of:

• Communication; both verbal and written. • The application of facts and figures in order to support their answers.• The ability to work with others in order to solve problems• Taking responsibility for one’s own performance and improving their learning.

CONTENT:The course starts in Year 10 and students study six topics from two main units:Unit 1: Physical Geography The Restless Earth Rocks, resources and scenery Water on the LandUnit 2: Human Geography Changing Urban Environments The Development Gap Tourism

S t u d e n t s a l s o h a v e t o complete one Control led Assessment based upon work done in one of the six topics.

PROGRESSION:The course is an excellent basis for moving on to A Level Geography. Universities and e m p l o y e r s p r i z e t h e knowledge and skills that s tudy ing geography can provide. Geographers work in a wide range of jobs, from the City to planning, working in

the environment to travel and tourism, or in international charities and retail.

The course is now modular and there are three main assessment criteria. There is one exam at the end of Year 10 and one at the end of Year 11. Each is worth 37.5%. The Contro l led Assessment is worth 25% and is completed in lessons in 20 hours.



His

tory

H i s t o r y A( E d e x c e l )

SKILLS:A high level of English comprehension and written communication skill is essential to do well at GCSE History. The examinations require explanation of inferences, causation and effect; historical enquiry; analysis; evaluation of source material.Most importantly, students need to have an interest in the subject and a willingness to play an active role in all lessons.

CONTENT:Topics covered include-Unit 1International Relations 1929-1969Unit 2Modern World Depth Study: the USA 1919-1941Unit 3War and the Transformation of British Society c.1903-1928Unit 4Representations of History: The Vietnam War

PROGRESSION:

The course is an excellent basis for moving on to A Level History. The depth of knowledge and conceptual understanding required to flourish at GCSE also make attainment in the course a clear indicator of the potential to succeed in any arts or humanities subject and in later life. The skills required to construct balanced arguments and analyse material are highly valued by a great range

of university admission tutors and employers.

The Vietnam War is a Controlled Assessment- done in 2.5 hours of wr i t ing-up in Year 11 lessons. It is worth 25%.All other modules are assessed through 1 hour 15 minute exams – taken in January and June of Year 10 and June in Year 11. They are each worth 25%.

Based on 2.5 hours per week, this course is not accredited with GCSE equivalence- and intentionally so. It is part of the optional provision at Manor School

Setting: Not applicable

Lea

der

ship

SKILLS:An ability to demonstrate practical leadership skills and a passion for serving others. They will need to demonstrate creativity in establishing a community project that will benefit others. The course is designed to develop a distinct and different set of skills from any of the GCSE courses. It will not include any coursework and should not add additional pressures to the young peoples’ already full curriculum.

CONTENT:The aim of the course is to develop leadership skil ls among young people aged 14-16. During the course, the young people will explore what it means to be a leader, and will take part in practical serving opportunities within t he l oca l , na t i ona l and international community. As part of the course the young people will complete an outdoor pursuits programme l i n k e d t o t h e D u k e o f

Edinburgh award. The service element of the course will be l i n k e d t o l o o k i n g a t transforming the world in the RSS Philosophy and Ethics GCSE. The Archbishop of York’s Award consists of modules that include studying people of fai th who have changed h i s t o r y ; i n v e s t i g a t i n g organisations established by Christians to transform our world (including Tear Fund, the Samaritans, Jubilee Debt

Campaign and Fair Trade); and taking action in their community. These elements can be seen as People (Faith), Organisations (Hope) and Action (Love).

Students will be assessed on completing a range of activities to serve within the local and wider community. Together with the successful comple t ion o f an RSS GCSE, they will receive an Archbishop of York Award. T h e o u t d o o r p u r s u i t s element could also be linked to a Duke of Edinburgh bronze or silver award.

Based on 2.5 hours per week over two years, and worth 1 GCSE each, this is part of the optional provision at Manor School for Key Stage 4.

GCSE: 1 A*-G grade


MF

L:

Fre

nch

and

Ger

man

( A Q A )

SKILLS:Students would benefit from having good communication and listening skills as well as strong memory skills to aid learning and retaining new vocabulary and structures.

CONTENT:This course further develops students’ skills of listening, speaking, reading and writing. Four contexts are studied: L e i s u r e , H o m e a n d environment, Lifestyle and Work and education.Students learn to cope with a g r e a t e r d e g r e e o f unpredictability, to use a wider range of vocabulary and structures, as well as being able to discuss issues and give opinions on a range of

top ics whi ls t g iv ing fu l l descriptions and accounts.

PROGRESSION:

The course leads naturally on to studying languages at AS/A level. In the world of work, languages skills are certainly

going to be increasingly important in organisations and businesses who want to remain competitive on an international level. In many industries, having a language combined with expertise in a n o t h e r f i e l d i s h i g h l y desirable.

d h k

The course is 60% controlled assessment: 30% for speaking and 30% for writing, staggered over two years.At the end of the course there is a final listening exam (20%) and a reading exam (20%) with students being entered for either Higher or Foundation level.


Setting: mixed ability based on options blocks

Mus

ic

SKILLS:It is beneficial though not essential to have some prior experience of performing either on an instrument or as a singer, and any music theory knowledge is a distinct advantage. To gain the highest marks, you need to be working towards ABRSM equivalent Grade 4/5. But Music GCSE is really about developing key skills through performing, composition and listening- these are skills that benefit students aiming for a variety of professional and academic qualifications.

CONTENT:Lessons are taught through performance, composition and listening work. There are 5 Areas of Study:• Rhythm/Metre • Harmony/Tonality • Texture/Melody • Timbre/Dynamics• Structure/Form

These Areas of Study are approached through three Strands of Learning: Western Classical Tradition, Popular

Music of the 20th and 21st Centuries and World Music (Car ibbean, Af r ica and India).

PROGRESSION:In particular this course develops practical skills and p r o v i d e s a n e x c e l l e n t foundat ion for students wishing to pursue courses involving music at a higher level (such as A2 and AS level) and other courses such as Music Technology.

Unit 1: Listening to and Appraising Music (20%)Unit 2: Composing and Appraising Music (20%)- students submit a piece of music.Unit 3: Performing Music (40%)- pupils work towards a solo and ensemble piece in Year 11 examined externally.Unit 4: Composing Music- students submit another piece of music.

( A Q A )

Based on 2.5 hours per week over two years, and worth 1-2 GCSEs, this is part of the optional provision at Manor School for Key Stage 4.GCSE: 1-2 grade B

equivalence


Mus

ic

Tech

nolo

gy

CONTENT:To achieve this qualification, students must complete 2 mandatory units and 2 others (chosen from 9 optional and 5 extended units). The extended units provide an opportunity for more able students to study towards the extended level 2 certificate. The units cover topics such as:

• Mixing and Master ing Skills

• Audio and MIDI music production

• Sound Effects Creation • Synthesizers and MIDI

instruments • A u d i o E d i t i n g a n d

manipulationNo prior knowledge is required but some basic instrumental and/or ICT skills are desirable.

PROGRESSION:The qualification provides a f o u n d a t i o n f o r f u r t h e r education courses in Media,

Broadcast ing and Music Technology both for l ive performances and recording studio work.

Assessment is via a portfolio completed throughout the c o u r s e . S u c c e s s f u l completion of the course will lead to a ‘Pass’ grade, which will be the equivalent of two ‘B’ grades at GCSE.

( N C F E ) M u s i c T e c h n o l o g y

SKILLS:The NCFE level 2 Certificate in Music Technology is a vocationally related qualification, accredited by QCA. It is for students interested in music and the music industry who wish to develop skills using sound equipment and software. The qualification also explores the kinds of employment available within the industry and develops awareness of business practice.

Based on 2.5 hours per week over two years, and worth 1 GCSE, this is part of the optional provision at Manor School for Key Stage 4.

GCSE:1 A*-G grade

Setting: Mixed ability based on options blocks.

D&

T: P

rod

uct

Des

ign

SKILLS:• An aptitude for analytic thinking and problem solving• An interest in technology, existing products, and iconic designs• Confidence using ICT• Ability to meet deadlines and maintain a high volume of written

coursework

CONTENT:The course aims to develop skills such as:• Identifying needs of their

target market and responding with invention

• Modern presentation skills and design conventions

• R e s p o n s i b i l i t y o f t h e Designer and Sustainability

• High Quality realisation and their final design.

• Packaging, Marketing and Advertising as promotional techniques

The course is not material biased and gives opportunities to work with plastics, ‘smart’ and other modern materials, wood, card, metal, clay, food, foam board, paper, textiles, and electronic and other control systems.

PROGRESSION:The course enables access to Des ign Techno logy KS5 courses as well as courses in Graphic Design. It is a solid first step toward careers such

a s P r o d u c t o r G r a p h i c D e s i g n e r , A d v e r t i s i n g , Engineer, Architect, Project Manager, etc.

Units 1 and 3: coursework-based projects; 60% of the final grade. Unit 2: workshop based- students’ practical skills are subject to a controlled assessment.Unit 4: an exam focused on ‘Iconic Design’. Units 2 and 4 make up 40% of the grade

P r o d u c t D e s i g n ( O C R )



D&

T: T

exti

les

Tech

nolo

gy

( A Q A )

SKILLS:• Creativity and flair• Ability to work in a team• Well organised and able to think logically• Ability to work to deadlines.

CONTENT:Students will study:-• fibres and fabrics • maintenance• components • tools and equipment• planning production • designing• Pattern making • Dressmaking skills• Dying and printing• Production methods• Health and safety and

quality checks.• Environmental issues

PROGRESSION:

The course is an excellent basis for moving on to an A Level in DT: Product Design: Textiles, an A Level in Art:

Textiles or a vocational course in Fashion design. It could take you towards a number of careers including designer, retailer, fashion buyer and teacher.

d

The course is examined at the end of Year 11. Students will take 1 2-hour exam paper worth 40%, based on theory from the 2 years and a range of design questions related to pre-release information provided by the exam board. Students will produce a piece of controlled assessment worth 60%, comprising of a design folder (20%) and practical work (40%) chosen from a selection of externally set briefs.

Defining the Diploma

Principal Learning - All compulsoryThis is made up of units that are sector-related (i.e. hair and beauty, sport etc.) and includes a minimum of 50% applied learning.

Additional/Specialist Learning - where choices can be madeStudents can choose from a variety of related topics to compliment their Diploma qualification. Or they could study in areas outside of their Diploma.

Generic Learning - English, Maths and ITLearners will gain specialist knowledge, skills, attributes and work related learning of the sectors as well as developing skills including functional English, Maths and ICT, sitting exams in each. The Diploma cannot be achieved in full without passing these.

Personal Learning and Thinking SkillsAll will develop skills that are essential for life, further education and work. These include problem solving, team working, self management, creative thinking and effective communication.

Student ProjectAll will complete a project to show the skills and knowledge that they have acquired. Students can choose their own project and it will be an opportunity to extend planning, research, analysis and presentation skills. Again, the subject of the project could tie in to personal aspirations for further education and/or career development.

Work ExperienceAll learners will complete a minimum of 10 days work experience at Higher Level. There will be the chance to learn and be mentored by professionals working in the chosen area of work.

Hybrid Options: the Diplomas

These qualifications are worth 7 GCSEs at A*-C when taken at Level 2 (the ‘Higher’ Diploma). T h e r e i s a l s o a ‘Foundat ion’ Diploma offered at Level 1 which is worth 5 GCSEs at grades D-G. These qualifications are intended to be a hybrid in that they are not fully applied courses (a m a x i m u m o f 5 0 % ‘ p r a c t i c a l ’ ) b u t a r e intended to be more focused on the industry involved in the specific Diploma chosen- so, for example, the IT Diploma, though having very clear high level IT skills within it, is most engaged with t h e b u s i n e s s o f Information Technology. As a result, students must ensure that they are fully aware o f what each Diploma involves before

committing to it.

Due to the demands of these Diploma lines, entry r e q u i r e m e n t s a r e stringent. A minimum of level 5s at the end of Key Stage 3 in Maths, English and Science are required to be considered for these courses, as well as good b e h a v i o u r a l r e c o r d s (some Diplomas will take place at other schools) and places will be subject to passing an interview process. It will also be dependent on schools being able to run the courses due to sufficient numbers opting for them across the city. They take place for the whole of Thursday in Year 10, and all day Tuesday in Year 11. Students getting on to the Diploma will not take the core OCR National course like everyone else in their year.

Principal learning will be assessed by:a) Internal assessments - supervised and completed under controlled conditions (8 units)b) External assessment - set and marked by the awarding body (2 units)

Based on a full day per week over two years, and worth 4 GCSEs, this is part of the optional provision at Manor School for Key Stage 4.4 A*-G grades

equivalence

Setting: Mixed ability

Co

nstr

ucti

on

SKILLS:The course provides a specialist work-related and motivating programme of study. It addresses the key areas of knowledge, understanding and skills required for learners contemplating a career within the construction industry. The requirements of craft, operative and technician roles are reflected in the content, and focus is placed on learner progression into work, to an apprenticeship, or on to further study.

CONTENT:

T h i s i s a n e x c e l l e n t i n t r oduc to r y cou rse f o r students who wish to work in the construction industry. The programme consists of three core and three optional units and covers areas such as drawing techniques, methods of construction, science and mathematics and health and safety. It is also possible to learn some practical skills s u c h a s b r i c k w o r k a n d

carpentry. However, this qualification is not aimed at p r o v i d i n g o c c u p a t i o n a l c o m p e t e n c e - i t r a t h e r provides the underpinning knowledge. A range of study methods are employed to d e l i v e r t h e p r o g r a m m e including lectures, tutorials, assignments and practical work. The course is assessed on a continuous basis via a combination of practical work and assignments.

PROGRESSION:With further training or study, you may progress into the full range of careers in the construction industry. This course also prepares you for employment and provides a good grounding to go on to a more advanced course.

r week over two years

All units will be assessed through coursework and p r a c t i c a l o n t h e F i r s t Diploma in Construction.

B T E C F i r s t D i p l o m a i n

C o n s t r u c t i o n L e v e l 2

N B - p l e a s e n o t e t h a t H u n t i n g t o n S c h o o l

h a v e c h o s e n N O T t o o f f e r t h i s a s a

D i p l o m a c o u r s e i n 2 011 .

Based on seven hours per week over two years, and worth 7 GCSEs, this is part of the optional provision at Manor School for Key Stage 4.GCSE: 7 A*-G

grades equivalence

Setting: Mixed ability

Cre

ativ

e &

M

edia

C r e a t i v e & M e d i a

D i p l o m a( E d e x c e l )

SKILLS:The Diploma in Creative and Media is an exciting qualification for students who want to learn about some of the UK's most dynamic industries. The Diploma covers a rich range of subjects including film, TV, theatre and design. On this course you will gain knowledge and experience enabling you to master the essential skills needed in all creative industries.

CONTENT:This course is designed to let you try lots of di fferent creative disciplines, from developing initial ideas to producing finished products. Yo u ’ l l c o v e r c r e a t i v e processes, conceptual ideas and practical skills. You will try lots of different disciplines like film-making, web page design, product design, drama and performance, audio recording, advertising, dance, TV studio control and more, and find out

more about the ones that interest you. You will use your skills to create something real. PROGRESSION:Further education colleges were involved in creating diplomas, so the Diploma will grant you access to further or higher education courses in the same way as traditional GCSE qualifications. The Diploma provides a foundation for further education courses in Media, Broadcasting and

Sound Engineering both for l i v e p e r f o r m a n c e s a n d recording studio work. It is ideal for anyone hoping to work in Thea t re , S tage Management, Multimedia, Film or Dance or who is interested in these areas.

See the general information at the start of this section for more information on how the Diploma is assessed.

Based on seven hours per week over two years, and worth 7 GCSEs, this is part of the optional provision at Manor School for Key Stage 4.

Setting: N/A

Hai

r &

B

eaut

y

SKILLS:This Diploma at will provide an opportunity to develop and apply a range of skills and knowledge within this sector and allow learners to make an informed decision as to potential employment or higher education. It will take them through the hair and beauty sector, providing them with an increasingly rigorous programme of study which includes hands on experience and project work.

CONTENT:The Diploma introduces young people to the 6 key industries w i th in Hai rdress ing and Beauty Therapy:• Hairdressing • Barbering • Beauty therapy • Spa therapy • African-type hairdressing/

barbering • Nail services

Principal learning develops knowledge, understanding and skills in the following 10 topics:Safe and healthy working practices The world of Hair and Beauty The science of Hair and Beauty T h e a r t o f b a s i c communication and client care The history of Hair and Beauty

Introduction to promoting and selling products and services by professional recommendation Salon systems Exploring skin care and make-up Exploring hair care and styling Exploring hand care and nail art

th 7 GCSE thi i


GCSE: 7 A*-G grades equivalence

H a i r a n d B e a u t y S t u d i e s( A Q A )

Ho

spit

alit

y

SKILLS:The Hospitality Diploma will equip learners with a broad understanding of the sector and they way in which it works. With an emphasis on practical, hands on skills, it provides a valuable taster of the wide range of opportunities and job roles that exist within hospitality.

CONTENT:The Diploma explores the hospitality industry and its i m p o r t a n c e t o t h e U K economy and everyday lives. You will learn how the law affects the industry and some of the basics of financial management. The Diploma will provide opportunities to develop your knowledge about the principles of healthy eating a n d t h e i m p o r t a n c e o f communication in the industry.

This is made up of units that a r e s e c t o r r e l a t e d a n d includes a minimum of 50% applied learning. Principal learning develops knowledge, understanding and skills in the following topics:Exploring the UK hospitality industry Customer service in hospitality Work in a hospitality team Dealing with costs and income in hospitality

Providing hospitality services Food preparation and cooking


D i p l o m a i n H o s p i t a l i t y( E d e x c e l )


Setting: N/A


Info

rmat

ion

Tech

nolo

gy

SKILLS:The Diploma in IT is structured around the integrated themes of business, people and technology, reflecting the skills needed for success in the technology-enabled world. The learning outcomes will be brought to life through relevant contexts, for example, the internet and its impact on business and society, computer games and the integration of software, graphic design and art, and the technology behind the music industry.

CONTENT:What is studied?Business: You’ll learn the basics of how to manage projects, for example planning and scheduling all the tasks involved (using a tool called critical path analysis). People: You’ll learn to write p r o p o s a l s f o c u s i n g o n par t icu lar cha l lenges or o p p o r t u n i t i e s w i t h i n a business, using creative, investigative, interpersonal

and numerical reasoning skills.Technology: You’ll learn how to make prototypes and test your product to make sure it meets its specific purpose and audience needs. Cross-platform multimedia: You’l l gain the technical knowledge and skills to design a n d d e v e l o p y o u r o w n multimedia product for a s p e c i f i c a u d i e n c e a n d purpose.

Students will complete 7 units: The potential of technology, exp lor ing organ isa t ions , effective communications, s k i l l s f o r i n n o v a t i o n , t e c h n o l o g y s y s t e m s , m u l t i m e d i a a n d d i g i t a l managing projects.



Setting: N/A


D i p l o m a i n I n f o r m a t i o n T e c h n o l o g y

( O C R )

Sp

ort

&

Act

ive

Lei

sure

SKILLS:

This diploma will prepare young people for higher and further education as well as the world of work. It will give students the opportunity to work in and out of the classroom, focussing on working with real employers from all the different sectors of sport and active leisure.

CONTENT:The course focuses on three main themes:Sport and active leisure and the individual-the importance of an active and healthy lifestyle; science of sport and exercise; how the body works. Sport and active leisure and the economy-the sport and active leisure industry; its relation to other sectors; its contribution to the economy as a whole.

Sport and active leisure and the community-working with customers; the different requirements of specific populations

Unit 1: Positive lifestyle choices and Sport and Active Leisure (exam) Unit 2: Encouraging participation in Sport and Active Leisure Unit 3: Science and Sport and Active Leisure

Unit 4: Working in the local Sport and Active Leisure industry Unit 5: Businesses in the Sport and Active Leisure industryUnit 6: Media in Sport and Active Leisure Unit 7: Access for all in Sport and Active Leisure


Setting: N/A


Your work will be assessed internal ly, via special ly designed coursework tasks, and externally via one exam.

Vocational Options: the Young Apprenticeships

All applicants will need to be successful at interview and s h o w e n t h u s i a s m a n d commitment to working as part of a team.In order to successful ly complete the course you will have to complete 50 days of Experience of Work in the relevant industry over two years. Much of this will be completed in students’ own holiday time, and they must be aware of that before they apply to join the course.

For more information, see:http://www.yorkcollege.ac.uk/14-16/all-courses.php

Entry requirements:

These entail, from a school p e r s p e c t i v e , g o o d behavioural records (they are ambassadors for the school in the local community once they leave the site to be educa ted) , ach iev ing a minimum of level 5 in the core subjects of English, Maths a n d S c i e n c e a n d a n application to join detailing the reasons why they wish to u n d e r t a k e t h e c o u r s e . Students must also pass York Col lege’s own interv iew process if they get to that stage; and, in some cases, an initial assessment.

The reason for this rigorous process is that places are in such high demand, and Manor is only given a limited level of funding to enable it to provide these opportunities. This funding does vary from year to year however, and places as well as the courses t h e m s e l v e s a r e v e r y dependent on government s u b s i d i e s f o r Y o u n g Apprenticeships.

Based on one whole day per week over two years, and worth 4 GCSEs, this is part of the optional provision at Manor School for Key Stage 4.

Setting: N/A

: C

ons

truc

tio

n

SKILLS:As a Young Apprentice you will be motivated to succeed; show a willingness to learn and apply learning in different environments; have the potential to take part in and complete the programme; be able to communicate effectively with a range of people; have the desire and motivation to pursue a career in this industry; have demonstrated working independently and also as part of a team.

CONTENT:Construction students complete 6 units which include:• Introduction to the

Construction Industry• Investigating Health Safety

and Welfare• Construction Science and

Mathematics• Investigating Trowel

Occupation• Investigating Carpentry and

Joinery• Investigating Painting and

Decorating.Additional units can include:• CAD• ICT and additional Health

and Safety• Work Experience in the

construction sector• Portfolio recording 50 days

Experience of Work including visits.

PROGRESSION:On successfully completing your course you can continue o n t o t h e A d v a n c e d

Apprenticeship or higher level 3 construction courses.

An initial assessment will be t a k e n b y a l l Y o u n g Apprenticeship applicants. T h e d e v e l o p m e n t o f practical and academic s k i l l s i s a s s e s s e d throughout each unit and throughout the course.Final assessment is based on a portfolio of work and a completed record of 50 days Experience of Work.

GCSE: 4 A*-C grades equivalence


Setting: N/A

Eng

inee

ring


CONTENT:E n g i n e e r i n g s t u d e n t s comple te 6 un i ts wh ich include:Mechanical Fitting, Fabrication & WeldingE l e c t r i c a l I n s t a l l a t i o n , Electronics andElectrical InstallationAdditional units can include:CAD, Machining, Gas CuttingWork Exper ience in the Engineering industry

Portfolio recording 50 hours Experience of Work including visits.

PROGRESSION:On successfully completing your course you can continue o n t o t h e A d v a n c e d Apprenticeship or higher level 3 c o u r s e s / L e v e l 3 Apprenticeship in Engineering MaintenanceSuccessful learners who also a c h i e v e a G C S E i n Mathematics at grade C or

above will be considered for progression onto one of the National Diploma courses.

d h 4 GCSE hi

An initial assessment will be t a k e n b y a l l Y o u n g Apprenticeship applicants. T h e d e v e l o p m e n t o f practical and academic s k i l l s i s a s s e s s e d throughout each unit and throughout the course.Final assessment is based on a portfolio of work and a completed record of 50 days Experience of Work.




Setting: N/A

Veh

icle

M

aint

enan

ce &

R

epai

r


CONTENT:You must complete 6 units to achieve your VRQ Level 2 :-• Health & Safety in the Motor Vehicle Industry• Chassis Technology• Engine Technology• Transmission Technology• Electrical & Electronic Technology• Routine Vehicle

MaintenanceYou will also be placed with a range o f Moto r Veh ic le Workshops/Garages and visit

a range of related industries/museums. This will develop a portfolio of evidence recording 50 days of motor vehicle experiences.

PROGRESSION:You can continue onto a Motor Vehicle Apprenticeship or a variety of Level 3 courses.

All Motor Vehicle Young Apprenticeship applicants will take a basic online initial assessment for both numeracy and literacy.‘Training Tasks’ will take place throughout the delivery of each unit; when you are ready, you will then carry out an ‘Assessed Task’. If you don’t pass first time, you can try again. All tasks are recorded in a logbook which combine to form your portfolio. Each unit also has a written ‘Phase Test’ and an online assessment.

Supported Options: the Foundation Learning

programme

Foundation Learning will i n c l u d e t h e f o l l o w i n g elements: Functional Skills, Vocational Learning, Personal and Social Development and subject based learning.

Functional Skills will consist of Maths, English and ICT. Courses will be provided at Entry Level 1-3 and Level 1.

Vocational learning will consist of the Certificate of Personal Effectiveness and Wider Key Skills which will be delivered at Level 1. Both of t h e s e c o u r s e s w i l l b e accredited by ASDAN.

P e r s o n a l a n d S o c i a l Development will include the development of independent travelling and life skills and will be accredited at Entry Level and Level 1. A Living and Growing course will develop the work done in Key Stage 3 on health, feelings and emotions and sex and relationships.

Other subjects available to students include Science, RSS and Citizenship, PE and Cooking Skills.

Students will also have the o p p o r t u n i t y t o r e c e i v e ind iv idua l adv ice and guidance

This is a selective option, with specific students chosen to take part in it via consultation with parents, and with varying amounts of time allocated to it.

GCSE: Level 1, and Entry Levels 1-3

Setting: Not applicable

Foun

dat

ion

Lea

rnin

g

SKILLS:Students are encouraged to develop a wide range of employability and life skills including:

• Working With Others• Problem Solving• Becoming Independent and self aware

CONTENT:Please see previous page.

PROGRESSION:S t u d e n t s f o l l o w i n g Foundation Courses can p r o g r e s s t o L e v e l 1 courses or can choose further foundation courses t o b r o a d e n t h e i r experiences, knowledge and skills.

Courses will be delivered and assessed at Entry Level 1-3 and through to Level 1.Assessment for the Vocational and Personal and Social development will be portfolio based and accredited by ASDAN.Functional Skills in Maths, English and I C T w i l l b e a c c r e d i t e d t h r o u g h assessment at Entry and level 1 either through short examination tasks or portfolio based work.

the standard combination of up to 13 GCSEs, with a choice of 3 subjects from the options blocks on the next page. We anticipate the majority of students choosing this route.

Academic- are you ready for the challenge of 11-13 GCSEs in a

range of different subjects?- do you enjoy the benefits of working hard that come

with academic success, including the sense of pride in a quality piece of work?

- do you see exams as a challenge to face?- are you thinking seriously about Sixth Form study after

your GCSEs, and future study in higher education or in a university?

a choice of one of the Diplomas on offer, in combinationwith the package of other qualifications that goes with it, alongside the standard core subjects (except ICT, as the Diploma includes functional skills IT) and one other option choice. We anticipate a significant minority of students choosing this route.

Hybrid - do you want to get involved in a whole sector at once, specialising early in your industry of choice?

- will you enjoy the combination of practical learning and theoretical teaching that leads to an understanding of the business as a whole?

- will you appreciate the independent nature of a project led and managed by yourself?

- will you take full advantage of the new and exciting opportunities that open up to you as part of this?

a choice of one of the Young Apprenticeships on offer, with the standard core subjects and one other option. We anticipate a small number opting for this route.

Vocational - do you want to get involved in a hands-on learning experience?

- are you interested in something that will lead directly into either further apprenticeship work or even a job?

- are you prepared to give up a fair amount of your holidays in order to achieve this qualification?

- would you enjoy experiencing the ‘real’ world of work at a relatively early stage of your school life?

a fully supported and yet flexible programme across the whole curriculum which allows students to choose from a variety of qualifications that would suit their needs and allow them to achieve their full potential. A small number of students will be invited by Mrs Counter to take part in this.

Support - do you like different ways of working that do not always involve writing?

- do you want to explore the world of work and life after school?

- do you want to learn new skills, to be responsible and trustworthy?

- do you want to focus on the areas that are most relevant to you and to your future?A

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DT: Food

Technology

DT: Food

Technology

Art

D

T: Textiles

DT: P

roduct D

esign

A&

D

Art

D

rama

D

ance

Dram

a

PA

Music

Technology

Music

Leadership

Re

s:

F

ou

nd

atio

n L

earn

ing

: CoP

E, W

ider Key S

kills, Life and Leisure S

kills, Enrichm

ent, BTE

C Food S

kills kills, Life

s ta

i, w

e ha

v‘G

uide

d od Skills

DT:

ance

Technol

eade

G

Develo

A&

D

nal p

se tick the

�

eative & M

ediTCatering &

Hospitality

Constr

BTE

C)

Sport and A

ctive

If you

wish

to take

a A

pprenticeship or Diplom

a)one ba

s:

Options

Documents

number of options

courses available

core curriculum

students choices

varied courses

options evening3rd

manor school

good general education