here - Bury Church of England High School

Bury Church of England High School
Course Selection
Year 8
Dear Year 8 Pupil
During the next few weeks there are some important decisions to be made about the subjects
you will study in Upper School. At the Course Selection Evening and the subsequent Review
Day, you and your parents will be able to discuss these matters with members of staff. This
handbook contains further details about this process and about the subjects which make up the
Key Stage 4 Curriculum for Years 9, 10 and 11 pupils. Please consult it carefully and pass
it to your parents so that they too can read it before our Course Selection Evening on
Wednesday 29 April 2015 (7.00pm onwards).
You will notice that we ask you to indicate a first and second preference in each option
line on your Course Selection Form. We hope that you will secure your first preference but
a few subjects have in the past proved too popular to offer places to all pupils who opt for them
and on occasion one will not run because too few opt to make it viable.
Once you have made your choices, it is essential that you get the form with your choices
on it into your Form Tutor on Thursday 4th June. The form itself will be given out at Course
Selection Evening. Please do not return it before 4th June.
Please do not retain the Course Selection Form beyond the set date. If decision making is
difficult, you may write a letter to me at school and return the form with what, if anything, you
have been able to fill in. I will make contact with pupils and parents who have experienced
difficulties in choosing.
One of the factors that help pupils decide their options is careers. If you have a strong specific
career interest at this stage, you can state it on the Course Selection Form. It may help us to
prioritise who gains places on certain subjects. However, as long as you maintain a broad
curriculum, most careers remain open to you and you should not feel you have made decisions
about that yet.
Should you be absent on Thursday 4th June, please send your form into school addressed to Mr
I Jackson (Options).
Although you will start your option choices in Year 9 and no longer study some subjects it is
likely that in most subjects you will not begin the actual exam syllabus. Instead, Year 9 option
courses will be broader in nature, designed to allow you to build up confidence and skills in your
chosen subject so that you will achieve as much as you can in your final exam. A very few
pupils will change courses in Year 10 when college vocational courses become available.
It is important that you get the balance of your choices right; for instance, we strongly
recommend that no pupil studies more than one Technology subject because of the nature of
the assessment in this field.
It seems that each year we acknowledge that it is a time of change and development in
Education. The government is developing a number of changes which will affect you, but not
everything is fully clear yet regarding these changes. Vocational education and the courses
that lead to vocational qualifications are still under public debate. Furthermore, a range of
changes to the exam courses and the way they are reported are being planned. In the face of
such uncertainty it becomes doubly important to choose broad and balanced subjects which
keep as many doors open as possible. We would expect most of our pupils to undertake the
English Baccalaureate subjects, which are English, Maths, Science including Computer
Science, a language and either History or Geography, so they are encouraged to choose either
History or Geography unless advised not to by their teacher.
In conclusion, we believe that our Upper School Curriculum provides you with a broad and
balanced programme of educational experience. It is one which will enable you to follow
courses appropriate to your particular interests, skills and talents and by beginning it in Year 9
to build up the confidence and skills to achieve at the higher level.
We intend to help guide you to make your choices effectively and look forward to a successful
time in Upper School.
Yours sincerely
Mr I Jackson
Deputy Headteacher
The intention in starting our Key Stage 4 Curriculum in Year 9 is not to take longer to cover the
GCSE scheme of work, but to allow pupils to develop greater skills and depth in their chosen
areas to enable higher achievement at the end of Key Stage 4 in Year 11. Our Key Stage 4
Curriculum consists of two parts, the core or compulsory part and the subjects you choose to
study, or options.
The following subjects make up the core: English; Mathematics; Religious Education; Core PE
(non-exam PE); Science; French and PHSCE.
Religious Education is completed as an exam subject in Year 10, but you will continue to have a
reduced non-examined core Religious Education course in Year 11. Elements of PHSCE and
Citizenship appear throughout the curriculum but they are especially to be found in RE.
PHSCE means Personal, Social, Health & Economic Education and will be taught on Drop
Down Days.
All pupils receive eight full days of Citizenship and PHSCE throughout the year. They are
delivered on drop down days.
All work is based on the National Curriculum Programme of Study for Citizenship and PHSCE
and is intended to equip pupils for school and adult life. It will include relevant topical issues
which affect the lives of pupils and the wider community. Issues incorporated in the course will
include health and safety issues; relationships with peers, family and the wider community;
crime, law and society; environmental and world issues; and financial management. Pupils will
also be encouraged to become active citizens and involve themselves in school or community
Pupils in Years 9, 10 and 11 will spend a full day covering each of the following subjects:
 Health Education - including SRE and Drugs Education.
 Personal Wellbeing - including relationships and safety.
 Economic Wellbeing and Financial Capability - preparation for interviews, careers
education and college applications.
 Being British - this unit will look at Human Rights and the political system of the UK.
 Global Issues - this unit will look at Violent Extremism and Human Trafficking.
 Active Citizenship - this unit will involve pupils completing a number of volunteering
activities to improve both our school and local community.
Throughout the course pupils will be expected to identify their personal goals and review their
own progress and achievements and set targets for future sessions.
School staff will work in teams to deliver appropriate content to pupils and will be supported by
outside agencies to ensure that pupils are fully engaged in the issue being covered. It is likely
that some pupils will go off-site to carry out part of their work. Sessions will take place within a
secure atmosphere where a positive working relationship between pupils, teachers and others
(school nurse, learning mentor, youth workers, local entrepreneurs and politicians etc.)
encourages the pupils to discuss and share their problems and find possible solutions with
Within the course, pupils will be expected to participate in discussions, written work, role plays
and group work. We will also use dvds, quizzes, investigation, design, outside speakers and
drama productions to fully engage the pupils. Throughout the year pupils will be encouraged to
explore their feelings and opinions whilst considering those of others and to accept
responsibility for their own actions.
PE is also compulsory and in Years 9, 10 and 11 pupils can choose from a wide variety of
activities. If you choose the GCSE PE option it will not reduce your entitlement to compulsory
The options you may choose are outlined in this booklet and summarised on the form on the
centre page.
All pupils are asked to put preferences from the option lines and make a first and second
preference on each line.
Each exam course in the CORE and the OPTIONS curriculum is described more fully in the
remaining sections of this booklet. This course is the one you will begin in your chosen subject
by Year 10, although time in Year 9 may be spent doing the preparatory work.
There is a Foundation Curriculum option for pupils in Year 10 and 11. This is intended for
pupils who will struggle to access most of the courses on our options system, typically ones who
will have a statement of SEN. It includes a series of units from Asdan (a national scheme for
curriculum awards) and covers themes such as preparation for work, health etc. This
qualification will be at Entry Level or Level 1 - GCSE equivalent D - U. However, although this
curriculum will be available by negotiation to pupils in Years10 and 11, it is not available for
pupils in Year 9, who should all make three choices.
GCSE is the most common form of qualification. The number of GCSE subjects a pupil may
study in total is up to 10 subjects at GCSE; that is quite a heavy programme. For the most
academically able it is far more important to gain grades at a higher level than to get lots of
GCSE passes. 10 passes at Grade A are worth more than 15 at Grade C, at least to an
individual. Many pupils would be well advised to take fewer than 10. University entrance
normally requires good grades in above 5. The total number of GCSEs is different to the
situation of a few years ago because we have placed Triple Science in our options system
rather than as something squeezed into the Science curriculum time in Years 10 and 11.
All pupils study Mathematics, English, Science and RE to GCSE Level. Most study French to
GCSE although some pupils are identified for an alternative provision during French curriculum
time. We strongly recommend that most pupils should choose either History or Geography as
In English, most can study English Literature as an extra subject alongside their Language work
in core time and gain GCSE in English Language AND English Literature. The arrangements
in regards to English are changing nationally and these changes may affect you.
All pupils will study all three Sciences to GCSE Level as most gain two GCSEs in Science, but
as indicated above, it is also possible through a choice to study the three sciences as separate
sciences, each leading to a GCSE – again subject specialist teachers will advise you as to
which course to follow.
The following courses are all offered at GCSE level in the option system.
The GCSE Art and Design is a broad course exploring practical and critical/contextual work
through a range of 2D and/or 3D processes and new media and technologies. It is an
unendorsed course where candidates can work in appropriate art, craft and design materials
and processes.
The course requires candidates to explore relevant images, artefacts and resources relating to a
range of art, craft and design, from the past and from recent times, including European and
non-European examples which should be integral to the investigating and making process.
Responses to these examples must be shown through practical and critical activities which
demonstrate the candidates‟ understanding of different styles, genres and traditions.
Candidates should produce practical and critical/contextual work associated with two or more of
the following endorsements: Fine Art; Drawing and Painting; Mixed Media; 3 Dimensional
Design; Printmaking; Graphics; Textiles. You will also work in sketchpads to support the work
of the endorsements.
The Art and Design course consists of two units: Unit 1: Portfolio of Work 60%
Unit 2: Externally Set Task
The externally set task consists of candidates making a personal response to one starting point
or project brief from a question paper. They are given a period of preparation time followed by
10 hours of sustained focused study under examination conditions
Candidates must cover all the four assessment objectives listed below in both the portfolio of
work and the externally set task.
Candidates must demonstrate their ability to:
AO 1 Develop their ideas through investigations informed by contextual and other sources
demonstrating analytical and cultural understanding.
AO 2 Refine their ideas through experimenting and selecting appropriate resources, media,
materials, techniques and processes.
AO 3 Record ideas, observations and insights relevant to their intentions in visual and/or other
AO 4 Present a personal, informed and meaningful response demonstrating analytical and
critical understanding, realistic intentions and, where appropriate, making connections between
visual, written, oral or other elements.
Independent work / homework You will be expected to work at home to support the projects
that you are doing in class. The majority of homework will be completed in sketchpads.
Under National Curriculum Orders, all pupils have the right to study a Design Technology
subject. Whichever of the three courses below is chosen, the learning processes and activities
used on that course will be similar to those used on the other courses. All of the courses are
about designing and making. The differences between the courses are to do with the
materials used and, therefore, the items produced.
All the courses will require pupils to design solutions to a problem they have identified and to
make one of these solutions to see if it will solve the problem. Finally, they will examine the
solution to see how well it has worked.
GCSE Design and Technology: Food Technology
The course will be based on working with a variety of foodstuffs as well as designing and
making a whole range of products. Much of the learning will be from “hands - on”, making
activities where you will develop your skills and have the exciting opportunity to make different
food products. Pupils must be prepared to bring ingredients on a regular basis to be successful
on this course. They will gain valuable skills such as the ability to work independently or in
teams and organisational and ICT skills can all be improved through taking this subject.
GCSE Design and Technology: Product Design
This course will be based on using different styles of drawing and modelling (both practical and
computer based) to provide solutions to problems. Pupils must produce three dimensional
products using card, paper, plastic, wood and metal though other materials will be considered.
GCSE Design and Technology: Resistant Materials
This course will be based on working with wood, metal and plastics to solve identified problems.
Pupils must be prepared to purchase their own materials, if necessary, for their major project.
However, this is not usually required if their project is selected carefully.
Assessment (for GCSE)
All courses are assessed in two ways.
Coursework: This provides 60% of marks and will take 45 hours of supervised time. A design
folder consisting of approximately 20 pages of A3 paper (or equivalent) must be produced
alongside a finished product or products. All folder work and practical work must be completed
in school.
Terminal Examination: This provides 40% of marks and pupils will be entered for one, untiered
paper. The final written examination is 2 hours in length.
Payment for Materials: Whichever main course is followed, pupils who wish to take home the
items they have made will be required to make a contribution to the cost of materials used.
Pupils will not be under any pressure to pay for items if they do not want to keep them.
Deadlines: Because of the high contribution of coursework towards final grades, it is essential
that deadlines are met if pupils are to remain organised and achieve to the best of their ability.
GCSE Drama is an exciting and varied course in which students learn about many aspects of
drama and theatre and develop a wide range of performance skills.
During the course students engage in creating, performing and analysing Drama. They work
with scripts and develop their skills of improvisation.
Theatre visits are an integral part of the course, giving students the opportunity to experience
and analyse a wide variety of theatrical styles. Seeing professional performances also gives
opportunities to explore other aspects of theatre, such as set design and costume. We
generally go to evening performances as this gives students a better experience of the etiquette
of theatre-going.
Enthusiasm about theatre and performing, along with teamwork, are essential qualities for
anyone considering this option
60% of the overall mark is for practical work. This is assessed using their two best marks from
the following options:
Acting: a performance using a published play script, e.g. “Blood Brothers”
Devised: a performance based on a theme, e.g. decisions, growing up, relationships – and
including scripted and unscripted work
Improvisation: a performance in which the students have created their own drama.
Theatre-in-Education: a performance about a particular issue, performed to a specific
audience, e.g. personal well-being to Year 7, anti-social behaviour to Year 9.
40% is for an externally assessed written examination - students answer questions on work they
have been involved in, as well as scripted plays they have performed or performances they
have seen at the theatre. They must write essay-type answers and cannot take any notes into
the exam with them.
The English GCSE involves students studying the nature, uses and functions of English
Language and English Literature leading to the achievement of two separate GCSE
In English Literature there is a strong focus on how writers have used language to create
characters, influence readers, manipulating their emotion, and communicating interesting and
unusual ideas in novels, plays and poetry.
GCSE Language has a focus on understanding non-fiction or media texts and students
investigate the works of other writers to improve their analytical skills and their own writing skills
developed during KS3.
English is a key component of many further and higher education courses and careers.
We shall be continuing with the very successful AQA „A‟ specification which includes relevant
and exciting topics e.g. supervolcanoes, tsunamis and units on global tourism, world population
and coasts.
The GCSE is made up of three parts:
Paper 1 - Physical Geography - 37.5% will be taken May Year 11
Paper 2 - Human Geography - 37.5% will be taken May Year 11
Controlled Assessment - 25% will be undertaken at some point during the course, (likely to be in
September of Year 11)
The units highlighted in bold are those we intend to study, although this is subject to change and
the discretion of the classroom teacher.
Unit 1 Physical Geography
Section A:
The Restless Earth; Living World
Section B:
Water on the land; The Coastal Zone
Unit 2 Human Geography
Section A:
Population Change; Changing Urban Environments;
Section B:
Assessment: Units 1 and 2 are 37.5% written exam (1.5 hours). Answer three questions, at
least one from each section plus one other.
Controlled Assessment
Local fieldwork investigation from titles provided by AQA (marked out of 60, maximum word limit
2500, 20 hours write-up time, worth 25%)
Please note that the current course is a linear one, meaning both exams will be taken at the end
of Year 11. There are no exams in Year 10. The controlled assessment, whilst still based on
a field trip, is nothing like as onerous as the coursework it replaced. The controlled nature
means that nothing is taken home and there are strict time limits on the work completed. The
location of the field trip is Blackpool to study the effects of tourism on the resort.
Nationally, GCSE History is currently undergoing one of the biggest reviews for over twenty
years. The GCSE course that your child follows from 2016 is still subject to OFQUAL approval.
Below, I will outline the draft programme as they currently stand. Please note that the GCSE
courses are still subject to formal approval!
Year 9 is a transition year where students will be introduced to the main GCSE concepts and
skills. In Year 9 we will study:
Autumn term: The British Empire and the Transatlantic Slave Trade.
Spring term: Causes and outline of the First World War (1914-18).
Summer term: The Consequences of the First World War/Rise of the Dictators.
Years 10 and 11 - We provisionally intend to follow the OCR GCSE Schools History Project
specification. Units of Study await confirmation but should include:
Thematic Study: Crime and Punishment 200ad - the present day or Migrants to Britain 200ad
- the present day.
British Depth Study: The Norman Conquest 1065-87 or The Elizabethans 1580-1603.
World Study: The making of America 1789-1900.
A study of the Historic Environment
European Depth Study: Life in Nazi Germany 1933-45
The GCSE will be assessed by three examination papers at the end of Year 11. There will be
no controlled assessment.
Success in GCSE History requires a high level of literacy. The study of History is valued by
colleges and employers alike.
The subject furthers skills of analysis, use of
evidence/explanation and research. Critical analysis of written and visual sources will
strengthen skills of purpose and reliability. Students will refine their extended writing skills
throughout the course. Further study of History beyond school can lead to popular career
paths including law, broadcasting, journalism, marketing, teaching and business leadership.
In the world in which we live computer and information technologies are becoming more and
more important. To be able to keep up with developments in this fast-moving industry, the ICT
Department at Bury CE High School offers a choice of two different courses to provide
students with the skills that they need to use computers effectively and efficiently and prepare
themselves for work and further study in whatever career they pursue.
GCSE Information Technology and/or GCSE Computing
GCSE Information Technology
Develops practical ICT and life skills, in areas such as databases, spreadsheets,
desk-top publishing and web design.
Work includes Desk-top publishing, audio and video editing, web design, and using
databases and spreadsheets.
Assessed by means of a written test on how computers impact on our life (40%) and a
single extended controlled assessment project (60%)
Key Skills to have:
 The ability to manage workloads.
 A good eye for design.
 The ability to work independently on the computers.
GCSE Computing
Develops an in-depth understanding of computer programing the theory of computer
science, including networking, data structures and communication systems
Work includes learning different programming languages and how to build databases,
networks and studying how computers process and store data.
Assessed through a written theory exam (40%) and two practical controlled
assessments (30% each), one a technical investigation and the other set of programing
Key Skills to have:
A logical/mathematical mind
An ability to work through and solve problems logically
An interest in knowing in detail about how computers work
All pupils in Year 11 are entered for the GCSE examination in Mathematics.
From September 2015 this will be the new GCSE offered by Edexcel GCSE 1-9.
Students will embark on this course after Easter in Year 9.
This will be tested by a three part terminal examination; all of equal weighting. Each paper all
have a range of question types, utilising both structured and unstructured questions. Some
questions on the papers will be set on context (both mathematical and non-mathematical).
The grading is from 1-9. Foundation grades 1-5 and Higher 4-9.
More information can be accessed at
Entry Level Mathematics
This certificate is offered for any student for whom GSCE is inappropriate, to enable them to
gain some accreditation for their study of the subject. It is assessed by a portfolio of short
tasks and internally marked test papers
The Media studies GCSE builds on students‟ ability to formulate their own responses to the
range of media, old and new, that saturates modern life.
Students are encouraged to develop their opinions on how the media represents the world.
As part of the course students gain a range of abilities such as being able to develop their
research, problem solving and creative skills. All of these skills focus on the three main areas
for producing a media text:
Pre-Production/planning skills.
Production of a text (written, e-media, print, moving image etc.)
Evaluation of all the processes used.
There are three main assignments that students will complete over the final two years which
count for 60% of the overall mark. The remaining 40% is an exam taken at the end of Year 11.
GCSE French
Most students continue with GCSE French as a core subject following the Edexcel linear
course. In Years 10 & 11, students will produce written work as continuous assessment.
Speaking is assessed on several occasions during Years 10 & 11, the best work counting
towards the final grade.
There will be a final listening and reading exam at the end of Year 11.
There is the opportunity to visit a French school on our exchange trip in Years 9 & 10.
GCSE German
Why study German to GCSE?
German is a language that‟s quite easy to learn and pronounce
The German Department gets excellent results – often the best in school and many
pupils achieve higher than their MEG
Our school‟s German results are higher than the national average – and we allow pupils
of all abilities to take it
German was voted by pupils in Years 8-11 at this school recently as the subject they
make the most progress in
Universities and colleges consider German to be a good GCSE to have
German is a useful language to employers, as British companies trade with German
Germany is the largest country in western Europe and offers travel and employment
We teach German in quite small groups where you can build up your confidence
We run a very popular trip in Year 11 to Berlin with the History department
You get to use words like „Unterhaltungsmöglichkeiten‟ to impress your friends
We have fun while learning a great life skill
What do we do in GCSE German?
 We learn how to pronounce and speak German with confidence
 We practise other skills of writing and understanding German
 We learn about Germany
 We make videos and listen to songs
 We watch and discuss German films and TV programmes
 We act out scenes and have debates
 We learn about how language is built up, which can help you with other languages
 Pupils take the GCSE at the end of Year 11
Topics covered in GCSE German:
Self and Family
The Media
The Environment
The Town
Holidays and Travel
GCSE Music provides students with the opportunity to develop their performing, composing and
listening skills through five key areas of study (AOS):
Rhythm and Metre
Harmony and Tonality
Texture and Melody
Timbre and Dynamics
Structure and Form
The five areas of study (AOS) listed above will be explored through three STRANDS:
Baroque orchestral music, the concerto, music for voices, chamber music and sonata.
Blues, 1960s pop, rock music, R „n‟ B, Hip-Hop, music theatre and film music.
Music of the Caribbean, Music of Africa and the Music of India.
This area of the course accounts for 20% of the final marks and is assessed through a written
examination at the end of the course.
Students will compose one piece of music. The composition must show links to TWO of the
areas of study (AOS) listed above and ONE STRAND. The composition must be completed
within 20 HOURS of controlled (including the completion of an evaluation booklet under exam
conditions) and must be recorded when completed. The recording may be made using live
performers, ICT or a combination of both. This area of the course is externally assessed by an
AQA examiner and accounts for 20% of the final mark.
This area of the course is internally assessed and externally moderated. Performances are
recorded. This area accounts for 40% of the final mark
Students will perform one individual and one ensemble piece of their choice on their chosen
instrument/voice. This area of the course is internally assessed and externally moderated.
Performances are recorded. This area accounts for 40% of the final mark.
Students are required to compose one piece of music based upon TWO or more of the AOS.
The composition can be in any genre and for any combination of instruments and should be
completed and recorded within 25 HOURS of controlled time.
This area of the course accounts for 20% of the final marks and is assessed internally and
moderated externally.
This course places a great emphasis on performance. We expect those taking this option to
be regularly having tuition on an instrument/voice.
Further details regarding this course can be found on the AQA website:
In addition to the compulsory PE in Years 9, 10 and 11, there will be a GCSE option. This
course will be divided into two main sections:
Practical Performance
Students will need to select four sports from a list where ability, knowledge, of rules, training
methods, health and safety issues and other related topics will be looked into in detail. This will
be worth about 60% of the final mark.
Written Examination
An in-depth study of the factors affecting performance and participation in physical activity worth
40% of the final mark.
All students study Religious Education in Upper School. In Year 9 all pupils follow the Edexcel
GCSE Syllabus Religion and Society. Topics include Religion and Morality, Peace and
Conflict, Crime and Punishment and Environment and Medical Issues. In Year 10 they follow
the Edexcel GCSE Syllabus Religion and Life. Topics include Belief in God, Matters of Life and
Death, Marriage and Family Life, and Social Harmony
The final grade is the product of the exam taken at the end of Year 10 in both the above units
GCSE Combined Science OR GCSE Biology, GCSE Chemistry and GCSE Physics
Science is a core subject within the school and all pupils must study it. All pupils will continue
to study the three Sciences but a decision has to be made as to which Science course your
child will take.
All courses are AQA courses.
Choice 1 (Triple Science) - GCSE Biology, GCSE Chemistry, GCSE Physics
Pupils continue to study the three separate Sciences in depth and gain three separate GCSE
qualifications. This will require you to use one choice on an options line.
This course is suitable for students who are expecting to achieve at least a Level 6 in Science at
the end of Year 9.
Choice 2 (Double Science) - GCSE Combined Science
Pupils continue to study the three separate Sciences, but in less depth and gain two GCSE
grades. Both will be the same grade. This is studied in Core Science time and will not require
an option choice.
The AQA specifications will be published in the summer of 2015 and at this point the method of
assessment will be clear. At the moment we know that all exams will be at the end of Year 11
and that coursework will remain, but coursework will count less towards the GCSE.
Course Content
The Art & Design Textile course is „creative‟ and the work done involves using a wide range of
textile techniques – embroidery, collage, weaving, fabric printing, batik etc. The work is
interesting and you will get a lot of opportunities to experiment and to find areas of Art and
Textiles where you can be successful.
Examination Details
At the end of the course there is an externally set task (42042)(40% of the overall grade) which
is held under examination conditions and lasts for a ten hour period. This takes place in your Art
room with your Art teacher. You will be given the question paper four weeks before the test
and asked to prepare by collecting information, making drawings and trying out ideas in the
same way as you have prepared for coursework themes. The portfolio of work and externally
set task marks are combined to reach a final GCSE grade.
Controlled Assessments
You will be asked to work on a minimum of two themes during the course. You will need to
make sure that all the necessary skills are covered in the portfolio as a whole. The final
assessment of the coursework is by exhibition. Each pupil mounts a display of his or her best
work which is marked by the Art teacher/s in school and by an examiner from the examination
board. The portfolio (42041) is with 60% of the final grade and combines with the 40% available
in the Externally Set Task to give you a GCSE grade.
Alongside the „finished‟ project work you must complete a sketchbook (or sketchbooks) which
clearly show the sources of your work, your experiments and design ideas.
Independent Study/Work
You will be expected to work at home for several hours each week. The main purpose of
homework is to research and support the work that you are doing in class. Sketchbooks are
essential. Good quality pencils and access to paints, crayons etc. are useful. You will also
want to take large pieces of work home from time to time. You may want to purchase an A2
sized portfolio for this purpose.
Future Progression
The creative industry is one of the few industries in the UK that is still growing. Studying GCSE
Art Textiles will allow you to go on to study Art at A Level or BTEC at college and will also
show employers that you are able to think creatively. There is a huge range of careers where a
GCSE in Art Textiles can be helpful. Most importantly you should choose Art Textiles because
you like the subject.
Equality of Opportunity
All pupils are welcome to study Art Textiles and can be successful. A genuine interest in the
subject and willingness to work hard is just as important as talent. Art Textiles is accessible to
all pupils who are willing to put in time and effort.
Amount of practical/ICT work in the course
ICT is used for artist research. Visual arts packages such as PhotoDraw are used in the
department with all pupils but the amount of this is flexible depending on personal interests and
skills in this area.
Any Extra-curricular Opportunities
We aim to ensure all groups are able to visit an exhibition or work with a visual artist during their
Home Support
Support from parents is essential. A quiet working space where work can be left to dry is
important. It is important to be keen and interested and to be prepared to work steadily, every
week. It is very important to attend well.
To be successful in the examination you do not have to be an expert at drawing. Art and
Design: Textile Design is hard work and it is important to be keen and interested and to be
prepared to work steadily every week, and to act on advice offered by your teacher. If you like
working in the Art rooms come and join us.
Art Textiles and Technology Textiles are very different courses. Make sure you choose the
right one for you.
In Years 10 and 11 courses taught by Bury College become available and a small group of our
pupils follow them. Pupils who would be suitable for these courses will still have the option
next year.
Monday 23rd March onwards: Heads of Department will speak to pupils in lessons about their
subject to explain the nature of the course and benefits of studying it.
Tuesday 24th April: launch assembly for Year 8 – the process will be explained to pupils by Mr
Jackson. After this assembly and during this week the course selection booklet will be given
out. This will include advice and information on all the courses we offer and is meant to be read
at home with parents.
W/c Monday 30th March: a second assembly on making good choices led by Miss Broderick,
Head of Year
Wednesday 29th April: there will be a Course Selection Evening in school between 7 pm and
8:45pm. This is aimed at parents, to give them access to information pupils have been
receiving in school, but pupils are also welcome to attend.
Friday 8th May: Pupils will return indications of all subjects they are interested in (they are able
to indicate more subjects than they will ultimately choose) so that we can offer specific advice
on the forthcoming review day.
Friday 15th May: Year 8 Flexible Friday will be a review day. On that day, Year 8 pupils will not
have to attend school all day; instead Year 8 Form Tutors will make 10 minute appointments
with each of their form. Pupils will be invited to come in on that day solely for the appointment,
accompanied by parents as they are able. Form Tutors will have access to progress
information for each child and will have been given collated information for their form based
upon the subjects each showed an interest in; they will use these and knowledge of pupils to
give advice on the best balance and suitability for preferences. Parents who are unable to
attend this appointment but who see it as vital to take part in this element of the process should
contact school so that we can work out an alternative arrangement.
Thursday 4th June: all Year 8 pupil preference sheets must be handed in by this date – that is
they will make their final selection.
I trust that you have read the Course Selection Booklet carefully. It is best if you make your
decisions with help from your parents. In school you can get advice from all staff, your Head of
Year, your Form Tutor, Subject Teachers and Careers Adviser (Mr K Welch).
We will have representatives of the Connexions Service at our Course Selection Evening, plus
our Special Educational Needs Co-ordinator, all of whom are valuable sources of advice.
The key is to study the information provided. Try and decide which subjects you need most
and enjoy. Consider your strengths and interests. Give thought very seriously to the
suitability of the subject and whether you can manage it at the level described. Do not
take too much on but do not drop anything you may need later. TRY NOT to be influenced by
classroom friends and gossip. Reflect seriously upon the issues. You will find the Course
Selection Evening essential and will find your school reviews beneficial.
When the Options form has been filled in correctly, it should be given to your Form Tutor on
Thursday 4th June 2014 (no earlier and no later). We must stress that the form must not come
in late. You will learn whether you have obtained your choices or not later by the end of the
summer term.
If you need to get in touch with the school, please contact Mr I Jackson on 0161 797 6236 but
please bear in mind that we are unable to offer any more choices than we do or to change the
form to suit individuals. Remember, no choice is guaranteed and, in some cases, we will have
to allocate pupils to their second choice on the basis of teacher recommendations.
When choices have been made, it may still be possible in a small number of cases for pupils to
change their minds above some selections. If you do think you have made a mistake, please
ask your parents to contact me by letter. No changes in your options will be considered until
this is done. Do not approach individual teaching staff directly once the Options Form has
gone in.
Although we cannot guarantee all 1st preferences being met, we do intend to work hard to meet
your preferences. The decision as to whether you receive your 1st or 2nd preference on each
line will be made by Mr Jackson in consultation with the Head of Year and appropriate subject
leader. The decision will be based upon our judgement of your suitability for the courses, given
your past performance. Career interests will also be considered wherever possible, as will
issues of fairness and availability of places. We will interview all Year 8 pupils for whom there
are issues to be discussed regarding their option choices in the last part of the Summer term.
Interviews will be conducted by Miss Broderick and Mr Jackson.
Mr I Jackson - April 2015