Foreword

Dear Student,

This booklet, together with help from your parents, tutors, teachers, Further Education and Training Providers and Careers Advisors should help you to make informed choices which are appropriate for you as an individual and also allow sufficient flexibility to cope with any changes of direction that you might have in the future.

Future employers and university admissions officers will want to see that you have a range of qualifications, skills and knowledge. They will also want to be sure that you can communicate effectively in discussion and on paper, preferably in more than one language, solve problems logically, manipulate numbers, use information technology efficiently and involve yourself in activities. Achieving your potential at Key Stage 4 provides important evidence that they will use to make judgments about you.

During key stage 4 you will study a range of subjects; some you can choose to do, others are compulsory. Choosing the right subjects and getting the right qualifications will give you a better chance of getting the career of your choice. It is important to think about your optionsubjects carefully to ensure that your choices give you a broad education, give you the best chance of success andprovide you witha range of good qualifications neededfor progression when you finish Year 11.

The Education Village has extremely strong links with a variety of businesses and industries looking for students with a range of skills, abilities and qualifications. Here is what Ian Watson, the Chief Engineer of Cummins, and Lynda Winstanley, Arts Manager at Darlington Civic Theatre, had to say…

Why Options at Year 8?

This has been a careful and deliberate decision, taken to meet the needs of our students. It has involved:

  • Careful reflection on the success, and sometimes the barriers to success, experienced at our school.
  • The research of curriculum models used in other schools.
  • Consultation with students who have experienced life at key stage 3 and key stage 4.
  • Consultation with staff.
  • A careful consideration of how best to ensure our students achieve to the highest level they possibly can.
  • A desire to ensure every student can engage with a curriculum which motivates them to succeed.
  • A desire to ensure every student has the opportunity to follow a broad curriculum to help meet their needs in a constantly changing global economy and an increasingly technological world.

What lessons did we learn and what have we done to address them?

Students and staff told us that progress was sometimes not as good as it should have been in year 9 in some areas because students ‘weren’t taking this subject next year!’ By bringing options in to year 8 other schools had seen improvements here. Our older students saw this as a good way forward too.

Our older students supported the idea of starting key stage 4 in year 9 - they felt it would give extra time to build up their skills, knowledge and confidence for examinations and help to ensure that their controlled assessments (coursework) were completed to a high standard. In fact, for this reason, we had already started key stage 4 learning in year 9 in several subjects where this was possible. If we further consider that high grades seem to be becoming more important to employers, colleges and universities in their selection processes, then extending this approach to all subject areas seems quite logical. It should indeed help all students to learn in a deep and meaningful way over a longer period, allowing them to achieve and hopefully exceed their targets across their whole curriculum.

Our older students would have welcomed the opportunity to have studied more option subjects to broaden their curriculum or allow them to follow other interests they had. Beginning key stage 4 in year 9 allows us to do just that. It may also provide an opportunity for some students to do some volunteering or non-accredited activities, or receive extra help in some subjects, if they complete courses before the end of year 11.

The Options Process

The Options Evening will be held on Tuesday 24th March, beginning at 6.00pm. A brief introduction and explanation of the options process for year 8 students and parents will take place at 6.00pm in the Performance Hall. Students and parents willthenhave the opportunity to talk with teachers and view the type of study, work and learning undertaken in the option courses available.

Can I please ask that you take the time to read through the option course booklet carefully before the options evening so that you know the right questions to ask the right people. Of course, Haughton Academy staff will be happy to discuss queries with students and parents at any convenient time if you overlook something on the evening – parents can contact them via telephone or e-mail. Additionally, students will have the opportunity to make an appointment with our Careers Advisor Penny Hudson) in school, and they will participate in ‘taster sessions’ for all KS4 courses.

Following the Options Evening, each student will receive a personalised optioncourse preference sheet to bring home. These must be completed and returned after the Easter break (by Friday, 17th April at the latest), following the instructions on the sheet. The Easter break will give time to study the options booklet further, do some additional research and discuss appropriate courses at home. Students or parents can then follow this up by talking to Course Leaders or our Careers Advisor during the first week back to school.

Once preliminary option blocks are created from the information returned, all students will meet with a senior teaching colleague or careers advice colleague to discuss the relevance of their chosen courses against their preferred learning styles, academic performance and future aspirations. Once this process has been completed, the final option blocks and student groupings will be verified.

Changes to the school curriculum and qualifications

You will probably be aware of the current Government’s ongoing National Curriculum and qualifications review, and the review of Vocational Education reported in the Wolf Report. Some key points are highlighted below and will be explained further at the options evening:

GCSE:

  • A move to linear assessment – examinations taken only at the end of the course.
  • A focus on spelling, punctuation and grammar (SPaG) for GCSEs in English, Geography, History and Religious Studies.
  • Controlled assessment (sometimes called coursework)is under review.
  • Emerging importance of the English Baccalaureate (EBacc) subjects: English, Mathematics, History or Geography, two sciences and an ancient or modern foreign language.

Vocational / Applied courses:

  • A move to some form of external assessment (e.g. examination, on-line test, controlled practical assessment) as part of the assessment of all applied courses. This element is included in all course specifications which are accredited by the Government’s qualifications agency, Ofqual.

How do my Option Choices Impact on my Future?

The following websites provide a range of information that will help you plan your future after your time at Haughton Academy. Your option choices should, where possible, link to what you would like to do for a career. Careers including teaching, midwifery, medicine, veterinary science, and dentistry require you to undertake specific GCSE’s to prepare you for these vocations, therefore please check with Penny Hudson, our careers advisor, if you intend taking these career paths, to ensure your GCSE options match entry requirements for sixth form and university.

What happens when I am 16?

At 16 you will move from Haughton Academy to a local sixth form college to study A levels, or choose other vocational courses at Further Education Colleges. You may also decide that you would prefer to apply for an apprenticeship with a local employer.

What happens when I am 18?

At 18, having gained suitable qualifications, you can go to university for three to four years, to study a subject of your choice to support your future career, or you can remain in college to study for a higher qualification. You may choose at this point to apply for a higher level apprenticeship.

If you had chosen the apprenticeship route at 16, you may have the opportunity to go to university or progress onto a higher apprenticeship with your employer.

COLLEGE AND COURSE INFORMATION

/ Carmel RC College – you can study AS and A levels here after EV
/ Darlington College – you can study apprenticeships and vocational courses here after EV
/ Queen Elizabeth Sixth Form College - you can study AS and A levels here after EV
/ East Durham College and Houghall College – you can study here for careers in animal care, horticulture and other land based environmental courses
/ Stockton Riverside College – you can study AS and A levels and vocational courses here
/ Bishop Auckland College - you can study AS and A levels and vocational courses here
/ Cleveland College of Art & Design – you can study Art and Design courses here

APPRENTICESHIPS

/ The National Vacancy Matching Service
/ Tees Valley Learning Provider Network
/ Information on the minimum wage

JOB PREPARATION

/ Darlington Volunteering Opportunities
/ Volunteering Opportunities
/ Advice on CVs and getting your first job

HIGHER EDUCATION

/ Lists University courses and Tariff Points
/ Tips on choosing courses, university life etc
/ Your options after your Degree.
/ Colleges and Universities in the North East

Students and parents/guardians are welcome to make an appointment with the Education Village Careers Advisor. Please e-mail Penny Hudson () if you wish to further discuss your options and post-16 education / career plans.

Key Stage 4 Curriculum

Monday / Tuesday / Wednesday / Thursday / Friday
Lesson 1 / English / Maths / PE (core) / Science / Maths
Lesson 2 / Maths / English / English / Maths
Lesson 3 / Science / English
Lesson 4 / Science / Challenge
Lesson 5 / Science

As you move from KS3 to KS4 you are given the opportunity to make some decisions about what you would like to study. However, you are not given a completely free choice. Your compulsory timetable in Years 9, 10 and 11 might look something like this:

All students follow the core curriculum:
English, Mathematics, Science and PE
EBacc / Performance 8Courses / ‘FreeChoice’ Option Courses
ALL students MUST choose ONE of the followingGCSE courses:
French Geography History Spanish / Students will also choose ANY FOURADDITIONALcourses (but no more than three from the Applied Courses section) from the table below:

You should discuss with your parents and school what to do in the other 10 lessons. The 10 lessons will be made up of 5 courses depending upon which pathway you are on:

GCSE Courses
Art & Design / DT: Textiles Technology / Geography / Physical Education
Business Studies / Food Preparation and Nutrition / History / Religious Education
Computing / ICT / Spanish
DT: Resistant materials / French / Music
Applied Courses (e.g. BTEC First Award)
Creative Digital Media Production / Engineering / Health & Social Care / Performing Arts

Option Course Details

/ Course Title
Level
Exam Board
Assessment
Course Leader / GCSE Art and Design
1 & 2 (Grade A* - G)
AQA
60% Coursework Portfolio, 40% Examination (Externally set task)
Mrs V Gorton / This exciting andsuccessful course allows pupils to explore different art specialisms, study artists and develop practical skills. 60% of the course is based on a coursework portfolio which comprises 2 units of work based around interesting themes which allow for creativity and independence. This course has a 10 hour externally set task at the end of year 11 which counts for 40% ofthe final grade. During the course you are free to explore drawing, painting (including acrylics on canvas), lino printing, graphics, digital photography and ICT. Anyone taking the Art & Design GCSE will be expected to research and write about the work of famous artists including evaluating their work. This subject is a sound starting point for a career in design, fashion, multimedia, textiles or graphic based industries. Pupils will be expected to produce work which will be exhibited across the school in a variety of ways including an end of year exhibition. Pupils are encouraged to attend workshops anda weekend residential during the course.
/ Course Title
Level
Exam Board
Assessment
Course Leader / GCSE Business Studies
1 & 2 (Grade A*-G)
AQA
25% Controlled Assessment, 75% Examination
Mrs C Larsen / Business Studies is aimed at anyone interested in the world of business. It encourages students to consider the practical application of business and economic concepts. Students will explore the activities of business and reasons for success and failure.
This course provides progression for students wishing to continue their studies to A-Level or Diploma at college.
It comprises of three units: Setting up a Business, Growing as a Business and Investigating Businesses.
Examinations are taken at the end of Year 11, with the controlled assessment being completed at the beginning of Year 11.
/ Course Title
Level
Exam Board
Assessment
Course Leader / GCSE Computing
1 & 2 (Grade A*-G)
OCR
60% Controlled Assessment
40% Examination
Mr A Hinnigan / Since 2011, the government has invested in the development of an educational platform which supports the transformation of us from simply being the users of ICT, towards us becoming the creators of the software, programs and applications we use. GCSE Computing can inspire, encourage and support you to follow a challenging, relevant and satisfyingcareer in this growing and thriving sector.
If you’re interested in becoming a Software Engineer, Computer Games Programmer, App Developer, Software Analyst or you aspire to become the next Bill Gates, then Computing is the course for you*.
(*Due to its content, the course is suitable only for students with predicted grades of A*-Cin Mathematics)
/ Course Title
Level
Exam Board
Assessment
Course Leader / BTEC First Award in Creative Digital Media Production
1 & 2 (Grades: Level 1 Pass < C, Level 2 Pass = C, Merit = B, Distinction=A, Distinction*=A*)
Pearson: BTEC
75% Assignment Portfolio, 25% External Assessment
Miss S Hall / Filmmakers, games developers and graphic designers are just a few of the skilled people necessary to produce the digital media we consume daily and for which there is a global audience. The course provides a foundation for these occupations and for progression onto further and higher education courses. Our Media Department has a fabulous on-site facility including a suite of Apple Mac computers dedicated to digital media production, a professional standard TV Studio and a 3D virtual reality studio, all of which are utilised on this course.
The units studied include:
Unit 1- Digital Media Sectors and Audience
Unit 2 - Planning and Pitching a Digital Media Product
Unit 3 - Digital Moving Image Production
Unit 7 - Digital Games Production
For those completing theAward early, to a high standard, there will be the opportunity to extend the qualification to the larger Certificate level by completing the additional Unit 11(Animation for Digital Media) and Unit 10 (Digital Photography for a Media Product).
/ Course Title
Level
Exam Board
Assessment
Course Leader / GCSE DT: Resistant Materials
1 & 2 (Grade A* - G)
AQA
60% Controlled Assessment, 40% Examination
Mr G Taylor / This course will involve the study of a range of design and manufacturing techniques and principles suitable for resistant materials (e.g. woods, metals and plastics). You will be expected to use a range of techniques, tools and machinery safely to design, develop and make quality products in various woods, metals and plastics. The type of products you will design and make include: stools, money boxes, phone holders and various small products, to build up your skill base, and finally a major project of your own design, based around a theme. This course will be useful if you are considering a career in product design, engineering or the building industries. Please note that there will be a cost implication for the materials used during the course.
Your controlled assessment (major project) is worth 60% of the total marks with the remaining 40% being exam based. Please bear in mind that most of the controlled assessment is written work in the form of a design portfolio that will require a good level of literacy and drawing skills and personal commitment.
/ Course Title
Level
Exam Board
Assessment
Course Leader / GCSE DT: Textiles Technology
1 & 2 (Grade A* - G)
AQA
60% Controlled Assessment, 40% Examination
Miss N Tapper / This course involves the study of fibres and fabrics, including their properties and uses, pattern making, assembling fabrics, designing and making textiles products, and the clothing and textiles industry. It involves creating a range of products, to build up your designing and making skills, and the completion of a textiles design and make portfolio which accounts for the 60% controlled assessment element of the course.
You will need to provide an A3 graphics/art folder to transport and store your class work and coursework assignment. You may also need to provide fabric for your design and make assignments if your chosen fabric is not kept in school.
This course would give a solid grounding for progression, for anyone with an interest in fashion, fabric design, tailoring or the textiles industry.
/ Course Title
Level
Exam Board
Assessment
Course Leader / GCSE Food preparation and nutrition
1 & 2 (Grade A* - G)
AQA
50% Controlled Assessment, 50% Examination
Mrs L Watts / This challenging course equips students with the knowledge, understanding and skills required to apply the principles of food science, nutrition and healthy eating; combining the scientific principles behind cooking and theory of nutrition. This is a course in which you will be expected to demonstrate a high level of personal organisation, resilience, creativity and motivation.