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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
CONTENTS
Introduction
Key Dates
The Options Process
Government Measures
Page 3
Page 4
Page 5
Page 6
Work Related Education
Bright Futures – Careers Education & Guidance
Options Choices Form
Core Subjects
GCSE English Language & Literature
GCSE Mathematics
GCSE Science
GCSE Geography
GCSE History
GCSE French and Spanish
GCSE Philosophy & Ethics (Short Course)
Core Physical Education (non-examined)
Pages 7 & 8
Page 9
Page 10
Free Choice Subject Options
GCSE Business Studies
GCSE Catering
GCSE Hospitality
Child Care & Education CACHE
GCSE Computer Science
Edexel BTEC Level 2 Diploma in Countryside and Environment
Edexel BTEC Level 2 Extended Certificate in Countryside and Environment
Level 2 Creative iMedia
GCSE Dance
GCSE Drama
GCSE Systems and Control Technology (Engineering)
GCSE Fine Art
GCSE French & Spanish
Extended Thinking: General Studies GCSE and HPQ (Level 2)
GCSE Geography
GCSE Graphic Design
Hair & Beauty VRQ L2 Certificate
Hairdressing VRQ L2 Diploma
GCSE History
GCSE ICT
BTEC Level 2 Music (Technology)
GCSE Music
GCSE (Full Course) Philosophy and Ethics
GCSE Photography
GSCE Physical Education
Physical Education BTEC First Certificate in Sport
GCSE Product Design
Triple Science
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
INTRODUCTION
This A4 booklet provides the essential information required to support you through the Option
Choices Process.
You may also wish to talk with a number of people: Parents/Carers, Teachers, Personal Tutor –
to be sure you are making the best choices to maximise your progress. The next page outlines
some key dates that will support your thinking and decisions.
The deadline for completing and returning your Year 8 Options Choices Form to Student
Reception is:
Friday 30th January 2015
If you need further advice regarding your son/daughter’s Option Choices please book a time to
speak with your son/daughter’s Performance Leader by phoning Mrs. Livingstone on 01364
652230.
If you need to speak to individual subject teachers, they too will be happy to listen and provide
information. You can contact staff by telephone on 01364 652230 or by email.
The Assistant Principal in charge of
[email protected]
Options
Choices
is
Ralph
Wickenden:
Please note that with significant changes currently taking place with regards to GCSE
Specifications, this booklet provides the information for each subject that is the expectation for
the examinations taken by your son/daughter in 2018. Whilst we expect minor changes, this
will not affect your son/daughter’s option choices or educational progress as they start their
Year 9-11 learning programmes.
I look forward to supporting your son/daughter through this important process.
Yours sincerely
Ralph Wickenden
Assistant Principal
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
South Dartmoor Community College
Option Choices - Year 8 2014/2015
Key Dates
21st November 2014
Receive the Option Choices Booklet – start decision making process
26th January 2015
Year 8 Parents Evening – Monday 26th January 2015, 4.30-7.30pm – a final
chance to talk to teachers
30th January 2015
Option Choices Form Deadline – Friday 30th January 2015 – returned to
Student Reception
February 2015
Any discussions required regarding Option Choices problems or subjects
that are unable to run due to low uptake are completed.
Final
Option
Choices
students/parents/carers.
4|Page
confirmation
letters
are
sent
to
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
THE OPTIONS PROCESS
What does everyone study?
 Core subjects include: GCSE English Language and Literature (4 Hours/Week); GCSE
Maths (4 Hours/Week); Core Sciences (4 Hours/Week); Core GCSE Short Course RS (1
Hour/Week in Years 9 and 10); Core PE (2 Hours/Week non-examined); a Modern Foreign
Language – French or Spanish (2 Hours/week) – some students currently in LEC lessons
will continue in LEC rather than studying a language; History or Geography (2
Hours/Week).
 In addition 3 free option subjects (2 Hours/Week).
What do you need to choose?
1. Choose which Language to study – 2 hours a week in Year 9-11 with all exams taken
at the end of Year 11. You have a choice of French or Spanish. If you wish to take
both, you will need to choose the second Language as one of your free options.
2. Choose which Humanities Subject to study – 2 hours a week in Year 9-11 with all
exams taken at the end of Year 11. You have a choice of Geography or History. If
you wish to take both, you will need to choose the second choice Humanities
Subject as one of your free options.
3. Choose your three option subjects from the courses on offer. Also 2 reserve option
choices. If you wish to take Triple Science, this must be one of your options. All
Level 2 subjects, such as GCSEs, have equal weighting for students. See definitions
below for how schools are being measured by the Government using Ebacc. and
Progress 8 – these are school measurements only and do not affect the value of any
examination result for a student. Some Vocational Qualifications are Double Awards
and for a student are worth double although in a school measurement table they
would only count as one subject –see the next pages for descriptions of school
measurements and vocational qualifications.
4. We will do our best to give all students their first choices for free choice subjects.
We cannot guarantee that everyone will get all of their choices, but we will do
everything we can. If a first choice is not possible we will use students reserve
options where possible and staff will discuss this with students in order to look for
positive solutions to any problems.
5. Final decisions will be sent home to you in writing at the end of February 2015/Early
March.
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
GOVERNMENT MEASURES
There have been many confusing and contradictory messages about the value of subjects, how
students will be assessed and school measured. Here are the two main ways in which schools
will be measured with regards examination success – EBacc and Progress 8. In both cases, this
is a school measurement only – these are not qualifications but a set of subjects that will be
used to measure how schools perform across a selected core group of subjects that all students
in England are expected to study. For students, all subjects are valued qualifications and whilst
the core subjects are important as they support a rounded education, specialist subjects are
also important especially if a student wishes to go and study these subjects further or work in
the specialism.
1. EBacc (English Baccalaureate):
This measurement includes examinations passed at an equivalency of Grade C or above –
 Core GCSE English
 Core GCSE Maths
 Core Double GCSE Science/Computing
 Core GCSE Language (French or Spanish at SDCC)
 Core GCSE Humanities Subject (History or Geography)
The English Baccalaureate (EBacc) is a performance measure, not a qualification. It is not
compulsory, but Ofsted will take it into account when inspecting the school. Many Universities
have been consulted over the subjects included in Ebacc and so it follows that students with
this list of qualifications will have increased chances when applying to Universities in the future.
2. Progress 8
This measurement includes –
 Highest grade achieved in GCSE English (double measured if both Language and
Literature have been examined)
 GCSE Maths (double measured)
 3 further subjects from the Core EBACC above
 3 further approved GCSE or Vocational Subjects – this can include any combination of
subjects and all our subjects except Short Course RS (Core Compulsory Subject), HPQ
(Extension Qualification for High Performing Students), Countryside and Environment
(Specialist Subject) can be included – these subjects are still of equal value for a student
and are used at SDCC to provided specialist education.
Please also note that in most subjects Examination Grades will be being changed from A*-U to
Levels 9-1/U for this year group.
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
Work Related Education – WHAT IS IT?
Work related, Vocational and Applied Education
A genuine, high quality range of Vocational courses is an important part of South Dartmoor’s Curriculum. To
ensure the quality our vocational work related courses if we do not have the required expertise in house, they
are delivered in partnership with leading providers and professionals in their field. For example, our new
Countryside and Environment courses will be delivered by South Dartmoor staff whilst our Hairdressing and
Beauty courses are delivered by Plum Hair and Beauty Salon, their practitioners have worked closely with the
industries’ leading names and brands. The skills training and delivery in our salon were described “as good as
any in the industry” in a recent verification report by an experienced practitioner and assessor.
Many careers start with a vocational course. For example all dentists, plumbers, teachers and doctors will have
studied vocational courses. A vocational qualification is linked to a career area and builds up skills that are
useful and often necessary for future employment. Vocational courses suit all abilities and are great for students
who enjoy hands-on learning through real and relevant coursework projects, practical activities and assessment
that includes their practical abilities as well as their written. They are also a good opportunity for students who
have an ambition within a particular field.
At South Dartmoor we offer a range of vocational courses: BTEC’s, Vocationally Related Qualifications (VRQs)
and CACHE qualifications.
Questions & Answers
Vocational Courses
BTEC Diplomas in Sport, Music and Countryside & Environment. VRQs in Hairdressing and CACHE Childcare
are work-related qualifications. You may take them alongside your single award GCSEs. They are all
equivalent to GCSEs in value and some are offered as double awards. They allow you to gain understanding
and experience of industry and commerce. You spend time on work-related assignments, often with local
employers, learning about an area of work. There is a strong emphasis on learning and developing the skills
needed in all jobs such as communication, numeracy and ICT.
These qualifications offer you excellent progression through:
· a range of employment opportunities
· keep open your option for further study such as going to 6th Form and University
· offer breadth to your academic study
Can I take a vocational course whilst following the EBacc pathway?
Yes! All our vocational subjects are being offered as a single, double or extension option choices starting in July
2015. Students can select any option from any vocational course to study alongside their EBacc subjects and
this would count as 1 subject in the Progress 8 measurements. Students can study up to 3 Vocational Subjects
within the Progress 8 Measurement.
Do I have to select a vocational course?
No, there is no prescription to do so, although your teachers, tutors and performance leaders may recommend
these courses to you.
What are BTECs - work related courses with a strong practical element, assessment includes practical
activities as well as assignments and examinations. BTECs are Level 2 courses that are equivalent in value to
GCSEs.
What are VRQs - Vocationally Related Qualifications are nationally recognised qualifications which follow the
traditional study process of teach, practice, assess. VRQs are based on the National Occupational Standards
for a specific industry - for example Hairdressing.
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
What are CACHE qualifications - Council for Awards in Childcare, Health & Education providing industry
recognised qualifications. CACHE Certificate is equivalent to 1 GCSE.
Are Vocational Courses right for me?
Our Vocational courses are ideal for students who have an established interest in a specific work related area;
they can be very beneficial for students who prefer to have an element of practical work and on-going
assessment to only being assessed by examination at the end of the course. For some students the appeal lies
in courses that are delivered in our industry standard workshops, outdoors and with regular visits to the work
place, rather than a classroom environment. Our Vocational course will support progression on to employment,
apprenticeships, Post 16 L2 or L3 study at SDCC or elsewhere.
Which Vocational subjects can I study at South Dartmoor?
¨ BTEC First Certificate in Sport
¨ BTEC First Countryside & Environment – Extended Certificate & Diploma
¨ BTEC Music (Technology) – Certificate & Extended Certificate
¨ VRQ Hairdressing – Extended Certificate & Diploma
¨ CACHE Award in Child Care & Education
Finally
Employers have said of South Dartmoor Vocational students:
“They were thought-provoking, sensitive and very realistic…they offered perceptive insights into complex
situations,”
It has also been noted that: student motivation is high, they manage their time and their work well, and are
proud of their portfolio; students are able to talk knowledgeably about their assignments; students’ creative and
skilled use of ICT goes far beyond the use of ready-made imagery; students worked well in teams to produce
products to given specifications.
Further Information
Each vocational subject is explained in more detail further on in this booklet. If you need more advice or
information, talk to the course leader or, Mr Baldwin, the Vocational and Applied Learning Coordinator.
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
BRIGHT FUTURES
CAREERS EDUCATION INFORMATION AND GUIDANCE
Careers Information and Guidance Interviews
Careers guidance is available from the Careers Library. It is important that students are aware
of any qualifications required for future career pathways. This information can be gained from
Specialist Subject Staff, the Careers Library and Online. In the future, Progress Interviews take
place in Year 10 or in Year 11 for all students.
Contact with Employers
Local business people and representatives of other agencies are invited to speak to students
about the range of opportunities available to them and about the qualifications needed to
pursue their interests. A Professional Skills Week is provided in July for Year 10 which will
develop vocational work skills, life-long learning skills, and provide further careers guidance. 6th
Form/University information is also shared.
Work Experience
 Work Experience is offered as part of 6th Form studies at South Dartmoor Community
College.
 Additional Work Experience opportunities may be offered at different times in consultation
with Performance Leaders.
Sixth Form
Careers Education, Information and Guidance continue in the Sixth Form where students are
able to seek advice from their tutors and the 6th Form Careers Service. Help is available for
students entering work and Higher Education / Careers events are held.
Information about our amazing and High Performing Sixth Form is available on our website and
from the Sixth Form directly.
Bev Killingbeck: Careers Administrator
Julie Randell: 6th Form Careers Service
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
Options Choices Form
Please print, complete & return to Student Reception by:
Friday 30th January 2015
Name: ______________________________ Tutor: _____
Language Option (please tick)
French
Or Spanish
Humanities Option (please tick)
Geography
Or History
Three Option Choices
Free Option 1
Free Option 2
Free Option 3
Reserves
Forms returned without reserves will be returned for completion.
Reserve 1
Reserve 2
Signature of Parent/Carer:___________________________ Date: ________________
Signature of Student:_______________________________ Date: ________________
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
CORE SUBJECT
GCSE English Language and Literature
Core Subject: All students will be entered for both English Language and English Literature GCSE at
the end of Year 11.
Examination Board:
Syllabus & Number:
Syllabus & Number:
AQA
English Language: 8700
English Literature: 8702
Both GCSEs will be 100% exam. Exams are taken at the end of the course. As yet, the draft specifications
for the New GCSE have not yet been fully approved by Ofqual. If you would like to look at the drafts they are
available on the AQA website www.aqa.org.uk
The focus in Year 9 will be on consolidating and extending writing and analytical skills and will include exposure
to 19th and 20th Century texts which are a core feature of the GCSE syllabus. This is then developed through
Year 10 and 11 Core GCSE content in preparation for the examinations.
Course Skills:
 accurate and appropriate spoken communication
 accurate and appropriate written communication
 understanding of various forms of communication and their impact on the audience
 imaginative response to spoken and written word and to personal experiences
 analytical written and spoken responses
 critical reading of literature
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers extremely successful courses in English Literature and English Language as AS
and A Level Subjects in our 6th Form.
Careers, Further and Higher Education
English is essential for all occupations. In order to qualify for university entrance, students are usually required
to pass English with the equivalency of at least Grade ‘C’.
The English Department
Emma Osborn (Leader of English)
Kate Lea (Deputy Leader of English)
Jess Flower (Leader of English KS5)
Vicky Pilling (Leader of English KS4)
Jacqueline Cooper (Leader of English KS3)
Christine Turley (Learning Enrichment Co-ordinator)
James Woodward (Learning Enrichment Coordinator)
Susan Hills (Teaching and Learning Co-ordinator)
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Kate Cox (English)
John Tasker (English)
Jo Creed (English)
Simon Hunter (English and Media Studies)
Andrew Langley (English)
Kate Hagan (English)
Rosie Cotterell (English)
Amy Small (English and Drama)
Lucy Mccance (Leader of Media Studies and Advanced Skills
Teacher)
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
CORE SUBJECT
GCSE Mathematics
Core Subject:
All students will be entered for GCSE Mathematics at the end of year 11. The highest
performing students (from set 1 in both populations) will also study FSMQ Additional
Mathematics alongside GCSE and will be entered for this exam at the end of year 11.
Examination Board: To be confirmed. Students will be studying the new GCSE Mathematics course. Exam
Boards are currently waiting to have their course specifications approved.
Examinations:
All students will sit 3 papers
Course Content: GCSE Maths
 Number
 Algebra
 Ratio, proportion and rates of change
 Geometry and measures
 Probability
 Statistics
Course Skills:
 Develop fluent knowledge, skills and understanding of mathematical methods and concepts
 Be able to select and apply mathematical techniques to solve problems
 Be able to reason mathematically, make deductions and inferences and draw conclusions
 Be able to interpret and communicate mathematical information in a variety of forms appropriate to the
information and context.
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
We offer two different higher level Mathematics courses:
 AS/A Level Mathematics – suitable for who have achieved at least grade 6 at GCSE (new levels).
 AS/A Level Further Mathematics – for the most high performing mathematicians. Taken as a separate
option alongside A Level Mathematics
Careers, Further and Higher Education
Students choose to study Mathematics at AS/A Level for a variety of reasons. Some use it as a stepping stone
to a degree involving maths. Others choose maths because it will support their study in other A Level subjects.
Many students find that it is a requirement for their career or degree course. Whatever the reason, students find
that A Level Mathematics is a well-respected qualification, as it demonstrates an ability to interpret numerical
information and to reason logically. In order to qualify for university entrance, students must achieve at least the
equivalency of a grade ‘C’ in GCSE Mathematics.
The Maths Department
Carol Tregoning (Head of Department)
Emma Dixon (Advanced Skills Teacher and acting Key Stage 4 Co-ordinator)
Ben Hall (Key Stage 5 Co-ordinator)
Katie Holt (Second in Mathematics and Teaching and Learning Co-ordinator)
Warren Cole (Key Stage 3 Coordinator)
Marek Cole
Rebecca Dodge
Alice Fox
Julie Ingham-Hill
Kristen Ollies
Yusof Othman
Hannah Padfield (Key Stage 4 Coordinator)
Philippa Stevens
Emma Rigby
Lisa Woodward
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
CORE SUBJECT
GCSE Combined Science (Double Award)
GCSE Computer Science
Core Subject:
All students study this subject with examinations taken at the end of Year 11.
Triple Science is available as an option subject in addition to the compulsory core subject time. Please
see page 49.
Computer Science is available as an option subject – see page 23. It may also be available alongside GCSE
Combined Science in core subject time, subject to demand. If students are interested in this possibility they
should contact Mrs C Buckler or Mr J Lodge to discuss the options available.
% Written Exam: 100% Exams taken at the end of the course.
GCSE
The course develops skills of scientific literacy through everyday applications of science. Students will study a
range of topics covering Biology, Chemistry and Physics. Practical skills will be developed during lesson time
and will enable students to make clear links between the theory and the practical applications of the subject.
Following this GCSE will prepare the students for any A-level science courses.
Computer Science which will prepare them for A-level Computing courses but not A-level science courses.
Some students may wish to opt for triple science GCSEs – see options pages.
Course Skills:
 Use information from a variety of sources, including practical tasks, text books, ICT and work quantitatively
where appropriate.
 Consider, apply and evaluate scientific applications and ideas.
 Communicate effectively, especially using diagrams, tables, charts and graphs, in order to develop a
scientific argument.
 Take responsibility for recognising hazards in order to assess health and safety risks.
SOUTH DARTMOOR COMMUNITY COLLEGE 6th Form
This department also offers Biology, Chemistry and Physics as AS and A Level Subjects in our 6th Form. It is
not necessary to have studied triple science in order to progress to science A-levels but students are expected
to have achieved highly in Combined Science if this is the case. Many students go on to study science related
degree courses at university.
Careers, Further and Higher Education
Science is essential for many occupations. The career avenues of medicines, engineering, communications,
environment and material manufacturing may well require further qualifications in one or more of the sciences.
There are many other careers where science qualifications are indirectly beneficial as evidence of logical
thinking, and as an awareness of the world around.
The Science Department
Jim Lodge (Subject Leader, as of January 2015)
Michelle Cann (Chemistry Coordinator)
Gary Cunningham
Becky Flint (Leader of Teaching and Learning)
Sean Grosvenor
Joanne Hadley
Peter Kensington (Assistant Principal)
Bob Lewis
Nick Long (Biology Coordinator)
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Ben Lovick (Physics Coordinator)
Kerri McCarthy (Leader of Student Progress)
Amy Matthews (Performance Leader)
John Mellitt (KS3 Coordinator)
Garry Murphy (Applied Sciences Coordinator)
Denise Smith
Claire Stoakes
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
CORE SUBJECT
GCSE Geography
Geography and History are Compulsory Core EBacc. Subjects – students must choose at least one to study.
GCSE Geography is also available as a free choice option subject in addition to being a compulsory Core Subject
– see page 33
Time Allocation: 2 hours per week in Years 9, 10 and 11
Examination Board:
Syllabus & Number:
Edexcel – awaiting draft specification
Most likely to be the Reformed Geography B New GCSE
Controlled Assessment: None – Linear examination
Written Exam: They are consulting on either two or three papers
Please note: The units below are the topics currently covered, but this is subject to change due to government
reforms to the Geography curriculum which will be introduced in September 2016.
Curriculum Content:



Coastal environments
Hazardous environments
Practical Coastal fieldwork enquiry (Slapton Trip)



Economic activity & energy
Urban environments
Practical Urban fieldwork enquiry (Plymouth or Exeter Trip)

Globalisation and migration
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers Geography at AS and A2, with excellent results.
Careers, Further and Higher Education
Geography is a highly respected academic subject and ideal for students hoping to apply to university, not just in
Geography. It is also particularly useful for anyone considering work in Policy and Government, the Physical Environment,
Geographical Information Systems, The Built Environment, Travel, Tourism and Leisure, The Business World and in
Society, Development and Global Issues. Geography is a “facilitating” subject which will be useful for any career or
academic pathway an individual wishes to follow.
Teaching staff:
Mr Shaikh – Subject Leader for Geography & World Development
Mr Wilson
Mr Hodges
Miss Fannon – KS3 Geography Coordinator
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
CORE SUBJECT
GCSE History
Geography and History are Compulsory Core EBacc Subjects – students must choose at least one to study.
Time Allocation: 2 hours per week in Years 9, 10 and 11
Examination Board:
Currently OCR – under review in light of GCSE government changes
Syllabus & Number:
Currently Syllabus B (J418) Modern World History
% Controlled Assessment:
25% - Likely to be replaced by 100% exam under new government changes
% Written Exam: Currently 75% (2 written papers)
Please note: The units below are the topics currently covered, but this is subject to change due to government reforms to the
History curriculum which will be introduced for September 2016. Therefore, students opting for History will follow the new
curriculum, which we will publish once the government have finalised our options
Course Content:
1. The Core Course The Cold War 1945 – 1975
2. Depth Studies
The two depth studies are:
USA 1918 – 1941
Areas of study include:
 USA after the First World War
 The end of World War Two and the Soviet takeover of Eastern  The “Roaring Twenties” and Economic Boom
Europe
 Prohibition and gangsters
 The causes of the Cold War – who was most to blame?
 Racial intolerance and the KKK
 The causes and consequences of the Cuban Missile Crisis
 The Wall Street Crash and Depression
 The Vietnam War – Why the USA got involved, the nature of  USA in the Thirties – Roosevelt’s New Deal
the fighting, why the USA withdrew.
Britain 1890-1918
 The Liberal reforms to help the poor
 Votes for Women – Suffragettes and Suffragists
 The impact of WW1 on British society
3. Controlled Assessment – Russia 1900-41: Russia under the Tsar, the 1917 Revolutions and the rule of Stalin. (Please
note controlled assessment is unlikely to feature in new History curriculum)
 One piece of extended writing in class, using source material to analyse a specific question set each year by OCR exam board
Current government advice regarding the new curriculum states the following:
GCSE specifications should include history: from three eras: Medieval (500-1500), Early Modern (1450-1750) and Modern (1700present day); on three time scales: short (depth study), medium (period study) and long (thematic study); on three geographical contexts:
a locality (the historic environment); British; and European and / or wider world settings; British history must form a minimum of 40% of
the assessed content over the full course.
Course Skills:

Clear and accurate written communication

Debating and discussion skills

Skills of analysis, explanation and making links

Handling of historical sources

Perseverance, organisation and dedication

Enthusiasm for the past.
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers History at AS and A2, with excellent results. In 2013 our A2 results were the best Academy in Devon in terms
of progress made by students.
Careers, Further and Higher Education
History is a highly respected academic subject and ideal for students hoping to apply to university, not just in History. It is also particularly
useful for anyone considering journalism, law, teaching or a career in management, tourism or heritage. History is a “facilitating” subject
which will be useful for any career or academic pathway an individual wishes to follow.
The History Department
Craig Axford (Subject Leader)
Tom Tridgell
Neil Whitelaw (Performance Leader Sharp Tor)
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Isabel Hockin
Lindsey Palmer
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
CORE SUBJECT
GCSE French or GCSE Spanish


French or Spanish GCSE will commence in Year 9 and will complete at the end of Year 11.
Students choose to study at least one as a core subject; a second language can be chosen as an
option – see page 31.
Examination Board: EDEXCEL (GCSE)
Syllabus & Number: 2FR01
% Exam:
20% Listening, 20% Reading, 30% Written
30% Speaking Test
Course Content: GCSE
 topics include: out and about, customer service & transactions, personal information, future plans,
education and work, media and culture, sport and leisure, travel and tourism, business, work & employment
 enrichment extras include: contact with a Foreign Language Assistant, encouragement to spend time abroad
on a foreign exchange. Plus an emphasis on cultural awareness and diversity.
Course Skills
 an understanding of French or Spanish in a variety of contexts
 an knowledge of French or Spanish vocabulary and structures
 transferable language learning skills
 communication skills
 an awareness and understanding of the countries where French is spoken.
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers French and Spanish as AS and A Level Subjects
Careers, Further and Higher Education
A career in languages is vital preparation for a growing list of careers that extends beyond the options of the
typical association with translating, interpreting and teaching. In the modern day, knowledge of a language
besides English, can enhance any career opportunity. The importance of foreign languages in nearly every kind
of occupation is evident with communication barriers broken by foreign language specialists in importing,
exporting, the stock-market and foreign negotiations. Other professions where languages are an advantage are
Flight Attendant, Police, Nursing, Scientific research, Photographer and Hotel/Resort Management. A Language
is also increasingly valuable in the successful progression to University in a wide range of disciplines.
The Modern Languages Department
Gillian Sims (Head of Department)
Louise Blondell (Teaching and Learning Coordinator)
Fi Davis (Teaching and Learning Co-ordinator)
Dave Ray (Co-ordinator of student progress)
Suzanne Mieczkowska
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Mounia Lallchand
Rebekah Jack
Laura Burgos-Lejonagoitia
Maria Climent-Donat
Patricia Rhodes
Dan Young
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
CORE SUBJECT (& Optional Full Course)
GCSE Short Course Philosophy & Ethics
All Year 9 & 10 students will follow a GCSE short course in Ethics; the course is named Religion and Morality.
Students will have Ethics for 1 hour per week.
If students wish to study this to full course and gain a full GCSE, the Philosophy counter-part GCSE to Ethics will
be available as an option choice – see page 41.
Examination Board:
Syllabus:
% Coursework:
% Written Exam:
AQA
Syllabus B
None
100 %
Course Content:
1) Full Course option choice: Philosophy and Ultimate Questions.
This unit is intended to begin philosophical thinking at GCSE from a non-religious & religious perspective. It encourages
students to deeply reflect upon ultimate questions about the meaning and purpose of life. Have you ever wondered: Is
there life after death? Do ghosts exist? Have you lived before? Are there other realities? Are we really free? Is there a
creator? Where did the Universe come from? Is there life on other planets? Topics include: arguments for and against the
existence of God, the problem of evil & suffering and immortality.
2) Short Course only: Religion, Morality and Ethics.
Topics include: Matters of Life (cloning, fertility treatments, Medical Ethics), Matters of Death (euthanasia, hospice
care, beliefs about life after death), Drugs & Alcohol, Crime and Punishment.
Description: This option subject has grown tremendously in popularity over the last few years; at SDCC and nationally.
Both courses give a vibrant, challenging and relevant learning experience. Students are encouraged to develop opinions on
the topics that are explored, and provide their own viewpoints and thoughts on these in an open, confident and trustworthy
environment. At the same time, these students are expected to have these views challenged by their peers, and ultimately
themselves. Students also explore the Christian, Muslim and Buddhist perspectives on these ethical issues.
Course Skills: Students are encouraged to explore and become confident in developing the following: curiosity, argument,
analysis, awareness of contemporary and historical moral issues, engage with controversy, debate, exam question writing
and technique, factual learning, organisation, research in depth and understanding, thinking outside of the box and
generally engaging with the beautiful but at times controversial world in which we live.
Please note: All students, at Key Stage 4, follow a course of Religion, Philosophy and Ethics, by law. For some students
the Short Course GCSE will be enough. However this Full Course Philosophy option is open to all and students are
encouraged to opt for this subject if they want to really be challenged about their ideas, preconceptions and attitudes to the
multi-cultural, diverse and fascinating world in which they live. The course meets new legislation regarding teaching core
British Values.
South Dartmoor Community College Sixth Form:
This department also offers Philosophy and Ethics as an AS and A2 Level Subject. This is available as an option for
students who have completed either the Short or Full Course. Both Short and Full Course will prepare students for this
deeply philosophical, vibrant and very interesting A level.
Careers, Further and Higher Education:
Philosophy & Ethics is a particularly useful subject for anyone considering a career in many different areas, including; Law,
Medicine, Public Services, e.g. Police, Social Work and the National Health Service, Teaching, Journalism & the Media, the
Armed Services or any job working with people.
Philosophy & Ethics GCSE Staff:
Mr D Murray (Head of Department)
Mrs C Murray
Mrs M Thomson
Miss H Walker
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
CORE SUBJECT (and Optional Exam Courses)
Physical Education (non-examined)
Time Allocation: Core (taken by all): 2 hours a week in Years 9, 10 and Year 11. GCSE & BTEC PE are
available as free choice option subjects in addition to Compulsory Core PE. Please see pages 43 & 44.
Course Content: During Years 9, 10 and 11, a core Physical Education programme is followed by all students
at the College. The aim at Key Stage 4 is to allow students to follow a personalised programme over the Key
Stage, whilst keeping within National Curriculum parameters. (These are displayed for all students to view on
the Key Stage 4 PE notice board).
Students choose one of four pathways that offer a wide selection of programmes. The four personalised
pathways are:
- Competitive Team Performance (CTP)
- Competitive Individual Performance (CIP)
- Participation & Healthy Lifestyles (P&HL)
- GCSE PE Practical Booster
The CTP pathway develops performance within competitive team situations, whereas the CIP pathway develops
performance within individual physical activities. Both assist the GCSE PE practical grading process and
require commitment to extra-curricular sport. The participation and healthy lifestyles pathway provides
knowledge and understanding of physical activities for life long participation, health and wellbeing.
A wide variety of activities are offered, including both individual and team games as well as many non-traditional
and innovative activities. Activities added recently include; Zumba, everyone active, BMF, street surfing,
mountain biking, boxercise, self-defence and trampolining. The emphasis is on developing positive attitudes to
physical activity through personal choice, and, therefore, students are expected to participate fully in the
pathway chosen.
A great deal of importance is also placed on educating students in the need to take frequent physical exercise
conducive to leading a healthy lifestyle. This may be done through work in a fitness based module or a selfdefence course, and the work undertaken is then reinforced through other programmes of activity.
Core Physical Education is taught by all the specialists at South Dartmoor, with some support from other staff
and coaches with specific sports qualifications/experience.
All students have the opportunity to achieve the Level 1 Sports Leadership qualification, where they are able to
lead primary sports festivals and Central Venue Leagues for a variety of sports. Students can also study
additional Dance. Both of these subjects are optional extras throughout each pathway.
FACULTY OF PHYSICAL EDUCATION
Steve Dinnie
(Director of PE & Sport)
Kate Hutchings (Team Leader)
Adam Fox (A’ Level & 6th form coordinator)
Tammi Lethbridge (Head of Key Stage 4)
Jamie Morrison-Hill (Performance Leader)
Sue Hember (Performance Leader)
Phil Roberts (Performance Leader)
Daniel Vile (Performance Leader)
Lucinda Baines
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Tony Veevers (Head of BTEC Sport)
Rebecca Mason (School Sports Coordinator)
Mike Slater (Head of GCSE PE)
Melanie Byng (Head of Dance)
John Whitehead (Lead Practitioner – Dance)
Abi Cowell (Teacher of Dance & Primary Liaison)
Hayley Naisbett-Jones (Sports Administrator)
Richard Hill (Technician)
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE Business Studies
Time Allocation:
2 hours per week in years 9, 10 & 11
Examination Board: Edexcel (Specification Code: 2BS01)
“Always desire to learn something useful.” Sophocles
Why study GCSE Business Studies?
What do I need to know, or be able to do, before
taking this course?
You might have an interest in business, and want to
start your own business one day. You may have an
enquiring mind and be interested in learning about the
world around you, how businesses are set up, and
what it is that makes someone a great entrepreneur.
Is this the right subject for me?
This course is both active and enjoyable. You need to
be good at communicating and explaining your ideas,
and not afraid of learning new things and working with
numbers to solve business problems. You will learn
how to be a creative thinker and how to make
decisions. What’s more, you will also learn about the
world of business through research and investigation,
as well as through practical tasks.
Careers:
Business Studies has a direct bearing on Accountancy,
Banking, Building Societies, Insurance, Broking and all
business-related activities.
It also has links with
virtually every other job as most workers will require an
understanding of budgets, motivation of employees,
communication and the effects of the government and
economy, revenues and costs.
The course is an ideal introduction to both Business
Studies and Economics A level.
What will you study?
You will be introduced to the world of small businesses
and will look at what makes someone a successful
business manager. You will find out how to spot an
opportunity, develop an idea and turn that into a
successful business. You will understand how to make
a business effective and manage money well. You will
also see how the world around us affects small
businesses and all the people involved.
You will learn more about how small businesses
are developed and discover how businesses
promote themselves and keep their customers
happy. You will learn how businesses manage
both their finances and the people who work for
them.
Unit 1 – Introduction to small Business
Unit 2– Investigating a small business
Unit 3 – Building a Business
Assessment:
Unit 1 – External Exam (Multiple Choice)
Unit 2 – Internal Controlled Assessment
Unit 3 – External Written Exam
Course structure:
Business Studies staff employ a wide variety of
teaching methods; we make use of up to date
DVDs, visiting speakers, worksheets, study
visits, case studies, computers and simulations
etc.
Students are encouraged to become
involved with the subject using other resources –
accessing radio and television programmes,
newspapers, journals, data bases, internet, CDROMs, contacts with firms.
The full course GCSE is assessed through 2
externally assessed exams and an internally
controlled assessment.
Enrichment:
Over the course we will incorporate competitions
to apply learning, e.g. Make your Mark with a
Tenner, Student Investor Challenge and Young
Enterprise.
Subject Leader and Business Teacher: Mrs S Brooks
Business Teacher: Miss G Craze
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE Catering
Time allocation:
2 hours per week in Years 9, 10 and 11.
Examination Board:
WJEC
% Coursework:
60% coursework Unit 1comprising of;
Two practical tasks with written assignments for each incorporating research,
planning, carrying out the task and evaluation.
Task 1 (20%) in Year 10 and Task 2 (40%) in Year 11
% Theory Exam:
40% - Single tiered exam paper of knowledge based questions
Unit 2 Catering, Food and the Customer 1 ¼ hours
Do you like cooking, learning about food and the catering industry and enjoy working individually and as part of
a team?
GCSE Catering is about:
 An interest in and enjoyment of food preparation, presentation and service
 Developing an awareness of the catering industry and the career opportunities it offers
 Effective organisation and management of resources in a multicultural society
 An awareness of health, safety and hygiene legislation
 A knowledge of nutrition and an understanding of the relationship between diet and health
 An understanding of the importance of cost effectiveness within the catering industry
 An understanding of the food and beverage industry and the communication skills required within it
 Being able to work individually and as part of a team
Health and safety underpins all aspects of the course and is an integral part of the delivery. In addition all
students will be required to complete the online Level 2 in Food Safety (Catering) www.clsolutions.co.uk as
part of the course in Year 10. Students will become familiar with a nutritional analysis program
www.nutritionprogram.co.uk and use ICT for research and presentation purposes during the course.
Students who are interested in selecting this course need to:
 Be passionate about food and cooking
 Be committed and prepared to bring ingredients in and cook on a weekly basis
 Be able to work to deadlines and manage their time effectively
 Be willing to work as part of a team and individually
 Be able to work independently in and out of lessons
 Be prepared to wear the correct professional protective clothing during practical sessions
For this course you will need to provide:
 Ingredients on a weekly basis to cook with brought from home
 A lined A4 recipe book
 Basic equipment e.g. pen, pencil, ruler, rubber, sharpener
IT IS IMPORTANT TO NOTE THAT ANY STUDENT OPTING FOR THIS COURSE CANNOT OPT FOR
GCSE Hospitality (page 21) DUE TO THE AMOUNT OF OVERLAP BETWEEN THE TWO COURSES
The Technology Department
Sharon Nuttall
Louise Bennett
Jane Thomas
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE Hospitality
Time allocation:
2 hours per week in Years 9, 10 and 11.
Examination Board:
WJEC
% Coursework:
60% coursework Unit 3 comprising of;
Hospitality skills related to events and functions: Event Based
Task.
Candidates will complete an individual folio that records one planned and executed event. The event must cater for a
minimum of 10 people. Students will need to consider types of functions/events,
date and time, appropriate choice of venue, number of guests, menu and type of service. Costing, promotion advertising,
décor and presentation, room layout and table layout, menu cards/place cards, staffing and risk assessment.
% Theory Exam:
40% - Single tiered exam paper of knowledge based questions
Unit 4 Hospitality and the Customer 1 ¼ hours
* Examination also available on-line
Do you like cooking, learning about food and the catering industry and enjoy working individually and as part of
a team?
GCSE Hospitality is about:











The hospitality industry - Hotels, Guest Houses and other establishments providing residential
accommodation
Types of service and client groups
Job roles, employment and training
Customer care
Standards of service
Communication
Menu planning, preparation and presentation
Planning for functions and events
Costing menus and events
Teamwork
Environmental considerations
Health and safety underpins all aspects of the course and is an integral part of the delivery. In addition all
students will be required to complete the online Level 2 in Food Safety (Catering) www.clsolutions.co.uk as
part of the course in Year 10. Students will become familiar with a nutritional analysis program
www.nutritionprogram.co.uk and use ICT for research and presentation purposes during the course.
Students who are interested in selecting this course need to:
 Be passionate about food and cooking
 Be committed and prepared to bring ingredients in and cook on a regular basis
 Be able to work to deadlines and manage their time effectively
 Be willing to work as part of a team and individually
 Be able to work independently in and out of lessons
 Be prepared to wear the correct professional protective clothing during practical sessions.
IT IS IMPORTANT TO NOTE THAT ANY STUDENT OPTING FOR THIS COURSE CANNOT OPT FOR GCSE
Catering (page 20) DUE TO THE AMOUNT OF OVERLAP BETWEEN THE TWO COURSES
The Technology Department (Catering)
Sharon Nuttall
Jane Thomas
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Louise Bennett
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
Child Care and Education CACHE Option
Time Allocation:
2 hours per week in years 9, 10 & 11.
Examination Board:
CACHE (Council for Awards in Childcare, Health and Education): This Level 2 Award in Child Development and
Care is a nationally recognised qualification and is a useful starting point in a career in caring for children.
Specifications and Level: Level 2 Award Child development and care qualification is an equivalent to
1 GCSE at the equivalency of grades A* - D
Course Content
Award in Child Development and Care
Units include

An introduction to working with children aged 0-5 years
 Development and well-being 0-5 years
 Childcare and development 0-5 years
Visits:
There will be a number of visits to a variety of child care settings to look at workers values, the role of the child
care setting in today’s society and the services that are offered to the public. There will also be speakers who
come into the college.
Delivery: South Dartmoor Child Care has excellent facilities and a dedicated Classroom - Bright Beginnings.
SOUTH DARTMOOR COMMUNITY COLLEGE VI FORM AND CAREERS
This qualification could lead students onto the Level 2 Certificate for the Children and Young People’s
Workforce or the Level 3 Diploma for the Children and Young People’s Workforce which are both offered to
sixth form students.
Progression post-16
Years 10/11
Level 2 Award in
Child Development
and Care
Sixth Form (Post 16)
Progress to the Level 3 Diploma
in Child Care and Education
(Early Educator)
or
Seek an Apprenticeship
or
Seek work in child care or education
Health and Social Care Department
Jared Baldwin (Head of Vocational subjects)
Julie Randell (Subject Leader)
Kirsty Matthews (Head of sixth form / teacher of child care)
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University degree
or
Work with children
and young people
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE Computer Science
Time Allocation:
2 hours per week in years 9, 10 & 11
Optional Subject:
If you are interested in ICT please see page 38
Examination Board OCR (Course Code J275 which can be found- www.ocr.org.uk)
Syllabus
Assessment
The course gives students a real, in-depth understanding of how computer technology works.
The course will develop critical thinking, analysis and problem-solving skills through the study of
computer programming, giving students a fun and interesting way to develop these skills, which
can be transferred to other subjects and even applied in day-to-day life. In this respect, the
course provides excellent preparation for students who want to study or work in areas that rely
on these skills, especially where they are applied to technical problems. These areas include
engineering, financial and resource management, science and medicine. Students will need a
strong grasp of Mathematics.
A controlled assessment for 20 hours for 2 units and the remaining unit is a 90 minute
exam.
Course Content and skills:
GCSE Computing will enable candidates to:
• develop their understanding of current and emerging technologies, understanding of how they work and apply this
knowledge and understanding in a range of contexts
• acquire and apply knowledge, some technical skills and an understanding of the use of
algorithms in computer programs to solve problems using programming
• use their knowledge and understanding of computer technology to become independent and discerning users of IT,
able to make informed decisions about the use and be aware of the implications of different technologies
• acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts
• develop computer programs to solve
problems
• develop the skills to work collaboratively
• evaluate the effectiveness of
computer programs/solutions and the
impact of, and issues related to, the
use of computer technology
Progression post 16
GCSE qualifications are general qualifications
which enable candidates to progress either
directly to employment, or to proceed to further
qualifications, e.g. Level 3 qualifications such as
GCE Computing and GCE ICT.
The Computing DEPARTMENT – Claire Buckler (Computing Subject Leader), Ben Kerr (STEM Coordinator),
Ian Connock
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
Edexcel BTEC level 2 Extended Certificate in Countryside and Environment
Time allocation:
2 hours per week in Years 9, 10 & 11
Examination Board: Edexcel
This is an exciting course offering an introduction to the opportunities and activities taking place in our own
‘environment’. If you enjoy learning about the countryside and want to gain some practical skills such as fencing
and hedging, then this course might be the one for you!
This programme provides you with an introduction to the knowledge of the countryside and training in soughtafter, practical skills required to work in countryside.
The course will suit you if you want to explore the opportunities available to work in environmental science and
conservation, particularly in an area like Dartmoor National Park, or Torbay where there is a lot of coastal land
to manage.
Specialist facilities
The programme is delivered at South Dartmoor Community College through lectures, practical work, guest
speakers, site visits and field trips. There will also be opportunities to work with River Dart Country Park.
What You Will Study
The programme will cover the following skills and knowledge:
Health and Safety
Estate skills
Trees, woods and forests
Conservation of UK habitats
Professional practice (communication, numeracy, IT)
Assessment
The course will be assessed by a combination of practical and written assessments for each module that you
study. Successful learners will be graded at Pass, Merit or Distinction level.
Progression
Those who wish to continue training may progress to a Level 3 qualification such as the National Diploma in
Countryside Management. Upon completion of the programme you will be competent in a range of practical
skills that are required on country estates, areas of nature conservation importance, farms, woodlands and
parks. You may find work in organisations concerned with wildlife and countryside management as a ranger,
estate worker or country park warden. Alternatively, there are good opportunities in countryside contract work.
Course Staff
Course Leader
Jared Baldwin
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
Edexcel BTEC level 2 Diploma in Countryside and Environment
Time Allocation:
4 hours a week over 3 years. This option will take two full option choices.
Examination Board: Edexcel
This is an exciting course offering an introduction to the opportunities and activities taking place in our own
‘environment’. If you enjoy learning about the countryside and want to gain some practical skills such as fencing
and hedging, then this course might be the one for you!
This programme provides you with knowledge of the countryside and training in sought-after, practical skills
required to work in countryside.
The course will suit you if you want to work in environmental science and conservation, particularly in an area
like Dartmoor National Park, or Torbay where there is a lot of coastal land to manage.
Specialist facilities
The programme is delivered at South Dartmoor Community College through lectures, practical work, guest
speakers, site visits and field trips. There will also be opportunities to work with River Dart Country Park.
What You Will Study
The programme will cover the following skills and knowledge:
Boundary habitat conservation
Conservation of farmland habitats, grassland, heaths and woodland
Estate skills, tools and machinery
Fencing, hedge-laying
Health and Safety
Practical Environmental Skills
Wildlife knowledge and ecology
Professional practice (communication, numeracy, IT)
Assessment
The course will be assessed by a combination of practical and written assessments for each module that you
study. Successful learners will be graded at Pass, Merit or Distinction level.
Progression
Those who wish to continue training may progress to a Level 3 qualification such as the National Diploma in
Countryside Management. Upon completion of the programme you will be competent in a range of practical
skills that are required on country estates, areas of nature conservation importance, farms, woodlands and
parks. You may find work in organisations concerned with wildlife and countryside management as a ranger,
estate worker or country park warden. Alternatively, there are good opportunities in countryside contract work.
Course Staff
Course Leader
Jared Baldwin
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
OCR Level 2 (GCSE Equivalent) in Creative iMedia
Time Allocation:
2 hours a week in Years 9, 10 & 11
Examination Board:
OCR
This is an exciting course where students will develop practical skills in a creative and useful context;
skills ranging from film-craft, to photo-manipulation – from web-design, to digital special effect creation.
Graduates from university that have a media related qualification are the second most likely to be
employed; employers now recognise the importance of having employees (at every level of business)
who have a working understanding of digital media – in all of its forms.
Cambridge Nationals are industry relevant qualifications that suit a broad range of learning styles and
abilities. The Certificate has been developed in consultation with industry, to develop the skills that
employers are actively looking for.
The course content includes:
Compulsory Pre-production skills
Creating digital graphics
2 Options from Creating a digital animation
Storytelling with a comic strip
Creating a multipage website
Creating a digital animation
Creating interactive multimedia products
Creating a digital sound sequence
Creating a digital video sequence
Digital photography
Designing a game concept
Assessment
At the end of the course one unit is exam based, and the other 3 are coursework, allowing students to
build up a portfolio of work to take with them onto the next stage of their journey.
Lessons will be mostly workshop based with students having tutorials to support their development,
allowing students to develop their own creative products.
We look forward to welcoming you onto this exciting new course.
Course teachers
Lucy McCance Head of Department and Advanced Skills Teacher
Simon Hunter
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
Dance GCSE Option
Time Allocation:
2 hours per week in years 9, 10 & 11
Examination Board:
Syllabus & Number:
AQA
4230
Performance
20%
20%
Choreography
25%
Create duet or group choreography.
15%
Solo based task on a chosen Unit 1 work
20%
The paper will test knowledge, understanding and
skills of appreciating dance as an art through performance
and composition.
Written Exam
Performance in a duo or group dance.
Set Dance (prescribed by the examination board).
80%
Practical
20%
Written
Additionally: Performance and choreography play an important role in the overall GCSE Dance examination.
Therefore it is an expectation that students will devote time to extra-curricular opportunities as a means to
perfect their dance technique and thus achieve the highest grade possible.
Course Content and skills:
 technical and expressive dance skills
 choreographic devices
 the meaning and significance of dance
 dance and its accompaniment
 professional dance work analysis (both live and recorded)
 development of each student's knowledge, understanding and skills of dance
 Identification of content and assessment criteria in the main areas; performance, composition and
appreciation.
Why choose Dance?
The Dance department has celebrated excellent results over successive years including a significant number of
A*-B grades. Furthermore, students at SDCC have consistently achieved significantly above the national
average.
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers Dance as an AS and A Level Subject in our Sixth Form. The Dance Department
has been recognised both regionally and nationally for the exceptional level of achievement by students and
examination work has featured as part of the University of Exeter Teacher Training Programme as a benchmark
for excellence.
Careers, Further and Higher Education
Many employers and education providers recognise the value of the GCSE Dance course in developing skills
such as creativity, collaboration, problem solving, independence and analysis. Careers in dance include
teaching, performing, choreography, dance therapy, dance analysis, health and fitness industry.
The Dance Department
Melanie Byng (Subject Leader)
John Whitehead (Lead practitioner - Dance)
Abi Cowell (Teacher of Dance & Primary Liaison)
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE Drama Option
Time Allocation:
2 hours per week in years 9, 10 & 11
Examination Board: OCR
Syllabus & Number: GCSE Drama J315
 Internal Assessment: 60%
 External Assessment: Practical examination (Realisation Test) 40%
100% of students gained an A*-C in GCSE Drama in 2014: significantly above the national average.
24% of
students gained a grade A or *A.
GCSE Drama can boost students understanding and awareness of GCSE History/Geography. There are
several linked drama topics which will support students understanding in these subjects as well as
enhancing students GCSE Drama outcomes.
Course Content and skills:
 Creativity, co-operation and concentration are the top key skills required for GCSE Drama
 Drama develops confidence, self-esteem and enables students to gain valuable transferable skills, which
employers want in future employees
 Drama enables students to discover and develop latent talents - these may be leadership and/or
performance skills
 Development of acting, communication and evaluation skills
 Opportunities to explore students’ position in the world and to make better sense of all their experiences
 Drama gives students the chance to work as creative team members and explore controversial issues in
society in an open-minded, sensitive way.
Finally:
 100% attendance is essential on the GCSE Drama course due to the group nature of the
subject. Students’ must be willing to perform and take creative risks.
 As an aid to understanding the Drama process, an experience of live theatre is important, and
opportunities to see a range of productions will be provided during the course, and in extra-curricular
activities.
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers Drama and Theatre Studies as an AS and A Level Subject in our VI Form. In recent
years students work at ‘AS’ and ‘A2’ has been viewed nationally, having been filmed for producing exemplar top
grade work.
Careers, Further and Higher Education
Employers and universities recognise successful GCSE and A level Drama students as people who are
articulate, people who communicate effectively with others, have a good understanding of people, relationships
and situations, and are trustworthy and dedicated team members.
Enriching the imagination, touching the heart, confidence for life
The Drama Department
James Hills (Head of Department)
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Amy Small
Allan Sutton
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE Design and Technology Systems and Control Technology
(formerly GCSE Engineering)
Time allocation:
2 hours per week in Years 9, 10 and 11
Examination Board:
AQA New GCSE
Do you like solving problems? Are you the type of student who likes to take things apart just to see how they
work? Are you a student who likes to make things?
If the answer is yes, then the GCSE Systems and Control Technology course could be for you.
The course offers excellent progression from the KS3 STEM curriculum and blends together the hands-on
approach of engineering skills and processes with an excellent balance of supporting knowledge and
understanding to produce well informed and competent students.
During the course, you will learn about manufacturing processes, materials, modern technologies and industrial
practices.
Students will become familiar with, and apply excellent ICT software including design software, materials
databases, and manufacturing simulation software.
You will have the opportunity to investigate and explore a wide range of practical skills and techniques using
hand tools and machines for example milling, turning, welding, laser cutting etc.
Become competent in computer aided design and computer aided manufacture (CAD/CAM) and use the
manufacturing facilities in the department.
As part of the course you will visit local engineering companies to see first-hand how the engineering industry
functions in today’s society
Students who are interested in selecting this course need to Be hardworking and resourceful.
 Be willing to use ICT
 Enjoy working with a range of materials and components
 Like using tools and equipment
 Be able to work independently in lessons and for home learning tasks
For this course you will need to provide Basic equipment i.e. Pens, pencils (including good quality colouring pencils), ruler and an A3 folder. All
items are available to purchase from the college shop.
 Provide materials for the major project (or make voluntary contribution towards the purchase).
Further ProgressionThe GCSE course would act as an excellent foundation to the GCE A Level D&T Product Design course, or as
a starting point for future careers or apprenticeships in Engineering related industries.
If you have any further queries regarding this course please see a member of staff from the department or email:
[email protected]
The Design &Technology Faculty
Don Phipps (Team Leader)
Further details:
www.aqa.org.uk
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE Fine Art
Time allocation:
2 hours per week in Years 9, 10 & 11
Examination Board:
AQA
Syllabus & Number:
Fine Art 4202
% Coursework:
60% During the course you will develop technical skills and build up a
portfolio of two major coursework projects
40% You will have time to prepare a final project. You will then have a
ten-hour exam (2 full days) to complete a final piece.
% Controlled Test:
Course Content (Areas of Study)
In this area students focus on fine art disciplines such as drawing, painting, print making and
sculpture. Projects centre on investigations and explorations into a variety of styles and techniques in
order to develop students’ understanding of visual language. Projects are expansive and ideal for
students who enjoy having time to explore their creativity and develop their art techniques. Learning is
initially structured with new techniques and contextual issues introduced to students who then use this
solid foundation to develop independent personal responses later in the projects.
Equipment requirements
 A1 portfolio

A range of art materials to be used outside of school predominantly.

Sketchbooks A3/A4

Digital camera/good quality camera on mobile phone
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers AS and A2 qualifications in Fine Art, Photography and Graphic Design
Careers, Further and Higher Education
Art & Design is an Essential Part of these Careers: Architect - Costume Design - Fashion - Textiles
- Graphic Design - Make-up - Product Design - Advertising - Teaching - Printmaking - Ceramics Photography - Interior Design - Display - Theatre Design - Illustration - Jewellery - Animation - Film Animatronics - Media etc. and is useful in many others.
The Art Department
Ben Mukherjee (Subject Leader)
Beatrice Mukherjee
John Bradford
Ed Tomlin
Lucy Howarth
Steve Brown
Hannah Megee
Carole Whelan
30 | P a g e
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE French or GCSE Spanish

French or Spanish GCSE will commence in Year 9 and will complete at the end of Year 11.
Examination Board: EDEXCEL (GCSE)
Syllabus & Number: 2FR01
% Exam:
20% Listening, 20% Reading, 30% Written
30% Speaking Test
Course Content: GCSE
 topics include: out and about, customer service & transactions, personal information, future plans,
education and work, media and culture, sport and leisure, travel and tourism, business, work & employment
 enrichment extras include: contact with a Foreign Language Assistant, encouragement to spend time abroad
on a foreign exchange. Plus an emphasis on cultural awareness and diversity.
Course Skills
 an understanding of French or Spanish in a variety of contexts
 an knowledge of French or Spanish vocabulary and structures
 transferable language learning skills
 communication skills
 an awareness and understanding of the countries where French is spoken.
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers French and Spanish as AS and A Level Subjects
Careers, Further and Higher Education
A career in languages is vital preparation for a growing list of careers that extends beyond the options of the
typical association with translating, interpreting and teaching. In the modern day, knowledge of a language
besides English, can enhance any career opportunity. The importance of foreign languages in nearly every kind
of occupation is evident with communication barriers broken by foreign language specialists in importing,
exporting, the stock-market and foreign negotiations. Other professions where languages are an advantage are
Flight Attendant, Police, Nursing, Scientific research, Photographer and Hotel/Resort Management. A Language
is also increasingly valuable in the successful progression to University in a wide range of disciplines.
The Modern Languages Department
Gillian Sims (Head of Department)
Louise Blondell (Teaching and Learning Coordinator)
Fi Davis (Teaching and Learning Co-ordinator)
Dave Ray (Co-ordinator of student progress)
Suzanne Mieczkowska
31 | P a g e
Mounia Lallchand
Rebekah Jack
Laura Burgos-Lejonagoitia
Maria Climent-Donat
Patricia Rhodes
Dan Young
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT – Extended Thinking
General Studies GCSE and Higher Project Qualification (Level 2)
Time Allocation:
2 hours a week in Years 9, 10 & 11 for High Performing students.
Examination Board: AQA
Syllabus & Number: GCSE General Studies (4760) plus HPQ (Level 2)
The General Studies qualification is currently made up of 2 externally assessed units (as with all GCSEs this is being
reviewed currently):

Unit 1 (4760) a written paper (25% of the qualification) has questions assessing understanding of a pre-release
Case Study based on a contemporary issue.

Unit 2 (47602) Objective test questions and a written paper (75% of the qualification) is split into 3 sections:
Section A: (25%) 30 Objective test questions testing data response/ thinking skills
Section B: (20%) Short and extended-answer responses based on stimulus material
Section C: (30%) Extended-answer responses related to stimulus material.
The Higher Project Qualification (HPQ Level 2) is a piece of extended research or presentation of High Performance work
and can include written work or performance or presentation of manufactured work in any subject. This is designed to
develop independent research, deep thinking skills necessary in University study.
Course Content and skills:
GCSE General Studies focuses on important, interesting and relevant contemporary issues. This increasingly popular
qualification develops thinking and functional skills, extends curriculum and PSHE Citizenship skills and encourages
thinking across specialist subjects.
Why choose General Studies?
This is a new route for High Performing students linking the new Extended Thinking work in Years 7-11 to the successful
RISE Programme at Sixth Form. The course stretches and deepens thinking which in turn supports all GCSE studies in
Years 10 and 11. The course is highly thought of by top universities in this format. The additional attraction of the Higher
Project Qualification adds a personalised study option which supports learning outside and beyond the curriculum which is
a requirement for entry into top university courses.
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
The College offers Critical Thinking as an A Level Subject in our Sixth Form and the Extended Project Qualification (Level
3) as part of the RISE Programme for students aspiring to top universities and academies.
Careers, Further and Higher Education
General Studies enhances thinking across all subjects and therefore supports all career and education pathways.
The Extended Thinking Team
Ralph Wickenden (Assistant Principal); Allan Sutton (RISE); Lucy
McCance; James Woodward; James Hills; Tom Tridgell
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
CORE SUBJECT
GCSE Geography
Students who wish to study both History and Geography should also choose one as an option subject as well as
making their core choice.
Time Allocation: 2 hours per week in Years 9, 10 and 11
Examination Board:
Syllabus & Number:
Edexcel – awaiting draft specification
Most likely to be the Reformed Geography B New GCSE
Controlled Assessment: None – Linear examination
Written Exam: They are consulting on either two or three papers
Please note: The units below are the topics currently covered, but this is subject to change due to government
reforms to the Geography curriculum which will be introduced in September 2016.
Curriculum Content:



Coastal environments
Hazardous environments
Practical Coastal fieldwork enquiry (Slapton Trip)



Economic activity & energy
Urban environments
Practical Urban fieldwork enquiry (Plymouth or Exeter Trip)

Globalisation and migration
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers Geography at AS and A2, with excellent results.
Careers, Further and Higher Education
Geography is a highly respected academic subject and ideal for students hoping to apply to university, not just in
Geography. It is also particularly useful for anyone considering work in Policy and Government, the Physical Environment,
Geographical Information Systems, The Built Environment, Travel, Tourism and Leisure, The Business World and in
Society, Development and Global Issues. Geography is a “facilitating” subject which will be useful for any career or
academic pathway an individual wishes to follow.
Teaching staff:
Mr Shaikh – Subject Leader for Geography & World Development
Mr Wilson
Mr Hodges
Miss Fannon – KS3 Geography Coordinator
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE Graphic Design
Time Allocation:
2 hours per week in years 9, 10 & 11
Examination Board:
Syllabus & Number:
AQA
Graphic Communication 4203
% Coursework:
% Controlled Test:
60% During the course you will build a portfolio of at least three coursework projects
40% You will have time to prepare a final project. You will then have a ten-hour exam (2
full days) to complete a final piece.
What is Graphic Design?
Graphic Design is the combination of text and image to communicate a specified idea or concept. Examples of Graphic
Design are all around us and it is an essential part of our daily lives. Most of us don’t even notice it’s there. Imagine a
world without newspapers, books, posters, signs, packaging, advertising, websites … the list is endless. Graphic
Designers play a key role in making sure that information is communicated to people in increasingly interesting and
creative ways.
What will you study?
During the course you will be given design briefs that focus on some of the following areas of study. In addition you will
learn how to use industry standard software to support the creation of your ideas.
Typography
You will learn about the origins of Graphic Design and the art of creating and using typefaces and fonts throughout all of
the coursework projects.
Illustration
An illustration can be any image used to aid communication of written text. This could be a digitally manipulated
photograph, or a drawing or painting, or a computer generated image.
Logo Design/Branding
Most organisations have a logo or identifiable ‘image’ by which we associate them with. In this unit you will learn how to
create items such as logos, letterheads, business cards and web pages for real or imaginary organisations.
Information Graphics/Advertising
In this unit you will learn the art of visual persuasion! You will learn how to communicate a specific meaning or ideas to a
target audience. This could involve the creation of posters, direct mail, magazine adverts, movie posters etc.
Equipment requirements
 A1 portfolio
 A range of art materials to be used outside of school predominantly.
 Sketchbooks A3/A4
 Digital camera/good quality camera on mobile phone
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers Photography, Fine Art and Graphics at AS and A Level.
Career Opportunities
There are many further and higher education courses available and great career opportunities as a Graphic Designer as
well as providing essential creative and presentation skills for life in the 21st century. Past students have gone onto study
architecture, car design, games design, illustration and design and advertising at university.
The Art Department
Ben Mukherjee (Subject Leader)
Beatrice Mukherjee
John Bradford
Hannah Megee
34 | P a g e
Ed Tomlin
Lucy Howarth
Steve Brown
Carole Whelan
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
Hair and Beauty VRQ L2 Certificate
Time Allocation: 2 hours a week in years 9, 10 & 11
Where could this take me?
The Level 2 VRQ Certificate in Hair and Beauty provides learners with the necessary introductory
knowledge and understanding to pursue a career in hair and Beauty, it is the recognised route
into Hair and Beauty for students under 16 at the start of the course and or not in employment.
The qualification also provides suitable progression opportunities to the VRQ Diploma in
Hairdressing Level 2 as well as Level 3 studies and Apprenticeships.
What will I study?
Candidates will learn about a range of skills and services in the industry including, how to
shampoo hair, blow dry hair, style and dress hair, temporary colour hair, advise and consult with
clients, Beauty therapy – facials; eye treatments; hair removal and promote retail sales and
communicate with colleagues. In addition to developing the necessary knowledge students will
have lots of opportunities to develop practical salon skills, inter-personnel and transferable skills.
The Certificate is made up of a range of units including;
Mandatory units:
1. Understanding the hair and beauty sector - External examination
2. Hair and beauty research project - Internal assessment
Optional units include:
3. Enterprise in the hair and beauty sector - Internal assessment
4. Marketing hair and beauty products and services - Internal assessment
5. Hair and beauty science - Internal assessment
6. Create an image based on a theme within the hair and beauty sector - Internal assessment
Specialist Facilities
There is a realistic working environment at South Dartmoor Community College, comprising a
new well-resourced and equipped salon and theory room. Full equipment and resources
provided. Students may purchase kit if desired
How will I be assessed?
Unit 1 is externally assessed, the remaining units are assessed internally which use a range of
methods including oral questions, assignments, observations, professional discussions, tests and
portfolio evidence which will be completed in College by an assessor in a realistic work
environment. Tutors will provide guidance and support.
Hairdressing VRQ L2 Certificate is assessed as a Not Yet Achieved, Pass, Merit, Distinction,
Distinction* a pass is approximately equivalent to 1 GCSE at the equivalency of Grade C-A*.
Course Staff
Lisa Gasson-Jones and team. They work in a commercial salon and have many years’ experience
of teaching for hair industry leaders.
Board | VTCT
35 | P a g e
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
Hairdressing VRQ L2 Diploma
Time Allocation:
4 hours per week in Years 9, 10 & 11.
This option will take two full option choices.
Where could this take me?
The Level 2 VRQ Diploma in Hairdressing provides learners with the necessary knowledge and
understanding to pursue a career in hairdressing, it is the recognised route into Hairdressing for
students under 16 at the start of the course and or not in employment. The qualification also provides
suitable progression opportunities to Level 3 studies and Apprenticeships.
What will I study?
Candidates will learn how to shampoo hair, blow dry hair, style and dress hair, temporary colour hair,
advise and consult with clients and promote retail sales and communicate with colleagues. In addition
to developing the necessary knowledge students will have lots of opportunities to develop practical
salon skills, inter-personnel and transferable skills.
The Diploma is made up of a range of units including;
1. The Art of dressing hair
2. Client consultation for hair services
3. Follow health and safety in the salon
4. Working in the hair industry
5. Shampoo, condition and treat the hair and scalp
6. Create an image based on a theme within the hair and beauty sector
7. Change hair colour
 Give customers a positive impression of yourself and your organization.
 Fulfil salon reception duties
 Develop and maintain effectiveness at work
 Plait and twist hair
 Promote additional services or products to customers
Specialist Facilities
There is a realistic working environment at South Dartmoor Community College comprising a new wellresourced and equipped salon and theory room. Full equipment and resources provided. Students
may purchase kit if desired
How will I be assessed?
There are a range of methods including oral questions, assignments, observations, professional
discussions, tests and portfolio evidence which will be completed in College by an assessor in a realistic
work environment. Tutors will provide guidance and support.
Hairdressing VRQ L2 Diploma is assessed as a PASS/FAIL.
Course Staff
Lisa Gasson-Jones and team. They work in a commercial salon and have many years’ experience of
teaching for hair industry leaders.
Board | VTCT
36 | P a g e
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE History
Students who wish to study both History and Geography should also choose one as an option subject as well as
making their core choice.
Time Allocation: 2 hours per week in Years 9, 10 and 11
Examination Board:
Currently OCR – under review in light of GCSE government changes
Syllabus & Number:
Currently Syllabus B (J418) Modern World History
% Controlled Assessment:
25% - Likely to be replaced by 100% exam under new government changes
% Written Exam: Currently 75% (2 written papers)
Please note: The units below are the topics currently covered, but this is subject to change due to government reforms to the
History curriculum which will be introduced for September 2016. Therefore, students opting for History will follow the new
curriculum, which we will publish once the government have finalised our options
Course Content:
1. The Core Course The Cold War 1945 – 1975
2. Depth Studies
The two depth studies are:
USA 1918 – 1941
Areas of study include:
 USA after the First World War
 The end of World War Two and the Soviet takeover of Eastern  The “Roaring Twenties” and Economic Boom
Europe
 Prohibition and gangsters
 The causes of the Cold War – who was most to blame?
 Racial intolerance and the KKK
 The causes and consequences of the Cuban Missile Crisis
 The Wall Street Crash and Depression
 The Vietnam War – Why the USA got involved, the nature of  USA in the Thirties – Roosevelt’s New Deal
the fighting, why the USA withdrew.
Britain 1890-1918
 The Liberal reforms to help the poor
 Votes for Women – Suffragettes and Suffragists
 The impact of WW1 on British society
3. Controlled Assessment – Russia 1900-41: Russia under the Tsar, the 1917 Revolutions and the rule of Stalin. (Please
note controlled assessment is unlikely to feature in new History curriculum)
 One piece of extended writing in class, using source material to analyse a specific question set each year by OCR exam board
Current government advice regarding the new curriculum states the following:
GCSE specifications should include history: from three eras: Medieval (500-1500), Early Modern (1450-1750) and Modern (1700present day); on three time scales: short (depth study), medium (period study) and long (thematic study); on three geographical contexts:
a locality (the historic environment); British; and European and / or wider world settings; British history must form a minimum of 40% of
the assessed content over the full course.
Course Skills:

Clear and accurate written communication

Debating and discussion skills

Skills of analysis, explanation and making links

Handling of historical sources

Perseverance, organisation and dedication

Enthusiasm for the past.
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers History at AS and A2, with excellent results. In 2013 our A2 results were the best Academy in Devon in terms
of progress made by students.
Careers, Further and Higher Education
History is a highly respected academic subject and ideal for students hoping to apply to university, not just in History. It is also particularly
useful for anyone considering journalism, law, teaching or a career in management, tourism or heritage. History is a “facilitating” subject
which will be useful for any career or academic pathway an individual wishes to follow.
The History Department
Craig Axford (Subject Leader)
Tom Tridgell
Neil Whitelaw (Performance Leader Sharp Tor)
37 | P a g e
Isabel Hockin
Lindsey Palmer
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE ICT
Time Allocation:
2 hours per week in years 9, 10 & 11
Optional Subject: If you are interested in Computing please see page 23
Examination Board
OCR (Course Code J461 which can be found- www.ocr.org.uk)
Syllabus
This exciting new GCSE ICT gives you fantastic opportunities to work with a
variety of technologies and offers you choices such as web design, games design
or App development, making it engaging and enjoyable to study. The qualification
has been designed to nurture digital literacy, and provide you with up-to-date
skills, knowledge and understanding of the rapidly developing digital world around
you. OCR’s GCSE ICT opens doors to diverse career paths such as games
design, web and animation development, digital forensics, and mobile application
development.
Assessment
Two 1 hour written examinations (totalling 40%) and two controlled assessments
(each worth 30%)
Course Content and skills:
GCSE ICT will
•
Improve your confidence in areas such as mobile phone applications, web page design and
games design
•
Improve your understanding of social networking and its impacts
•
Enable you to keep up to date with IT and digital developments, at home and in the shops
•
Explain how IT can help improve your career options
•
Provide you with IT skills that you can use to solve practical problems
•
Allow you to develop technical skills which will give you a foundation for achieving ICT A Levels
Progression post 16
GCSE qualifications are general qualifications which enable candidates to progress either directly to
employment, or to proceed to further qualifications, e.g. Level 3 qualifications such as GCE ICT or the
Level 3 Cambridge Technical Creative or Business Pathways
The Computing DEPARTMENT – Claire Buckler (Computing Curriculum Leader), Ben Kerr
(Computing STEM Coordinator), Ian Connock
38 | P a g e
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
Music BTEC Level 2 Certificate/Extended Certificate
(Music Technology)
Time Allocation:
2 hours a week in Years 9, 10 & 11
Examination Board:
% Coursework:
Edexcel
75% coursework with a number of internally assessed assignments, a small
number of which are sent to an external verifier.
25%
The BTEC Certificate is equivalent to 1/2 GCSE at the equivalency of grades
A* - C depending on units completed.
% External Assessment:
Qualification:
There will be the opportunity to complete the Certificate Course as a single option – this needs to be completed
first; and then the option to take the Extended Certificate as an accelerated learner.
Course Content:
The course includes compulsory and optional units in total which are combined to make up the course in a
personalised way. There are mandatory units which are based around the music industry and optional units
that enable students to study music and music technology.
Certificate Mandatory and Core Units:
M1 The Music Industry
External Assessment
C1 Music Production and Analysis Internal Assessment
C2 Managing a Music Product
External Assessment
All students study four further units:
1.Introducing Live Sound
Internal Assessment
2 Introducing Music recording
Internal Assessment
3 Introducing Music Sequencing
Internal Assessment
Optional Units:
4a Producing a Music Recording
Internal Assessment
4b The Development of Music
Internal Assessment
Course Content:
All teaching and learning will involve a practical and research based approach to music technology and
completion of portfolio evidence.
How will I be assessed?
All units are assessed through assignments that are submitted in the form of:
observation statements, leaflets, reports and presentations.
recordings, written work,
South Dartmoor Community College Progression:
We offer Music at BTEC (Level 3), AS and A Level subjects in our Sixth Form.
Careers, Further and Higher Education:
BTEC First Diploma in Music Performance is a practical performance and music industry-related course,
introducing you to a variety of employment opportunities within the Music Performance Industry. This is a highly
respected qualification aimed at promoting high levels of musical performance and skill.
Music Teachers:
Rachel Lewis (Head of Department)
Nicola Clapson
Jonathan Lewis
Ralph Wickenden (Assistant Principal)
Dean Stephenson (Teacher of Music Technology)
39 | P a g e
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE Music
Time Allocation:
2 hours per week in years 9, 10 & 11
Examination Board:
Syllabus & Number:
% Practical:
% Written Exam:
AQA
Music 4272
80% - Performance and Composition Portfolios
20% - Listening skills paper
Course Content:
The music course has three basic requirements: performing, composing and listening/appraising:
Performing
 Solo Performance with or without accompaniment
 Performing as part of a group or ensemble
 All of the above can be completed on tradition instruments or voice but also includes modern performance
techniques such as ICT, Beat-boxing, DJ-ing, Rap etc.
Composition
 Composition method is taught during the course; 2 pieces to be created in different styles.
Listening
 Core Areas of Study include: Rhythm, Melody, Harmony, Structure, Expression, Texture, Timbre; these are
tested through popular, world and classical styles.
Course Skills:
Music develops musicianship, artistic perceptions, group values, professionalism and social skills. The course
develops the work completed in our outstanding student designed Key Stage 3 Course using similar styles of
teaching and skills.
Finally: It is not essential to be able to read music or play an instrument although students with these skills will
benefit from this. Students who cannot play an instrument will be encouraged to do so or to sing or to use
modern performance techniques listed above, from the beginning of the course and notation will be taught. The
course is taught with a strong emphasis on practical work - simply an enthusiasm for music is needed to do well
on this course. The department has an outstanding success record in this examination.
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form:
This department also offers Music as an AS and A Level Subject, BTEC Performing Extended Certificate, BTEC
Subsidiary Diploma, BTEC Music Technology Extended Certificate, BTEC Subsidiary Diploma
Careers, Further and Higher Education:
The GCSE and A level will open up all doorways into specific music careers. It would highly enhance entry into
Performing Arts and Dance, but is also a qualification valued by higher education and employers in a large
range of non-musical fields as it develops key skills in communication, intellectual ability, team work and
problem solving.
The Music Department:
Rachel Lewis (Head of Department)
Nicola Clapson
Jonathan Lewis
Ralph Wickenden (Assistant Principal)
40 | P a g e
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE Philosophy & Ethics – Full Course
All Year 9 & 10 students will follow a GCSE short course in Ethics; the course is named Religion and Morality.
Students will have Ethics for 1 hour per week.
If students wish to study this to full course and gain a full GCSE, the Philosophy counter-part GCSE to Ethics will
be need to be chosen as an option choice.
Examination Board:
Syllabus:
% Coursework:
% Written Exam:
AQA
Syllabus B
None
100 %
Course Content:
1) Full Course option choice: Philosophy and Ultimate Questions.
This unit is intended to begin philosophical thinking at GCSE from a non-religious & religious perspective. It encourages
students to deeply reflect upon ultimate questions about the meaning and purpose of life. Have you ever wondered: Is
there life after death? Do ghosts exist? Have you lived before? Are there other realities? Are we really free? Is there a
creator? Where did the Universe come from? Is there life on other planets? Topics include: arguments for and against the
existence of God, the problem of evil & suffering and immortality.
2) Short Course only: Religion, Morality and Ethics.
Topics include: Matters of Life (cloning, fertility treatments, Medical Ethics), Matters of Death (euthanasia, hospice
care, beliefs about life after death), Drugs & Alcohol, Crime and Punishment.
Description: This option subject has grown tremendously in popularity over the last few years; at SDCC and nationally.
Both courses give a vibrant, challenging and relevant learning experience. Students are encouraged to develop opinions on
the topics that are explored, and provide their own viewpoints and thoughts on these in an open, confident and trustworthy
environment. At the same time, these students are expected to have these views challenged by their peers, and ultimately
themselves. Students also explore the Christian, Muslim and Buddhist perspectives on these ethical issues.
Course Skills: Students are encouraged to explore and become confident in developing the following: curiosity, argument,
analysis, awareness of contemporary and historical moral issues, engage with controversy, debate, exam question writing
and technique, factual learning, organisation, research in depth and understanding, thinking outside of the box and
generally engaging with the beautiful but at times controversial world in which we live.
Please note: All students, at Key Stage 4, follow a course of Religion, Philosophy and Ethics, by law. For some students
the Short Course GCSE will be enough. However this Full Course Philosophy option is open to all and students are
encouraged to opt for this subject if they want to really be challenged about their ideas, preconceptions and attitudes to the
multi-cultural, diverse and fascinating world in which they live. This course also fully meets the new legislation regarding
teaching British Values.
South Dartmoor Community College Sixth Form:
This department also offers Philosophy and Ethics as an AS and A2 Level Subject. This is available as an option for
students who have completed either the Short or Full Course. Both Short and Full Course will prepare students for this
deeply philosophical, vibrant and very interesting A level.
Careers, Further and Higher Education:
Philosophy & Ethics is a particularly useful subject for anyone considering a career in many different areas, including; Law,
Medicine, Public Services, e.g. Police, Social Work and the National Health Service, Teaching, Journalism & the Media, the
Armed Services or any job working with people.
Philosophy & Ethics GCSE Staff:
Mr D Murray (Head of Dept.)
Mrs C Murray
Mrs M Thomson
Miss H Walker
41 | P a g e
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
GCSE Photography Design
Time Allocation:
2 hours per week in years 9, 10 & 11
Examination Board:
AQA
Syllabus & Number:
Art – Photography 4206
% Coursework:
60% - During the course you will build up a portfolio of three coursework projects
% Controlled Test:
40% - Towards the end of year 11 you will have a minimum of six weeks to prepare a final
project. You will then have a ten hour-hour exam (2 full days) to complete a final piece.
Course Content
During the course you will learn a lot about photographic processes and techniques. You will keep a logbook where you
write about everything you have learnt. You will also use this as a form of sketchbook to annotate your own photographs
and carry out research into photographers’ work.
You will complete 3 different coursework projects:
Pinhole Photography
You will be introduced to photography from its very origins learning how to
construct your own camera and take photographs of the local environment.
You will also be introduced to working in a darkroom.
SLR Photography
You will learn how to use a 35mm SLR camera to its full creative potential.
You will also extend your darkroom skills and learn how to
process film and enlarge your own black and white photographs.
Digital Photography
You will be introduced to a wide range of digital techniques. You will learn how to use Adobe Photoshop to create
photomontages; you will learn animation techniques and how to exploit the potential of long exposure digital photography.
For each project you will have an opportunity to extend and develop your own ideas producing individual responses and
finished outcomes.
Please note; in certain circumstances it may be necessary to alter the course structure.
Equipment requirements
 There is a £15 contribution for photographic materials each year.
 Students will need to have access to a digital camera for completing photo shoots outside of college.
 Students can purchase cameras through the College at a discounted rate and no VAT.
 A1 portfolio
 Sketchbooks or A4 ring binders/presentation folders

SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
This department also offers Photography at AS and A Level.
Careers, Further and Higher Education
Photography forms an important part of many Art & Design related careers, as well as careers in the Media and
advertising. Students can progress to A-level, which can then be taken onto foundation or degree level study.
The Art Department
Ben Mukherjee (Subject Leader)
Ed Tomlin
Beatrice Mukherjee
Lucy Howarth
John Bradford
Steve Brown
Hannah Megee
Carole Whelan
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
Physical Education GCSE Option
Please note this syllabus is draft only. The government has NOT confirmed how this subject will be
taught and examined. This information is the latest we have. The course as it exists today is in brackets.
Time Allocation:
Examination Board:
Syllabus & Number:
% Coursework:
% Written Exam:
2 hours per week in years 9, 10 & 11, in addition to Compulsory Core PE.
AQA
(Physical Education 4892)
30% Controlled PRACTICAL assessment (60% Controlled Practical Assessment)
70% Theory Examination (40% Theory examination (1 ½ hour paper))
70% Theory Course Content: Applied anatomy and physiology, movement analysis, physical training, use of data, sports
psychology, socio-cultural influences, and health, fitness and well-being.
30% Practical Course Content: TWO Assessments in at least two groups (ways of thinking). Plus, 10% allocation for a
written performance analysis.
Activities available for assessment (as it stands with the existing syllabus)
Football or Futsal, Badminton, Basketball, Cricket, Golf, Handball, Hockey or indoor
Group 1 - Outwitting
hockey, Netball or Ultimate Frisbee, Rounders, Rugby Union, Squash or Racquetball,
opponents
Table tennis, Tennis, Volleyball, Water Polo, Fencing, Boxing, Judo or Ju jitsu, Karate or
Kickboxing or Tae kwon do
Group 2 - Accurate
Artistic Gymnastics, Compositional Gymnastics, Rhythmic Gymnastics Trampolining,
replication of actions,
Tumbling, Cheerleading, Ballroom dancing, Diving, Skateboarding, Synchronised
phrases and sequences
swimming, Artistic Roller-skating,
Group 3 - Exploring and
Ice dance, Street dance, Theatrical dance, Modern Educational Dance
communicating ideas
Group 4 - Performing at
Athletics, Cross Country, Competitive swimming, Track Cycling, Speed skating,
maximum levels
Weightlifting, Archery, Boccia, Bowls, Golf, Ten pin bowling
Group 5 - Identifying and
Canoeing or Kayaking, Climbing, Cycling or Mountain biking, Horse riding, Lifesaving,
solving problems to
Mountain activities, Orienteering, Personal survival, Rowing, Sailing, Skiing or
overcome challenges
Snowboarding, Surfing or Windsurfing
Group 6 - Exercising
safely and effectively to
Aerobics, Aqua aerobics, Circuit training, Jogging or Power walking, Pilates, Indoor
improve health and well
rowing, Speed Agility Quickness training, Tai Chi, Yoga, Weight training
being
Practical Assessment Skills:
Key Processes A – Developing skills in physical activity.
Key Processes B – Being Creative and making decisions within a game.
Key Processes C – Evaluating and improving performance through a written analysis.
Please Note: It is not possible to do all these activities based at the College. We realise some students compete in
activities outside of school; for this, evidence for assessment will be required in the form of a DVD.
SOUTH DARTMOOR COMMUNITY COLLEGE VI Form
In our VI Form we also offer Sport and Physical Education as AS and A Level Subjects and the vocational BTEC National
Diploma course.
Careers, Further and Higher Education
Sports Science degrees, Physical Education teaching, Physiotherapy, Armed Forces, Primary Teaching, Leisure and
Recreation industry, Health and Fitness industry.
STAFF WHO TEACH ON GCSE PE
Kate Hutchings (Head of PE)
Phil Roberts (Performance Leader, Hound Tor)
Tony Veevers (BTEC KS4 and KS5 Co-ordinator)
Jamie Morrison-Hill (Performance Leader, Fox Tor)
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Adam Fox (Assistant Head of Sixth Form)
Lucinda Baines
Mike Slater (Co-ordinator of GCSE PE)
Paul Collins (Deputy Principal)
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
OPTION SUBJECT
Physical Education BTEC First Certificate in Sport Option
Time Allocation:
2 hours per week in years 9, 10 & 11
Examination Board:
Edexcel
% Coursework:
Mostly coursework with a number of internally assessed assignments; a small number of
which are sent to an external verifier. 2 units are assessed via online examinations.
Course Content (Theoretical Aspects):
BTEC First Certificate (240 GLH)
Core Units
Fitness for Sport and Exercise (Externally assessed via online test)
Practical Sports Performance
Mandatory unit
Anatomy and Physiology for Sports Performance (Externally assessed via online test)
Optional Units – 5 of the following
The Mind and Sports Performance
The Sports Performer in action
Training for Personal Fitness
Leading Sports Activities
Promotion and Sponsorship in Sport
Lifestyle and Well-being
Injury and the Sports Performer
Running a Sports Event
The Sport and Active Leisure Industry
Course Content (Practical):
Various units require Sport specific kit and equipment depending on the activity chosen by the group of students on the
course. There is no major kit requirement for any of the above units. At the start of the year you will be offered the
opportunity to buy a BTEC polo shirt and jumper. A whistle and stopwatch are vital bits of kit for when you come to lead
activity sessions.
How will I be assessed?
All units are assessed through assignments that are submitted in the form of; written work, observation statements,
posters, leaflets, reports and presentations. Pass, Merit or Distinction grades are given for each unit and as an overall
grade for the student’s final mark.
2 units are assessed via an online test.
South Dartmoor Community College Progression
The established and highly successful BTEC National Diploma in Sport is a natural vocational progression for BTEC First
students. We also offer Sport and Physical Education as AS and A Level subjects in our Sixth Form as well as the Sports
Apprenticeship scheme in conjunction with Ashmoor Sports Centre.
Careers, Further and Higher Education
BTEC First Certificate in Sport is a practical, work-related course, introducing you to a variety of employment opportunities.
Students who have followed this course have progressed onto further training and into career paths in sports coaching,
health and fitness sector, sports management, outdoor activity instructors, armed forces, sports rehabilitation, teaching and
many more.
Course Teachers
Tony Veevers (BTEC First and National KS4 & KS5 Course Leader)
Mike Slater
Kate Hutchings
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Jamie Morrison-Hill
SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
Product Design GCSE Option
Time Allocation:
2 hours per week in years 9, 10 & 11
Examination Board:
AQA
% Coursework:
% Written Exam:
60% - in the form of a design and make project (controlled assessment)
40% - one exam paper (design and theory based questions).
“Your idea, your realisation.”
Have you ever looked at something and thought…‘isn’t that clever’ or ‘what a good idea’? Can you be creative?
Do you have an imagination?
Do you see yourself as the next James Dyson or Philippe Starck?
If you have answered ‘yes’ to any of the above questions, then GCSE Product Design could be the course for
you.
Product Design is primarily concerned with innovative and creative designing and making of products using
materials such as wood, plastic, metal, electronic components, smart materials, fabrics and card etc.
The course will enable you to develop your problem solving, graphical presentation and creativity skills and
leave you with a sense of achievement in your finished product.
Students are encouraged to select a final project that they have an interest in so that their own enthusiasm will
help them produce a high quality piece of work.
Typical coursework projects could be designing and making/modelling products such as body adornments,
magazine and introductory gifts, promotional items for a local business, or a product to suit the needs of another
client.
GCSE Product Design provides a sound foundation for AS and A2 level Design & Technology (Product
Design:3-D Design) that is offered by the department.
The GCSE course also provides an excellent foundation for potential careers in industrial design, product
design, fashion, architecture, graphic design, jewellery designer, manufacturing etc. or any career where
creativity and making are an integral part of the profession.
Students who are interested in selecting this course need to Be hardworking, creative and imaginative. Artistic flair would be an advantage.
 Be willing to use ICT including CAD/CAM.
 Enjoy working with a range of materials
 Like using tools and equipment
 Be able to work independently in lessons and for home learning tasks
For this course you will need to provide Basic equipment i.e. Pens, pencils (including good quality colouring pencils), ruler and an A3 folder.
 Provide materials for the major project (or make voluntary contribution towards the purchase).
If you have any further questions about this course then please contact a member of staff in the department.
The Technology Department (Product Design)
Don Phipps (Subject Leader)
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SDCC Guided Pathways – Year 8, 2014/2015
Learning Together For Life
Triple Science Option
GCSE Biology, GCSE Chemistry and GCSE Physics
Time Allocation:
2 hours per week in years 9, 10 & 11 per GCSE
% Written Exam:
100% Exams taken at the end of year 11
Course Content: Triple Science
 This course is for students who would like to take their study of science further. It contains additional
material beyond that which is covered in Combined Science.
 In Core curriculum time, you will study topics a variety of topics covering key concepts in Biology, Chemistry
and Physics. In addition to this students following the triple science route will further their understanding of
Biology, Chemistry and Physics by studying additional content.
 Triple science gives students a great opportunity to study science in greater detail and breadth and will suit
those who wish to develop their scientific skills. It is a fascinating but demanding course.
 You will achieve three science GCSEs.
Important notes
 The entry requirement for this course is level 3 (equivalent to a 5a) or higher at key stage 3.
 You do not have to study triple science to go on to A level Sciences. You can gain entry to A-level
biology, chemistry or physics with GCSE Combined Science.
SOUTH DARTMOOR COMMUNITY COLLEGE 6th Form
This department also offers Biology, Chemistry, and Physics as AS and A Level Subjects in our 6th Form.
Many students go on to study science related degree courses at university.
Careers, Further and Higher Education
Science is essential for many occupations. The career avenues of medicines, engineering, communications,
environment and material manufacturing may well require further qualifications in one or more of the sciences.
There are many other careers where science qualifications are indirectly beneficial as evidence of logical
thinking, and as an awareness of the world around.
The Science Department
Jim Lodge (Subject Leader, as of January)
Michelle Cann (Chemistry Coordinator)
Gary Cunningham
Becky Flint (Leader of Teaching and Learning)
Sean Grosvenor
Joanne Hadley
Peter Kensington (Assistant Principal)
Bob Lewis
Nick Long (Biology Coordinator)
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Ben Lovick (Physics Coordinator)
Kerri McCarthy (Leader of Student Progress)
Amy Matthews (Performance Leader)
John Mellitt (KS3 Coordinator)
Garry Murphy (Applied Sciences
Coordinator)
Denise Smith
Claire Stoakes