YEAR 10 OPTIONS 2017

A guide to the curriculum for Years 10 and 11

for parents and students

1
 Contents

Section 1
Page
4 Introduction
5 Curriculum Plan for Years 10 and 11 2016 – 2018
6 How do I make a choice? – some points of guidance for students
8 Careers Education in Years 10 and 11
9 Descriptions of the types of qualifications

Section 2
GCSE Subjects
11 Art and Design (Fine Art)
12 Art and Design (Graphic Art)
13 Business
14 Computing
15 Drama
16 English Language, English Literature
17 Food Preparation and Nutrition
18 Geography
19 Graphic Products
20 History
21 Mathematics
23 Modern Foreign Languages:
23 French
23 Spanish
24 Japanese
25 Mandarin Chinese
26 Music
27 Physical Education
28 Psychology
29 Religious Studies
30 Resistant Materials
31 Sciences
33 Sociology

2
BTEC
34 Health and Social Care

35 Certificate of Personal Effectiveness (CoPE)

36 Personal, Social, Health and Economic Education (PSHEE)

3
Introduction

Students follow much the same curriculum in primary and secondary schools up to the
end of Year 9. The requirement for schools to follow a broad and balanced curriculum
dictates both subjects and content for the greater part, which gives parents and teachers
confidence that the school’s curriculum is appropriate. At Key Stage 4 there is greater
depth of study which makes it impossible to follow through with all subjects studied at
Key Stage 3. There are also some new subjects and qualifications which become
appropriate for students to study at this age. It is at this stage, therefore, that a
student’s curriculum contains elements of choice. Much will still be determined by the
requirement to study a broad and balanced curriculum, but a significant part of the
curriculum can be tailored to students’ individual strengths, interests and needs.

From Year 10 onwards there begins to be greater and greater choice which makes
planning for the future very important. There are a number of educational and career
pathways which students have to decide upon at the end of Year 11, and again for many
going on to college or university at 18. In comparison, the choices at this stage may
seem relatively limited and, for the majority, will cause little problem. Nevertheless it is
important that the right choices are made so that students have every opportunity to do
well and leave open as many of the career and educational pathways that they might
wish to take as possible.

As well as a range of subjects, we also offer two types of qualifications: GCSE and BTEC.
You will find more detail about these qualifications and the subjects available in Section 2
of this booklet.

This booklet will explain the range of subject choices and qualifications which are
available. It will also inform you about the advice and help that can be sought and the
time schedule required to have everything in place in order to prepare for the next
academic year.

4
The Curriculum Plan for Years 10 and 11 for 2017 – 2019

NB: We run a two-week timetable with 50 one-hour lessons over the two-week cycle. The
number of periods in the table below is for two weeks.

Year 10 Year 11
Subject No of No of Notes
periods periods
English 7 7 Core curriculum
Mathematics 7 7 Core curriculum
Science 10 10 Core curriculum
PE & Games 3 3 Core curriculum (no qualification)
PSHEE/Careers 1 1 Core curriculum (no qualification)
Religious Education 2 2 Core curriculum (Full GCSE qualification)
Option 1 5 5
Option 2 5 5
Option 3 5 5
Language/Option 4 5 5

As you will see from the table above, all students will study the following: English;
Mathematics; Science; Religious Education; Personal, Social, Health and Economic
Education; Physical Education.

The list of subjects from which students can choose is given on pages 2 and 3. The Options
Form which accompanies this booklet will help you to understand the different combinations
of subjects that students can choose.

5
How do I make a choice? – some points of guidance for students

It is important to take care with these choices. Some of the subjects listed are familiar to
you, having studied them previously at Key Stage 3. Some of the subjects however are
completely new to you so, with the help of your parents, tutor and teachers, you will have to
find out what they are about and if they are suitable for you.

The procedure that you should follow:

 Read this document carefully - it has information on all of the subjects that you will
study next year, including the option subjects.
 Consider which subjects you enjoy; students tend to do better at subjects in which
they have a natural interest.
 Consider which subjects you are good at; these may coincide with the subjects that
you enjoy most, but it isn’t always the case.
 Consider your intended career or educational pathways; at this point they may be
quite vague but, if you do have general ideas, it is important to choose subjects
which will keep those pathways open.
 Talk with your parents; they will probably have a realistic idea of what you are
capable of achieving.
 Talk with your tutor who has a good picture of your ability and therefore which
subjects might suit you.
 Talk with your subject teachers; most of the subjects in the option lists are subjects
that you are studying now. Ask your teachers to tell you more about the courses and
whether or not they think that they are suited to you.
 Talk with the careers staff; the Careers Centre is open every day from 1.30pm until
1.45pm. Mr Ashford is there to advise you.
 Consider your curriculum as a whole. You may wish to choose subjects in order to
give yourself a broad curriculum. For example, many students will want to study at
least one of the humanities (history or geography) and one of the Arts subjects. Or
you may choose to specialise in a particular area, such as technology.
 Finally, when you have made your choices, you must complete the form
given with this booklet and return it to your tutor, not later than Thursday
23 March

6
Will I automatically be given my first choice subjects?

After students have made their choices, the difficult task of staffing and timetabling begins.
Subjects will only run if there are sufficient students choosing that subject in order to make a
reasonably sized class. Usually, enough students choose each of the option subjects in order
for them to run, but none can be guaranteed.

If there are too many students for one group in a subject, another group may be arranged.
Again, the extra group must be of a reasonable size and, of course, we must have a teacher
available to take it.

We are anxious that as many students as possible get their first choices and we work very
hard to try to achieve that. However students are asked to give a reserve choice in case it is
not possible to achieve this for every student.

What happens if I change my mind before the start of Year 10?

The majority of students will find choosing their option subjects quite straightforward and
will have no difficulty in following the courses through to the end of Year 11. A few students
will experience some difficulty in reaching a decision and may need to make alterations as
time goes on. Once the date for handing in forms has passed then students who have
chosen subjects will have first priority to join a group. If, however, you wish to change
choices and there is room in the group that you wish to join, then it is possible to transfer.

What happens if I find the course too difficult or feel that I’ve made the wrong
choice?

Once courses have begun in September it becomes more and more difficult to swap
subjects; this is why it is so important to get choices right in the first place. Experience
shows that students find it difficult to settle into a group which has already got under way.
In the interests of all teachers and students we will only consider changes after term starts
in exceptional circumstances. Again a swap can only take place if there is a place available in
the group that a student would like to join and the teacher running the group feels that the
student will be able to make up the lost ground.

If students do feel that they are in this position in September, they should talk to their tutor
straight away for advice.

7
What subjects might I find useful for my career?

This is a complex question. In general the core subjects which all Year 10 students study will
give them the opportunity to follow any career pathway. Clearly if a student has a particular
interest in following a career in an Art based area then it is sensible to choose from the Art
and Design courses in order to continue to develop skills and ideas. The same is true for all
of the other option subjects. However it is also the case that students who intend to
continue in education post 16 might be able to pick up these subjects later. The decision,
therefore, must be made on an individual basis, so students in doubt should consult teachers
in the option subjects as well as getting advice from the careers department and, if
necessary, professional bodies and organisations.

Careers Education in Years 10 and 11

Year 10
 As part of the PSHEE programme students will receive approximately eight sessions
of careers information. These will focus on the nature of work and the working world,
an exercise in assessing their strengths and weaknesses and a job-matching activity
using specific careers software. Students will also be supported in using the Careers
Centre to research career choices.
 There will be the opportunity to take part in a one week period of planned Work
Experience during the summer term. Year 10 tutors and careers staff will assist
students with preparation, planning and de-briefing. There may be the opportunity to
use Work Experience with GCSE/BTEC assessments in some subjects.

Year 11
 As part of the PSHEE programme there will be approximately six sessions of careers
education. These will focus on the different options available post 16.
 Training will be given to students on research, decision making, self-analysis and
transitional skills in order for them to make the best possible decisions for their
future.
 Some students will be interviewed by the Head of Careers who will assist them in the
development of an individual action plan.
 Students’ career plans and decision making will be closely monitored by their tutor
who will provide general guidance and refer them to the Head of Careers for more
specialist help if necessary.

8
Types of Qualifications

This part contains general information about the types of qualifications being offered at
Katharine Lady Berkeley’s School. For more detailed information on the subjects, see the
subject pages which begin on page 10.

General Certificate of Secondary Education (GCSE)

GCSE subjects are assessed mainly by examination in Year 11 at the end of the two year
course. A small number of subjects have non-examination elements where necessary such as
Art or Design Technology. Details of how each subject is assessed can be found in the
individual subject descriptions.

Mathematics, science and modern foreign languages offer two tiers of entry: Foundation and
Higher. It is possible, therefore, to be entered for foundation tier examinations with a
restricted grade. Details of these are in the individual subject descriptions.

Over the last 2 years the government has phased in the introduction of a new grading
system. The new grades will apply to all GCSE subjects for students starting GCSEs in
September 2017. In these subjects number grades from 9 to 1 will be awarded.

The table below gives an indication of the approximate equivalence between the two types
of grade:

Letter Number  Broadly the same proportion of students will achieve a grade
Grades Grades 4 and above as currently achieve a grade C and above
9  Broadly the same proportion of students will achieve a grade
A* 7 and above as currently achieve an A and above
8  For each examination, the top 20 per cent of those who get
A 7 grade 7 or above will get a grade 9 – the very highest
performers
 The bottom of grade 1 will be aligned with the bottom of
6
B grade G
 Those subjects which are tiered (mathematics, science and
5
modern foreign languages) , grades 4 and 5 are available
C through both tiers
4

D
3
E

2
F

G 1

U 0

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BTEC

We offer a BTEC First Award course in Health and Social care (see page 34 for full details).
BTEC First Awards are a level 2 qualification equivalent to one GCSE and are graded at:
Level 2 Pass (GCSE grade 4)
Level 2 Merit (GCSE grade 5/6)
Level 2 Distinction (GCSE grade 7)
Level 2 Distinction* (GCSE grade 8/9)

(Those students for whom it is appropriate, may be entered to gain a level 1 qualification
which is equivalent to a GCSE grade 3).

Students develop knowledge and understanding by applying their learning and skills in a
work-related context. 75% (3 units of study) is delivered and assessed through coursework
and practical exercises. As internal assessment is ongoing, students are encouraged to
analyse and improve their performance. As a result, they are able to see progress as they go
along rather than waiting until the end of the course.

25% (1 unit of study) is assessed externally via an online test.

Students might choose the BTEC qualification if they already feel drawn to a particular
vocational career. Other students may prefer the more practical learning style of these
courses or be keen to develop the study and personal skills that employers value. These
students often achieve at least a Pass grade, which is the equivalent to a grade 4 at GCSE.

Progression from BTEC Level 2 First Award:

Further Education colleges offer a range of BTEC qualifications, with many at level 3 (BTEC
Nationals). BTEC qualifications may help students better prepare for post-16 learning and
introduce to them subjects which they choose to continue with at a higher level. (BTEC
Nationals are equivalent to A levels and as such, earn UCAS points for university).

10
GCSE ART AND DESIGN: FINE ART Course: WJEC Eduqas

Introduction
The Fine Art course is designed to provide the opportunity to explore and enjoy working with
a broad range of techniques from painting to sculpture, drawing to printmaking in a vibrant
and inspirational environment. Students will be given time to develop their skills with a
variety of materials as the portfolio work develops throughout the two years.

The assessed elements of the course divide into two parts:

The Portfolio (coursework) asks for the development of technical skills within
adventurous projects that encourage personal interpretations of an overall theme.
The Externally Set Task (examination) provides the opportunity to select a task from a
wide choice set by the examination board.

Optional additional expenses

3 sketchbooks @ £2.30 each; 1 portfolio @£2.00
One-day Study Visit to Pitt Rivers Museum, Oxford £16.00 approx.

Course Content
A range of approaches including painting, drawing, mixed-media, sculpture, installation,
printmaking and lens-based media (some digital photography) and research of art and
artists.

Skills developed in Art and Design

The course covers the four principal areas of observation of subject matter; critical
evaluation of art and artists; practical making; production of final pieces.
These emphasise the qualities of experimentation, exploration, research and individual
expression required at GCSE level.

Methods of learning most often used in Art and Design

Individual work, practical, creative experimentation, independent research, information
gathering, problem-solving, perseverance.

How the course is assessed

Title Type Time Date % of marks
towards the
grade
Component 1 Candidate Sept 2017 - 60%
Portfolio Spring 2019
Component 2 Externally set research & preparation Summer 40%
assignment plus 10 hours 2019

What can you do next with a qualification in Art and Design?

Fine Art is a discipline which develops creative problem solving skills and independence. As
such it is respected by universities and prospective employers. Specifically it can lead to a
career as an Artist; museum and art gallery work; curating; architecture; advertising; film
making; photography; teaching; interiors and furniture; tourism; craft; ceramics; jewellery;
fashion and costume design; footwear; theatre and set stage design. Many of these are
encompassed in the creative industries which are based on individual creativity, skill and
talent. Interesting internet links are: www.tate.org.uk/learn/young-people;
www.lightboxresource.co.uk

11
GCSE ART AND DESIGN: GRAPHIC COMMUNICATION
(Known at KLB as Graphic Art) Course: WJEC Eduqas

Introduction
The Graphic Art course is designed to provide the opportunity to explore and enjoy working
with logos, words and visual images to convey ideas using a broad range of techniques in a
vibrant and inspirational environment. Students will be given time to develop their skills with
a variety of materials as the portfolio work develops throughout the two years.

The assessed elements of the course divide into two parts:

The Portfolio (coursework) asks for the development of technical skills within
adventurous projects that encourage personal interpretations of an overall theme.
The Externally Set Task (exam) provides the opportunity to select a task from a wide
choice set by the exam board

Optional additional expenses

3 sketchbooks @ £2.30 each; 1 portfolio @£2.00
One-day Study Visit to Pitt Rivers Museum, Oxford £16.00 approx

Course Content
A range of approaches including illustration, printmaking, packaging, corporate identity,
branding, digital software, some digital photography and advertising, and research of art and
artists.

Skills developed in Art and Design

The course covers the four principal areas of observation of subject matter; critical
evaluation of art and artists; practical making; production of final pieces.
These emphasise the qualities of experimentation, exploration, research and individual
expression required at GCSE level.

Methods of learning most often used in Art and Design

Individual work, practical, creative experimentation, independent research, information
gathering, problem-solving, perseverance.

How the course is assessed

Title Type Time Date % of marks
towards the grade
Component 1 Candidate Sept 2017 - 60%
Portfolio Spring 2019
Component 2 Externally set research & preparation Summer 40%
assignment plus 10 hours 2019

What can you do next with a qualification in Art and Design?

Graphic Art is a discipline which develops creative problem solving skills and
independence. As such it is respected by universities and prospective employers. Specifically
it can lead to a career as a Graphic Artist; advertising; branding; corporate design;
illustration; computer arts and gaming; film and video; television and set design; fashion:
exhibition display; photography; interior design; teaching; Interesting internet links are:
www.creative-choices.co.uk; www.tate.org.uk/learn/young-people;
www.lightboxresource.co.uk

12
GCSE BUSINESS Course: TBC

Introduction
The Business Education department is in the process of investigating different examination
boards’ specifications for the new Business 2017 GCSE. More details about the course will be
given during Year 9 once the decision has been made.

Optional additional expenses

We typically run one business related trip. In recent years this has been a visit to Cadbury
World costing £15 - £20.

Course Content
This is likely to include:
 Business in the real world
 Influences on business
 Marketing
 Finance
 Human resources
 Business operations

Skills developed in Business

The course is designed to encourage students to think about the practical aspects of
business and how the concepts they learn can be applied to the real world. The course also
gives students a chance to develop their employability skills including communication,
presentation, developing persuasive arguments, decision making, creativity, numerical and
ICT skills.

Methods of learning most often used in Business

The most usual methods involve: Individual work; paired or small group work and
discussion; reading and note making; practical and creative problem-solving; research tasks;
oral work; written responses to case study questions; presentations; competitions.

How the course is assessed

Although the different examination boards’ specifications for Business 2017 are still being
investigated, each examination board is broadly making the same requirements in their
specifications.
There will be 100% exam based assessment which is likely to consist of a mixture of multiple
choice, short answer and extended response questions.

What can you do next with a qualification in Business?

A GCSE Business course could help prepare you for an entrepreneurial role and to gain an
understanding of what is involved in a business-related profession, like accountancy, law,
marketing or the leisure and tourism industry.
It can also help gain access to further education in subjects such as A levels in Business or
Economics. Essentially everything covered in this course is likely to be of some relevance in
your future life and as such it is respected by prospective employers in all industries.

13
GCSE COMPUTER SCIENCE Course: OCR J276

Introduction
The course will give students a real, in-depth understanding of how programs are developed
and computer technology works. The course provides excellent preparation for higher study
and employment in the field of Computer Science. This subject is a recognised EBacc
qualification.

Course Content
Computer systems:
Systems Architecture Wired and wireless System security
Memory networks System software
Storage Network topologies, Ethical, legal, cultural and
protocols and layers environmental concerns
Computational thinking, algorithms and programming:
Algorithms Computational logic Data representation
Programming techniques Translators and facilities of
Producing robust programs languages

Programming project: Programming techniques

Analysis Development Testing and evaluation and
Design conclusions

Skills developed in Computing

This course will help students develop critical thinking, analysis, programming and problem
solving skills. Students will also develop group working, research and presentation skills.
Logical thinking and good maths skills are an advantage in this subject and will be further
developed in the course.

Methods of learning most often used in Computing

 Individual programming tasks using a computer
 Individual research/problem-solving tasks using a computer
 Online research, reading and note making

How the course is assessed

Computer systems 40% of the GCSE. 1.5 hour paper in
summer Y11
Computational thinking, algorithms 40% of the GCSE 1.5 hour paper in
and programming summer Y11

Programming project 20% of the GCSE (20 hour controlled

assessment)

What can you do next with a qualification in Computing?

The course has been introduced in response to the shortage of computer programmers in
the UK. It will make an 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, for
example in computing, engineering, financial and resource management, science,
geography, medicine, game design, the Police and Armed Forces, phone App and web page
development.

14
GCSE DRAMA Course: Edexcel Drama 1DR0

Introduction
Drama involves exploring situations, people, issues and events in a practical way and
preparing performances which say something about these to an audience. It is a practical,
creative subject and lessons are lively and varied. In Drama students bring their personality
to the subject, use their initiative, experiment with different ideas, and work as a team to
solve problems and create powerful theatre. It involves analysing theatre performances and
the techniques actors and designers use to affect audiences. Drama is useful for any career
which involves people skills and is an enjoyable contrast to more theoretical subjects.

Optional additional expenses:

Theatre trips are organised throughout the course. The costs of these vary from £5 to £25
depending on location and production. Occasionally we are able to organise visits to school
by travelling theatre companies to save on costs.

Course Content
Throughout the course, students will take part in a range of workshop and projects which
focus on: different styles of theatre; acting techniques; performance support skills (lighting,
sound, props, costume); leading theatre workshops. Students will learn the skills of
evaluating theatre, writing concise and analytical reviews and reflective documentaries on
their own work and participation in the creation of drama.

Skills developed in Drama

Drama develops and provides evidence of highly valuable skills: it requires good
communication skills and the confidence to present oneself in a group or public situation;
creating and giving performances encourages the use of initiative, creativity, problem solving
and the ability to collaborate in a team; reflection and analysis is taught through evaluating
live performances. Finally, drama demands that students explore and empathise with a wide
range of situations and people, encouraging maturity and sensitivity.

Methods of learning most often used in Drama

Collaborative group work; reading plays; analytical discussion; logging practical activities in
written notes; watching and writing individually to analyse professional theatre
performances.

How the course is assessed

Title Type % of marks
towards the grade
Component 1: Coursework (internally assessed, externally
Devising moderated) – 1500-2000 word portfolio of 40%
evidence and a performance or presentation
Component 2: Coursework (externally assessed by visiting
Performance from examiner) - performances in/ designs for 20%
Text two key extracts from a performance
Component 3: Written Examination (externally marked)
Theatre Makers in 40%
Practice

What can you do next with a qualification in Drama?

GCSE Drama is an extremely useful qualification, which is highly respected by colleges,
universities and employers. It offers evidence of essential transferable skills as outlined
above. It is therefore directly relevant to a wide range of careers and to a wider appreciation
of theatre, television, film and literature.
15
GCSE ENGLISH
Course: AQA English Language 8700
AQA English Literature 8702

Introduction
The skills of reading, writing, speaking, and listening are of vital importance in many areas,
both in the daily world and the world of the imagination. Not only are they essential in many
careers, they also underpin successful study at all levels.
Studying literature allows students to become critical readers of prose, poetry and drama; to
experience different times, cultures, viewpoints and situations; and to develop an
understanding of the ways in which literature is rich and influential.

Course Content
A wide range of literary and non-literary non-fiction; literature from the 19th, 20th and 21st
centuries, including poetry, prose and drama; Shakespeare; candidates’ own writing.

Skills developed in the study of English Language and English Literature

Experimenting with language to create effects to engage the audience; expressing ideas and
information clearly, accurately and appropriately in spoken and written communication;
forming independent views; exploring questions; developing interpretations of whole texts,
and analysing connections between texts; relating texts to their social and historical
contexts, and to the literary traditions of which they are a part.

Methods of learning most often used in English

Individual work, paired or small group work and discussion, reading and note making,
extended writing, and creative work.

How the course is assessed

Candidates will take English Language and English Literature as two separate GCSE
qualifications.

GCSE English Language:

There will be two examinations at the end of the course. Students will study a range of 19th,
20th and 21st century texts and be examined on extracts from these texts. They will also be
required to produce their own writing. Spelling, punctuation and grammar will be assessed in
these examinations. There is no coursework or Controlled Assessment element in this
qualification. Grades are based entirely on results from the terminal examination during
summer 2019. A separate certificate is awarded for Speaking and Listening.

GCSE English Literature:

There will be two examinations at the end of the course. Students will study a range of
modern and literary heritage texts. This will include a range of prose, poetry, drama and a
Shakespeare play. Spelling, punctuation and grammar will also be assessed in these
examinations. There is no coursework or Controlled Assessment element in this qualification.
Grades are based entirely on results from the terminal examination during summer 2019.

What can you do next with a qualification in English Language and Literature?
Proficiency in English allows students to express themselves clearly in any profession.
Specifically it can lead to careers in: law; teaching; politics; journalism; editing; writing; the
media; public relations; publishing.

16
 GCSE FOOD PREPARATION AND NUTRITION Course: AQA

Introduction
The food course focuses on practical cooking skills to ensure students develop a thorough
understanding of nutrition, food provenance and the working characteristics of food
materials.
Students will have the opportunity to use technological equipment, use ICT and explore how
it is used in the food industry, use a range of industrial applications, test, evaluate and
modify products to make improvements.
Throughout this popular course, students make a variety of food products on which they are
regularly assessed.

Optional additional expenses

If a student opts for this course it is imperative that they bring the necessary ingredients into
school on a regular basis as theory is often taught through practical activities. A folio is
required and may be purchased from the department. Students may also purchase a recipe
book at a cost of £2.60 which contains all the recipes used during the course.

Course Content
Students develop the knowledge, understanding and skills required to cook and to apply the
principles of food science, nutrition and healthy eating. It is a practical course; students are
taught to make the connection between theory and practice and to apply their
understanding of food and nutrition to practical preparation.
Food preparation skills are integrated into five core topics: Food, nutrition and health; Food
science; Food safety; Food choice; Food provenance.
During the coursework students will put their knowledge and skills into a series of practical
tasks presented in a report and a portfolio.

Methods of learning most often used in Food Technology

Students will learn through both theory and practical lessons. They will use their knowledge
to experiment with recipes and develop their understanding of processes and cooking
methods.

How the course is assessed

Title Type Time % of marks
towards the grade
Paper 1: Food preparation Written examination 1 hour
50%
and nutrition 45 mins
Non-exam assessments
Task 1: Food Investigation Written or electronic 1500-2000
word report including
50%
photographic evidence
Task 2: Food preparation Written or electronic portfolio
assessment including photographic evidence

What can you do next with a qualification in Food Technology?

Depending on the grade achieved, students can use this qualification to support applications
for vocational courses or study for A level Food courses. These courses can lead on to
careers in the food industry: media; food science; hospitality; research; dieticians; retailing;
microbiology and test kitchens; food manufacturing.

17
GCSE GEOGRAPHY Course: Edexcel A

Introduction
The study of geography gives students the opportunity to understand more about the world,
the challenges it faces and their place in it. This GCSE course will deepen the understanding
of geographical processes, highlight the dynamic links between places and environments at
different scales and develop students’ competence in using a wide range of geographical
investigative skills. Geography enables young people to become globally and environmentally
informed and thoughtful, enquiring citizens.

Optional additional expenses

A requirement of the course is that students will complete two days of fieldwork and this
will incur an optional charge.

Course Content
Changing Landscapes of the UK; Weather Hazards and Climate Change; Ecosystems;
Changing Cities; Global Development and Resource Management. The two fieldwork days
will be assessed through a written examination.

Skills developed in Geography

Students develop and extend their competence in a range of skills including those used in
fieldwork, in using maps and Geographical Information Systems. A greater emphasis is now
placed on students developing mathematical and statistics skills throughout their course of
study.

Methods of learning most often used in Geography

Individual work, paired or small group work and discussions, reading and note making,
fieldwork, extended writing and problem-solving.

How the course is assessed

% of marks
Title Type Time Date
towards the grade
The Physical Written Exam 1½
Summer (Year 11) 37.5%
Environment hours
The Human Written Exam 1½
Summer (Year 11) 37.5%
Environment hours
Geographical Written Exam 1½
Year 10 (summer) 25%
Investigations (including fieldwork) hours

What can you do next with a qualification in Geography?

Geography equips students with transferable skills that make them highly employable and is a
subject respected by prospective employers in many industries. Geography is a very diverse
subject; beyond GCSE and A level it can be combined with other subjects at higher education
level leading to courses as varied as East Asian studies, modern European studies, geology,
environmental science and tourism amongst many others. Geography can lead into a vast
range of careers including teaching, travel and tourism, journalism, accountancy and marine
biology, depending on the route taken.

18
GCSE GRAPHIC PRODUCTS Course: AQA 8552

Introduction
In Graphic Products students study the impact of graphic and product design on the modern
world. They look at the work of great designers and, through a wide range of small design
and make tasks, develop a design style of their own. Throughout the course students use
ICT to design and make simple, yet professional looking, products. Alongside this they will
be taught how to use the laser cutter and vinyl plotters to produce more complex products
and their related packaging.

The style of the course promotes curiosity and a good work ethic. Students enjoy their time
in Graphic Products and GCSE results are excellent.

Optional additional expenses

Most of the expense is covered by the school. However, if the student would like additional
materials for products, small fees will apply.

Course Content
Students will develop skills in presentation, drawing, and the use of design software. They
will be taught how to creatively design packaging and products.

Skills developed in Graphics Products

 Presentation skills that are generated by hand and by Computer Aided Design
 Creative techniques that are used to promote products professionally
 CAD/CAM skills applicable to industry
 Technical problem solving

Methods of learning most often used in Graphic Products

Students will learn through both theory and ICT based lessons. They will use their
knowledge to experiment with drawing techniques and develop their understanding of
processes and manufacturing methods such as CAD/CAM. Some activities will be carried out
as team tasks, but the majority will be enabling students to work individually at designing
and making a range of graphic products.

How the course is assessed

Title Type Time Date % of marks
towards the grade
Paper 1 Written Exam 2 hours Summer 2019 50%
Controlled Practical Project 40 hours Feb 2019 50%
Assessment

What can you do next with a qualification in Graphic Products?

Depending on the grade achieved, students can use this qualification to support applications
for Art based or Technology based courses. Many of the students who achieve higher grades
like to study Product Design A level at the school and then go on to related higher education
at university in subjects such as: graphic design; architecture; engineering; CAD/CAM;
computer game design; visual effects for television or film.

19
GCSE HISTORY Course: OCR History A J410

Introduction
History teaches us to think in a combination of ways not found in any other subject.
Historians and students of history have to use sources as evidence to answer questions
about the way people behaved, thought, and felt in the past. The methods of investigation,
study and research which are involved are very useful training for a variety of careers. In a
study of history there are rarely clear-cut or simple answers to the questions which historians
seek to answer. History, as an attempt to reconstruct the past, or to tell ‘how it was’, will
always be open to different opinions and interpretations.

Course Content
Migration to Britain c1000 to c2010
Impact of Empire on Britain c1688 to c1730 with Urban Environments: Patterns of Migration
USA 1919-48: The People and the State
International Relations: the changing international order 1918 - 2001

Skills developed in History

Evaluating and analysing sources for bias and prejudice, arguing points of view, reaching
balanced conclusions, based on evidence and challenging their own ideas about issues from
history.

Methods of learning most often used in History

Individual work, reading and note making, extended writing, lively classroom debate.

How the course is assessed

Title Type Time Date % of marks
towards the grade
Paper 1: International Written Exam 1 hour 45 mins Summer 2019 50%
Relations and the USA
Paper 2: Migration to Written Exam 1hour Summer 2019 25%
Britain
Paper 3: Impact of Written Exam 1 hour 15 mins Summer 2019 25%
Empire on Britain with
Urban Environments

What can you do next with a qualification in History?

History is recognised as a demanding academic discipline. As such it is respected by
prospective employers in many industries. Specifically it can lead to careers in: teaching;
archaeology; museum work; antiques; library services; law; commerce; Civil Service;
journalism; tourism.

20
GCSE MATHEMATICS Course: EdExcel 1MA1 (Linear)

Introduction
Mathematics is the language of logic and the process of problem solving through structured
method and strategy. It is the aim of the Mathematics department to develop all students’
abilities in tackling the problems they encounter in a confident, efficient and logical manner
using a wide range of mathematical skills and concepts. At Key Stage 4, students follow the
Edexcel GCSE (9-1) Mathematics course. There are two tiers of entry; at Foundation Tier,
grades 1 – 5 are available, and for Higher Tier, grades 4 – 9 are available. (An award of
grade 3 at Higher Tier may be made at the discretion of the examination board, but this is
not stipulated in the qualification design.)

Optional additional expenses

Scientific calculator (available for around £8) – essential

Course Content
National Curriculum; GCSE (9-1) Mathematics from 2015
(http://www.edexcel.com/quals/gcse/gcse15/maths/Pages/default.aspx)

Skills developed in Mathematics

Mathematics develops the logical mind. It allows students to solve problems using a range of
numerical, algebraic and statistical methods and helps to develop reasoning skills through
proof and example. It is a creative and highly inter-connected discipline that has been
developed over centuries, providing the solution to some of history’s most intriguing
problems. It is essential to everyday life, critical to science, technology and engineering, and
necessary for financial literacy and most forms of employment. A high-quality mathematics
education therefore provides a foundation for understanding the world, the ability to reason
mathematically, an appreciation of the beauty and power of mathematics, and a sense of
enjoyment and curiosity about the subject.

Methods of learning most often used in Mathematics

Individual, paired and small group work tasks are all common. Problem-solving is
paramount, with responses being required in both verbal and written forms.

How the course is assessed

The course is assessed through three equally-weighted examination papers, taken at the end
of the course. All three papers must be at the same tier of entry and are equally weighted.
Paper 1 is non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3.
Each paper is 1 hour and 30 minutes and the content of the course will be assessed across
all three papers.
Paper 1: Code 1MA1/1F or 1MA1/1H (Non-calculator)
Paper 2: Code 1MA1/2F or 1MA1/2H (Calculator allowed)
Paper 3: Code 1MA1/3F or 1MA1/3H (Calculator allowed)
Overview of content:
o Number
o Algebra
o Ratio, proportion and rates of change
o Geometry and measures
o Probability
o Statistics
21
Assessment Objectives and weightings:
% %
Foundation Higher
A01 Use and apply standard techniques
Students should be able to:
● accurately recall facts, terminology and definitions
50 40
● use and interpret notation correctly
● accurately carry out routine procedures or set tasks requiring multi-
step solutions.
A02 Reason, interpret and communicate mathematically
Students should be able to:
● make deductions, inferences and draw conclusions from
mathematical information
● construct chains of reasoning to achieve a given result 25 30
● interpret and communicate information accurately
● present arguments and proofs
● assess the validity of an argument and critically evaluate a given
way of presenting information.
A03 Solve problems within mathematics and in other contexts
Students should be able to:
● translate problems in mathematical or non-mathematical contexts
into a process or a series of mathematical processes
● make and use connections between different parts of mathematics 25 30
● interpret results in the context of the given problem
● evaluate methods used and results obtained
● evaluate solutions to identify how they may have been affected by
assumptions made.

What can you do next with a qualification in Mathematics?

Mathematics is recognised as a demanding academic discipline. As such it is respected by
prospective employers in many areas of work. Mathematics can be studied independently or,
more commonly, as a feature of an applied discipline. Specifically, it can lead to careers in
engineering, science and finance, as well as design disciplines such as graphics and software
development.

22
GCSE MODERN FOREIGN LANGUAGES
FRENCH and SPANISH Exam board: AQA

Introduction
We live in a multicultural world where foreign languages are an essential tool. Seventy five
per cent of the world’s population speak no English. Some 80% of English exporters are
unable to conduct business in a foreign language and more than 30% of UK businesses
recruit people specifically for their language skills. Our students may find themselves in
competition for jobs here with overseas candidates, or they may wish to take up for
themselves the fantastic opportunity of working abroad. Alternatively our students may wish
to holiday abroad and be able to communicate with those they meet. We want our students
to be ready to meet these challenges.

Optional additional expenses

Exchange trips are offered in Year 10 to France and Spain. Cost is dependent on numbers
travelling and time of year. Last year these exchanges cost in the region of £400 - £500.

Course Content
The themes covered are: Identity and Culture; Local, national, international and global areas
of interest; Current and future study and employment.

Skills developed in Languages

Studying a language involves both understanding and using the language. It can contribute
to a better appreciation of English and help develop self-confidence as students learn to
communicate about themselves. We study both the language and the culture of other
countries which can help foster positive relations with other nations.

Methods of learning most often used in Languages

Oral work in pairs and in groups; working individually and in pairs on listening and speaking
skills in the Sanako equipped audio room; work in the computer suite with language learning
and foreign websites; creative and problem-solving activities; written activities; individual
paired or small group work.

How the course is assessed

Students must complete the four examinations at the end of the course. Each examination
will be worth 25% of the final mark. Higher and Foundation level papers will be available in
all skills, but a student must be entered at the same tier for all skills.

Examinations and provisional timings

Listening (35 minutes Foundation; 45 minutes Higher)
Understanding and responding to different types of spoken language
Speaking (Twelve minutes preparation time for all: + 7-9 minutes Foundation; 10-12
minutes Higher) Communicating and interacting effectively in speech. This includes a photo
card, a role-play and general conversation
Reading (45 minutes Foundation; 1 hour Higher)
Understanding and responding to different types of written language
Writing (1hour Foundation; 1hour 15 minutes Higher)
Communicating in writing includes translation, structured responses and open-ended
responses.

What can you do next with a qualification in Languages?

Languages are demanding academic disciplines, respected by prospective employers and by
higher education establishments. They can be an essential part of careers in almost any
area: Business; Industry; Travel and tourism; Teaching; Law; Civil Service.
23
 GCSE JAPANESE Course: Edexcel 1JA0

Introduction
Japanese GCSE offers students the opportunity to develop languages skills further, while
continuing to learn about Japanese culture. Japanese teaches students to improve their
communication skills and to learn a wider range of vocabulary and grammar which will
enable them to read, write, say and understand much more Japanese language than they
did at Key Stage 3. Topics in the course are useful for communicating in everyday situations
and relevant to the world in which we live. Students can also increase their knowledge of
language and culture further by joining the exchange trip to Japan and/or hosting a
Japanese student.

Optional additional expenses:

Participation in the Japanese exchange (£1700 in 2017)
Japanese dictionary (the only one we would recommend is the Oxford Beginner’s Japanese
Dictionary)

Course Content
The course covers five broad themes as they relate to both Japan and the UK: Identity and
culture (personal information, daily and cultural life); Local area, holiday and travel; School;
Future aspirations, study and work; International and global dimension (events and good
causes, environmental issues).

Skills developed in Japanese

Conversation and presentation skills; letter-writing and essay-writing; listening
comprehension; use of ICT in Japanese, techniques for learning and remembering non-
roman scripts; developing understanding of non-European grammar systems; skills to deal
with authentic texts.

Methods of learning most often used in Japanese

Individual, paired and group work, reading, listening, conversation, presentation, essay-
writing, being creative and imaginative, memory-development techniques and games.

How the course is assessed

Skill Weighting Notes

Listening and understanding 25% 35-45 minutes
Speaking 25% 9 – 12 minutes; role-play, photograph and conversation
Reading and understanding 25% 50 – 65 minutes; includes translation into English
Writing 25% 75 – 85 minutes; includes translation into Japanese

What can you do next with a GCSE in Japanese?

Language GCSEs are a common requirement of many university courses, and are very
important in the world of work. Students may carry on Japanese at university or use it as a
unique selling point on a CV or UCAS application.

24
GCSE MANDARIN CHINESE Course: Edexcel

Introduction
Mandarin Chinese GCSE offers students the opportunity to consolidate the language they
have learnt at KS3 and develop their skills further, as well as continuing to learn about
Chinese culture and history. Students will improve their communication skills, learn a wider
range of vocabulary and grammar which will lead to a greater confidence in reproduction of
the language, and increase their understanding of how the Chinese language and Chinese
people work.

Optional additional expenses:

Chinese dictionary (we recommend Oxford Pocket Chinese dictionary)
Participation in the China trip. This trip is dependent on the availability of staff and places
offered by the Institute of Education and is reviewed annually.

Course Content
The course covers five broad themes as they relate to both China and the UK: Identity and
culture (personal information, daily and cultural life); Local area, holiday, travel; School;
Future aspirations, study and work; International and global dimension (events and good
causes, environmental issues).

Skills developed in Chinese

Conversation and presentation skills; letter-writing and essay writing; listening
comprehension; use of ICT in Chinese; research and presentation of current Chinese society
as it changes; techniques for learning and remembering characters; developing
understanding of a non-European grammar system; skills to deal with authentic texts;
dictionary skills.

Methods of learning most often used in Chinese

Individual work; paired or small group work; reading; listening; conversation and creative
writing; analysing single and compound characters; dictionary skills; flashcard work; some
websites.

How the course is assessed

Candidates are entered at either higher (grades 4-9) or foundation (grades 1-5). There are
four units as follows, all assessed in summer of Year 11:
Skill Weighting Notes
Listening and understanding 25% 35–45 minutes
Speaking 25% 9–12 minutes; role-play, picture-based
discussion and general conversation in Chinese
Reading and understanding 25% 50–65 minutes; includes translation into English
Writing 25% 75-85 minutes; includes translation into Chinese

What can you do next with a qualification in Chinese?

A GCSE in Chinese on a CV or UCAS application will jump out at a University tutor or
prospective employer as a unique skill. Students will be able to use it as a conversation
starter and selling point for the rest of their lives, and it may actually be the key into the job
they want to do. Few non-Chinese background people in the UK have a GCSE in Chinese,
compared to those with European languages. Students could continue studying Chinese to
Pre-U level, and even study it at University as some KLB students have done. Former
students have spent their university year-abroad in Taipei, Nanjing, Beijing, Shanghai and
Ningbo. Their jobs include accountancy with Grant Thornton, Visa Officer at the British
Embassy in Beijing and translator in Taiwan.

25
GCSE MUSIC Course: EDUQUAL

Introduction
There is a clear link between musical aptitude and academic success. Study of Music
develops pathways in the brain that no other subjects do. It links aural, mathematical,
linguistic and creative skills with manual dexterity, and in doing so is a true universal
language. Musical qualifications are highly rated by Further Education establishments and
the wider professional community.
GCSE Music allows students already proficient on an instrument to pursue their interest and
make the most of their skill, whilst equally encouraging less experienced performers to foster
a potential lifelong hobby.

Optional additional expenses:

Student versions of Sibelius notation software @£85-90
Own musical instrument and relevant extras (strings, reeds, amps, etc)
Where applicable, school instrumental tuition is subsidised. The subsidy is 50% of the normal
cost of tuition. For 2016/17, GCSE students are therefore paying £57.50 per term for 20-
minute lessons or £78.75 per term for 30-minute lessons.

Course Content
Practical work (Performing and Composing) and an end of course Listening exam (similar to
End of Year exams in KS3) are delivered through four Areas of Study (Western Classical
Music 1600-1899, Music for Ensemble, Popular Music and Film music).

Skills developed in Music

Performing as a soloist and in a group, completing small melody/chord exercises and seeing
how to expand them into larger compositions and study of diverse musical areas through
analysis of individual pieces of music.

Methods of learning most often used in Music

 Individual practise, small group and whole class performing work
 Small technical creating exercises, designed to help more formal composing skills
 Listening to a variety of new music, following the scores and analysing structure
 Reading around the subject and occasional note-taking.

How the course is assessed

Title Type Time Date % of marks
towards the grade
Unit 1 Performing Controlled Assessment Throughout course 30%
Unit 2 Composing Controlled Assessment Throughout course 30%
Unit 3 Listening 1¾ hrs End of course 40%

What can you do next with a qualification in Music?

Many employers take notice of students with Music GCSE. It is evidence of application as
well as an interesting talent, social skill and communication tool. It is useful throughout the
worlds of entertainment, broadcasting and recording, as well as other creative fields. School-
based teachers with musical skills have increased employability. Private instrumental tuition
is a fulfilling career. Other musical careers include performer (soloist, band, orchestral/
freelance/ Armed Forces musician) composer (Film/TV, computer games FX, song-writer)
instrument maker/tuner/technician, publishing/sales, librarian/editing, music-therapist.

26
 GCSE PHYSICAL EDUCATION Course: AQA 8582

Introduction
The GCSE specification is focused on participation and performance in physical activity as
well as developing an understanding of the physical, mental and social factors that influence
physical activity and sport.

Optional additional expenses:

It is recommended that students purchase an additional PE top due to the increased number
of practical lessons they will be participating in.

Course Content
Anatomy and physiology of the body; movement analysis in sport; physical training principles
and methods; health, fitness and wellbeing; nutrition in sport; mental preparation and
psychological factors that impact performance in sport; and social-cultural factors that
impact on physical activity and sport.

Skills developed in Physical Education

Students will develop a range of skills during the course, assuming different roles regarding
organisation and health and safety as well as the management of their own physical fitness
programme. Students will develop technical skills and tactical awareness in a range of sports.
They will also develop their ability to analyse and evaluate their own performance in order to
bring about improvement in one of their chosen activities.

Methods of learning most often used in Physical Education

Classroom based lessons will involve note making, applying theoretical concepts to practical
scenarios and group discussions. Practical lessons will involve lots of group work, with
students performing and providing feedback to others.

How the course is assessed

Title Type % of marks
Time Date towards the
grade
Paper 1: The human body
1 hour 15 Summer
and movement in physical Written Examination 30%
minutes 2019
activity and sport
Paper 2: Socio-cultural
1 hour 15 Summer
influences and well-being in Written Examination 30%
minutes 2019
physical activity and sport
Practical performance in Practical assessment in Ongoing
physical activity and sport three different activities; throughout
one team, one individual the course
activity and one of their
40%
choice (either team of At the end of
individual) Year 11
Analysis and evaluation of
performance in one activity

What can you do next with a qualification in Physical Education?

Physical Education is recognised as having both theoretical and practical challenges, both of
which are transferable to higher education and work environments. Specifically it can lead to
careers in: Teaching; coaching; sports development; physiotherapy; sports therapy; facility
management; sports journalism; health and leisure industry.

27
GCSE PSYCHOLOGY Course: AQA

Introduction
Psychology is the scientific study of human behaviour. In psychology we are particularly
interested in how we understand and make sense of other people. It will help students to
understand what is going on around them and how they can put some of the knowledge
gained into practice; such as memory techniques to improve study skills, which will also help
in other subjects. A key aspect of psychology that underlies its scientific nature is that of its
research methods. This element of the course will be taught alongside the areas referred to
above and includes the experimental method, observations and correlational analysis.
Students will therefore be conducting their own mini investigations.

Course content
Cognition and behaviour Social context and behaviour
Memory Social influence
Perception Language, thought and communication
Development Brain and neuropsychology
Resarch Methods Psychological problems

Skills developed in psychology

 provides a sound understanding of methods and approaches in psychology at an
introductory level
 develops investigation and report writing skills
 develops analytical and critical thinking skills
 encourages an appreciation of how science works

Methods of learning most often used in psychology

Individual work, paired or small group work, discussions, reading and note making, practical
investigations.

How the course is assessed

title type time when % of marks
towards final
grade
Paper 1: Cognition and Written exam 1h 45m Summer 50%
behaviour (Y11)
Paper 2: Social context and Written exam 1h 45m Summer 50%
behaviour (Y11)

What goes well with psychology?

Psychology complements other social science subjects due to the analytical and research
skills that students learn and are then able to apply to different subjects. It goes well with
biology and mathematics because of psychology’s link with the scientific methodology that is
needed to prove every psychological study.

What can you do next with a qualification in psychology?

GCSE psychology provides an excellent foundation to continue the subject further into A
level and beyond. Studying psychology is of importance to anyone wishing to pursue a
career in the psychological side of health care, work in prisons, businesses and other
organisations, sport psychology, criminal psychology and educational psychology.

28
GCSE RELIGIOUS STUDIES Course: OCR

Introduction
The Religious Studies GCSE will encourage learners to develop knowledge, understanding
and skills to engage in debate and discussion about life in a modern pluralistic society. This
includes developing an understanding of non-religious beliefs.
Learners will be encouraged to develop and understand personal values and beliefs, with an
emphasis on critical analysis and the ability to construct balanced and informed arguments
within the context of religious, philosophical and ethical awareness.

Course Content
The Religious Studies GCSE (Full Course) enables students to think critically, engage with
contemporary religious, moral and ethical issues and prepares them for some of the
challenges they may face when they leave school and go into our multi-ethnic, multi-faith
society. Religious Studies at Key Stage 4 is a compulsory component of secondary education.
Students explore and engage with their own views, the views of their peers and some of the
views and teachings found in Christianity and Islam.

Skills developed in Religious Studies

Students will have the opportunity to:
 Absorb and retain at times complex information and identify key issues
 Sift, select relevant information and think logically
 Express ideas clearly through essay writing and discussion
 Tackle aspects of new languages from scratch (including elements of Arabic)
 Use imagination and creativity
 Develop a critical approach to contemporary issues
 Develop a disciplined approach to problem solving
 Develop investigative, analytical and critical evaluation skills
 Understand and take a sensitive approach to different cultures and beliefs
 Show a real curiosity in people and world cultures

Methods of learning most often used in Religious Studies

Discussing, presenting, reading, researching, planning, implementing, and evaluating
campaign activities, analysing media and writing, constructing logical chains of reasoning
and engaging with contemporary and historical issues.

How the course is assessed

The GCSE is assessed by three separate examinations in the summer of Year 11:
 1 hour examination for Islam (Beliefs and teachings)
 1 hour examination for Christianity (Beliefs and teachings)
 2 hour examination for ‘Themes’ (Philosophy and ethical issues)

What can you do next with a qualification in Religious Studies?

GCSE RS facilitates the development of many sought after and transferable skills that
employers and further education are looking for. Many areas of employment that benefit
from the skills developed in RE include: Teaching, Charity Officer, Counselling, Civil Service
or any job that essentially deals with people. A GCSE in Religious Studies will support
further study at A Level and beyond.

29
GCSE RESISTANT MATERIALS Course: AQA 81J2

Introduction
Students studying Resistant Materials will spend the majority of their lessons undertaking a
range of designing and practical tasks within a workshop. During Year 10, students will be
taught how to use a wide range of tools and processes and to work with all categories of
materials.
This course is ideal for students who enjoy the practical elements of technology, as the
controlled assessment element is worth 50% of the final mark.

Optional additional expenses:

Year 11 students undertake a major project. The materials for this project are bought from
the school or sourced from a range of suppliers to enable the students to manufacture their
design.

Course Content
In Year 10, students will manufacture a metal hanging basket bracket, a wooden hexagonal
box and an electronic FM Radio utilising the CAD/CAM laser machine to produce a casing for
the product, as well as smaller skill-based projects.
Towards the end of Year 10, students will begin the process of designing and making a
single product that will be developed and manufactured throughout Year 11 as part of their
GCSE controlled assessment. Projects will be directed by the AQA examinations board, but
will typically be accurately made and well finished small wooden items of furniture or
storage.

Skills developed in Resistant Materials

Students will learn how to use hand tools, machine equipment and power tools skilfully and
safely. The project will concentrate on the characteristics and properties of materials. Skills
will be developed on a range of metal and wood related processes.

Methods of learning most often used in Resistant Materials

Students will learn through both theory and practical lessons. They will use their knowledge
and understanding to manufacture a range of metal, wood and plastic products in year 10.
During year 11, students will design and make an individual project that is directed by the
board and manufactured throughout the year. This will draw upon the experiences of year
10.

How the course is assessed

Title Type Time Date % of marks
towards the grade
Paper 1 Written Exam 2 hours Summer 2019 50%
Controlled Practical Project 40 hours Feb 2019 50%
Assessment

What can you do next with a qualification in Resistant Materials?

Depending on the grade achieved, students can use this qualification to support applications
for practical jobs and apprenticeships. Many of the students who achieve higher grades like
to study Product Design A level at the school and then go on to related higher education at
university in subjects such as: graphic design; architecture; engineering; CAD/CAM;
computer game design; visual effects for television or film.

30
 GCSE SCIENCES:

Introduction
Science is taken by all Year 10 and 11 students, but there are two different routes by which
Science qualifications may be obtained. The majority of students will follow a Combined
Science course; a double award course equivalent to two GCSEs. Two sets of students will
follow the path leading to the award of Separate Science GCSE’s in each of Biology,
Chemistry and Physics. The decision of which pupils study this course is made at Easter in
Year 9.

For both routes the Science specifications of the AQA Examination board are studied.

Course Options

Some Most
selected students students

Years Separate Combined

10 & 11 Sciences Science

Three GCSEs: Two GCSEs

One in each of Double Award in
Chemistry, Combined Science
Biology, Physics

Typical student Grades Grades

target grades: 9-7 9 - 1

Both routes allow progression to any Science A-Level

Details of the Science Courses

Combined Science route:

In Year 10 and 11 the majority of students will study the Combined Science GCSE course.
This is the AQA Trilogy Combined Science GCSE specification. On completion this leads to a
double award accreditation i.e. it counts as two GCSE’s. The course has units drawn from
Biology, Chemistry and Physics in much the same way as KS3 Science. The broad subject
content areas are outlined below.
Assessment is only by terminal exams in the summer of Year 11; comprising of six
examination papers each of 1 hour 15 minutes length.

31
Separate Sciences route:
Some students (two sets) throughout Years 10 and 11 will study the Separate Science
Course, leading to the award of three separate GCSE grades, one for each discipline:
Biology, Chemistry and Physics. The school follows the AQA Biology, Chemistry and Physics
specifications.

The decision as to which students this will benefit most will be made in the spring term of
Year 9. It will be based on performance on a range of tasks (including the year 9 on-going
assessments and a SATs style paper) and on the student’s work ethic.
This course covers three GCSEs of material in the time allowance for two. The broad content
areas outlined below are the same however each contain additional material not covered by
the Combined Science GCSE. It therefore has higher demands and is studied by the top two
sets in the year group. Separate Science students are therefore expected to be able,
conscientious and very motivated.
For each GCSE (Biology, Chemistry and Physics) all assessment is now by terminal
examination in the summer of Year 11. Each GCSE concludes with two examination papers
each of 1 hour 45 mins length (i.e. total six exams for the three GCSES’s).

Skills developed in Science

At the centre of all courses is “How Science Works”. This is the understanding of recent
science issues, ethical debates and the skills of collecting, analysing and presenting scientific
data. The aim is to allow students to gain a deeper understanding of the role of science in
society. Students learn skills such as performing their own experiments, using appropriate
equipment with sufficient precision, processing data, solving problems and using ICT in
analysing and presenting information.

For both science routes there is no controlled assessment; practical and investigative skills
are fully embedded and developed throughout the course. Amongst the many experiments
conducted, there are specific identified “Required Practicals” which must be completed and
which can be assessed through questions written into the terminal examination papers.

Typical subject content areas:

Biology Chemistry Physics
1. Cell biology 1. Atomic structure and the 1. Energy
2. Organisation periodic table 2. Electricity
3. Infection and response 2. Bonding, structure, and the 3. Particle model of matter
4. Bioenergetics properties of matter 4. Atomic structure
3. Quantitative chemistry
4. Chemical changes
5. Energy changes
5. Homeostasis and 6. The rate and extent of 5. Forces
response chemical change 6. Waves
6. Inheritance, variation 7. Organic chemistry 7. Magnetism and
and evolution 8. Chemical analysis electromagnetism
7. Ecology 9. Chemistry of the atmosphere
10. Using resources

32
GCSE SOCIOLOGY Course: WJEC

Introduction
Sociology is the study of society. Sociologists are keen to understand human behaviour.
They conduct research to describe and explain why something in society may happen or
occur and gather evidence to provide answers to burning issues in society such as:
- Why do people commit crime?
- Are the official criminal statistics on crime accurate?
- Why do certain groups underachieve in education?
- What are the effects of the mass media on its audience?
- Do we need ‘the family’?

Course Content
The sociology of: Crime and Deviance; The Family; Mass Media; Education. Students will also
learn about the process of socialisation; the formation of culture; identity.

Skills developed in Sociology

Students will be expected to evaluate the different sources sociologists use to test a
hypothesis or question they have about social life. Students will be expected to conduct
research using key sociological research methods to investigate a choice of topic.

Methods of learning most often used in Sociology

Students will be expected to: Work independently; make notes; write extended pieces;
debate; visit a Crown Court.

How the course is assessed

Title Type Time Date % of marks towards
the grade
Component 1 – Written 1 hour 45 Summer Y11 50%
Understanding Exam mins
Social Processes
Component 2 – Written 1 hour 45 Summer Y11 50%
Understanding Exam mins
Social Structures

What can you do next with a qualification in Sociology?

Sociology is recognised as a rigorous academic subject. The skills that students acquire in
the subject may lead to careers in the law; the police; education; social work; marketing and
business; health work; and many others.

If you enjoy writing and debating, sociology will be the subject for you.

33
BTEC Level 2 First Award in Health & Social Care Course: Edexcel

Introduction
The health and social care sector employs some of the most talented and brilliant people the
country has to offer. The NHS, as the main employer, has a continual need for doctors,
nurses, ambulance staff and support staff, and there are further opportunities to work for
the NHS in social care in hospitals, educational settings and residential homes. When you
include the sizeable private and voluntary care sectors, you have a huge and diverse range
of progressive career opportunities.

Optional additional expenses:

Visits to various health & social care providers are an integral part of this course. A small
charge to cover transport costs may be requested.

Course Content
Students will study core units in Human Lifespan Development and Health and Social Care
Values. There is the opportunity to learn an additional 2 optional specialist units from the
following: Communication; Social Influences; Health and Wellbeing; The Impact of Nutrition
on Health and Wellbeing; Equality and Diversity; and Individual Rights. Visits to various
health and social care providers are an integral part of this course.

Skills developed in Health & Social Care

The core units provide students with a solid foundation in human lifespan development.
Students will also gain an appreciation of the importance of health and social care values in
the sector. All students will have the opportunity to experience vocational elements of the
programme, and develop practical skills, such as demonstrating health and social care values
that will help pupils prepare for the world of work.

Methods of learning most often used in BTEC qualifications

Individual work, paired or small group work, research, presentations, discussion, reading and
note-making, extended writing, creative, problem-solving, oral and visual work, site visits.

How the course is assessed

Title of % of marks towards the grade
qualification
BTEC Level 3 Units of coursework 75%
2 First to include written
Award reports, observations,
presentations, role-
play.
1 Unit which is 25%
externally assessed
through a 1 hour
examination.

What can you do next with a BTEC qualification in Health & Social Care?
Students who complete a BTEC Level 2 First Award in Health & Social Care will obtain a
qualification which will enable progression to further study, training or employment, and
enable them to make informed choices with regard to a career in this sector. They may
progress to study further qualifications such as BTEC Level 3 or A Level in Health and Social
Care and progress into Higher Education.

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 Certificate of Personal Effectiveness (CoPE) Course: ASDAN

Introduction
The aim of the qualification is to develop and demonstrate a range of personal key
employability skills which lead to personal effectiveness for the world of work. It can also
allow students to gain credit for a variety of activities both inside and outside of the formal
classroom environment.

Students have a variety of challenges which they will be responsible for planning, organising,
doing and reviewing. This will enable them to gain valuable life and work experience, which
is a good basis for further qualifications and the workplace. The modules and challenges
reflect the skills and subject areas employers and colleges have said they want to see in
young people and come from areas across the curriculum.

Course Structure
There are 12 modules available with three levels of challenge within each one. Each
challenge is allocated a set number of hours and, on completion of each challenge level,
students are awarded a credit. Students need to achieve a minimum of 12 credits to
complete the course.

The module titles are:

 Communication, e.g. planning and delivering a presentation on an area of choice
 Sport and Leisure, e.g. learning a new sport, planning a journey, first aid
 Independent living, e.g. furnishing a flat; planning and preparing a meal
 The environment, e.g. sustainability, horticulture, energy, wildlife
 Vocational preparation, e.g. work experience, career planning, interview preparation
 Health and fitness, e.g. designing a programme, interviewing a sportsman
 Work related learning, e.g. applying for college, jobs; workplace skills
 Science and technology, e.g. role of materials, energy systems
 International links, e.g. researching other countries, planning a world tour, a holiday
 Expressive arts, e.g. drama and arts, practical and expressive activities
 Beliefs and values, e.g. role of charities, inspirational figures, human rights
 Citizenship and community, e.g. rights, community issues, economy, politics

Key skills are developed and assessed in:

Planning and organisation; Working with others; Independent work and problem solving; Research,
presentation and discussion skills.

How the course is assessed?

There are no examinations as students are assessed on a portfolio of evidence that they build
throughout the course. For level 1 they need to complete the key skills and achieve any 12 credits. For
level 2 they need to complete the key skills and achieve six of their credits at level 2 in the challenges
available.

What can you do next with a COPE qualification?

Students who have completed the CoPE level 1 may access level 1 or 2 courses at college. Those who
achieve level 2 CoPE may access level 2 or 3 courses.

Qualification
CoPE has a GCSE equivalent of Grade 1/2 at Level 1 and grade 5 at Level 2.

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Personal, Social, Citizenship, Health and Economic Education (PSCHEE)

All students will follow a two year course, based on personal and economic wellbeing, structured as a
rotation around five areas of study.

The five areas are:

 Sex and relationships education - raising awareness of health implications, risk, respect and
responsibilities
 Citizenship - raising awareness of personal safety and personal responsibilities, the community
and global awareness
 Mental and Physical Health - developing strategies to develop a healthy lifestyle and to be aware
of drugs, social, emotional and financial pressures on well-being
 Careers - raising awareness of employability skills, enterprise and career opportunities available
locally, nationally and within the global market
 Financial capability and economic understanding - developing skills in managing personal
finances and an ability to make informed choices regarding resources

In Year 10, groups will have a block of four lessons on each topic and in Year 11 three lessons on each
topic.

The course is not assessed.

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