Option Booklet - Final

Specialist Business and Enterprise School
West Hatch High School

Year 9 Options
2014 - 2016
GCSEs
Future
Routes
BTECs
Choices
Advice
My Decision
Your Educational Journey
Primary School Junior School
West Hatch High School
Year 7
Year 8
Year 9
Years 10 and 11
(Choosing Your Options)
Sixth Form or
College
Work
(with training)
Apprentceship
Your Future
Your Success
What is this booklet?
This booklet outlines all the different pathways, subjects and options which are available.
It also includes advice about choosing your options and possible options at the end of Year 11.
Whilst it includes a lot of information, there will be a lot more opportunities to speak about
your options and gain a further understanding of the whole process.
What is in this booklet?
Art
Business Studies
Catering
Child Development & Care
Computer Science
Drama
English Language
English Literature
Economics
French
Geography
German
History
ICT
BTEC ICT
Maths
Media Studies
Music
BTEC Music Technology
Performing Arts
Physical Education
BTEC PE: Dance
BTEC PE Sport
Religious Studies (Core)
Religious Studies (Option)
Resistant Materials
Spanish
Science
Textiles
BTEC Travel and Tourism
Subjects
Page 1: Message from Mrs Johnson
Page 2: Timeline of Options
Page 3: Making Your Choices
Page 4: Post-16 Options
Page 5: Post-16 Options Explained
Page 6: Things to Consider
Page 7: Work Experience
Page 8: Pathways
Page 9: Red EBacc Pathway
Page 10: Yellow MFL Pathway
Page 11: Yellow Computer Science Pathway
Page 12: Green EBacc Pathway
Page 13: Green Pathway
Page 14: Blue Pathway
Page 15: Subjects
Message from Mrs Johnson
Dear Year 9,

Welcome to the Year 9 Options Booklet, 2014 2016.

This booklet outlines all the information, advice and guidance that will help you to make the best
possible decisions about which subjects to study over the next two years.

Why is it important?
The choices and decisions you make now will have an impact on your future and the opportunities
available to you. These decisions should not be made lightly, so we will offer you as much support
as we can, to allow you to make the best possible decisions.

What is the EBacc?
The EBacc or English Baccalaureate is not a qualification in itself, but it was introduced by the
Government to recognise where pupils have secured a C grade or better across a core of academic
subjects: English, mathematics, the sciences, history or geography and a language. Most of our
pathways will ensure you can achieve the English Baccalaureate.

What are Pathways?
Every students will be selected for a coloured curriculum pathway. Every pathway is designed to
meet the different needs and aptitudes each of you have. Selection for pathways are made by your
teachers and aim to maximise your chances of success; by both supporting and challenging you
academically.
This booklet outlines all the different pathways, but you will be able to see that although the options
are slightly different, they all include Core Elements and Options Choices. Core Elements are the
subjects everyone must study, whilst the Optional Choices you pick are your decision.

Who can help?
It is important that you have as much information and advice as possible, so as a school we will offer
you as much support as we can.
I have spoken to you in assembly about the whole process. You will start to think about possible
options during your PSEC lessons. You will be speaking to your Form Tutors about the whole
process and they will be happy to offer advice. Mr Tester, your Learning Manager, will also be
discussing the process with you. As well as this, you will have the opportunity to speak to Mr
Towsey, our Careers Co-ordinator, about possible options and how to pick your subjects. He is
based in the Careers Centre (next to S19) and you can visit him at any point.
The important thing is that we are here to help, so if you have any questions do not hesitate to ask!

What next?
On the next page is a timeline for the process of making your GCSE choices. You will see that there
are lots of sessions coming up, to help you make your choices.

Finally, remember that although this process is important, it is not the end of your learning and there
are many different roads to achieve the success that you deserve.

Good luck and enjoy making your GCSE decisions.

Yours sincerely

Mrs P. Johnson
Deputy Headteacher
Options Timeline
Options Assembly
26
th
February
Options Booklets
Handed Out
Week Beginning
3
rd
March
Parents Evening
27
th
February
Options Evening
(from 6pm)
13
th
March
Transition Day
28
th
March
Mrs Johnson will explain how the
options process works and how
everything links up.
An opportunity to discuss your
academic progress and possible
subject choices with your teachers.
This will be done during your PSEC
lessons, so you can read it and
discus it with your form tutor.
The Head and senior staff will
outline the options process to
parents/carers in Pathway groups.
There will then be an opportunity
to speak to subject staff about
courses and possible options.
This is when you submit your
Option Choice Forms. There is also
the opportunity to take part in
activities about future careers.
Picking your options is a big step, but (as you can see) there is lots of support and
opportunities to talk about the process and help for you making your decisions.
You can also speak to Geoff Towsey, our Careers Co-Ordinator, at any point about
possible options and choices. He is based in the Careers Centre, next to S19.
Making Your Choices
Picking your GCSE options is entirely your choice. You will be the one who makes the
final decision, but we can offer you some advice about choosing your options.

Over the next couple of weeks you will have a number of workshops and sessions,
which will give you the opportunity to ask about your choices. You can speak to Mr
Towsey, our Careers Co-Ordinator, at any point (the Careers Centre is next to S19).

There is not necessarily a specific way to choose your options and there are lots of
things to consider when making your choices, but here are just a few things you might
want to think about:
Options Mythbusters!
CHOOSING A SUBJECT
BECAUSE OF A TEACHER
Please speak to your teachers
about your GCSE choices, but
remember that even though
they might teach you now, they
will not necessarily teach you in
Years 10 or 11.
CHOOSING THE SAME
SUBJECT AS YOUR FRIENDS
Do not pick a subject just because
your friends did.
1) It should be your choice

2) You might not be in the same
class as them anyway!
KNOW THE COURSE,
NOT JUST THE TITLE
You should not judge a book by its
cover, so do not judge a course by
its title. Make sure you know what
the course will involve. Find out
what topics you will cover and how
you will be marked.
Do your research.
CHOOSING A SUBJECT
YOU LOVE
Make sure that your optional
choices are subjects which
interest you and you would like
to study. The choice is yours
and you will be studying them
for two years, so do not make
the choice without thinking
about it and speaking to staff,
friends and family.
You do not need to decide on a career, to be able to decide on your GCSEs
Thinking about possible careers could help you decide which subjects to take, but
remember that you might change your mind. Choosing a range of subjects, you would like
to study, will give you the greatest options after Year 11. If you are thinking about a
particular career, you could speak to Mr Towsey and discuss what choices would be best.
Options Post-Year 11
(and why you should start
thinking about it now!)
With the Raising of the Participation Age, you are now expected to stay in
education or training until your 18th Birthday.

This does not necessarily mean that you will have to stay in school, but you
will have a choice of three main options:

Full-time study in a school, college or with a training provider.
Work based learning (e.g. an Apprenticeship)
Full-time work or volunteering combined with part-time training.
Sixth Form, School
or College
Work or volunteering
(with training)
Work Based Training
(e.g. Apprentceship)
Year 11
The different routes might appeal to different people, but over the next two
years we will provide you with as much information as possible about all
the options. However, we would encourage you to start thinking about them
now. Think about what route might appeal to you. On the next page is a very
brief outline of some of the main routes.
Options Post-Year 11
Apprenticeships offer
the opportunity to
combine full-time
work with study.

You would work for a company
part of the week and the rest of the
time would be spent at a college.

Apprenticeships traditionally
included only construction jobs,
but they now include a vast range
of careers and industries.

Although you get paid
(a minimum of 2.68 per hour),
you will not necessarily have the
relevant UCAS points to be able to
progress to University.

For more information, please see:
www.apprenticeships.org.uk
Sixth Form, school
or College
Work or Volunteering
(with training)
Work Based Training
(e.g. Apprentceship)
This route would involve full-time study. Sixth Forms and Colleges
offer a range of different courses, mainly A-Levels and BTEC qualifications.
These courses would usually last two years.

If you would like to progress onto University, then this will be the best route.
This would involve
working with a
company, or
volunteering,
full-time and then doing a training
course on a part-time basis.

The training would be provided
by the company, or a nominated
training provider.

You can not go straight into
full-time employment after
Year 11, but you do still have the
option of employment if it also
includes recognised training.
There are lots of fantastic
websites out there which
explain about careers and
options. Most of these are on
the Careers section of the
Learning Gateway, along with
more information and leaflets.
Things to Consider
Controlled Assessments or
Coursework
Some subjects will include a
Controlled Assessment.

Your teachers will be able to explain
exactly what this will involve.

The Controlled Assessment is similar
to coursework, except you will not be
able to complete it at home. It must
be completed in school and under
controlled/exam conditions.
Examination
Examinations will form the
biggest part of the final
assessment for all your
subjects. It is not simply a test of
memory, but also a test of your
ability to present and apply the
knowledge you have gained!
Books
You will be supplied with all the
necessary text books.
Some subjects might give you
the opportunity to purchase a
copy of the text book.
If you do not return a school text
book, you will be expected to
pay for a replacement
GCSEs are two years long
Remember that your GCSEs will
cover both Year 10 and 11.
Whilst some courses might
have specific tests and
assessments in Year 10, others
will include a final assessment,
which would include topics
covered and knowledge gained
during both Year 10 and 11.
Getting a Reference and writing an application
It is important that you achieve good grades in your GCSEs, but remember that when
you come to apply for Post-16 options the school will be asked to provide a reference
about your behaviour, attendance and attitude to learning. Bad behaviour and poor
attendance in Years 9, 10 and 11 could jeopardise your chances of success.

Also remember that you will be asked to write a personal statement, where you will
need to mention any hobbies or interests you have outside of school.
West Hatch offer loads of different activities and opportunities to get involved with, so
make sure you get involved with something you can mention on an application form!
Want to speak to someone about your choices or post-16 options?
Our Careers Co-Ordinator, Geoff Towsey, is in school everyday and he can answer any
questions you might have or help you with making your choices. You can either go to
the Careers Centre, which is next to S19, or e-mail him
(gtowsey@westhatch.essex.sch.uk)
Work Experience

When?
Last two weeks of July,
during Year 10
What?
This will enable pupils to experience
first-hand the demands and expectations of
an employer. They also discover what it is
like to put in a full working day, and how to
make their own way to work.
Who?
BEP (Business Education Partnership), an organisation that links schools
and employers, assist with arranging placements. However, we strongly
advise students to obtain a private placement through contacts; relations
etc., as this guarantees them their first choice in and industry or service
that will be more beneficial to them gaining valuable skills. Once a
private placement is secured BEP checks the suitability to ensure students
work in a safe and appropriate environment.
Why?
For each pupil this should be a meaningful
experience and may be demanding.

The rewards, however, are significant and
begin to bridge the gap between school and
work as they investigate the different careers
that are available to them.

Work experience makes a vital contribution
to many parts of the curriculum as well as
demonstrating qualities and skills that will be
of benefit to them in the future.
Where?
There is a wide variety of different
employers who offer work experience.
If you arrange your own work
experience placement, you decide
where you spend the two weeks.
We would encourage you to think
about a work experience placement
which could be linked to your possible
future career; this could give you an
insight into a specific industry or
occupation.
Got a question?
If you have any questions about work experience, you can speak to
Mrs Muscatt, in the Main Office, or Mr Towsey, in the Careers Centre.
Pathways
The following pages includes information about the different pathways.
The different pathways are designed for your different needs and aptitudes.
You will be selected for a pathway which will provide you with both
academic challenges and academic support, in order for you to achieve the
best results you can.
Red EBacc Pathway
Modern Foreign Language*:
French, German or Spanish
BTEC PE (Sport or Dance)
English Literature
English Language
Triple Science:
Biology, Chemistry & Physics
Geography History or
+
2 Optional Choices
+
+
+
+
+
+
Maths
Core Elements
As a Red Pathway student, you will study all Core Elements and
select two Optional Choices. You will be expected to achieve
between 10 and 11 GCSEs and the English Baccalaureate.
* The Modern Foreign Language will be the same language you studied during Year 9.
Please Note: If only a very small number of pupils choose a particular subject, it may not be possible
to run that course. You would then be asked to consider an alternative course, should this happen.
Optional Choices
Pick two options from...
Business Studies
Drama
Economics
German
Catering
French
Art
Resistant Materials
Spanish
Media Studies
Music
Textiles
If you have not chosen it for your Core Element.
Computer Science
If you have not chosen ICT.
ICT
If you have not chosen Computer Science.
Performing Arts
The following subject
counts as two options:
Home Language GCSE
If you wish to take a GCSE in your home
language we may be able to arrange this.
Please mention this on the options sheet
Religious Studies
Physical Education
Yellow M.F.L Pathway
As a Yellow EBacc Pathway student, you will study all Core Elements
and select two Optional Choices. You will be expected to achieve
between 10 and 11 GCSEs and the English Baccalaureate.
+
Computer Science
English Literature
English Language
Core & Additional Science
+
2 Optional Choices
+
+
+
+
+
+
Maths
Core Elements
* The Modern Foreign Language will be the same language you studied during Year 9.
Optional Choices
Performing Arts
Home Language GCSE
Please mention this on the options sheet
Business Studies
Drama
Economics
German
Catering
French
Art
Resistant Materials
Spanish
Media Studies
Music
Textiles
Religious Studies
Computer Science
ICT
If you have not chosen Computer Science.
Physical Education
Yellow Computer
Science Pathway
Maths
English Language
Computer Science
+
+
+
+
English Literature
+
2 Optional Choices
+
+
Core Elements
As a Yellow Pathway student, you will study all Core Elements and
select two Optional Choices. You will be expected to achieve
between 9 and 10 GCSEs.
Optional Choices
Performing Arts
Home Language GCSE
Please indicate your interest on the
options sheet
Business Studies
Drama
Economics
German
Catering
French
Art
Resistant Materials
Spanish
Media Studies
Music
Textiles
Religious Studies
Physical Education
Green EBacc Pathway

BTEC Travel & Tourism
Pick one option from the following:

Computer Science
Geography
History
Pick two options from the following:
+
Core Choices
1 Optional Choice
English Language
Maths
+
+
+
+
English Literature
+
Core Elements
As a Green EBacc Pathway student, you will study all Core Elements
and select four Optional Choices. You will be expected to achieve
Double Performing Arts
You will not be able to choose Drama.
BTEC ICT
You will not be able to choose
Computer Science.
You will not be able to choose
BTEC ICT.
* The Modern Foreign Language will be the same
language you studied during Year 9.
Optional Choices
ICT
Geography
History
If you have not already chosen
it as part of your Core Choices:
Computer Science
If you have not chosen it as your Core or
picked ICT.
Drama
If you have not chosen Performing Arts.
BTEC ICT
picked Computer Science.
Performing Arts
If you have not chosen Drama.
Pick one option from...
Home Language GCSE
options sheet
Business Studies
Drama
Music Technology
Catering
Art
Resistant Materials
Media Studies
Music
Textiles
Modern Foreign Language:
If you have not chosen Computer Science
or BTEC ICT.
Religious Studies
Physical Education
Green Pathway
Home Language GCSE
options sheet
1 Optional Choice
BTEC Science
English Literature
English Language
+
+
+
+
Maths
+
Core Elements

BTEC I.T

Computer Science
Geography
History
Pick two options from the following:
+
Core Choices
As a Green Pathway student, you will study all Core Elements and
select four Optional Choices. You will be expected to achieve
Performing Arts
* The Modern Foreign Language will be the same
language you studied during Year 9.
Optional Choices
ICT
Geography
History
If you have not already chosen
it as part of your Core Choices:
Computer Science
picked ICT.
Drama
BTEC ICT
picked Computer Science.
Performing Arts
If you have not chosen Drama.
Pick one option from...
Home Language GCSE
options sheet
Business Studies
Drama
Music Technology
Catering
Art
Resistant Materials
Media Studies
Music
Textiles
Modern Foreign Language:
or BTEC ICT.
Religious Studies
Physical Education
As a Blue Pathway
student, you will study
all the Core subjects
and you can select
2 Optional Choices.

You will be expected
to achieve 8 GCSEs.
Blue Pathway
Home Language GCSE
If you wish to take a GCSE in your
home language we may be able
to arrange this.
Please indicate your interest on
the options sheet

BTEC ICT
+
2 Optional Choices
+
Functional Skills: English
BTEC Science
English Literature
English Language
+
+
+
+
+
Maths
Core Elements
Performing Arts
If you have not chosen Travel & Tourism.
Geography
Computer Science
Drama
ICT
or BTEC ICT.
Performing Arts
One of the following, unless you
have already chosen it as part
of your core element:
BTEC ICT
Optional Choices
Business Studies
German
Catering
French
Art
Resistant Materials
Spanish
Media Studies
Music
Textiles
Religious Studies
Physical Education
Subjects
The following pages includes information about all the courses which are
offered at West Hatch.
It includes both the core and options choices for each of the pathways.
Art

Overview:

UNIT 1: Controlled Assessment - maximum of 45 hours
to complete the portfolio. For this unit you will produce
a portfolio of work showing a personal response to a
given starting point. The portfolio will consist of
preparatory studies, development work and a
conclusion.

UNIT 2: 10 hours supervised OCR set task. You will
have a preparatory period to produce preparatory
studies and development work as a personal response
to a given starting point. In the final examination you
will complete your final personal response outcome.
Topics Covered:
Assessment Method
Unit Weighting
Internal Portfolio 60%
OCR External Task 40%
If you want to develop skills in Art and Design, expand your creativity and imagination, then you will
enjoy Art and Design. You will get involved in and work with a wide range of media applications.

Students will learn how to:

25% AO1 - Develop their ideas through investigations informed by contextual and other sources
demonstrating analytical and cultural understanding

25% AO2 - Refine their ideas through experimenting and selecting appropriate
resources, media materials, techniques and processes

25% AO3 - Record ideas, observations and insights relevant to their intentions in visual and/or
other forms

25% AO4 - Present a personal, informed and meaningful response demonstrating analytical and
critical understanding, realising intentions and, where appropriate, making
connections between visual, written, oral or other elements
Information, Advice or Questions:

If you would like further information and advice, or you have any questions, please speak to
Mr Hanley
Studying Art at College?...
Possible Careers...
Pathway: All
Level: GCSE Exam Board: OCR
advertising, marketing, design, fashion,
architecture, publishing and media.
If pupils are thinking of applying to an art
college they will need to take the
responsibility to photocopy their art
work before the final coursework
deadline in December.
SYLLABUS CODE: J160
Business
Studies

Topics Covered:
Assessment Method
Unit Weighting
Unit 1 40%
Unit 2 35%
Unit 3: Controlled 25%
UNIT 1: SETTING UP A BUSINESS
This unit is externally assessed through students completing written paper 1.
This section introduces students to the issues involved with starting a business.

UNIT 2: GROWING AS A BUSINESS
This unit is externally assessed through students completing written paper 2. This section builds
upon the work of unit 1, and considers how methods of expansion and objectives of larger
businesses might differ from smaller businesses.

UNIT 3: INVESTIGATING BUSINESSES
This is a controlled assessment unit. The work must be each students own individual response and
must be produced under controlled conditions. All controlled assessment tasks will be set by the
examination board. Students work is assessed internally, and externally moderated.

Mr Cunningham
Possible Careers...
Pathway: All
Level: GCSE Exam Board: AQA
There are very few jobs where an
understanding of business would not be
useful. Obviously there are management
roles but have you ever thought about
HR, logistics or buying and
merchandising?
Overview:
Students will be entered for two, one hour; written
examination papers, and complete a controlled
assessment.
Work will be divided up between taught and practical
lessons in each unit of work. Opportunities exist to
develop a wide range of key skills including ICT,
numeracy and communication skills.
The controlled assessment will involve a wide range of
research to produce a portfolio using ICT and business
skills.
Catering

Overview:
This course will allow pupils the chance to develop and
extend their existing knowledge and skills of food, food
handling, cooking, presentation, nutrition and healthy
eating covered in Key Stage 3 whilst covering new areas
of study related to the catering industry.
The course will cover the industry food and drink, Job
roles, employment opportunities and relevant training,
Health, safety and hygiene, Food preparation and
presentation, Nutrition and menu planning, Costing and
portion control, Specialist equipment, Communication
and record keeping and Environmental considerations.
Topics Covered:
Assessment Method
Unit Weighting
Controlled 60%
Final Exam 40%
YEAR 10
Task 1 is worth 20% of the controlled assessment mark and taken in Year 10. Pupils complete a
practical based task, set by the examination board within a time limit of 15 supervised hours.
YEAR 11
Task 2 is worth 40% of the controlled assessment mark and taken in Year 11. Pupils complete a
practical based task, set by the examination board within a time limit of 30 supervised hours.

Mrs Barnard
Possible Careers...
Pathway: All
Level: GCSE Exam Board: WJEC
If you would like to work in the catering
industry, this course is a must!
SYLLABUS CODE: 4740
OTHER INFORMATION
Each practical based task consists of
research, planning, preparation,
cooking and evaluation. Practical work
plays a major role in the course with
pupils during Year 10 and 11 producing
a wide variety of food products. Current
healthy eating and nutritional guidelines
are constantly referred to.
All pupils will have the opportunity to
take the CIEH Level 2 Award in Food
Safety in Catering as part of their GCSE
course.
TEACHING APPROACHES
Many different approaches to teaching are used during the course. Tasks are set which encourage
pupils to acquire knowledge and experience through research, investigation, making and
evaluation. Active learning is central to the course. As well as cooking on a regular basis pupils
will visit Redbridge College to experience working in a professional catering establishment, time
will also be spent experiencing the skills and demands of working in the school kitchen. DVDs are
used as appropriate and visits from a professional chef are organised to work with the pupils during
lessons. Pupils will cater for school-based events to put their learning into practice. ICT skills are
an integral part of the course. Pupils will be expected to assess and evaluate their own and the
groups performance to enhance their own personal progress and improve their learning
achievements.
Child Development
and Care

Overview:
This is a new qualification which includes knowledge
and understanding of child development and
well-being necessary when preparing for working
with children in a variety of settings. This is a basic
introduction to childcare and development for children
aged 0-5 years.
Topics Covered:
Assessment Method
Unit Method
Unit 1 Controlled
Assessment and
class based tasks
Unit 2
Unit 3 Multiple Choice
Unit 1
Gives an introduction to the types of settings and provisions for children. You will learn the
professional responsibilities of working with children and how to treat children with fairness and
equality.

Unit 2
You will learn about the Curriculum for young children, areas of development and the importance of
routines. You will learn how to keep children safe and the importance of observations and
assessments.

All units include a range of practical based tasks and learning.

Mrs Sharma
Options after Year 11...
Pathway: All
Level: Level 2 CACHE Exam Board: CACHE
This course can be used as progression
onto the Level 3 Early Years Educator
Course in Year 12 and 13.
On completion of the Level 3 course,
pupils can move into employment, or
onto university.
Teaching Approaches:
Many different approaches to teaching are used during the course. Tasks are set which encourage
pupils to acquire knowledge and experience through research and practical tasks. Pupils will have
opportunities to create resources and present their information in a range of ways. Pupils will take
part in whole and small group activities.
Computer
Science

Overview:
This exciting GCSE gives you an excellent opportunity to
investigate how computers work and how theyre used,
and to develop computer programming and
problem-solving skills. Youll also do some fascinating
in-depth research and practical work. For example, some
of the current investigations look at JavaScript, encryption
and assembly language programming.

This three unit course is designed to give you an in-depth
understanding of how computer technology works and a
look at what goes on behind the scenes. You dont need
to have studied this subject before, and assessment is
quite simply
Topics Covered:
Assessment Method
You will be assessed on a written
exam, a practical investigation and
a programming task.
The course will help you learn about critical thinking, analysis and problem solving.
We hope youll find it a fun and interesting way to develop these skills, which can also
be transferred to other subjects and even applied in day-to-day life.

The computer systems and programming unit will teach you the theory about a wide
range of issues such as hardware and software, the representation of data in computer
systems, databases, computer communications and networking, programming and
more.

The practical investigation is all about engaging with computing in the real world.
Youll look at a computing topic in more depth and carry out a practical investigation
into a computing issue.

The programming project will call on you to design, code and test a solution to three
tasks using a suitable programming language.

Miss Chamberlain
Possible Careers...
Pathway: All (Not combined with BTEC ICT or ICT)
Networks Officer, Computer
Programmer, Software engineer, financial
and resource management...

Drama

Overview:
You will perform in around five pieces over the two
years. Your two highest marks will be sent to the exam
board at the end of Year 11. You are assessed on your
preparation for a performance as well as the performance
itself.
Topics Covered:
Assessment Method
Unit Weighting
Controlled
Assessment
60%
External Exam 40%
YEAR 10

At the start of Year 10 you will learn a range of
drama skills. After that, practical work will be in
the form of themed projects which lead to an
assessed performance.

These can be devised, improvised or scripted
pieces. You will spend the majority of your time
working in groups so co-operation is a vital skill.

These are prepared and rehearsed in lesson time
and marked by your teacher.

The options for practical work are: devised,
improvisation, physical theatre, theatre in
education, acting (from script) as well as the
design options: costume, props, puppets, sound,
make- up, lighting, masks and stage
management.

YEAR 11

The written paper is taken in May of Year 11 so
expect a certain amount of written homework.
When you are working on a practical project you
will have an on-going homework of keeping a
record of your practical work. After seeing live
productions you will need to make notes on the
production to prepare for the exam.

The written exam will have two parts:

Section A: Questions regarding your practical
work during the course.

Section C: Study of a live theatre production,
which you have seen.

You will be given practice papers to prepare for
the written paper.

Ms Pavelkova
Possible Careers...
Pathway: All (but not combined with Performing Arts)
Apart from the most obvious pathway
into acting, drama is critical in building
skills in public speaking, confidence and
self-presentation, analytical skills,
self-discipline and an ability (hopefully)
to handle criticism. You will also be used
to working in a team and have
developed good research skills.
English
Language

Overview:
English is taught in classes set by ability. Coursework
pieces are written across Years 10 and 11. Students have
four lessons per week and where possible, they are
taught by two teachers.
Homework is set on a regular basis and is marked using
the iGCSE English Language criteria from the outset of
Year 10 and targets are regularly set to help students
focus on areas to improve. It is essential that students
realise that homework is crucial to success and that it is
expected that it is completed to the best of their ability.
Topics Covered:
Assessment Method
Unit Weighting
Coursework 40%
Speaking & Listing
Controlled
Assessment
20%
Exam 40%
The course builds on KS3 by developing students skills in reading, writing, speaking
and listening. This includes improving the ability to read a variety of literary and
non-fiction texts, to write in a range of forms, and to communicate clearly both in
writing and in speaking. Skills of spelling, punctuation and grammar are reinforced, as
is the ability to use standard English in the required context.

Mrs Gill or Mrs Jones
Possible Careers...
Pathway: All
copywriter, PR, journalist, marketing,
advertising, public speaker, teacher,
curator and TV producer.
Level: GCSE Exam Board: Cambridge
Students will be entered for either the
Core Tier (C - G) or the
Extended Tier (A* - C)
Remember:
Students need to be aware that success in achieving at least their minimum target
grade is an essential indicator of their suitability for future training and other
educational opportunities in school, college, an apprenticeship or employment. The
use of English in everyday life is essential and seen as an indicator of the ability to
communicate effectively. A Grade C is desirable; however, for some students we
recognise this may not be possible. In this circumstance virtually all 16+ courses/
employment opportunities will ensure that it is possible to retake English until a C
grade is achieved.
English
Literature

Overview:
The course develops pupils' critical reading skills and
ability to respond to a range of modern and traditional
poems, prose and drama.
Topics Covered:
Assessment Method
Unit Weighting
Coursework 40%
Exam
(Poetry & Drama)
60%
All pupils sit both English Language and English Literature. English Literature is taught
in classes set by ability. Whilst the course is common to all, teaching methods and
pace will differ between sets. Set placements are kept under review. Pupils have four
lessons per week and where possible they are taught by two teachers. We recommend
pupils buy their own copy of the set play in order to revise for their exam. Pupils
should be prepared to keep extensive notes in exercise books or folders for revision
purposes.

Homework is marked using iGCSE criteria from the outset of Year 10. Targets are set
to help pupils focus on areas to improve. Homework is set on a regular basis which
may be reading or written work. This may be annotated. Pupils are supplied with a free
Anthology by the Exam Board for studying the poetry.

Mrs Gill or Mrs Jones
Possible Careers...
Pathway: All
Students will be entered for either the
Foundation Tier (C - G) or the
Higher Tier (A* - C)
copywriter, PR, journalist, marketing,
advertising, public speaker, teacher,
curator and TV producer.
Economics

Overview:
Students will study 3 sections of Unit 11 and
2 sections of Unit 12.

Unit 11 will equip candidates with the basic tools to
understand their place in the national and global
economy. They will investigate a range of
contemporary issues and be asked to make reasoned
judgements and informed decisions.

In Unit 12 students will further develop their
understanding of economic concepts and theories
studied in Unit 11. Candidates will apply these to a
range of economic issues locally, nationally and
globally.
Assessment Method
Unit Weighting
11: Personal 50% (70 Marks)
12: Investigating 50% (70 Marks)

Mr Cunningham (Head of Business and Economics)
Possible Careers...
Pathway: Red and Yellow Pathways
Jobs with an Economics basis vary
however there is an emphasis on
progression into the Finance sector
(trading, banking, accountancy, tax
advice, insurance and actuary work).
other roles include management,
marketing, IT, education and of course
and Economist.
Other Information

Opportunities exist to develop a wide range of key skills including ICT, numeracy and
communication skills. The course offers a detailed insight into current topics and provides a sound
foundation for further study. It also contributes a great deal to a student's social, ethical and moral
development as well as educating for citizenship.

Teaching Approaches

The course will be using a variety of approaches including student practical activities, taught units
and research based assignments. Students are expected to be well motivated and able to work
independently as well as taking part in group and whole class discussions. They are expected to
follow news and to develop an interest in business and the economy by research

SYLLABUS CODE: 4135
French

Overview:
This new syllabus was developed to meet the
needs of the National Curriculum. All pupils will
continue with French and the course is designed
to suit all abilities.
French is an option for students who have studied
the subject in Years 8 & 9
Topics Covered:
Assessment Method
Unit Weighting
Listening 20%
Reading 20%
Speaking 30%
Writing 30%
Listening and Reading
Out and about: Visitor information, weather, local amenities, accommodation, public transport and
directions.
Customer service and transactions: Cafes and restaurants, shops and dealing with problems.
Personal information: General interests, leisure activities, family friends and lifestyle.
Future plans, education and work: Basic language of the internet, simple job advertisements,
simple job applications and CV, school and college information and work and work experiences.

Speaking and Writing
Media and culture, sport and leisure, travel and tourism, business, work and employment.

Teaching Approaches

Lessons will be conducted in the target language and use of English kept to a minimum.
Classwork will emphasise speaking. Students will take part in role play dialogues with the teacher
and with a partner. Students will also give prepared talks on topics being studied.
The languages assistants take part in whole group or small group activities to promote maximum
achievement on the speaking skill.

Homework may take the form of writing or learning tasks. On occasion an extended homework task
is set to provide in-depth practise of a skill or topic. It is essential that homework tasks are
completed in order to achieve the maximum grade.

Mrs Rodway
Good choice if...
Pathway: All (Should be the language taken in Year 9)
Level: GCSE Exam Board: Edexcel
You may choose the Foundation or
Higher Tier
Learning an additional language can be
a great benefit for any career. Equally,
Oxbridge and Russell Group Universities
like to see an additional language.
Specific careers could include translator,
language teacher, Civil Servant (Foreign
and Commonwealth Office)
Geography

Overview:
The course is based on understanding and interpreting
information rather than learning facts, with the work
done in topic booklets. Fieldwork is essential and
there will be an optional three day trip to Yorkshire.
There is an emphasis on practical work including
web-based research. Student participation is
encouraged through the use of interactive
whiteboards. Geography is an important subject for
any career and links well with the sciences, business
studies, ICT and other Humanities subjects.
Topics Covered:
Assessment Method
Paper Weighting
1 30%
2 45%
Controlled
Assessment
25%
Theme 1: Challenges of Living in A Built Environment

This looks at quality of life in different developed and developing countries using photos and
research. Patterns of housing in rural and urban areas including fieldwork and census data using the
internet and GIS. Issues with services such as schools, leisure centres, shopping centres with
practical work including questionnaires and research. Areas covered will include the London 2012
site as well as examples of how areas can be sustainable in the future.

Theme 2: People and the Natural World Interactions

A practical understanding of the water cycle will lead to looking at our sources of water supply and
the use of computer simulations to show how areas suffer from drought. Examples of floods will be
researched using newspaper reports and websites to look at the scale of the problem locally and
globally. Coastal and river landforms will also be studied in this way.
The schools automatic weather station will be used together with satellite images to study
contrasting weather systems. This will involve pupil PowerPoint presentations and computer
research. The issue of global climate change and the effect on ecosystems will also be looked at.

Theme 3: People, Work and Development

Variations in local, national and international employment patterns will be looked at using census
data and other web-based sources. Contrasting examples for both developing and developed
countries will be used to show how dependent we are on others. A study of how new technologies
affect our lives and how fair trade affects people at local levels helps our understanding of complex
world trade.

Miss Lowry and Miss Barrett
Possible Careers...
Pathway: All (Not combined with Travel & Tourism)
urban planner, cartographer, teachers,
community development manager, GIS
consultants, climatologist...
Level: GCSE Exam Board: WJEC
Higher Tier

Paper 1
1 hour - Theme 1 and Theme 2
Paper 2
30 mins Section A - Theme 3
90 mins Section B - Problem Solving
German

Assessment Method
Unit Weighting
Listening 20%
Reading 20%
Speaking 30%
Writing 30%
Good choice if...
Overview:
Topics Covered:
directions.


Teaching Approaches



Ms Green and Mrs Rodway
Higher Tier
History

Overview:
This GCSE syllabus looks at international events in
Europe and America between the two World Wars. The
core content of the syllabus covers Europe 1919-1945.
Topics Covered:
Assessment Method
Paper Weighting
1 37.5%
2 37.5%
Controlled 25%
Paper 1 is split into three sections:
Section A and Section B - The Cold War, 1945-1975
Section C (Depth Study) - Germany, 1919-1945

Paper 2 is a source-based paper.
The paper will cover early 20th Century British History. It will investigate how women
got the vote and how the Liberal government coped with World War 1 and the
pressures of social reform.

Controlled Assessment
Candidates will have to submit an essay on the African American Civil Rights
Campaign, 1945-1970. The controlled assessment will be approximately 2000 words.

Ms Sterlini
Good choice if...
Pathway: All
Typical employers of history graduates
include banks, television and radio
broadcasters, national and local
government, management consultancies,
law firms, schools, higher education
institutions, retailers.
SYLLABUS CODE: J418 History Specifcaton B
ICT

Overview:
The GCSE in ICT enables you to become an independent
and discerning user of ICT, able to make informed
decisions about its use and aware of its implications for
individuals, organisations and society. It will also help
you to acquire and apply creative and technical skills,
knowledge and understanding of ICT in a range of
contexts. You will develop ICT-based solutions to solve
problems and develop your understanding of current and
emerging technologies and their social and commercial
impact. You will also develop your understanding of the
legal, social, economic, ethical and environmental issues
raised by ICT and be able to recognise potential risks
when using ICT, and develop safe, secure and
responsible practice. By completing this GCSE course
you will also develop the skills to work collaboratively
and evaluate ICT-based solutions.
Topics Covered:
Unit 1: Living in a Digital World
In this unit, you will explore how digital technology impacts on the lives of individuals, organisations
and society. You will learn about current and emerging digital technologies and the issues raised by
their use in a range of contexts (learning and earning, leisure, shopping and money management,
health and wellbeing and on the move). You will also develop an awareness of the risks that are
inherent in using ICT and the features of safe, secure and responsible practice.

Unit 2: Using Digital Tools
This is a practical unit where you will broaden and enhance your ICT skills and capability. You will
work with a range of digital tools and techniques to produce effective ICT solutions in a range of
contexts. You will also learn to reflect critically on your own and others use of ICT and to adopt safe,
secure and responsible practice. This unit is assessed through a Controlled Assessment Brief (CAB)
provided by Edexcel.

Miss Chamberlain
Pathway: All (Not with Computer Science or BTEC ICT )
Assessment Method
This course is make up of two units.
One is externally examined and
the other is a controlled
assessment.
Possible Careers...
Networks Officer, Computer
Programmer, Software engineer, financial
and resource management...
Assessment Method
Unit Weighting
1 40%
2 60%

BTEC ICT

Overview:
This course will inspire and enthuse you to become
technology savvy producers of technology products
and systems, rather than just consumers of them. It gives
you the opportunity to gain a broad understanding and
knowledge of, and skills in, the Information Technology
sector and some aspects of the creative industries, e.g.
computer games development.
Topics Covered:
Unit 1: The Online World - Exam

Unit 2: Technology Systems - Exam

Unit 3: A Digital Portfolio

Unit 4: Creating Digital Animation

Unit 6: Creating Digital Graphics

Unit 7: Creating Digital Video

Unit 10: Database Development

Unit 14: Installing and Maintaining Computer Hardware

Unit 17: Multimedia Products Development

Miss Chamberlain
Pathway: Green & Blue (Not with ICT or Computer Science)
Level: Level 2 BTEC Exam Board: Edexcel
Assessment Method
This course is made up of nine units, two
externally examined and seven which
are assessed through controlled
coursework assignments.
Possible Careers...
Software Engineer, Website Content
Manager, Computer Animator, Help
Desk Support and Graphic Designer

Maths

Overview:
The syllabus covers a wide range of topics and is split
between number, algebra, shape and space, data
handling and the development of students'
investigational skills. Each Unit exam comprises both
a Non-Calculator and Calculator paper.
Assessment Method
Paper Weighting
Non-Calculator 50%
Calculator 50%

Mrs Rashid or Mr Russell
Good choice if...
Linear Course...
Pathway: All
Foundation Tier: Grades G - C available
Higher Tier: Grades D - A* available
Both papers will be taken in June of
Year 11.
Maths is important for various careers.
As well as a career in finance, maths is
also important for physics and
engineering careers.
Career Pathways
Students need to be aware that success in achieving at least their minimum Target grade is an
essential indicator of their suitability for future training and other educational opportunities in school,
college, an apprenticeship or employment. The use of maths effectively in everyday life is essential
and seen as an indicator of the ability to problem solve, analyse and make sensible decisions based
on evidence. A Grade C is desirable; however, for some students we recognise this may not be
possible. In this circumstance virtually all 16+ courses/employment opportunities will ensure that it is
possible to retake Maths until a C grade is achieved.
Other Information
Students are setted in Mathematics to ensure that they are given work which is best suited to their
abilities and needs. There are four/five sets across the full ability range in each half of the year
group. The sets are reviewed regularly and where appropriate students may be moved to a
different set.

During the course, decisions are made on each students level of entry at GCSE for each Unit.
Choices are made on the basis of consultation between students, parents and teachers. Our aim is
to enter all students for an appropriate exam so that they have an opportunity to gain the best
possible GCSE at the appropriate level.

We expect all students to possess a scientific calculator for their GCSE course, in addition to
appropriate measuring equipment. These are available for purchase from Resources in school.

Teaching Approaches
Homework is an important part of the course and may be a written exercise or an online homework
set on MyMaths.co.uk. It is set regularly and students are encouraged to approach their teachers if
they are having problems with either homework or class work.
Media
Studies

Overview:
If you love films, television, newspapers and radio, and want to learn more about how to discuss
them and how to make them yourself, then this is the course for you.
Topics Covered:
GCSE Media Studies you will be given the opportunity to engage in creative and imaginative
expression through the construction of your own media texts. You will also study textual analysis
techniques through a study of Action/Adventure Films and learn how to deconstruct meaning within
them. Finally you will look at a cross-Media topic and study the production practices, how audiences
are targeted, how people, products and places are represented and the cultural messages
conveyed by those representations.

A Media Studies student should be:
Committed and not afraid of hard work
Have an open mind and enjoy discussion
Be self-motivated and organised
Be responsible when using expensive equipment
Have an interest in the use of technology

Miss Georgiou
Possible Careers...
Pathway: All
radio, print, TV, journalism, film, games,
creative and digital media. Employers
vary from companies that are both
agency and client based.
Assessment Method
B321: Individual Media Portfolio
You will produce an individual portfolio containing an assignment and production exercise based
on at least two media texts from either popular music, celebrity, soap opera or video games.

B322: Textual Analysis and Media Topic (Moving Image):
This is a written exam in two sections:
1. Analysing a clip from and Action/Adventure film
2. Looking at audiences and institutions in TV comedy

B324: Production Portfolio in Media
Working as an individual or as part of a group you will produce a major practical piece choosing
one of the briefs set by the exam board and your teacher.
SYLLABUS CODE: J526
Music

Overview:
This course is designed to allow candidates to study
music through the combination of performing,
composing, listening and appraising with opportunities
for students to use both conventional instruments and
music technology. The Areas of Study cover a wide
range of music including classical, world and popular
music. All students are required to attend at least
one ensemble outside of lessons.
Topics Covered:
Assessment Method
Unit Weighting
Composition 30%
Performance 30%
Listening 40%
Composition (2 coursework pieces)
You will complete two compositions in different styles. Both pieces are composed according to a
brief and will be recorded. These recordings will be internally assessed before being submitted to
the exam board for moderation. Students need to have a basic knowledge of music theory and may
use real instruments and / or music technology to compose.

Performance (a solo and ensemble performance)
You will play or sing one solo piece and one ensemble piece on any instrument or voice.
Performances will be recorded and marked by the teacher examiner and moderated by the exam
board. The standard of performance for GCSE is Grade 3 and all students are expected to be at least
Grade 3 by the end of the course. All students are required to have regular tuition on an
instrument outside of lessons.

Listening (written exam)
You will sit an exam lasting 1 hour 30 minutes, and respond to questions played from a CD. The
questions are based on set works studied during the course in a variety of styles and traditions across
several Areas of Study. These include a) Structure in Western Classical Music (1600-1899) b)
Changing directions in Western Classical Music from 1900. c) Popular music and d) World Music.
The paper will be marked by Edexcels examiners.

Mr Fourie (Head of Music)
Shopping List...
Possible Careers...
Pathway: All
Musician, Promoter, Producer, Songwriter

Headphones, USB memory stick, folder
with dividers, GCSE anthology & paper
SYLLABUS CODE: 1426
Music
Technology

Overview:
This vocational course is for students interested in
working in the music industry, specifically within
recording studios and production houses. The course
allows the study of music through a technology-based
route.
As the majority of the course is coursework-based we
require students to spend at least two hours per week
outside of class time completing work within the music
block. This will be by arrangement with the music staff.
Topics Covered:
Assessment Method
Unit Weighting
Coursework 75%
Exam 25%

Mr Fourie
Good choice if...
Pathway: All
Headphones, USB memory stick, folder
with dividers. An iPad or iPhone with
GarageBand is highly recommended.
Unit 6: Introducing Music Recording
(coursework, studio-based)
Unit 7: Introducing Music Sequencing
(coursework, computer-based)
Unit 8: Music & Production Analysis (exam)
Unit 14: Producing a Music Recording
(coursework, studio-based)
Unit 16: Music Showcase (coursework portfolio)
Unit 17: Researching a Music Topic
(coursework, research)
Unit 18: Developing Modern Music Production
Skills (coursework, studio-based)
Unit 1: The Music Industry (exam)
In this unit you will gain an understanding of the scope of the music industry. You will discover
many different music-related jobs and will come to see how these different vocations interlink.
Unit 2: Managing A Music Product (coursework)
You will learn to plan, deliver and promote a live concert, CD, or other music product. The success
of your music product will rely heavily on the planning and development process. You will
research and implement different advertising strategies and review their effectiveness in
promoting your own product.
Core Units
Supplementary Units
Possible Careers...
Musician, Promoter, Producer, Songwriter

Performing
Arts

Overview:
GCSE Performing Arts helps students develop both new
and existing skills in a range of performance disciplines.
This specification offers students the opportunity to
specialise in one or more of the performing arts
disciplines.
This course is an appropriate foundation for progression
in performing arts, theatre studies and generic subjects
such as dance and drama.
Topics Covered:
Assessment Method
Unit Weighting
1 30%
2 20%
3 30%
4 20%
YEAR 10
In Year 10 the first unit, you will; carry out a skills
audit to indicate your initial skills level, your
strengths and your areas for improvement, be
given the opportunity to improve existing skills
and to learn new ones, learn to practise and
develop new skills with an understanding of
health and safety factors. You will create a
portfolio evidence of your learning and
development of skills used in presentations and
performance.

The second unit examined in May of Year 10 will
give you a chance to demonstrate all your new
skills. You will work as a production company to
put on a Showcase Performance in response to a
brief set by AQA
YEAR 11
In Year 11 unit 3 requires you to produce your
own C.V based on the range of work presented in
year 10. Investigate the working practices of
professionals in the area of the performing arts
that interests you. Learn how to research, plan
and prepare a performance to fulfil a commission.
Present your ideas and communicate with a range
of people in school and the wider community
(e.g. liaise with a primary school) and develop
knowledge and skills associated with event
planning.

The final unit at the end of Year 11 gives you the
opportunity to work as a production company to
put on a performance in response to a
commission set by AQA.

You are expected to keep notes and compile a
portfolio of evidence for each unit. You can use
illustrations, pictures, recordings of your work as
well as written entries. You will also be expected
to have at least 3 observations for each unit, from
your teachers and peers.

Mrs Pavelkova
Possible Careers...
Pathway: All. (Not combined with Drama)
The performing arts sector covers
theatre, musical theatre, dance, opera,
puppetry, mime, carnival, street and
circus arts as well as all the support
functions and roles which bring these art
forms together.
SYLLABUS CODE: 4884
Physical
Education

Overview:
The course builds on the knowledge, understanding and
skills established in Key Stage 3 Physical Education. It
will give you exciting opportunities to be involved in a
number of different physical activities, promoting an
active and healthy lifestyle. You should have an interest
in PE and sport, enjoy being active and appreciate the
benefits of keeping fit and healthy.
Topics Covered:
Assessment Method
Unit Weighting
1 40%
2 60%
Unit 1: The Theory of Physical Education

Section 1.1: Healthy, active lifestyles - To include: healthy lifestyles, influences on participating in
activity, health and skill related exercise, training systems, importance of diet
Section 1.2: Your healthy active body -: effect of exercise on body systems, drugs in sport

Assessed via 1hr 30min written exam

Unit 2: Performance in Physical Education

Section A: Practical Performance
Section B: Analysis of Performance

Pupils are internally assessed and externally moderated in 4 sports and analysis of performance.
Sports must be from at least 2 different activity areas. Pupils may be assessed in the role of player/
participant, official or leader.

Mrs Reid and Mr Flowers
Possible Careers...
Pathway: All
Level: GCSE

sports coaches, sports instructors or
physical education teachers.
The aim of P.E. is to equip pupils with an active interest in sport which they can utilize and develop
in their adult lives.

We will offer pupils a diverse programme to allow them to find their own particular interests and
strengths. To do this, all pupils will follow a programme which will include team games, racquet
sports, individual activities, fitness and swimming.

All pupils will have two lessons of P.E. a week.
Core PE
PE: Dance

Overview:
The BTEC Level 2 First Award in Performing Arts Dance
consists of two Mandatory units plus one optional
specialist unit that will be selected by the abilities and
experiences of the group.
Topics Covered:
Assessment Method
Unit Weighting
Solo Dance 25%
Unit 1: Individual Showcase

This unit covers what to include in a letter of application and how to prepare audition pieces or
presentations that demonstrate your relevant skills and knowledge. They have to perform at least
one Solo Dance.

Unit 2: Preparation, Performance and Production

In this unit you will learn how to develop a performance piece as a member of a fictional
performance company. You will take on a specific performing or production role and will prepare
for, and produce, a performance by carrying out tasks that are appropriate to your role. They will
have to perform to an external audience.

Unit 4: Dance Skills

This unit is all about developing your versatility as a dancer. As part of this development you will be
encouraged to develop your physical skills to help you become a stronger and more flexible danc-
er. You will explore and develop your dance skills in workshops and/or lessons where you will per-
form exercises and short sequences, before building up to a longer dance sequence. The unit will
then end in a final SOLO performance where you will showcase your newly acquired skills. You will
be assessed on your ability to master new skills and how you apply them in the final
performance.

Miss Utting
Did you know...
Pathway: All
Level: Level 2 BTEC

Dance is part of the Performing Arts
course, but it can also be chosen as one
of your options for Physical Education.

There is no written examinations at the
end of the course, but you will be ex-
pected to produce essays and written
work throughout the course.

Three units will be covered and you will
be individually graded as pass, merit,
distinction or distinction *
PE: Sports

Overview:
This course is taught within the Key Stage 4 CORE PE
Programme. It covers 4 different units and is designed to
extend your knowledge of the practical sports and the
theoretical basis behind physical activity.
Topics Covered:
Assessment Method
Unit Weighting
External Mark 25%

Unit 1: Practical Sport

This unit is mainly practical. Yu will have to complete a unit in both a team sport (netball, football)
and an individual sport (table tennis). You will have to demonstrate knowledge of the rules and reg-
ulations of the sport as well as taking on a coaching role and offering feedback to other players on
how to improve.

Unit 2: Fitness Testing

During this unit you will understand the different components of fitness and how they relate to a
sport. You will also have to complete a number of fitness tests including the sit up test, bleep test and
flexibility test.

Unit 4: Anatomy and Physiology

Explores the skeleton and muscles and how the body works.

Unit 10: Nutrition

For this unit you will investigate what a healthy diet comprises of. You will be asked to keep a food
diary for 2 weeks. After the 2 weeks you will review your diet, and suggest changes that could
improve your diet and your health.

Miss Utting
Did you know...
Pathway: All
Level: Level 2 BTEC

There is no written examinations at the
end of the course, but you will be
expected to produce essays and written
work throughout the course.

Three units will be covered and you will
be individually graded as pass, merit,
distinction or distinction *
Possible Careers...
sports coaches, sports instructors or
physical education teachers.
Core
Religious Studies
(Philosophy and Ethics)

Miss Barrett
Pathway: All - This is compulsory for all pathways.
The scheme of work is based around a study of moral and social issues and dilemmas
exploring various responses to them. This will mainly focus on a secular response to
these issues, but will also include alternative religious responses to ethical issues,
including a Christian view. The scheme will cover areas such as The Sanctity of Life,
Abortion, Euthanasia, Crime and Punishment, Animal Rights and what is our moral
responsibility to look after the environment.

The scheme is deliberately flexible and allows staff to make it as contemporary as
possible and use as many examples from current affairs as is possible. The scheme
will encourage students to think for themselves and to question their views and
societies views about a myriad of subjects.

Overview
The emphasis of this new GCSE is on Philosophy and
applied Ethics. Pupils will be discussing the big
philosophical questions .does God exist? Is there life
after death? Is abortion right? Is capital punishment
ever justified? Can war ever be justified? Pupils must
be able to construct a coherent argument that attempts
to answer these important questions. The syllabus
focuses on what Christianity says about these questions
and issues, alongside secular views and the pupils own
views and beliefs.
Topics Covered:
Assessment Method
There are four exams lasting an hour
each. There will be an exam on each
topic area. Students will be asked
questions on two of the three topics in
the exam. The questions are split into
five parts.
There is no coursework for this GCSE.
There are 2 philosophy units of work and two ethics. The topics covered in the exam
are: Topic 1 Gods nature, death and the afterlife. Topic 2 looks at the problem of evil &
the goodness of God, and whether religion can co-exist with scientific theories or the
Big Bang & Evolution. The third topic is Ethics based and covers issues such as:
religion and human relationships, medical ethics abortion, euthanasia, IVF, genetics
the sanctity of life and animal experimentation. The last unit of work investigates
religion, peace and justice, equality and how religion is portrayed in the media.

Students will get to reflect on their own beliefs and experiences of these topics. There
will be plenty of discussion, debate and group work. Students will be expected to take
notes and write discursive answers and essays. Pupils will be using ICT to present
work, so access to a home computer may be needed at some points throughout the
year. Several sources of information are used to deliver this course, so pupils will be
using ICT, hand-outs, information sheets, video clips and textbooks in lessons.

Ms Barrett
Possible Careers...
Pathway: All
Religious studies will be of beneft in careers
like advice work, housing ofcers, journalism,
librarian, counsellors, social workers, youth
and community workers as well as teaching.
Optional Choice
Religious Studies
(Philosophy and Ethics)
Resistant
Materials

Overview
This course has been designed to encourage
candidates to be able to design and make products
with creativity and originality, using a range of
materials and techniques. Candidates will be enthused
and challenged by the range of practical activities
possible.
Topics Covered:
Assessment Method
Unit Weighting
1: Controlled 60%
2: Final Exam 40%
A working knowledge of woods, metals, plastics and composite materials will be required, but other
materials may be used in addition.

Also the course is designed to foster awareness amongst candidates, of the need to consider sus-
tainability and environmental impact of their designing and making as well as smart materials and
embrace new technologies developing the use of Computer Aided Design and Computer Aided
Manufacture.

Students will be required to demonstrate application and understanding of:
materials and components
industrial and commercial processes
analysing products
designing products
technology
sustainability
ethical design and manufacture
design creatively & innovatively
make products
apply systems and control
computer-aided design/computer-aided
manufacture (CAD/CAM)
use digital media and new technologies analyse and evaluate processes and products.

Mr Limon or Mr Taylor
Possible Careers...
Pathway: All
car mechanic, engineering aircraft and
shipping, car designer, plumber,
electrician, construction worker, site
officer, engineering maintenance
technician, heating engineer,
communications worker working on
radio aerials and satellite dishes,
surveyor, hydraulics engineer,
engineering science technician, working
with the disabled, the Armed Forces, Fire
and Rescue to name but a few.
Unit 1 Design and Making Practice. This is a controlled assessment and is worth 60 % of GCSE.
Unit 2 Written Paper. This is a 1 hour 30 minute examination and is worth 40 % of GCSE, it is a
single tiered exam so all pupils can achieve grades A* - G.
Spanish

Assessment Method
Unit Weighting
Listening 20%
Reading 20%
Speaking 30%
Writing 30%
Good choice if...
Overview:
Topics Covered:
directions.


Teaching Approaches



Mrs Hearn and Mrs Rodway
Higher Tier
Science

Assessment Method
Unit Weighting
Internally Assessed 75%
Externally Assessed 25%

Mrs Blain, Mr Hikel or Mrs Martin-Burns
Pathway: Blue.
BTEC Science
Students will study for two BTEC Awards, the first in
Principles of Applied Science, the second in
Application of Science. Each award is the equivalent of
1 GCSE. The BTEC awards aim allows learners to gain
a solid foundation of skills and knowledge required for
employment or further study.

Assessment Method
Paper Weighting
1 35%
2 40%
Controlled
Assessment
25%
Pathway: Red.
Single Sciences
You will study Biology, Chemistry and Physics.
There will be two examinations for each subject, taken
at either Higher or Foundation level.
The exams will be taken at in June of Year 11.

Year 10
Core Science
Year 11
Additional Science
Pathways: Green and Yellow.
Assessment Method
Unit Weighting
1 35%
2 40%
Controlled
Assessment
25%
Both Unit 1 and Unit 2 will be taken in the
summer of year 10. Controlled assessment will
be completed throughout the year. The
controlled assessment involves researching
and planning an investigation, before
analysing and evaluating the data collected.
Assessment Method
Unit Weighting
1 35%
2 40%
Controlled
Assessment
25%
Both Unit 1 and Unit 2 exams taken in the
summer of year 11. The controlled assessment
for Additional Science, which is similar in
nature to Core Science, will be completed at
the end of year 10, after the Core Science
examinations in June.
Textiles
Overview:
Projects completed during the course including;
designing and making a costume for the theatre and
making a skirt based on their individual choice of fashion
designers. GCSE Textiles Technology is suitable for
pupils who enjoy working in a creative and practical way,
planning and organising their own studies, exploring the
design industry and using various sewing techniques.
Topics Covered:
Assessment Method
Unit Weighting
Controlled 60%
Exam 40%
This course will build upon the pupil's knowledge and skills acquired from studying
Textiles during the lower school. Pupils will develop a knowledge and understanding
of a wide range of materials and processes used in Textiles Technology. They will learn
about the industrial and commercial practices, the importance of quality checks and
health and safety issues that have to be considered at all times.

The areas of study are:
1. Materials and Components
2. Industrial and Commercial Processes
3. Analysing Products
4. Designing Products
5. Technology
6. Sustainability
7. Ethnical design and manufacture

Pupils are encouraged to use ICT to research and present their work. Pupils are
expected to provide the materials needed to produce individual coursework tasks and
will be encouraged to use the full range of sewing machines that the department
has - including basic sewing machines, industrial over-locker, CAD/CAM machines.

Miss Hussain or Miss Barrett
Possible Careers...
Pathway: All
There's an amazing range of career
options in the Fashion and Textiles
sector; from textiles design and
advertising to retail purchasing and
fashion journalism.
SYLLABUS CODE: 2TT01
Travel and
Tourism

Overview:
This course is vocational and is designed to prepare
students for work in the Travel and Tourism Industry
while providing pupils with a broad introduction to the
Travel and Tourism Sector.
The course allows pupils to enhance key skills such as
presenting, communication, group work, independent
research and various elements of ICT which are
essential for any future career.
Topics Covered:
Assessment Method
Unit Weighting
Coursework 75%
Exam 25%
Core Mandatory Units
Unit 1: The UK Travel and Tourism Sector (Externally Assessed).

Unit 2: UK Travel and Tourism Destinations.
This provides an insight into the range of destinations in the UK to suit different customer types and
their needs.

Unit 4: International Travel and Tourism Destinations.
Pupils will look at the different holiday destinations around the world for different customer types
and their needs.

Unit 7: Travel and Tourism Business Environments (Externally Assessed).
Pupils will
investigate the business side to Travel and Tourism using a variety of organisations as examples.

Optional
Development of Travel and Tourism in the UK: Pupils will learn how the travel and tourism sector
has developed, looking at new technologies that have helped the sector to evolve.

Factors Affecting Worldwide Travel and Tourism: Pupils explore the impact of world travel on
people (e.g. jet lag), as well as climate and how that effects travel both positively and negatively.

The Travel and Tourism Customer Experience: Why Customer service is so important to Travel
and Tourism organisations.

Promotion and Sales in Travel and Tourism: Pupils will learn both the theory and the importance
of marketing in Travel and Tourism and design their own promotional material.

Travel and Tourism Employment Opportunities: Pupils learn invaluable skills on how to write a
CV, personal statement and carry out interview role play activities to prepare them for the working
world.

Organising a Travel and Tourism Study Visit: Pupils learn how to complete their own travel
itinerary and budget for various holidays.

Miss Lowry
Trips and Visits...
Possible Careers...
Pathway: Green & Blue
Travel Agent, Tour Operator,
Reservations Consultant, Hotel Staff
Visits to enhance learning will be required
and therefore a voluntary donation towards
this will be needed. (Previous visits have
included Thorpe Park, Cadbury World,
British Airways, London Eye and London
Dungeon & Colchester Zoo)
Useful Websites
Allabout School Leavers www.allaboutschoolleavers.co.uk/
bConstructive www.bconstructive.co.uk/
BestCourse4Me www.bestcourse4me.com/
BPP (Finance / Accounting) www.bpp.com/
Bright Knowledge Bank www.brightknowledge.org/knowledge-bank/
Career Builder www.careerbuilder.co.uk/
Career Camel www.careercamel.com/
Careers Gateway www.careers-gateway.co.uk/Careers/
Careers in Sport www.careers-in-sport.co.uk/
Careers World www.careersworld.co.uk/ondon/home
Creative Choices www.creative-choices.co.uk/
Creative Skillset www.skillset.org/
Directions (Finance / Business) www.directions.org.uk/
First for Skills www.first4skills.com/
Future Morph (S.T.E.M Careers) www.futuremorph.org/
Future Talent www.future-talent.com/
Growing Ambition growingambitions.tes.co.uk/
iCloud icould.com/
i-Essex www.i-essex.co.uk/
Inside Careers www.insidecareers.co.uk/
My Career Springboard www.mycareerspringboard.org/
National Apprenticeship Service www.apprenticeships.org.uk/
National Careers Service nationalcareersservice.direct.gov.uk/
UCAS (University Courses) search.ucas.com
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