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Options Booklet

2021 - 2022

Year 9

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Options 2021 - 2022

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Contents

The curriculum in Key Stage 4

STEM package

How should I choose?

Frequently Asked Questions

Questions Parents Ask

Core Subjects

Option Choice Subjects

What to do and what not to do

Dates to Remember

PART

1

PART

2

PART

3

PART

4a

PART

4b

PART

5

PART

6

PART

8

PART

7

Page 3

Page 5

Page 6

Page 8

Page 9

Page 10

Page 23

Page 44

Page 45

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Part 1 – The curriculum in Key Stage 4 All students study the core subjects throughout Years 10 and 11. These subjects are:

GCSE English Language

GCSE English Literature

GCSE Mathematics

GCSE Combined Science*

GCSE Religious Studies

BTEC Creative Media (IT)

Core PE (not examined)

PSHE / Learning for Life (not examined)

*Students who choose triple science as one of their options will take a GCSE in all 3 of the sciences instead of the Combined Science GCSE. In addition to the core curriculum above which is studied by everyone, students can choose 3 further options for Key Stage 4. We offer a broad range of courses, ranging from traditional GCSE subjects to vocational qualifications. It is important to stress that all the courses on offer can lead to level 2 qualifications, so they are all of equal value. The main difference between these two types of course is that vocational subjects are generally more practically based and are assessed via coursework and exams throughout the two years, rather than the traditional exam at the end of Year 11. As one of their options, all students must choose a humanities subject (History or Geography). During our discussions with you, we may well suggest certain subjects that we would recommend an individual student takes at Key Stage 4, so that we offer as broad and balanced a curriculum as possible. Any recommendations will be made on the basis of consultation involving subject teachers, pastoral staff and the Senior Management Team. During this process we take into account the ability, aptitude and characteristics of individual students and aim to recommend a pathway which will allow each young person to maximise his or her potential. The Department for Education recommends that, wherever possible, students should follow an EBacc route (English, Maths, Science, a humanity and a language) to keep as many options as possible open for the future. Therefore, where a student has shown an aptitude in French, we will recommend that they continue with a language into Key Stage 4.

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*Students will be invited to take these options based on teacher recommendations.

How to make your option choices

Core subjects

All students study these subjects

English Language & Literature

Mathematics

Combined Science

PE PSHE

RS

Creative Media

Option Choices

Choose your three options from the blocks below

•At least one of your options must be Geography or History

GCSE qualifications

Art & Design German*

Business Studies History

Design & Technology Music

Drama P.E.

Food Preparation & Nutrition Photography

French Textile Design

Geography Triple Science*

Vocational qualifications

Enterprise & Marketing

Graphic Design

Health & Social Care

Performing Arts

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Part 2 - STEM Package

Students who have been invited to study Triple Science may also want to consider whether they would like to opt in to our STEM package, which is outlined below. Why STEM? The UK is facing a significant skills shortage in science, technology, engineering and mathematics (STEM) careers. Triple Science and Computer Science have been championed by the government and industry for the way in which they prepare students for the world of STEM employment. What will I study? Instead of Combined Science you will study GCSE Biology, Chemistry and Physics. Students on this pathway will also study GCSE Computer Science instead of BTEC Creative Media. The remaining two choices will be taken up by French or German and Geography or History. Who is suited to this combination of subjects? Students who really enjoy and have an aptitude for maths and science would be well suited to this pathway. Please be aware that this is a package – if you want to study triple science with other combinations of subjects you can do that, but this is the only route to study GCSE Computer Science because of the way the timetable will be constructed. This is obviously an exciting but highly academic pathway, which is why it is restricted to those students with a particular aptitude for maths and science. Part 2 Guided Choices

Core subjects

English Language & Literature

Mathematics

RS

PE PSHE

STEM package

In addition to the core subjects, you will study:

Biology, Chemistry & Physics Computer Science

French or German

Geography or History

Extra STEM support

Work with STEM ambassadors

STEM visits

STEM careers events

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Part 3 – How should I choose?

This booklet has detailed information about all the courses on offer. Make sure you read it carefully and that you are clear what you need to do. From Monday 1st February there will also be a lot of information on the website, including short videos about each subject and an overview of the process. In addition, we will invite students and parents / carers to make an appointment for an online live meeting, so that we can offer advice and you can ask any questions that you may have. Please remember that subject teachers will also be very happy to answer any questions that you may have. You can contact them by email or via your Google Classroom. Your Form Tutor and Mr Morris will always be ready to discuss your choices with you. Mrs Aitken or the Careers Personal Adviser will be available to give advice on careers. Please send them a message via the Careers Google Classroom, or via email if you are unsure how to do that. If you have a particular career in mind always check with Mrs Aitken. Try not to have too many fixed ideas. Keep your options open. We will try very hard to make sure that you can study the subjects that you choose. Sometimes a few students may find that their chosen subjects do not fit together in the school timetable. This is why we ask you to also give us a reserve subject. If this happens to you we will let you know and will try to reach an alternative and appropriate choice, which you are happy with. Once you have decided which subjects you’d like to choose, we will ask you to fill in an online options form by Friday 12th February. If you need a bit longer to think about things before making your choices, just let us know. We will share details about how to log onto the online options form. It is obviously unfortunate that we are not able to run our usual taster day this year, but where students choose a subject that will be new to them in KS4 (eg Business Studies), we will endeavour to offer a taster lesson if circumstances allow when school is fully open again, so that you can make sure you do want to study that subject.

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Example Timetable for Key Stage 4 students

This student has chosen French, Geography and Health & Social Care as their options.

Monday Tuesday Wednesday Thursday Friday

English Maths Combined

Science RS

Combined Science

Creative Media English PE Combined

Science Health & Social

Care

Maths Health & Social

Care French French English

Combined Science

Geography Geography Maths Geography

French Combined

Science English

Health & Social Care Maths

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Part 4(a) F A Q’s (Frequently Asked Questions)

Question Who should I contact to get more information and advice? Answer Subject Teacher

Form Teacher Mrs Aitken (Head of Information, Advice and Guidance) Careers Google Classroom Mr Morris

Question Will this subject give me more choices or not? Answer Contact the Head of IAG and other relevant subject staff

Question If I drop that subject will I have fewer choices in the future? Answer Contact the Head of IAG

Question Should I have an alternative plan, a Plan B? Answer Check out courses offered in the brochure and check which courses in the

Sixth Form can be done without doing specific GCSEs.

Question Have I checked deadlines? Answer Read the brochure.

Question Can I do the same subjects as my friends? Answer This is not a good basis for making your decision. Your friend will have

different ideas to you and may enjoy different types of subjects. Choose subjects for yourself and try not to be influenced by your friends. In any case you may choose the same subject as a friend and then find that you have been put into a different group!

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Part 4(b) Questions Parents Ask Question Why do you offer the range of choices on the Year 10 timetable? Answer To give balance and cover all areas in order to keep options open

post-16 and into future careers

Question What examinations will my son/daughter take? Answer Most GCSEs are examined at the end of Year 11, but students will

sit the GCSE English Language exam at the end of Year 10. Some vocational courses have modular exams throughout the course. Vocational courses also have controlled assessments completed in lessons.

Question My son/daughter wants a particular career. Who do I talk to? Answer Contact the Head of IAG who will discuss this with you and your

child

Question Why is Personal and Social Education included for all students? Answer Every student needs to plan out careers action and learn

important skills in relation to interviews and life in general.

Question I would like to discuss various options with staff. What do I do? Answer Find out all that is possible via the booklet, website and online

interview. Ring or email and arrange to speak to the Head of Year.

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Core Subjects

Core Subjects

English Language

English Literature

Mathematics

Science – Combined

Physical Education

PART

3

Pages 11 & 12

Pages 13 & 14

Page 15

Page 16

Page 17

Pages 18, 19 & 20

Part 5

Information Communication Technology

Page 21

Learning 4 Life, Tutorial, Careers and Work

Related Education

Religious Studies

Page 22 Creative Media Production

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ENGLISH LANGUAGE

Awarding Body: Eduqas Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline ENGLISH LANGUAGE Y10 Autumn term (September to December) Prose Study. Text taken from a selection of 20th Century or 19th Century prose texts, some of which appear on GCSE Literature list: A Christmas Carol (Dickens); OR War of the Worlds (Wells); OR Pride and Prejudice (Austen); OR Jane Eyre (Bronte); OR The Strange Case of Dr Jekyll and Mr Hyde (Stevenson); OR Of Mice and Men (Steinbeck); OR Heroes (Cormier); OR Lord of the Flies (Golding); OR Anita and Me (Syal); OR Never Let Me Go (Ishiguro). Assessed through a range of structured and source-based questions under timed conditions. Component 1, Section A practise: Reading response to whole texts and extracts (about 60-100 lines) of literature from the 20th century assessed through a range of timed, structured questions. Component 1, Section B practise: Prose writing. Study of a variety of short fiction text types. Assessment will take the form of timed responses to a choice of titles. Spring term (January to April) Component 2, Section A practise: Reading responses to extracts (about 900-1200 words in total) of high-quality non-fiction writing, one from the 19th century, the other from the 21st century, assessed through a range of timed, structured questions. Component 2, Section B practise: Non-fiction writing: transactional/persuasive writing tasks written for a range of audiences and purposes, assessed under timed conditions. Component 3: Spoken Language: presentation/speech to be delivered and assessed during this term. Summer Term (May to July) Revision and examination preparation for Language examinations. Component 1: 20th Century Literature Reading and Creative Prose Writing. Component 2: 19th and 21st Century Non-fiction Reading and Transactional/Persuasive Writing. Terminal examination – 2 papers, Component 1: 1 hour 45 minutes, Component 2: 2 hours.

Assessment ENGLISH LANGUAGE Terminal Examination Component 1: 20th Century Literature Reading and Creative Prose Writing. Written Examination: 1 hour 45 minutes. 40% of qualification. Section A (20%) – Reading This section will test the understanding of one, unseen extract (about 60-100 lines) from one 20th century literary prose text through a range of structured questions.

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ENGLISH LANGUAGE (continued) Section B (20%) – Prose Writing This section will test creative prose writing through one 40-mark task. Candidates will be offered a choice of four titles, giving opportunities for writing to describe and narrate, and imaginative and creative use of language.

Component 2: 19th and 21st Century Non-Fiction Reading and Transactional/Persuasive Writing. Written examination: 2 hours 60% of qualification Section A (30%) – Reading This section will test, through structured questioning, the reading of two high-quality, unseen non-fiction texts (about 900-1200 words in total), one from the 19th Century, the other from the 21st century. Non-fiction texts may include, but will not be limited to: letters, extracts from autobiographies and biographies, diaries, reports, articles and digital and multi-modal texts of various kinds from newspapers and magazines, and the internet. Section B (30%) – Writing This section will test transactional, persuasive and/or discursive writing through two equally-weighted compulsory tasks. Across the two tasks candidates will be offered opportunities to write for a range of audiences and purposes, adapting style to form and to real-life contexts in, for example, letters, articles, reviews and speeches. Component 3: Spoken Language Non-exam assessment Unweighted Candidates will be required to complete one presentation/speech, including responses to questions and feedback. Achievement in Spoken Language will be reported as part of the qualification, but it will not form part of the final mark and grade.

Progression All vocations and college courses require a GCSE in English Language.

For more information please contact – Mrs Edwards or Mrs James Co-Heads of English

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ENGLISH LITERATURE

Awarding Body: EDUQAS

Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline Y11 Autumn term (September to December) Component 1, Section A: Shakespeare. Study of one of the following texts: Romeo and Juliet; OR Macbeth; OR Othello: OR Much Ado About Nothing: OR Henry V; OR The Merchant of Venice. Assessment will take the form of extract and essay questions based on the reading of a Shakespeare text from the above prescribed list, under timed conditions. Component 1, Section B: Poetry from 1789 to the present day. Study of a list of prescribed poems from the WJEC Eduqas Poetry Anthology, one of which involves comparison. Assessment will be based on knowledge of the context of each poem, its content and key ideas, as well as the poets’ use of language, structure and form. Y11 Spring term (January to April) Component 2, Section A: Post-1914 Prose/Drama. Students will study one of the following texts: Lord of the Flies (Golding); OR Anita and Me (Syal); OR An Inspector Calls (Priestley): OR Blood Brothers (Russell). Assessment will be based on timed, source-based questions on a post-1914 prose/drama text from the above prescribed list. Component 2, Section C: Unseen Poetry from the 20th/21st Century preparation. Practise questions on unseen poems, one of which involves comparison. Assessment will take the form of timed responses which show understanding of the content and key ideas of each poem, and the poets’ use of language, structure and form. Y11 Summer Term (May to July) Revision and examination preparation, including revision of Component 2, Section B texts. Terminal examination – 2 papers, Component 1: 2 hours, Component 2: 2 hours and 30 minutes.

Assessment Terminal Examination Component 1: Shakespeare and Poetry Written examination: 2 hours (closed book) 40% of qualification Section A (20%) – Shakespeare Romeo and Juliet; OR Macbeth; OR Othello: OR Much Ado About Nothing: OR Henry V; OR The Merchant of Venice.

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ENGLISH LITERATURE (Continued)

This assessment will test, through one extract-based question and one essay-based question on the text as a whole, knowledge and understanding of a Shakespeare text. Students will be expected to comment on Shakespeare’s use of language, structure and form and show an understanding of key themes, characters and ideas within the text. This section will also test for spelling, punctuation and grammar. Section B (20%) Poetry from 1789 to the present day This assessment will test knowledge and understanding of poetry from 1789 to the present day. Students will be assessed on two poems from the WJEC Eduqas Poetry Anthology. In the first question, students will be asked to write about a specified poem. In the second question, students will be asked to write about a second poem chosen from the WJEC Eduqas Poetry Anthology, and compare it to the first. Component 2: Post-1914 Prose/Drama, 19th Century Prose and Unseen Poetry Written examination: 2 hours and 30 minutes (closed book) 60% of qualification Section A (20%) Post-1914 Prose/Drama Lord of the Flies (Golding); OR Anita and Me (Syal); OR An Inspector Calls (Priestley): OR Blood Brothers (Russell); OR Never Let Me Go (Ishiguro). This assessment will test, through a source-based response, knowledge an understanding of a post 1914 prose/drama text. Students will be expected to comment on the writer’s use of language, structure and form and show an understanding of key themes, characters and ideas within the text. This section will also test for spelling, punctuation and grammar. Section B (20%) – 19th Century Prose A Christmas Carol (Dickens); OR War of the Worlds(Wells); OR Pride and Prejudice (Austen); OR Jane Eyre (Bronte); OR The Strange Case of Dr Jekyll and Mr Hyde (Stevenson). This assessment will test, through a source-based response, knowledge and understanding of a 19th century prose novel. Students will be expected to comment upon the language, structure and form of the text and key themes, characters and ideas within the text. Section C (20%) – Unseen Poetry from the 20th/21st Century This assessment will test understanding of two unseen poems from the 20th and/or 21st centuries. In the first question, students will be asked to write about a previously unseen poem. In the second question, students will be asked to write about a second previously unseen poem, and compare it to the first.

Progression This course enables students to experience a range of contemporary and literary heritage prose, poetry and drama drawn from both our culture and from different cultures around the globe. This course is excellent preparation for GCE English Literature.

For more information please contact – Mrs James or Mrs Edwards Co-Heads of English

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MATHEMATICS

Awarding Body: OCR Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline It is a compulsory requirement that every student takes GCSE Mathematics. Pupils will sit the exam at either Higher or Foundation tier. On Higher tier, grades 9 - 3 are awarded and on Foundation Tier, grades 5 – 1 are awarded. Key Features

Pupils are grouped by ability so that they can progress at the optimum pace. Progress is monitored closely through classwork, homework and mock

examinations and tests. There will be three mock exams as part of the preparation in year 11. This progress monitoring will also help determine the most suitable tier of entry.

Assessment The assessment is entirely exam based and consists of three written papers (2 calculator and 1 non-calculator), which are all equally weighted and are 1.5 hours in length. The second paper is non-calculator. As two-thirds of the marks are available on the calculator papers it is vital that each pupil has their own so they are familiar with all the functions required.

Progression Mathematics GCSE is an essential qualification for all higher level studies of the subject and for life generally. For those who are planning on studying Maths at A-level there is the opportunity in KS4 to do a free standing maths qualification which is a bridge between GCSE and A-level mathematics.

For more information please contact – Mr Maqsood or Mr Rose Co-Heads of Mathematics

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GCSE COMBINED SCIENCE (Dual Award)

Awarding Body: AQA Award (equivalence) 2 GCSEs

Course Outline Science is a fundamental part of our everyday lives. It helps to explain so much of the world

around us and enables advances in many areas, including health, communication, the environment and leisure.

Science GCSEs are an essential qualification for a very wide range of jobs and higher level qualifications.

GCSE Combined Science is a course that caters for a wide range of interests and is accessible to a wide range of students.

Students will cover the key concepts from all three sciences and, as it is a dual award, it also allows students to cover a wider range of content to a greater depth, all of which is related to real world contexts.

All students are now required to take either the Combined Science (Dual Award) GCSE or Triple Science GCSE.

Key Features Students will complete 23 compulsory practicals throughout the duration of the course; these

practicals will develop essential investigative skills and also support the understanding of the relevant topic areas.

The exams have two tiers of entry, higher and foundation, making the course accessible to a wide range of students.

At the same time it is a demanding Science qualification, and those students achieving higher levels will be well prepared to progress and study single Science A-levels.

The course is a two year linear course, with all exams in the summer term of Year 11.

Assessment The course is assessed entirely through written examination. All new GCSEs are graded from 9-1. Students taking Combined Science (Dual Award) are taking

a course worth two GCSEs and therefore will be awarded a single grade from 11 to 99.

Although there is no longer any element of controlled assessment, practical work remains a stimulating and essential part of the new science GCSE courses. The understanding and skills gained from these practicals will be assessed in the written examinations.

Progression Students taking Combined Science (Dual Award) can progress to take single sciences at A-level,

or the Applied Science BTEC Level 3 Extended Certificate.

For more information please contact – Mr Samaddar, Head of Science

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CORE PHYSICAL EDUCATION Course Outline All students in Years 10 and 11 receive one hour of high quality Physical Education a week where they continue to study a broad spectrum of sporting disciplines. However, Key Stage 4 students are afforded more ownership of their curriculum to pursue areas of Sport they have a keen interest in, so that they can continue developing that life-long love of exercise and physical activity. Another significant feature of PE in Key Stage 4, is the emphasis which is placed on the wider values that sport and physical activity can play in a student’s life. We aim to provide an environment where students can enjoy physical activity and relieve the stresses of academic rigour, whilst gaining important life skills that nurture an enthusiasm for sport that will lead to lifelong participation well after Brighouse High.

Assessment As with Key Stage 3, students in Years 10 and 11 will continue to be assessed in 4 key areas of Physical Education. This allows for a smooth transition throughout their PE journey at BHS, enabling students to fully understand how far they have progressed over a 5-year period. The assessment framework measures 4 elements;

Skill & Performance within an activity.

Cognitive Performance (Knowledge & Understanding, Tactics & Strategies).

Teamwork and Leadership Skills (Undertaken during Inter-Form Block)

Overall fitness levels (Brighouse Run)

Additionally, students’ resilience, motivation, commitment, attitude and effort underpin each of the above elements and are all taken in to consideration when finalising assessment marks. Students are also encouraged to set their own targets each term and are assessed based on their success rate and effort to meet this. Progression We aim to provide all students in Key Stage 4 with the skill set, knowledge and motivation to pursue a sporting pathway and maintain a healthy & active lifestyle. We also aim to help develop each individual in to a respectful citizen and equip them with life-skills that can be taken beyond school and utilised in all aspects of life. Additionally, it is also an opportunity to enhance their sporting qualifications and experiences when applying for College, University or other Post 16 routes.

For more information please contact – Mr Wainwright (Head of P.E.)

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LEARNING 4 LIFE Including Citizenship Education, Personal, Social, Health & Economic Education and Careers Education, Information Advice & Guidance (CEIAG)

As a school we want to encourage all our students to be equipped with life skills and to be responsible, informed and active citizens. Through the extended morning tutorial programme and Super Learning Days, form tutors and external agencies will continue to deliver Personal, Social, Health and Economic Education and Citizenship, plus CWRE and IAG. Our aim is to prepare students to face the changes and challenges of life beyond school with confidence and to be able to function in a positive way as they move towards adulthood and to be active citizens within their communities. Across the three key stages, topics covered as part of our Learning 4 Life programme include: Equalities & prejudice (sexism, racism and homophobia) Financial planning E-safety Career planning Healthy eating and body image Democracy and the British Government Young people and English Law including work around The Prevent Strategy. Global development and conflict resolution The Media Drug & alcohol use & abuse Identity: Bullying, self-esteem and forming positive relationships Relationship and sex education There are also many opportunities to become actively involved in Citizenship activities and projects which are delivered across the school curriculum and as part of the enrichment activities offered including: Participation in the Bar Mock trial competition Involvement in elections for Youth Parliament School council Active fundraising including G-Nation We believe that all students have a right to develop into informed adults, fully understanding the rights and responsibilities of being a citizen. In our delivery of L4L we want students to: 1. Take responsibility for their action or inaction 2. Feel positive about themselves physically, academically, socially and emotionally 3. Feel equipped to participate within school and in the wider community 4. Be able to make real choices and decisions, considering social and moral dilemmas 5. Be able to meet with, talk with and work with different people 6. Develop friendships and relationships

7. Be able to access information for use within school and for their own purposes

For more information please contact – Mrs C Naylor (Head of Learning 4 Life and Head of Social Science)

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CAREERS EDUCATION, INFORMATION, ADVICE & GUIDANCE (CEIAG)

Careers Education The CEIAG programme forms part of the personal development programme within Learning for Life (L4L) and describes the planned provision to enable our young people to learn about careers, learning and work so that they can manage their own development and make life choices and decisions that will benefit their own wellbeing and contribute to the wellbeing of others.

The Careers Education Programme at Brighouse High School aims to: Raise aspirations, increase motivation and challenge stereotyping Support students to recognise barriers to their learning and achievement and to make informed

decisions and appropriate choices about the options Enable students to make a successful transition into employment, education or training and in line

with RPA legislation, support students into learning outcomes. Meet statutory requirements in terms of demonstrating how the Gatsby Benchmarks are met and

how the careers programme is embedded into school.

Key Features Economic wellbeing and financial capability Interview and job seeking skills Essential employability skills required for opportunities at Post 16 Career planning / action planning and job information

Study skills – to include revision and learning skills

Health & safety in the workplace

Access to a Careers Adviser in group work and 1:1 sessions

Through L4L sessions, students will also have access to Information, Advice & Guidance. The Careers section of Brighouse High School Website will enable students to access a wide variety of resources and information via the internet. We also have an excellent careers library on both sites where students can access information and discuss their career plans with staff and student librarians.

Full details of all CEIAG activities can be viewed in the Careers Section of the school website:

http://www.brighouse.calderdale.sch.uk/careers

Whilst Work Experience is no longer part of the KS4 provision, a large part of the careers programme involves employer engagement, outside speakers into Assemblies / Form groups and Super Learning Days, where we aim to widen students’ horizons and give them opportunities to explore the skills required for the world of work. Work Experience will be offered to all Year 12 students after AS examinations to explore the skills required for the world of work.

Brighouse High School holds the Quality in Careers Standard (awarded by C&K Careers as a licensed awarding)

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Careers Update for January 2021

Covid 19 Recovery Plan CEIAG is high on the agenda at BHS, and now, more than ever, as we enter a recession, our students need to be equipped with the skills and knowledge to manage their career decisions in a challenging and fast moving world of work. To do this effectively, during the current pandemic & post Covid, we will have to adapt some of our provision, to ensure that we are meeting our statutory requirements. While many of our careers activities / programmes can remain, it is unclear what restrictions will be in place for this academic year and beyond, for visiting speakers and work place visits. As part of our plan and to engage students with CEIAG, regular texts, emails and website posts will be shared, to encourage students to access our careers support. If the picture in coming months remains as it is now, much of our provision may continue to use digital platforms e.g. Google Classroom / Google Meet etc As this is an ever evolving situation, these plans may be subject to change.

For more information please contact – Mrs Aitken (Careers Leader / Head of IAG)

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RELIGIOUS STUDIES

Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline From 2016 the Religious Studies GCSE changed in line with recommendations made by the Department for Education. Students begin studying for the GCSE in year 9, and continue their studies in year 10 and 11. Religious Studies enables students to examine a range of different contemporary issues from both ethical and philosophical perspectives. They are encouraged to develop their own opinions whilst considering the beliefs and opinions of others, both religious and secular. The course will follow the AQA Specification A and will focus on the religious teachings and traditions of Christianity and Islam. Unit 1 – The study of Religion; this consists of the study of the beliefs, teachings and practices of Christianity and Islam. Students will know and be able to apply key teachings to a range of different situations. Unit 2 – Thematic Studies; this consists of applying different religious, ethical and philosophical beliefs to a range of contemporary themes including ‘Relationships and Families’, and ‘Religion, Crime and Punishment’. We shall also be looking at modern day issues such as peace and conflict.

Assessment 100% examination Two exams to be completed at the end of Year 11 Each exam covers one Unit and is 1hr 45 in duration.

Progression Religious Studies encourages students to analyse and evaluate different beliefs and ideas; they will explore the views of religious believers and apply teachings from Christianity, and Islam. The course allows students to develop critical thinking skills which can then be applied to a range of contemporary issues reflecting life in modern Britain.

For more information please contact – Ms Budler (Head of R.S.)

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BTEC LEVEL 1 / 2 CREATIVE MEDIA PRODUCTION

Awarding Body: Pearson Award (equivalence) Level 2 (Distinction*, Distinction, Merit and Pass) Level 1 (Pass and Merit) Course Outline The BTEC Creative Media Production course is a vocational qualification suitable for learners who want to become technology savvy designers and producers of technology products. The qualification gives students the opportunity to gain a broad understanding and knowledge of information and creative technologies through the review, design, creation and evaluation of their own products. Students will explore the fundamentals of technology and gain the practical skills, knowledge and understanding needed in this technological age. Through this qualification students will also gain valuable transferrable skills such as motivation, confidence and people/communication/team-working skills that will help them now and in the future. Component 1 – Exploring Media Products This unit will enable learners to explore a range of different media products including publishing, interactive and audio and visual. Learners will explore the content and purpose of digital media products, the styles and the use of digital design principles and idea generation and production process. Component 2 Developing Digital media production skills In this unit learners will experiment with a variety of media production skills and techniques to create a website. They will apply the technical skills they have learnt to build a website in response to a brief. Learners will finally reflect on their progress and use of skills in the unit suggesting ways on how they could improve. Component 3 – Responding to a brief This unit requires learners to apply digital skills and techniques by responding to a digital media brief. This is an external unit and learners will learn how to response to the brief, plan their response, apply skills and techniques to create a website and justify the process and outcome of their skills. Please note this qualification is subject to change

Assessment

Component 1 – Exploring Media Products (Internally assessed and externally verified) Component 2 Developing Digital media production skills (Internally assessed and externally verified) Component 3 – Responding to a brief (Externally assessed 9 hour examination)

Progression

Any level 3 ICT qualification including BTEC Nationals; A Level ICT; A Level Computing ICT related jobs post level 2 qualification include: Administration; ICT Technician Apprenticeship and more Any employer will look favourably on a candidate with an ICT qualification with skills in Microsoft Office applications. Any other further education training/courses/related jobs include: ICT Technician; Network Administrator; Network Engineer; Games Designer; Web Developer; Computer Programmer; ICT Teacher/Trainer Animator; Graphic Designer; Media

For more information please contact – Mrs Parr (Head of ICT/Computer Science)

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Students choose three subjects from the list below. At least one of your options must be Geography or History.

OPTIONS

Computer Science

Business and Communications Systems

Drama

Food Preparation & Nutrition

French

Geography

History

Vocational Qualifications

Graphic Design

Health & Social Care

Page 25

Page 27

Page 28

Page 29

Page 30

Page 31

Page 32

Page 40

Page 41

Page 42

Page 43

Page 24

Performing Arts

Health & Social

Page 33

Music

Fine Art

Business

Page 26

Design & Technology

Page 34

Photography

Vocational Qualifications

Enterprise & Marketing

edia AND GCSE

Graphic Media

Page 35

Physical Education

Textiles Design

Triple Science

Pages 36 & 37

Page 38

Page 39

German

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FINE ART

Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline GCSE Fine Art provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personal and developmental in nature. This course is all practical with a small written content and includes areas of experience such as painting, drawing and print, sculpture, ceramics, textiles, graphics, ICT etc. Each assignment also includes art appreciation or contextual studies, observation studies, research and development of initial ideas to a final outcome. The assignments are set to cover the course requirements but are very flexible and broad. Key Features 60 % coursework which is done from September of year 10 to Christmas of

year 11 40% exam. The exam starts on the 1st January of year 11 and is completed

over a 12 to 14 week period The exam consists of a preparation period and 10 hour exam

Assessment There are 4 assessment objectives Each is worth 25% Work is assessed by staff and then moderated by AQA

Progression The qualification is a strong foundation for further progression to Fine Art related courses such as A-level Fine Art, Textiles or Graphics, extended diplomas and enhanced vocational and career pathways. It can also be used as a preferred qualification in some creative careers.

For more information please contact – Mrs Brooke (Head of Art & Design)

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BUSINESS

Awarding Body: Edexcel Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline Whatever career you choose to follow, Business will be a really useful subject to you. During the two years you will find out how a range of businesses operate in the commercial world, and when you finally start working, you will have a better understanding of the world of work. It is particularly useful to anyone who is thinking of starting their own business.

Key Features Theme 1: Investigating Small Businesses

Enterprise and entrepreneurship – you will learn how and why business ideas come about. You will also explore the impact of risk and reward on business activity and the role of entrepreneurship.

Spotting a business opportunity – you will investigate how new and small businesses identify opportunities through understanding customer needs and conducting market research.

Putting a business idea into practice – this topic focuses on how a business makes an idea happen through identifying aims and objectives and concentrating on the financial aspects.

Making the business effective – you will explore a range of factors that impact on the success of businesses, including location, the marketing mix and the business plan.

Understanding external influences on business – you will learn how businesses respond to a range of external factors.

Theme 2: Building a Business

Growing the business – you will learn how businesses evolve and the impact of globalisation and the ethical and environmental questions facing businesses today.

Making marketing decisions – you will explore how each element of the marketing mix is managed and used to inform and make business decisions in a competitive marketplace.

Making operational decisions – this topic focuses on meeting customer needs through the design, supply, quality and sales decisions a business makes.

Making financial decisions – you will investigate the tools a business has to support financial decision making, including ratio analysis and the use of a range of financial information.

Making human resource decisions – growing a business means that decisions relating to organisational structure, recruitment, training and motivation need to be made to influence business activity. These aspects are considered in this final topic.

Assessment Theme 1: The paper consists of multiple-choice questions, short answer questions and extended

writing questions. 50% of the final mark.

Theme 2: The paper consists of multiple-choice questions, short answer questions and extended writing questions. 50% of the final mark.

Progression This GCSE leads to any form of Level 3 qualification. Students who study GCSE Business often go on to study A Levels in Business, Maths, Law, English, Psychology, and IT. They also study applied learning Level 3 qualifications in Business, Travel & Tourism or Law

For more information please contact – Miss Wardingley

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COMPUTER SCIENCE

Awarding Body: OCR Award (equivalence): GCSE

Course Outline The Computer Science GCSE course is only available as part of the STEM package (which also includes triple science, a humanity and a language).

Our GCSE in Computer Science is engaging and practical, encouraging creativity and problem solving. It encourages students to develop their understanding and application of the core concepts in computer science. The world depends on computers. In this GCSE you will learn how computers work, the networks they use and how programming can create solutions to everyday problems and future challenges. Computer Science combined with other subjects can open up a whole world of opportunities.

Key Features 1. Component 01: Computer systems introduces students to the central processing unit (CPU),

computer memory and storage, data representation, wired and wireless networks, network topologies, system security and system software. It also looks at ethical, legal, cultural and environmental concerns associated with computer science.

2. Component 2: Computational thinking, algorithms and programming Students apply knowledge and understanding gained in component 01. They develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic and translators.

3. Practical programming: Students are to be given the opportunity to undertake a programming task during their course of study which allows them to develop their skills to design, write, test and refine programs using a high-level programming language e.g. Python.

Assessment

Computer systems written exam 80 marks (1.5 hours, 50% weighting) Computational thinking, algorithms and programming written exam 80 Marks (1.5 hours, 50%

weighting) Practical programming

Progression Students at BHS beginning a GCSE (9–1) in Computer Science course have followed a Key Stage 3 programme of study and no additional subject knowledge is required. Having a computing qualification will provide you with the knowledge, problem-solving skills and logical thinking capabilities that serve as a competitive advantage in your career. Every industry uses computers, meaning computer scientists are important to every sector. This is a qualification that enables students to progress to A Level Computer Science or ICT qualifications.

For more information please contact – Mr Wall

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GCSE – DESIGN & TECHNOLOGY

Awarding Body: Edexcel Award (equivalence) 1 GCSE Grade 1 - 9

Course Outline Learners will have the opportunity to develop skills in making high quality products using woods, metal and polymers (plastics). They will be expected to make a range of products, prototypes and samples, applying technical and practical expertise to ensure that the product is fit for purpose. They will have the opportunity to use traditional skills and modern technologies.

Key Features

Develop a broad knowledge of materials, components and technologies

Develop practical skills to produce high quality functional prototypes and/or products

Be able to read, interpret and work from drawings, plans and instructions

Be able to produce working drawings and production plans

Develop an awareness of industrial practices and employment opportunities.

Assessment Component 1 Examination (1 hr 45mins) 50% of qualification The paper includes calculations, short-open and open-response questions as well as extended-writing

questions focused on: • analysis and evaluation of design decisions and outcomes, against a technical principle, for prototypes made by others • analysis and evaluation of wider issues in design technology, including social, moral, ethical and environmental impacts.

The paper is split into section A “core” and section B “material” categories. The main focus of our materials section will be based on timbers.

Component 2 Design & make project 50% of qualification

Three contextual challenges will be provided by the board each year in June, from which students must choose one to respond to. Students will produce a project, linked to their specialism, which consists of a portfolio and a prototype. There are four parts to the assessment:

Part 1: Investigate Part 2: Design Part 3: Make Part 4: Evaluate

Progression A-Level Design & Technology: Product Design Practical based apprenticeships

Product Design based further educational courses

For more information please contact – Mr Edwards / Mr Geall

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GCSE DRAMA

Awarding Body: OCR Award (equivalence): 1 GCSE Grade 9 - 1 Course Outline

What do you do? GCSE Drama consists of 3 Units; Devising Drama, Text Performance and Performance and Response. Devising Drama focuses on responding to stimuli provided by the exam board and will lead to you creating an original piece of theatre and keeping a working portfolio of the process. Text Performance will require you to perform two extracts from a published play. The final unit will focus on how to bring a play from page to stage, (how you will bring the play to life for an audience) as well as reviewing a play that you will watch live at the theatre.

Will it help me get a job?

YES! Some people may be of the opinion that you don’t need drama for a particular job but it does relate to all of them! As well as learning about drama, students will also develop their personal and social skills. This includes;

confidence

team working skills

presentation skills

communication skills

confidence

team working skills

presentation skills

communication skills which are all really desirable skills that an employer will look for in their employee. It also looks really good on your CV which is the first point of contact when applying for jobs. The above skills are essential in any job.

How will I be assessed?

Devising Drama You will explore a stimulus provided by the exam board. You will work in groups to create your own devised drama based on your exploration. You will work as a performer creating a portfolio and a final performance.

Non-examined assessment

30%

20% Portfolio 10% Performance

Presenting and Performing Texts You will explore a text and perform two scenes to a Visiting Examiner. You will work as a performer completing a pro forma and a final performance showcase.

Non-examined assessment

30%

20% Performance 10% Written pro-forma

Drama: Performance and Response Section A contains questions based on the study of a full text from a list set by the exam board. Section B contains an extended response analysing and evaluating live theatre.

Written Exam

1½ hours

40%

Progression This course leads onto GCE Drama & Theatre Studies and/or BTEC Level 3 Acting.

For more information please contact - Miss R Venus & Mr C Hornsby

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FOOD PREPARATION & NUTRITION

Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline This course uses food as a material in order to explore and develop practical skills. The emphasis is on the production of healthy products and gives candidates the opportunity to study nutrition, food science, food safety, food choice and food provenance.

Candidates choosing this course must understand that as part of their course they will be expected to select and obtain their own materials for manufacturing work. Key Features Develops skills in the research, development and production of food products Develops life skills and provides opportunities to work with a range of raw

materials and use a selection of equipment Promotes an interest in healthy eating Allows students to demonstrate their creativity in making of food products

Assessment Unit 1: Written Paper – undertaken in June of Year 11 (50%) Unit 2: Controlled Assessment – Food Investigation – October of Year 11

(15%) Unit 3: Controlled Assessment - Food Preparation – November of Year 11

(35%)

Progression ‘A’ level Science Vocational food handling course

For more information please contact – Mrs Burton / Mrs Aitken

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MODERN LANGUAGES – FRENCH

Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline The course will build on previous language learning experiences across Key Stage 3 and will further develop your ability to use languages effectively for the purpose of practical communication. The GCSE course is divided into four skill areas: listening (25%), speaking (25%), reading (25%) and writing (25%). The specification covers the following themes: Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment

Why Study a Language? You will have the ability to cope in everyday situations in French speaking countries Only 6.5% of the world’s population speaks English as their first language and 75% do not

speak any English at all. It is, therefore, unsurprising that having a language qualification on your CV will make a positive impression on employers

The course will help you to develop a range of key skills that employers and Higher Education establishments will look for, such as group working and communication skills

Assessment Listening (25%) – Final examination in Year 11 35 minutes (Foundation Tier), 45 minutes (Higher Tier) Speaking (25%) – Non-exam assessment in Year 11

7–9 minutes (Foundation Tier) + preparation time 10–12 minutes (Higher Tier) + preparation time Reading (25%) – Final examination on Year 11 Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) Writing (25%) – Final examination in Year 11 Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)

Progression The skills and attributes that pupils acquire in learning a foreign language are greatly valued by prospective employers and Higher Education establishments alike. Success at GCSE can prove useful as a gateway into a wide range of careers, including: International Law Teaching Travel and Tourism Export Sales Journalism

Hotel Management

For more information please contact – Mr Shingler (Head of MFL)

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GEOGRAPHY

Awarding Body: AQA A Award (equivalence) 1 GCSE Grade 9 - 1

Is this the right subject for me? If you enjoy: • learning more about the world we live in; • developing skills that are unique to geography but are also transferable; • completing some of your own practical work away from the classroom e.g. fieldwork; • learning through investigating and enquiry; • learning about the big issues within our society; then this GCSE Geography course is the ideal subject for you.

Key Features Unit 1, Living with the physical world

Topics include: The challenge of natural hazards (tectonics, hurricanes, climate change), Physical landscapes in the UK (coasts & rivers), The living world (ecosystems, tropical rainforests and hot desert environments), and Geographical skills.

Unit 2, Challenges in the human world Topics include: Urban issues and challenges, The changing economic world, The challenge of resource management, and Geographical skills.

Unit 3 – Geographical Application Topics include - Fieldwork at Flamborough Head and Salford Quays, a Decision Making Exercise (DME) and Geographical skills.

Assessment Unit 1 – Living with the physical world, written examination worth 35% of your GCSE and

lasting for 1 hour and 30 minutes. Unit 2 – Challenges in the human world, written examination worth 35% of your GCSE and

lasting for 1 hour and 30 minutes. Unit 3 – Geographical Application, written examination worth 30% of your GCSE and last

for 1 hour 15 minutes.

Progression GCSE Geography offers you a chance to develop skills which are transferable, such as: analytical writing, handling data, interpreting maps, graphs and photos and explaining detailed geographical processes. Daily news often comments on geographical issues that you will study in the classroom. If you want to study a subject that tackles the big issues within our society, geography is the subject for you. Geography is also recognised as a facilitating subject at A-level, this means that the top twenty-four universities in our country recognise Geography as an important subject which is worth studying if you wish to get on their degree courses.

For more information please contact – Mr Davies or Miss Craig (Co-Heads of Geography)

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MODERN LANGUAGES – GERMAN*

Awarding Body: AQA

Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline The course will build on previous language learning experiences across Key Stage 3 and will further develop your ability to use languages effectively for the purpose of practical communication. The GCSE course is divided into four skill areas: listening (25%), speaking (25%), reading (25%) and writing (25%). The specification covers the following themes: Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment

Why Study a Language? You will have the ability to cope in everyday situations in German speaking countries Only 6.5% of the world’s population speaks English as their first language and 75% do not

speak any English at all. It is, therefore, unsurprising that having a language qualification on your CV will make a positive impression on employers

The course will help you to develop a range of key skills that employers and Higher Education establishments will look for, such as group working and communication skills

Students of German will be invited to take part in our German Exchange during Year 10

Assessment Listening (25%) – Final examination in Year 11 35 minutes (Foundation Tier), 45 minutes (Higher Tier) Speaking (25%) – Non-exam assessment in Year 11

7–9 minutes (Foundation Tier) + preparation time 10–12 minutes (Higher Tier) + preparation time Reading (25%) – Final examination in Year 11 Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) Writing (25%) – Final examination in Year 11 Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)

Progression The skills and attributes that pupils acquire in learning a foreign language are greatly valued by prospective employers and Higher Education establishments alike. Success at GCSE can prove useful as a gateway into a wide range of careers, including: International Law Teaching Travel and Tourism Export Sales Journalism

Hotel Management

For more information please contact – Mr Shingler (Head of MFL)

*German is by invitation only

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HISTORY

Awarding Body: Pearson Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline Students will sit three examinations. They are as follows:

Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city. This exam is one hour and fifteen minutes and is 30% of the overall grade.

Weimar and Nazi Germany 1918-1939. This exam is one hour and 20 minutes and is 30% of the overall grade.

Anglo-Saxon and Norman England, c1060–88 and Superpower relations and the Cold War, 1941–91. This exam is one hour and forty five minutes and is 40% of the overall grade.

Key Features

1. Germany 1918 – 1939. The content focuses upon post war Germany and the Weimar Republic, the Stresemann years, the emergence of the Nazi Party and life in Nazi Germany.

2. Crime and punishment in Britain c1000-present: This focuses on how the definition of crime and the way punishment has changed over the last 1000 years. There is a case study looking at the development of policing and police methods in Whitechapel in London from 1870-1900

3. Superpower Relations and the Cold War This unit gives students an opportunity to study the changes in international relations through the era of the Cold War 1943–1991 and the factors bringing about these changes. Content includes; origins of the Cold War, the division of Berlin, the Cuban missile crisis, the roles of Reagan and Gorbachev and the ending of the Cold War.

4. Anglo-Saxon and Norman England: This unit focuses on the Norman Conquest, how William I secured his throne, life under William in Norman England and his relationships with his sons.

Assessment •Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city. This exam is one hour and fifteen minutes and is 30% of the overall grade. •Weimar and Nazi Germany 1918-193. This exam is one hour and 20 minutes and is 30% of the overall grade. •Anglo-Saxon and Norman England, c1060–88 and Superpower relations and the Cold War, 1941–91. This exam is one hour and forty five minutes and is 40% of the overall grade.

Progression This course provides students with knowledge and understanding of England in Medieval times as well as looking at some social history through the Crime and punishment unit. It also provides understanding of modern political history. It offers a fascinating and enjoyable insight into understanding the world around us. It also provides students with a range of investigative skills, which are highly valued by employers as students develop skills of analysis, evaluation and interpretation.

For more information please contact – Ms White (Head of History)

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MUSIC Awarding Body: Eduqas Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline Music continues to be a mainly practical subject at GCSE and is an extension of the music studied at Key Stage 3. The emphasis is on the learner’s ability to perform, compose and listen to music of all styles. As this course is 30% performing, it is essential that learners are already confident in playing an instrument or singing (or both) and it is highly recommended that they have individual instrumental or vocal lessons to support their studies. It is vital that learners strive to improve the standard of their performance over the two years as this provides the ‘backbone’ of the course. The keyboard skills and an understanding of musical theory and chords gained in lower school continue to be used as an aid to composition and listening activities.

Typical activities Each week there are two or three periods of music. They are usually divided as follows: 2 periods composition/performance activities 1 period theory/listening (this involves listening to a wide variety of styles, both classical and modern)

All elements of the course are linked to the following Areas of Study: Area of Study 1 Musical Forms and Devices (Western Classical Music 1600-Present Day) Area of Study 2 Music for Ensemble Area of Study 3 Film Music Area of Study 4 Popular Music

Learners will be required to study two ‘set works’ in depth that will be examined as part of the written examination

a) Badinerie – J.S. Bach, Final movement, Orchestral Suite No.2 in B minor. b) Africa - Toto

Assessment

Performing Music Total Duration of Performance 4-6 minutes of at least Grade 3/4 standard. Internally assessed by teacher and externally moderated. A minimum of two pieces, one must be an ensemble performance- the other may be a solo or ensemble performance. One piece must be linked to one of the areas of Study

Non-examined assessment

30%

Composing Music Total Duration of Compositions 4-6 minutes accompanied by a written log describing the composition process. Internally assessed by teacher and externally moderated. Two compositions, one which must be in a response set by Eduqas, The second is a free composition in which learners set their own brief.

Non-examined assessment

30%

Listening and Appraising Written Examination 1hr 15mins Externally assessed Learners answer two extended questions from each of the areas of study, two of which will be linked to the set works.

Written Exam

1 .15 hours

40%

Progression College course in Performing Arts/Music/Music Technology at BTEC level3 or AS Music/Music Technology depending on the qualification gained. Careers in Music can cover a vast expanse and musicians don’t necessarily enter a musical career as transferable skills enable them to pursue additional avenues if they so wish. The obvious career opportunities in music are performing, teaching, the recording industry, television and radio. In addition to this colleges and employers always have a high regard for anyone who has learnt to play a musical instrument, as it says a lot about the person in terms of commitment and self-discipline. Therefore, for any career, music is always a positive asset. If you enjoy playing an instrument/singing and are confident doing so, then you have the opportunity to continue to use this skill to help you gain a good GCSE.

For more information please contact - Miss R Venus, Mr C Hornsby or Ms. A Luck. You could also talk to instrumental teachers to find out more about the performance standard required.

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PHOTOGRAPHY

Awarding Body: AQA Award (equivalence) 1 GCSE Grade 9 - 1

Course Outline GCSE Photography provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personal and developmental in nature. This course is mainly practical but there is a requirement of a large amount of written content though out the course. We mainly cover digital photography, but some traditional areas may be touched on. Each assignment also includes contextual studies, photo-shoots, a large amount of ICT work, research and development of initial ideas to a final outcome. The assignments are set to cover the course requirements but are very flexible and broad. Ideally it would suit those thinking about following through to A level Photography and those with a keen interest in exploring photography beyond ‘taking a nice picture’. Having your own digital camera would help Key Features 60 % coursework which is done from September of year 10 to Christmas of year 11 40% exam. The exam starts on the 1st January of year 11 and is completed over a 12 to 14

week period

The exam consists of a preparation period and 10 hour exam

Assessment There are 4 assessment objectives Each is worth 25% Work is assessed by staff and then moderated by AQA

Progression The qualification is a strong foundation for further progression to Photography related courses such as A-level Photography, Graphics, extended diplomas and enhanced vocational and career pathways. It can also be used as a preferred qualification in some creative careers.

For more information please contact – Mrs Brooke (Head of Art & Design)

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PHYSICAL EDUCATION GCSE Awarding Body: Edexcel Award (equivalence) Single Award GCSE Grade 9 - 1

Course Outline Students in Key Stage 4 can choose to further develop their sporting education by studying an academic GCSE in Physical Education. Within GCSE Physical Education, students are assessed on their theoretical understanding of sport as well as their practical sporting performance. As such, students should have a keen interest in PE and sport, in particular the scientific theories and principles behind it. In addition, students should be competent and well-rounded athletes who are capable of performing to a high standard in at least three different sports.

Key Features The GCSE PE programme will involve students accessing TWO theory based lessons and ONE

practical lesson each week (In addition to their core PE lesson of one hour).

GCSE Physical Education consists of four components; Two externally-examined papers which are both undertaken at the end of Year 11 and two non-examined assessment components; Component 1 - 1 hour and 45 minute theory based examination on Fitness & Body Systems;

Applied Anatomy & Physiology Movement Analysis Physical training

Component 2 - 1 hour and 15 minute theory based examination on Health & Performance; Health, Fitness & Well-Being Sports Psychology Socio-cultural Influences

Component 3 - Practical Performance in THREE sporting disciplines; 1 x Team Sport 1 x Individual Sport Choice between either a Team or Individual sport.

It is essential that the student has a high level of skill in each sport, can apply this in competitive game

situations, and demonstrate an in-depth knowledge of the rules, regulations & tactics. Students can only be assessed in activities listed on the approved Pearson exam board specification

(See following page).

Component 4 - Designing, Performing and Analysing a Personal Exercise Programme (PEP). Critically analyse your own sporting performance. Devise an exercise programme to improve identified weaknesses. Conduct, analyse and evaluate the success of the programme.

Assessment 36% of the overall GCSE PE qualification is based on Component 1 - Examination 24% of the overall GCSE PE qualification is based on Component 2 - Examination 30% of the overall GCSE PE qualification is based on Component 3 - Practical Performance 10% of the overall GCSE PE qualification is based on Component 4 – Personal Exercise Programme

Progression The content of this GCSE equips students to continue their studies in to sport and physical activity through A level PE & BTEC Sport related courses. This can then lead to Higher Education, University and careers in areas such as Sports Science, PE Teaching, Physiotherapy, Professional Sports and Sports Coaching.

For more information please contact – Mr Wainwright (Head of P.E.)

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Team Activities Forbidden combinations and rules Association football Cannot be five-a-side or futsal

Badminton Cannot be assessed with singles/individual badminton

Basketball Cannot be ‘street basketball’

Camogie Cannot be assessed with hurling

Cricket

Dance Acceptable dances include: ballet, ballroom, contemporary/modern, hip-hop, jazz, salsa, street, tap

Gaelic football

Handball

Hockey Must be outdoor field hockey, not ice hockey or roller hockey

Hurling Cannot be assessed with camogie

Lacrosse

Netball

Rowing Cannot be assessed with sculling, canoeing, kayaking or a rowing machine.

Rugby League league Cannot be assessed with rugby union or rugby sevens – cannot be tag rugby

Rugby union Can be assessed as sevens or fifteen-a-side. Cannot be assessed with rugby league, cannot be tag rugby

Squash Cannot be assessed with singles/individual squash

Table tennis Cannot be assessed with singles/individual table tennis

Tennis Cannot be assessed with singles/individual tennis

Volleyball

Specialist Team Activities Blind cricket Powerchair football Goal ball Table cricket Wheelchair basketball Wheelchair rugby

Individual Activities Amateur boxing

Athletics

Badminton Cannot be assessed with doubles

Canoeing Cannot be assessed with kayaking, rowing or sculling

Cycling Track or road cycling only

Dance This can only be used for one activity

Diving Platform diving

Golf

Gymnastics Floor routines and apparatus only

Equestrian

Kayaking Cannot be assessed with canoeing, rowing or sculling

Rock climbing Can be indoor or outdoor

Rowing Cannot be assessed with sculling, canoeing or kayaking.

Sculling Cannot be assessed with rowing, canoeing or kayaking

Skiing Outdoor/indoor on snow; cannot be assessed with snowboarding. Must not be dry slopes

Snowboarding

Squash Cannot be assessed with doubles

Swimming Not synchronised swimming

Table tennis Cannot be assessed with doubles

Tennis Cannot be assessed with doubles

Trampolining

Specialist Individual Activity

Boccia

Polybat

For more information please contact – Mr Wainwright (Head of P.E.)

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ART & DESIGN: Textile Design

Awarding Body: AQA

Award (equivalence) GCSE Grade 9-1

Course Outline GCSE Textile Design provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests with a wide range of textiles techniques and processes. This course is all practical with a small written content and includes areas of experience such as fashion design, drawing and print, surface pattern, machine embroidery, dyeing and garment construction etc. The course will allow students to develop an in depth understanding of shape, form, texture, pattern and colour. Each assignment also includes researching the work of inspirational artists and designers, observational studies and development of initial ideas to a final outcome.

Key Features 60 % coursework - completed from September of year 10 to Christmas of

year 11 40% exam - starts on the 1st January of year 11 and is completed over a 12 to

14 week period. The exam consists of a preparation period and a 10 hour practical exam.

Assessment There are 4 assessment objectives Each is worth 25% Work is assessed by staff and then moderated by AQA

Progression The qualification is a strong foundation for further progression to Art and Design related courses such as A-level Art and Design, Textiles or Graphics, extended diplomas and enhanced vocational and career pathways. It can also be used as a preferred qualification in some creative careers in fashion or textile design.

For more information please contact – Miss Hardcastle

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GCSE TRIPLE SCIENCE

Awarding Body: AQA Award (equivalence) 3 GCSEs

Course Outline Science is a fundamental part of our everyday lives. It helps to explain so much of the world around us

and enables advances in many areas, including health, communication, the environment and leisure.

Science GCSEs are an essential qualification for a very wide range of jobs and higher level qualifications.

GCSE Triple Science is a course that is aimed at students with not only a great interest in Science, but also a desire to study the subject in greater depth, and to progress to study science at a higher level in the future.

All students are now required to take either the Combined Science (Dual Award) GCSE or Triple Science GCSE.

Key Features Each of the three Science subjects is taught separately by subject specialists. The course comprises of three separate science GCSEs; Biology, Chemistry and Physics. Each GCSE is a two year linear course, with all exams in the summer term of Year 11. Students will complete 28 compulsory practicals throughout the duration of the course; these practicals

will develop essential investigative skills and also support the understanding of the relevant topic areas. Triple Science counts as one option and students are taught for 8 hours per week. Please note that students with the aptitude necessary for this demanding course will be invited to

take Triple Science as an option.

Assessment The course is assessed entirely through two written examinations per subject.

All new GCSEs are graded from 9-1; students taking Triple Science will be awarded three individual grades.

Although there is no longer any element of controlled assessment, practical work remains a stimulating and essential part of the new science GCSE courses. The understanding and skills gained from these practicals will be assessed in the written examinations.

Progression

Students taking Triple Science can progress to take single sciences at A-level, or the Applied Science BTEC Level 3 Extended Certificate.

For more information please contact – Sandip Samaddar, Head of Science

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(Vocational Course) ENTERPRISE & MARKETING

Awarding Body: OCR Award (equivalence) Level 2 Cambridge National Certificate in Enterprise & Marketing Graded: Pass, Merit, Distinction or Distinction * (equivalent of 1 GCSE Grade 9-1)

Course Outline Whatever career you choose to follow, OCR Enterprise & Marketing will be a really useful subject to you. During the year you will find out how a range of businesses operate in the commercial world, and when you finally start working, you will have a better understanding of the world of work. This is a very practical course which involves a good deal of work on computers.

Key Features Unit 1: Enterprise and Marketing Concepts In this unit, you will find out about the main activities that will need to happen to support a start-up business and what the key factors are to consider when starting up a business. You will learn how and why customer segmentation is used and how to target a customer market. You will also develop an understanding of how businesses attract and retain customers and the techniques they use when developing products. Unit 2: Design a Business Proposal In this unit your task will be to design a product proposal to meet a business challenge scenario. You will need to undertake market research and use the research outcomes to generate product design ideas. You will also learn how to complete financial calculations to select a suitable pricing strategy and determine whether your proposal is financially viable. Unit 3: Market and Pitch a Business Proposal In this unit, you will prepare a promotional plan for your product proposal, developed in Unit 2. You will learn about the branding and promotional methods that businesses use.

Assessment Unit 1: External examination. 50% of the final mark Units 2 and 3: Coursework assessment. 50% of the final mark

The unit 1 examination will be sat in Year 10 and there will be an opportunity to re-sit the examination in Year 11.

Progression This OCR qualification leads to any form of Level 3 qualification. Students who study Level 2 Award in Enterprise & Marketing often go on to study OCR Level 3 Business or A Level Business. They also often choose subjects such as IT, Law, English, Psychology, and Travel & Tourism.

For more information please contact – Miss Oldfield

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(Vocational Course) TECHNICAL AWARD – GRAPHIC DESIGN Awarding Body: NCFE Award (equivalence) Level 1 – Credit/Advanced Credit Level 2 – Pass –Distinction* Course Outline The Level 1/2 Technical Award in Graphic Design will enable learners to demonstrate their practical skills and experience in a similar way to those developing promotional materials in industry. Learners will be expected to make a range of products, prototypes and samples, applying technical and practical expertise to ensure that the product is fit for purpose. Learners will have the opportunity to use traditional skills and modern technologies, including digital. This course will be of special interest to candidates who enjoy presenting their work to full effect and developing graphic skills to specialist levels. The course enables students to develop skills using industry standard software packages such as Adobe Photoshop & Illustrator. Pupils will also be encouraged to develop skills using 2D Design Tools and the manufacture of products using the laser cutter.

Key Features Access to industry software: Adobe Creative Suite Develop graphics for both 2D & 3D objects Design posters, magazine layouts and packaging Applied study of the graphic design sector

Assessment Unit 1: Introduction to graphic design – Develop an understanding of the components of

graphic design through physical and / or digital materials and techniques. Unit 2: Graphic design practice – Explore design disciplines, examine the work of

recognised designers and use their understanding to identify successful design practice. Unit 3: Responding to a graphic design brief – Learners will analyse the requirements of a

graphic design brief. Learners will develop ideas to meet the brief. Unit 4: Graphic design portfolio – Exploring work in the graphic design industry, by

looking at different ways to present work to understand different types of portfolio.

Progression A-Level Art & Design: Graphic Communication

A-Level Art & Design: Art / Photography

Graphics / Illustration based further educational courses

For more information please contact – Mr Edwards or Mr Geall

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(Vocational Course) BTEC HEALTH & SOCIAL CARE – (Level 2 Tech Award)

Awarding Body: Pearson Award (equivalence) Level 2 Tech Award In Health and Social Care Graded: Pass, Merit, Distinction or Distinction * (equivalent of 1 GCSE Grade 9 - 1)

Course Outline Health and Social Care is all about looking after people. This might include people staying in hospital, young children, the elderly, or people with mental or physical disabilities. For this subject there are three weekly lessons.

Key Features We explore the role of the NHS and how babies develop through their life into old age. Component 1: Human Lifespan Development

The challenges people face in life and their ways to cope with life events such as divorce, moving house, starting a family or redundancy

Component 2: Health and Social Care Services and Values How to safeguard vulnerable people, promote choice, and how to treat people fairly and with dignity

Component 3: Health and Wellbeing Understanding health plans and obstacles faced by those needing support with their health

Past pupils have enjoyed the variety of tasks offered, which include role plays, making presentations, completing tables, and producing posters or leaflets. This course is suitable for students who enjoy the rigours of coursework and are interested in focusing on the Health Care Sector.

Assessment Component 1 and 2: Coursework assessment. 60% of the final mark Component 3: 2 hour Exam. 40% of the final mark

In order to pass the course pupils must complete and achieve a Level 1 Pass grade in ALL units of work. Component 3 will be taken in February 2023 with 1 opportunity to re-sit in May 2023. Those not achieving the required grades may be awarded a Level 1 Pass

Progression Students passing the course may progress to Level 3 courses at sixth form or college. Some pupils secure apprenticeship placements with local children’s nurseries.

For more information please contact – Mrs Levy

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(Vocational Course) BTEC PERFORMING ARTS (Level 2 Tech Award)

Awarding Body: Pearson Award (equivalence): BTEC Level 2 Tech Award In Performing Arts Graded: Pass, Merit, Distinction or Distinction*

Course Outline This course allows you to study acting, dance and/or musical theatre, giving you the opportunity to develop knowledge and technical skills in a practical learning environment. You will examine the roles and responsibilities of different performance artists and practitioners such as actor, dancer, choreographer, director, writer and designer; as well as the different approaches and styles used, such as comedy, ballet or musical revues. You will also develop key skills, such as being able to respond to and interpret different ideas given to you; and you will be experiencing first-hand the ways in which performance artists work through the development of ideas, rehearsal and then performance.

Assessment You will carry out tasks or mini-projects throughout the course. Your teacher will mark these, which will give you an idea of how you are getting on. Towards the end of the course you will do one larger project in acting, dance or musical theatre, to devise and deliver a workshop performance to a specific audience from a brief that will be given to you.

Component 1 - Exploring the Performing Arts

Aim: get a taste of what it’s like to be a professional actor, dancer or musical theatre performer.

Explore performance styles, creative intentions and purpose. Investigate how practitioners create and influence what’s performed. Discover performance roles, skills, techniques and processes.

Internally Assessed Assignments

30%

Component 2 - Developing Skills and Techniques

Aim: develop skills and techniques in the chosen discipline(s) of acting, dance and musical theatre.

Take part in workshops, classes and rehearsals, gain physical, interpretative vocal and rehearsal skills. Apply these skills in performance. Reflect on progress performance and how to improve.

Internally Assessed Assignments

30%

Component 3 - Responding to a Brief

Aim: consider how practitioners adapt their skills for different contexts, and put this into practice in a performance based on a set brief.

Use the brief and previous learning to come up with ideas. Build on skills in classes, workshops and rehearsals. Review the process and perform a piece to a chosen audience. Reflect on the performance in an evaluation report.

Externally Assessed Assignments

40%

Progression When you have completed the qualification, you will have developed a practical understanding of the performing arts sector, and the roles and responsibilities of the people involved in performing arts industries. After you have finished the course, you may want to go on to further study such as A levels, BTECs or a mixture of both. Or you might want to find work in performing arts, as an apprentice or a trainee.

For more information please contact – Miss R Venus & Mr Hornsby

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Part 7 What to do and what not to do

DO make a balanced choice of subjects; choose subjects which YOU like, perform well in and interest YOU; read the information fully; discuss your strengths and weaknesses with your SUBJECT TEACHERS (they can still help

online); discuss options with your TUTOR and your PARENTS (they know more than you think!);

contact the Careers staff for advice; realise that virtually all courses lead to a certificate qualification; understand that there are equal opportunities for boys and girls in ALL subjects; realise that the decisions you will be making are vital for next steps and steps for the next few

years; try to be sure that you are happy with your choice. You are the one who is going to follow it

through; these choices matter.

DON’T

think you can drop all subjects. You MUST do ENGLISH, Maths and Science; make your mind up before you know ALL the facts; set your heart on one future career; think you can switch subjects once you have started the course; choose a course because your friends have done so. Their abilities and interests may be

different to yours; let like or dislike of a teacher influence your choice. It is more often than not impossible to say

which teacher you will get at the time you make your choice; choose (or ignore) a subject because of your elder brother or sister; think any subjects are ‘soft options’. You will have to work hard for ALL of them; choose a subject you know nothing about. Find out about it; listen to advice from people who know nothing about courses at this school; think some subjects are just for boys or just for girls. ALL are available to both on an even

footing! make any decision hastily or lightly; Finally, do not panic. There are lots of people who are willing to help you.

FOR STUDENTS WHO STILL NEED HELP, CONTACT MR MORRIS WHO WILL ARRANGE AN APPOINTMENT

TO DISCUSS YOUR OPTIONS IN MORE DETAIL.

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Part 8

Dates to Remember

Thursday 28th January 2021 – Options booklet available on the website and paper copies posted out

Monday 1st February – Options videos and information available on the website

Tuesday 2nd February to Thursday 4th February 2021 – Individual online interviews with students and parents / carers

Friday 12th February 2021 – Complete the Online Choices Form

June 2021 – Choices confirmed