HIGH SCHOOL

THE

The Year Nine options process is the first time in most student's school careers when they are faced withsignificant choices to make. The choices that they make will not only affect what they study for the nexttwo years but also open doors to employment and further study.

At The Whitby High School we are committed to every student achieving their potential and it is thereforevital that they make informed and sensible option choices.

Every child is unique, so at The Whitby High School we offer a Curriculum that is personalised to meetthe needs of all our young people. Being a large school we are able to offer an exceptional range ofsubject choices across four Learning Pathways. Students will be advised as to which Pathway will bemost suitable for them to follow so that they can truly achieve their potential.

Please take some time to look through this option booklet to enable you to gain an appreciation of thesubjects on offer.

I look forward to welcoming you to the forthcoming Year 9 Options Evening where you will be able to gainmore information about courses and the options process.

Mr B Heeley

Headteacher

Prepare Achieve Care Enjoy

This Pathway is for students who aim to progress to Advanced Level study followed by Higher Education and/or employment with training. These students will study the core curriculum whichmay include Separate Sciences, GCSE Statistics, English Language and English Literature. Studying Separate Sciences will place learners in a strong position to progress into Advanced Levelstudy in the sciences, and for those who wish, graduate studies in science including Medicine, Dentistry, Veterinary Science, etc.

Students will choose four optional subjects and all students will be eligible for the English Baccalaureate (EBacc). The English Baccalaureate is a compositequalification consisting of GCSEs in English Language, Mathematics, Science, History or Geography and a Modern Foreign Language, all at Grade ‘C’ or above.

Pathway A is for students who aim to progress to Advanced Level study followed by Higher Education and/or employment with training. These students will study the core curriculum includingCombined Science, English Language and English Literature. Students will follow the core curriculum plus four optional subjects.

Students will be eligible for the EBacc if they choose to study a Humanities subject and a Modern Foreign Language.

A ‘Pathway’ is a route through the curriculum. At The Whitby High School,we have pathways aimed at four different types of learners.Students will receive a different Options Preference Form depending uponthe pathway that they will follow

This Pathway is designed for students who are motivated by a vocational and practical curriculum. This Pathway prepares students for Advanced Level study, Modern Apprenticeshipsand Higher Education.

These students will study the core curriculum including Media/ICT; they will also spend slightly more time studying English Language, English Literature and Mathematics in order togive them the best chance possible of achieving their potential in these vital subjects. Students will follow the core curriculum plus option subjects.

Students will follow the Core Curriculum and an Options Curriculum tailored to meet their specific needs. They will study a range of academic and vocational courses such as GCSE’s,BTECs and ASDAN. In addition they will also spend slightly more time studying English Language and Mathematics.

This Pathway prepares students for Further Education or employment with training. Students will follow the core curriculum plus take part in an extended workplacement.

All Students will follow a consisting of English, English Literature,Mathematics, Physical Education, Personal and Social Education/Citizenship, ReligiousEducation and Science.

In addition to the Core Curriculum students will usually choose additional subjects tostudy. One choice must be made from each option block.

Students will be introduced to a variety of experiencesexploring a range of two and three dimensional media,techniques and processes. They will explore relevant images,artifacts and resources relating to a range of art, craft anddesign from the past and recent times, which should beintegral to the investigating and making process.

Responses to these examples must be shown throughpractical and critical activities which demonstrate thestudent's understanding of different styles, genres andtraditions. Students will explore drawing for different purposesand needs, and will use sketchbooks to support their work.

Students should produce practical and critical/contextual workassociated with both of the endorsements listed. They mayalso explore and develop ideas by combining and overlappingthe areas of study:

Fine Art: drawing, painting, mixed media, printmaking,photography.

Three-Dimensional Design: ceramics, sculpture, card/paperconstruction, body adornment, environmental art and design.

All children areartists.The problem ishow to remainan artist oncehe grows up"

Pablo Picasso

Component 1:Portfolio of workControlled Assessment - set and marked by centre and moderated by AQA96 marks - 60%Candidate portfolio selected from work undertaken during course of studyand must include more than one project.

Component 2:Externally Set TaskQuestion papers issued from 1 January.Marked by centre and moderated by AQA - 96 marks - 40%Unlimited preparation time10 hours of supervised study.Candidates respond to their chosen starting point.

Art and Design is a totally practical course with very little written work(Just artist research/brief sketchbook annotation/process write-ups/evaluations). Art and Design is a good choice at GCSE for a creative personand if you think you might be interested in pursuing a career in theArt and Design industry, early years/primary education, secondary (art)education, architecture, floristry, hairdressing/beauty, computer gamedesign or even running an art gallery!

This course uses digital cameras and image editing software to produce creativeoutcomes from photographic images – it is not a pure photography course.You will learn how to use digital cameras and you will learn how to use a range ofimaging editing software. The course links very well with ICT, Media Studies andother Art courses.

Component 1 is a personal portfolio and requires students to take a collection ofphotographs. It is important that anyone taking the course is motivated andprepared to work hard in their private time to learn new skills and to takephotographs.

The ownership of a camera is not essential as candidates are allowed to borrowthem from the school. However, candidates having their own cameras have theadvantage of being able to take photographs at any time and not justwhen there are cameras available for loan.

The examination is 100% coursework and it is carried out under controlledconditions. It is made up of two elements:

Component 1: Art and Design Portfolio 60%A portfolio of work responding to a self selected brief or scenario with a clientfocused. Context – this assignment will take approximately 45 hours from researchto completion.

Component 2: Art and Design OCR - Set TaskAn exam board set task taking 10 hours of working task on a given theme.Research and preparation is undertaken in advance.

Studying, through projects, a variety of areas of music. We look at themusic business and career opportunities within the music business.You then have a choice of two other topics that are practical, researchbased or a mixture.

There are opportunities to study for GCSE Music and to take othermusic exams on your instrument.

There are many opportunities to enrich your music education throughplaying, organising events, working in the studio and following yourown interests. Music lessons are available in a wide range ofinstruments. You will be given many opportunities to perform and beinvolved in making music at the Whitby High School

You will study 4 components that are assessed by the teacher. You willbe given opportunities to improve your work.

Awards are given at Pass, Merit andDistinction Level.

Students will develop a multitude of skills, including collaboration,communication and an understanding of how to amend and refine work inorder to make a smooth transition to the next level of study.

Students will study one complete and substantial performance text and twokey extracts from a second contrasting performance text. The texts must bestudied to gain a practical understanding of drama.

Students will also participate in a minimum of two performances, one devisedand one from a performance text, which has been studied as part ofthe course.

Participation in theatre visits

Component 1 - Devising - 40%Internally assessed and externally moderatedStudents devise a piece of theatre, which they then perform.They will record the process in a portfolio.

This component deals with devising, which is an exciting and challengingopportunity to work collaboratively with others to explore a range of stimuliin order to create an original performance piece.

Component 2 - Performance from Text - 20%Externally assessed by a visiting examinerPerformance of two extracts from a text

Understanding a performance text is fundamental to the subject, as thisprovides students with opportunities to explore plot, structure, narrativeand stories from around the world and from different time periods.

Component 3 - Theatre Makers in Practice - 40% - Written examChoice of one set text from eight. Must be explored practically.Evaluation of a piece of live theatre they have seen.Sec A: Questions on a set textSec B: Live Theatre Evaluation

This component focuses on the work of theatre makers and the theatricalchoices that are made by crucial members of the creative and productionteam in order to communicate ideas to an audience.

This Course is a fantastic chance to gain a GCSE in Dance. TheDance Course includes the GCSE qualification and gives you theopportunity to explore styles of Dance especially Contemporary!

This area will be full of practice, practice and practice somemore!This section allows you to work with professional dancers andwork closely with your peers to improve your own dance styleand knowledge of moves.

This section, for some pupils can be the best section as it givesyou a chance to make your own piece of dance choreographyand be as creative as you like. There are 2 opportunities tochoreograph in Year 11 – The 1st allows you to use aProfessional Dance work to gain movement ideas and the 2nd

allows you to pick your own theme. The 2nd opportunityrequires you to be passionate about your theme and mustinspire you to want to work hard on your idea. Choosing theright music is your job too and this can be very exciting.

You will see many Dance performances and videos over theduration of the course so that in the short summer examinationyou will be confident to answer questions and make referenceto professional dance works.

Course Content

Additional Information

In both Year 10 and Year 11 you will work on your GCSE course(AQA) which is mostly practical but is assessed at the end of Year11 instead of during the year.You will complete the following units in GCSE:

The Dance Course is a fantastic course and will provide you witha lot of experience if you want to become a professional dancer,teacher or instructor.This course will also lead into the Level 3 BTEC course in 6th

Form and compliments Drama and Music.

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Component 1 – A British Thematic Study

Examples could include:Crime and Punishment, 500 AD to the Present Day Britain: Migration,Empires and the People

Component 2 – A British Depth Study

Examples could include:Norman England 1066-1100The Elizabethan Age, 1588-1603

Component 3 – A Non-British Thematic Study

Examples could include:The development of the USA, 1929-2000

Component 4 – A Non-British Depth Study

Examples could include:Germany in Transition, 1919-1939Conflict and Tension, 1950-1975

September 2016 will see a substantial change to the wayHistory is taught and examined across England followingalterations to the agreed curriculum.

In fact, as the situation stands, two of the majorexamination boards have not even had their coursesaccredited yet.  As such, it would be foolish at this stage,to commit to any particular board until there is a clearpicture of what is on offer.

What is clear is that History will remain a much soughtafter qualification, held in high regard by all sixth forms,colleges and universities and an essential element of theprestigious English Baccalaureate Qualification.

The recent emphasis on modern history at GCSE is tobe replaced with a range of options which cover morethan 1000 years of history and a higher percentage ofBritish History. The controlled assessment element hasdisappeared and students will now be examined on allaspects of the course at the end of year 11, throughwritten examinations.

There are three main areas of Geography.

Changing physical and Human Landscapes:

Includes the study of rivers and their landforms, coasts, UKlandscapes, Rural-Urban geography, challenges facing our towns,global cities, earthquakes, tsunamis and volcanoes.

Environmental and development issues

We will cover core topics like climate and climate change,ecosystems and environments, development, water resourcesand economic development.

In addition, consumerism and its impact on theenvironment and managing ecosystems are studied.

Applied fieldwork enquiry

Pupils will attend two field trips and look at the process ofenquiry. They do not complete a controlled assessment but willbe asked in the exam about various aspects of fieldwork theyhave studied.

Three examinations each 1 hour 30 minutes.

Component 1 - Changing Physical and Human Landscapes.35% of overall mark

Component 2 - Environmental and development issues35% of overall mark

Component 3 – Applied Fieldwork Enquiry30% of overall mark

There is only one tier of entry.

Geography will provide you with a whole range of valuabletransferable skills that will not only make you a more well-rounded individual, but which are also increasingly sought afterby employers, colleges and universities: skills such as the abilityto think critically, communicate effectively, solve problems,work well in a team, collect, analyse and present Information,develop written arguments.It is also an EBACC subject.

Philosophy means 'Love of Wisdom' and is about asking the big questions in life(e.g. Who made the universe? Why do we exist? Is there any such thing as a soul?).Ethics, or moral philosophy, deals with questions of right and wrong (e.g.: Is abortion ever right? Is killing always wrong?).

The course is much broader than traditional RE, so whilst religions have answers tothese questions and the views of people such as Christians and Buddhists must betaken into account, there are other groups such as scientists and atheists who mustalso be studied. If you are naturally a curious person and aren't afraid to ask questionsor encounter new ideas. this subject could be for you.

How useful is Philosophy and Ethics? The answer might surprise you. Watch the newsor read a newspaper on any day of the week and there will always be stories relevantto the subject.

Philosophy and Ethics is a subject happening everywhere in the world around you,which is a great help when it comes to homework and revision! Because the questionsraised within Philosophy and Ethics apply to almost everyone, they relate to mostsubjects and career paths. Scientists, businesses and medics must consider the ethicalimplications of their actions. Police, teachers and journalists frequently encounterviewpoints different to their own. In fact, any profession which involves working withpeople is likely to make use of the skills you develop. Countless occupations will putyour ability to think through problems, consider solutions and provide an answer tothe test!

There are two broad units of study, each split into four topicareas.

These include:

- Life after death (Is there an afterlife? Is there reincarnation?).

- Medical ethics (Is abortion/euthanasia ever right?)

- Crime and punishment (e.g. should there be capital punishment?)

- Peace and justice (e.g. when is it right to go to war?

Does pacifism achieve more good than violence?).

At the end of year 11 there are two exams, each lasting 1hour 45 minutes.

Edexcel

"The unexaminedlife is not worthliving"

Socrates

As stated in the assessment section the courseconsists of three units over the two years.

These units are Marketing and Enterprise,Business and People, and finally Production,Finance and the External Environment.

Strength in English and Maths is helpful, and aninterest in Business, Economics and currentaffairs.

The course is delivered through three separate units, each with itsown assessment that will make up the final grading at the end ofthe course. GCSE results are awarded on the scale A* to G. One ofthe units is assessed through a piece of coursework, which totals25% of the GCSE.

The coursework is completed through controlled assessmentmeaning students have a time limit in which this coursework mustbe completed. The other two units are both assessed throughexternal examinations one worth 25% and the other 50% of thetotal GCSE grade respectively.

The examinations are linear and therefore will be sat at the end ofyear 11.

If the subject is pursued further (i.e. A Level and possible DegreeLevel) then careers in the private sector working for retail, banks,insurance, accounting and finance companies are possible, as arecareers in government (local and national), lecturing, teaching, theHealth Service and the Housing/Prison Service to name but a few.

Component 1: Personal Economics

Spending, Saving, The Personal Life Cycle, Investing, Borrowing,Competition, Managing Money, Government, Taxation, Interestrates, The World of Work, Pay, Skills, Employability,Unemployment, International trade, Exports,Imports, Globalisation, Migration and Fairtrade.

Component 2: Investigating Economic Issues

Managing the Economy, Government Objectives, The WelfareState, The Economic Cycle, Fiscal Policy, Monetary Policy,Market Failure, Externalities, The European Union, TheEuro, Environmental Issues, Global Warming,DevelopingEconomies (Brazil, Russia, India and China – B.R.I.C. Economies)and Poverty.

Strength in English and Mathematics is helpful, and an interestin Economics and current affairs

No coursework component.

Two written papers at the end of Year 11.

Each paper is one and a half hours longand worth 70 marks each.

If the subject is pursued further (i.e. A Level and possibleDegree level) then careers in the private sector workingfor banks, insurance, accounting and finance companiesare possible, as are careers in government (local andnational), lecturing, teaching, the Health Service,Housing, Prison Service to name but a few.

AQA

GCSE

This course aims to provide students with a unique opportunity to identifyand solve real problems by designing information and communicationsystems in a wide range of contexts relating to their personal interests. Thecourse encourages the investigation and study of Information andCommunication Technology in a variety of contexts. Pupils are given theopportunity to acquire competence and critical skills through creation,implementation and use and evaluation of a range of information andcommunication skills.

This specification in ICT requires learners to demonstrate the ability to:

- Think creatively, logically and critically

- Select, use and integrate ICT tools and techniques to meet needs.

- Find, select and evaluate information for its relevance, value andAccuracy.

- Manipulate and process data and other information, sequenceinstructions, model situations and explore ideas.

- Communicate data and information in a form fit for purpose andAudience.

- Adopt safe, secure and responsible practice when using ICT.

- Develop appropriate and effective ICT-based solutions in a rangeof contexts.

- Evaluate their own and others' use of ICT

Component 1Understanding ICT: Single Award - 20%External Assessment - 1 hour 30 minsTaken in Year 10

Component 2Solving Problems with ICT: Single Award - 30%Controlled Assessent - 22 hours 30 minsTaken in Year 10

Component 3ICT in Organisations: Single Award- 20%External Assessment-1 hour 30 minsTaken in Year 11

Component 4Developing Multimedia ICT Solutions - Single Award 30%Controlled Assessment 22 hours 30 mins. Taken in Year 11.

Component 1: Pre-production skills - Written paper OCR set and markedExternal Assessment: 1 hour 15 mins - Taken: YEAR 10 or 11

This examination paper will assess learners understanding of pre-production skillsused in the creative and digital media sector. It will develop their understanding ofthe client brief, time frames, deadlines and preparation techniques that form partof the planning and creation process.

Component 2: Creating digital graphics - Centre assessed tasks OCR moderatedControlled Assessment - Taken: YEAR 10

This controlled assessment consists of a portfolio of work, where learners areexpected understand the basics of digital graphics editing for the creative anddigital media sector. They will learn where and why digital graphics are used andwhat techniques are involved in their creation. This unit will develop learners’understanding of the client brief, time frames, deadlines and preparationtechniques as part of the planning and creation process.

Component 3: Two additional optional units will be taken which could be on any ofthe following:

Controlled Assessment - Taken: YEAR 11- Story telling with a comic strip- Creating a multipage website- Creating a digital animation- Creating interactive multimedia products

Cambridge Nationals in Creative iMedia are media sector-focused,including film, television, web development, gaming and animation, andhave ITat their heart. They provide knowledge in a number of key areas in thisfield from pre-production skills to digital animation and have amotivating,hands-on approach to both teaching and learning.

The Cambridge Nationals in Creative iMedia will equip learners with arange of creative media skills and provide opportunities to develop, incontext,desirable, transferable skills such as research, planning, and review,working with others and communicating creative concepts effectively.Throughthe use of these skills, learners will ultimately be creating fit-for-purpose creative media products.

Students who decide to follow this course need to have an interest in ICTand design showing creativity and understanding of what make aprofessional media product.

CAMBRIDGE NATIONAL CERTIFICATE(LEVEL 2)

This subject will encourage students to be able to design andmake products with creativity and originality, using a rangeof graphic and modelling materials. Students will beenthused and challenged by the range of practical activitiespossible. They will be encouraged to learn through images touse, understand and apply colour and design, to developspatial concepts, and to understand graphic materials andtheir use. They will design and make products using graphicmedia and new technologies to prepare them for the worldof work.

Design and Technology is a practical subject area whichrequires the application of knowledge and understandingwhen developing ideas, planning, producing products andevaluation them.

- Be creative and innovative when designing- Understand the design principles for form, function and fitness and purpose- Understand the role that designers and product developers have, and the impact and responsibility they have on and to society- Analyse and evaluate existing products, including those from professional designers- Develop and use design briefs and specifications for product development

- Select and use tools/equipment and processes to produce quality products- Consider the solution to technical problems in the design and manufacture process- Use tools and equipment safely with regard to themselves and others- Work accurately and efficiently in terms of time, materials and components- Have knowledge of Computer Aided Manufacture (CAM) and to use asappropriate

Component 1:Written paper - 2 hours - 40%Candidates answer all questions in two sections. - Pre-release material issued.

Component 2:Design and Making Practice - Approximately 45 hours - 60%Consists of a single design and make activity selected from a range of board set tasks.

Product Design is a practical subject area requiring the application ofknowledge and understanding when developing ideas, planning,producing products and evaluating them.

GCSE Product Design enables candidates to:Actively engage in the processes of Product Design to develop aseffective and independent learners.

- decisions, consider sustainability and combine skills withknowledge and understanding in order to design and makequality products.

- ways in which aesthetic, technical, economic,environmental, ethical and social dimensions interact to shapedesigning and making.

- existing products and produce practical solutions toneeds, wants and opportunities, recognising their impact onquality of life.

- decision-making skills through individual andcollaborative working.

- that designing and making reflect and influencecultures and societies, and that products have an impact onlifestyle.

- skills of creativity and critical analysis throughmaking links between the principles of good design, existingsolutions and technological knowledge.

Design is notjust what itlooks like.

Design is howit works"

Steve Jobs

We are looking for each student to:- Recall, select and communicate knowledge and understanding in design

and technology including its wider effects- Apply knowledge, understanding and skills in a variety of contexts and in

designing and making products- Analyse and evaluate products, including their design and production.

In GCSE specifications which require candidates to produce written material in English, candidates must:- Ensure that text is legible and that spelling, punctuation and grammar

are accurate so that meaning is clear- Select and use a form and style of writing appropriate to purpose and to

Complex subject matter- Organise information clearly and coherently, using specialist vocabulary

when appropriate.

Component 1 -Written paper - 40% - 2 hoursCandidates answer all questions in two sections. Pre-release material issued

Component 2 -Design and Making practice - 60% - Approximately 45 hrsConsists of a single design and make activity selected from a range of board set tasks

ENGINEERING

The course was introduced inSeptember 2013 and replaced the previous extended certificate dueto National demands. The award is broadly equivalent to one GCSEand is so far proving to be a very popular and enjoyable course forstudents who opted last year.

There is an increased practical element and the course is structuredto be an extension to the successful and popular engineering coursesat The Whitby High School, where students benefit from excellentresources and experience a high level of success. The course that isoffered therefore, is one that will join the family of Engineeringcourses at The Whitby High that are amongst the most successfulcourses in the county.

Much of Year 10 is taken up with a Foundation course involving arange of practical and theoretical exercises to develop the skills,knowledge and experience to thoroughly prepare students for theassessed units below.

Compulsory ComponentsComponent 1 – The Engineering WorldComponent 2 – Investigating the Engineering Product

Optional Units of EitherComponent 7 – Machining TechniquesOrComponent 8 – Electronic Circuit Design & Construction

BTEC Level 1/2 First Award

There is currently a shortage of qualified engineers in the country,many companies are seeking to attract and train youngengineers of the future, and many particularly want females!

The course is continuing with the Whitby tradition of providing aqualification to cater for the needs of employers or furthereducation, to give students an excellent learning experience toprogress to their desired vocation.

Ellesmere Port has an abundance of manufacturing industries thatregularly seek apprentices, and over the past eight years, Whitbystudents have been the major recruits of local employers forapprenticeships and further training.

This trend is one that the school intends to continue by providing acourse that satisfies their demands for our students to gain placeson a variety of schemes

The course covers the way modern buildings are builtand what it is like to work in the industry. This year aunit also looks at how science and maths are used tohelp design buildings. The practical element of thecourse primarily covers carpentry and joinery but otherpractical skills, not assessed by the course but of use tostudents who choose to go on to work in the industry,will be covered.

The course uses many methods of study and has somepractical element.

Assessment is mostly by coursework but there are alsosome areas assessed by tutor observation and one unithas an external exam.

This is a practical based course with students cooking most weeks. You areable to select a variety of dishes to make and will become more independentduring these sessions as the course progresses. Students complete writtenwork to support their practical work and apply the knowledge gained.

Food is an exciting course to complete, not only will you receive a GCSEqualification and a life skill in cooking but the experience gained will also openup a range of opportunities to work within the catering and hospitalityindustry. Whether this be full time or part time during your journey through

Further Education at 6th form and university.

Non – Exam Assessment (practical investigations using food)

Students' demonstrate understanding of the working characteristics andfunctions of a variety of ingredients.

Students will prepare, cook and present a final menu of three dishes within asingle period of no more than three hours, planning in advance how this willbe achieved. This is worth 50% of the total mark.

Written Exam Paper

Theoretical knowledge of food preparation and nutrition.This is taken at the end of the course and is worth theremaining 50% of the total mark.

FOOD PREPARATION AND NUTRITION

TEXTILES GCSE

The emphasis of this course is practical work,which enables the coverage of three major areas ofstudy:

Materials and components:

A working knowledge of materials including fleece,lycra and blended fabrics. Fabric embellishment:e.g.: Applique, machine embroidery and quilting.Use of trimmings and accessories

Design and Market Influences

Work using a variety of media and techniquesincluding sketches, colour boards and CAD Software.Designing will include different products for specificneeds e.g.: Children's Wear, Leisure Wear or Accessories

Processes and Manufacture

Students will use a wide range of processes andtechniques including computer aided design andcomputer aided sewing machines. Throughoutthe course the importance of using CAD/CAM inthe modern textile industry will be recognisedand encouraged.

This course is exciting, lively and suitable for anyone with an interest infashion, interior design or textiles generally. Design and practical skills arerapidly acquired; enthusiasm is the main quality needed. Successfulstudents often go on to study AS and A2 Product Design (Textiles) in thesixth form.

Is this the right subject for me? Do you enjoy?

- Making products?- Thinking creatively?- Solving problems?- Designing textiles products that could be used in the future?- Using/wearing and testing your ideas?- Investigating materials?

If you said yes to any of the above then this GCSE Textiles Technologycourse is the ideal subject for you!

A written paper - 40%Coursework controlled assessment - 60%

HEALTH & SOCIAL CARE BTEC

Students study four units of work during the course.These cover a range of areas that provide a core of knowledgethat ensures that all learners develop to their full potential.Students study Human Lifespan Development, Health & SocialCare Values, Effective Communication in Health & Social Careand Promoting Health & Wellbeing.

This course will introduce students to work related learningand provide an overview of this sector.

Students will be encouraged throughout the course to takeresponsibility for their own learning.

They need to:

- Be focused on their work and be able to keep totarget deadlines.

- Be prepared to complete guided research at home.- Have regular attendance at lessons- Complete their Year 10 Work Experience in a suitable

placement linked to Health & Social Care.

Component 1:

Human Lifespan Development is an Externally assessed unitThe test comprises both short and longer questions and is1 hour in length.

The other Units are all portfolio based and are made up froma range of activities.

Students complete a range of tasks including: making posters,booklets, presentations, case studies, role play and reports.The use of computers to aid work presentation is encouraged.

The core units are:

This unit covers the main types of tourism in the UK, the contribution thattravel and tourism makes to the UK economy and the different componentindustries that make up the UK travel and tourism sector.

This unit covers what the different types of UK destinations have to offer, aswell as locating tourist UK destinations and routes.

Which looks at developments that have shaped the sector and how the UKtravel and tourism industry has developed as lifestyles, interests andtechnology have changed, giving an insight into why it is such a dynamicsector.

Which looks at international travel and tourism destinations and gatewaysand reasons for their appeal to different visitors.

Covers the influential factors on tourism and why events such as naturaldisasters can have a significant impact on the sector.

Which looks at the needs and expectations of different types of customer inthe travel and tourism sector and how organisations address these.

The rationale for the BTEC First suite in Travel and Tourism is to:

- Inspire and enthuse you to consider a career in the travel and tourism sector

- Give you the opportunity to gain a broad knowledge and understanding of, and develop skills in, the travel and tourism sector

- Support progression to a more specialised level 3 vocational or academic tourism course or an apprenticeship

- Give the potential opportunity, in due course, to enter employment within a wide range of junior job roles across the travel and tourism sector, for example posts in travel agencies, visitor attractions and the tourist information centre.

BTEC Firsts in Travel and Tourism provide a practical, real-world approach to learningand develop specific knowledge and skills learners need to work successfully in theTravel and Tourism industry, such as:

- Understanding travel and tourist destinations and investigating the appeal of UK tourist destinations

- Presenting information about the key developments over time and how they have moulded and influenced UK travel and tourism into the sector it is today, and an appreciation of the appeal of International destinations

- Developing business and customer awareness by understanding the importance of customer service to travel and tourism organisations.

Students will prepare for the GCSE examinations,developing the 4 skills of Listening, Speaking,Reading and Writing. All four examinations are atthe end of the two year course and students will beentered according to their ability. The FoundationTier covers grades 1 -5 and the Higher Tiercovers grades 4 - 9

Most students continue to study a modernforeign language in Years 10 and 11 and this mustbe the language they have studied at Key Stage 3.It is a great advantage to have a qualification in aforeign language and employers see this as avaluable skill.

Your present teacher will give you more advice orinformation or you can ask Mrs Rawden for adviceon German.

Students will prepare for the GCSE examinations,developing the 4 skills of Listening, Speaking, Readingand Writing. All four examinations are at the end ofthe two year course and pupils will be enteredaccording to their ability. The Foundation Tier coversgrades 1 -5 and the Higher Tier covers grades 4 - 9

Most students continue to study a modern foreignlanguage in Years 10 and 11 and this must be thelanguage they have studied at Key Stage 3.

It is a great advantage to have a qualification in aforeign language and employers see this as a valuableskill.

Your present teacher will give you more advice orinformation or you can ask Mrs Marshall for advice onFrench.

There are six written examinations atFoundation and Higher Level:

Biology - B1 and B2 - 25%Chemistry - C1 and C2 - 25%Physics - P1 and P2 - 25%

You will study the topics above and develop yourknowledge and understanding of different scienceideas and contexts. You will develop your skills andunderstanding of how science works. You willundertake practical and investigatory activitiesthroughout the course.

The course will enable students who obtain therequired grades to progress to GCE A Levels, BTECNationals and other post 16 Science relatedprogrammes.

COMBINED SCIENCE

There are three written examinations atFoundation and Higher Level in eachsubject:

Paper 1 - B1 and B2Paper 2 - C1 and C2Paper 3 - P1 and P2

You will study the topics above and developyour knowledge and understanding ofdifferent science ideas and contexts. Youwill develop your skills and understanding ofhow science works. You will undertake practicaland investigatory activities throughout the course.

This route is only suitable for those students whohave definitely decided to concentrate on Science.Students will be invited to study this courseafter Year 10 Assessments.

SEPARATE SCIENCESBiology

ChemistryPhysics

AQA PE Studies course is 60% practical performancerequiring students to achieve high performancescores in 4 separate areas. These could beparticipation in a specific sport but could also be acoaching, officiating or organiser role.

ALL students doing PE Studies have to do The Duke ofEdinburgh’s Award. If they do not, the departmentwill withdraw them from the GCSE course.

GCSE PE Studies course is a Full award wherestudents are targeting A*-C grades.

THE WHITBY HIGH SCHOOL

WWW.WHITBYHIGH.ORG

0151 355 8445

SYCAMORE DRIVE ELLESMERE PORT CH66 2NU