OPTIONS Year 9 2021 23 - High achievement and a strong sense of well-being for all is our shared responsibility - Manshead CE Academy
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OPTIONS
Year 9
2021 - 23
High achievement and a strong sense of well-being for all
is our shared responsibilityThe Aims of the Manshead CE Curriculum at Key Stage 4
Our Academy curriculum has been designed to meet the needs and abilities of children and families whom we
serve. Our central aim is to meet their hopes and aspirations, allowing our pupils to flourish socially and
academically, during and beyond their time at Manshead CE Academy.
We see the curriculum as a mix of all the experiences gained by our students, including pastoral time, collective
worship, assembly, citizenship, daily lessons, trips and visits and other extracurricular experiences.
Broadly speaking our curriculum intent encompasses the Academy’s and the Church of England vision of education
and includes the following:
Knowledge and Wisdom
A Moral purpose; Dignity and Respect
Develops and imbeds the values of Aspiration and Hope and Faith and Compassion
Skills acquisition which leads to critical and deep thinking
Tailor-made experiences (right for the individual, flexible, responsive, progressive)
Enrichment (extra-curricular, cultural capital, current affairs)
Young people living in the modern world and preparing for their futures
At Key Stage 4, the aim of the curriculum is to give each student an individualised curriculum offered through both
the Core and Option subjects to enable students to progress on to the right 16-19 study programme or
Apprenticeship. We will aim to develop student knowledge and wisdom of contemporary living in modern Britain
and focus on strategies that aid successful learning.
Students will also have access to an enrichment through our extra-curricular offer such as trips and visits including
those abroad, school teams, clubs, arts and drama opportunities and Duke of Edinburgh Bronze Award.
All students will have the opportunity to do a week of work experience at the end of Year 10 and will be able to
develop employability skills through our Personal Development Education curriculum and volunteering
opportunities. Students will have access to an outstanding Manshead employed Careers advisor, external 16-19
programme providers and other external careers advice.
This booklet is intended to give you information to help you make informed choices about which subjects you will
study in Years 10 and 11 (Key Stage 4).
Our timetable is organised on a one-week cycle of 25 lessons. In Year 10, there is a core curriculum of 16 lessons per
cycle that all students follow.
It consists of:
English Language and English Literature - 4 lessons per week
Mathematics - 4 lessons per week
Combined Science* - 4 lessons per week
Philosophy, Ethics & Religion - 2 lessons per week
Physical Education - 2 lessons per week
All students then choose three options occupying three lessons per week.
There is a very wide variety of courses available and it is important to consider these choices carefully as it not only
affects what is studied for the next two years but it also could affect your choices at 16+. We would advise you to
talk to subject teachers about the subject choices on offer. For Vocational Skills please talk to Mr Darby.
We cannot guarantee first choices (because of timetabling and staffing issues), but we make every effort to
accommodate student choices. All students should make a reserve choice in case other choices cannot be
accommodated.All Option Forms need to be returned by Wednesday 24th March
Forms to be emailed to year9options@mansheadschool.co.uk
or handed to the main school office
Please note that student options will NOT be dealt with on a first come first served basis. All forms handed in by the
24th March deadline will be treated equally. If parents have any general queries or questions regarding their options
they need to email year9options@mansheadschool.co.uk and a designated member of staff who is dealing with your
child’s options will contact you. Any subject related questions can be emailed directly to your child’s class teacher.
February 2021
*Some students may study a Triple Science programme of study of individual Science qualifications in Biology,
Chemistry and Physics. This decision will be made in liaison with parents during the course of Year 10.QUALIFICATIONS EXPLAINED
As well as offering a wide variety of subjects, we offer a variety of qualifications and it is important that students
understand the differences between the qualifications and make informed choices about which style of learning is
right for them.
All qualifications available in school in Key Stage 4 are classified as Level One or Level Two.
Level One qualification equivalent to grades 1-3 at GCSE
Level Two qualification equivalent to grades 4-9 at GCSE
GCSEs
GCSEs are graded 1-9.
BTEC FIRST AWARD
BTEC First Awards are graded as a Distinction*, Distinction, Merit or Pass and the GCSE grade value equivalents are:
Level 2 Distinction* (equivalent to a 8.5 grade at GCSE)
Level 2 Distinction (equivalent to a 7 grade at GCSE)
Level 2 Merit (equivalent to a 5.5 grade at GCSE)
Level 2 Pass (equivalent to a 4 grade at GCSE)
Level 1 Distinction (equivalent to a 3 grade at GCSE)
Level 1 Merit (equivalent to a 2 grade at GCSE)
Level 1 Pass (equivalent to a 1 grade at GCSE)
RSL Level 2 Tech Awards
RSL Tech Awards are graded as Distinction, Merit or Pass.
Level 2 Distinction (equivalent to grade 7.75 at GCSE)
Level 2 Merit (equivalent to a grade 6.25 at GCSE)
Level 2 Pass (equivalent to a grade 4 at GCSE)
ENGLISH BACCALAURETTE (EBacc)
The EBacc is a set of subjects at GCSE that keeps young people’s options open for further study and future careers.
The EBacc is:
English Language and Literature
Maths
the Sciences (including Computer Science)
Geography or History
a Language
Please see the government guidance for more information regarding the EBacc suite of qualifications
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/761031/DfE_E
Bacc_Leaflet.pdfQUALIFICATIONS EXPLAINED (Courses offered for Vocational Skills)
IMI (Institute of Motor Industry) Certificate
This type of Certificate is graded as Refer, Pass, Merit and Distinction.
Level 2 Distinction (equivalent to a 7 grade at GCSE)
Level 2 Merit (equivalent to a 5.5 grade at GCSE)
Level 2 Pass (equivalent to a 4 grade at GCSE)
City & Guilds Level 1 Certificate
This type of Certificate is graded as Pass or Fail.
This type of qualification is an equivalent to a GCSE grade 1-3.
Level 2 City & Guilds Technical Award
City & Guilds are graded Distinction*, Distinction, Merit or Pass and the GCSE grade value equivalents are:
Level 2 Distinction* (equivalent to a 8.5 grade at GCSE)
Level 2 Distinction (equivalent to a 7 grade at GCSE)
Level 2 Merit (equivalent to a 5.5 grade at GCSE)
Level 2 Pass (equivalent to a 4 grade at GCSE)
Level 2 VTCT Certificate
VTCT Certificates are graded Distinction*, Distinction, Merit or Pass and the GCSE grade value equivalents are:
Level 2 Distinction* (equivalent to a 8.5 grade at GCSE)
Level 2 Distinction (equivalent to a 7 grade at GCSE)
Level 2 Merit (equivalent to a 5.5 grade at GCSE)
Level 2 Pass (equivalent to a 4 grade at GCSE)CHOOSING AN OPTION SUBJECT
DO’s
1. Read the entire booklet thoroughly.
2. Listen to advice from your:
Form Tutor
Subject Teachers
Parents
3. Think carefully before you choose.
4. Choose subjects you enjoy.
5. Choose subjects you are good at or those you could do well in.
6. Make sure you know all about new subjects before making a choice.
7. If you are considering University and have a course in mind, check the entry requirements at
www.ucas.com.
Also, consider whether you should be choosing subjects to achieve the English Baccalaureate.
8. Check the route to a certain career if you have one in mind.
9. Complete the Option Form with care.
DON’Ts
1. Choose a subject you really dislike; you may not do well in it.
2. Choose a subject only because you like your present teachers. It may be unlikely they will teach you next
year.
3. Choose a subject simply because your friend wants to study that subject. You will not necessarily end up in
the same group.PATHWAYS AND OPTION SUBJECTS
We believe our Key Stage 4 Study Programme:
Meets the needs of every individual student
Is broad and balanced
Develops aspiration and the ability to succeed
Gives wide access to a vast number of subjects
Keeps student options for post 16 study as wide as possible
In order to achieve these aims we have designed three student pathways for their Option Subjects.
Pathway 1
Students following this pathway are advised to study the EBaac suite of qualifications by selecting History or
Geography, a Language and one other subject.
Pathway 2
Students following this pathway are advised to study History or Geography or a Language, and two other
subjects.
Pathway 3
Students to follow this pathway are advised to study Study Skills from Option B and two other subjects.
A member of staff from the Curriculum Access department will contact you to discuss this option.
Students select one subject from each of the three option columns.
You cannot pick the same subject from more than one column.
You do this following the pathway guidance above.
Option A Option B Option C
Vocational Skills French Art and Design
French Spanish Business Studies
Spanish Geography Computer Science
Geography History History Creative and Performing Arts
Business Studies Film Studies
Health & Social Care BTEC Health and Social Care BTEC
Sport BTEC Music
Art and Design Sport BTEC
Study Skills Textiles
The remainder of this booklet contains subject information for both the Core and Option subjects.
IMPORTANT DATES
Wednesday 10th March
Assembly on Options to all students.
This assembly will be virtual and made available afterwards on the school website.
Wednesday 24th March
Year 9 Options Deadline
Forms to be emailed to year9options@mansheadschool.co.uk or handed to the main school office
Please note that student options will NOT be dealt with on a first come first served basis.
All forms handed in by the 24th March deadline will be treated equally.ENGLISH
Exam Board: AQA
All students study both GCSE English Language and GCSE English Literature at Key Stage 4. There are no tiers: all
students sit the same papers. Qualifications in English are of life-long importance and feature prominently in the
entry requirements for courses of study across all subjects, and in applications for most jobs and careers.
GCSE ENGLISH LANGUAGE
This qualification is examined in two externally marked papers at the end of the course. In addition, there is a
spoken language NEA that is internally assessed and externally moderated.
Paper 1 – Explorations in Creative Reading and Writing
This paper is 1 hour 45 minutes and comprises two sections: a reading section, where a text extract is accompanied
by a series of questions about the text, and a writing section, where candidates are challenged to create their own
piece of fiction writing. Each section is worth 40 marks (25% of the total grade) and the whole paper is worth 80
marks (50% of the total grade).
Paper 2 – Writers’ Viewpoints and Perspectives
This paper is also 1 hour and 45 minutes and also comprises two sections: a reading section, where two text extracts
are accompanied by a series of questions which challenge candidates to compare and contrast the texts, and a
writing section, where candidates are challenged to create their own piece of non-fiction writing. Each section is
worth 40 marks (25% of the total grade) and the whole paper is worth 80 marks (50% of the total grade).
Spoken Language NEA
Candidates produce and present a spoken language presentation, on a topic agreed with the English department, of
no more than ten minutes in length. Candidates answer questions on their chosen topic.
N.B. 20% of the marks for GCSE English Language are awarded for technical ability:
the use of vocabulary and sentence structures, and the accuracy of spelling and punctuation.GCSE ENGLISH LITERATURE This qualification is examined in two externally marked papers at the end of the course. Paper 1 is marked out of 64 marks and paper 2 is marked out of 96 marks. The two papers offer a combined total of 160 marks. Both papers are closed book (no copies of the texts are allowed in the exam room). Paper 1 – Shakespeare and the 19th Century Novel Candidates answer one question on a Shakespeare play and one question on a 19th Century novel. Each question provides a short extract from the text and asks the candidate to comment on and explore the extract in the context of the whole text. The Shakespeare question is marked out of 30 marks for content and 4 marks for spelling, punctuation and grammar. The 19th century novel question is marked out of 30 marks. This paper is 1 hour and 45 minutes. Paper 2 – Modern texts and Poetry This paper comprises three sections and candidates must answer questions from all three sections. Section A focuses on modern drama and prose texts and candidates answer one question, on one text, which is marked out of 30 marks for content and 4 marks for spelling, punctuation and grammar. Section B focuses on a collection of poems from an AQA Anthology of poems and candidates answer one question from this section. The question provides the text of one poem and invites students to compare it with another poem of their choice from the anthology. Section B is marked out of 30 marks. Section C focuses on unseen poems that have not previously been studied by the candidates. There are two questions and candidates must answer both: one questions asks candidates to analyse one of the poems in depth and the other question asks candidates to compare the two poems. Section C is marked out of 32 marks. This paper is two hours and 15 minutes. Further opportunities after GCSE Mathematics English is a compulsory GCSE subject. This is because it holds great significance in everyday life. Having an English GCSE will benefit you in many different ways. Most employers look for how good your English grades are and employ those with their English GCSE grade being 4 or higher. Your English GCSE is also vital to university applications. The more understanding of English you have, the easier your everyday life becomes. This is because English is one of the most spoken languages worldwide. Having a higher understanding of English also helps to understand issues within the society we live in. English develops key transferable skills including organising, selecting and analysing information, summarising and producing reports and communicating effectively across different media. For this reason, it is considered a relevant and valuable qualification across most industries, for many key roles. English qualifications are particularly useful for careers in Media, PR and Marketing, Journalism, Education and many businesses in which information must be communicated in a suitable style to a target audience. English graduates also find significant employment opportunities across the Arts. In a world where data and technology are increasingly important, there is a growing demand – in high-powered companies – for graduates who combine data and/or IT experience with a strong English skillset. There are also significant opportunities working with companies exploiting social media for communication.
MATHS Exam Board: Edexcel The GCSE course aims to encourage students to develop a positive attitude to Mathematics, including gaining confidence, enjoyment and perseverance, through a varied programme of study. The content of the course falls under the National Curriculum Attainment Target headings of Number and Algebra, Space and Shape and Handling Data. The course develops an ability to think and communicate mathematically, logically and creatively. Real life problems/tasks are posed to encourage all students to develop their functional skills irrespective of ability, enabling students to experience success and yet allowing them the opportunity to extend problems in line with their own abilities. Students are encouraged to appreciate relationships in Mathematics, to reason logically, classify, generalise, justify and prove statements. Additionally, students are encouraged to apply a variety of maths skills to real life problems (functional skills). In seeking to achieve these ends, regular use will be made of the school’s computing facilities. As the skills are developed to explore mathematical ideas so a firm foundation will be laid for further studies in this subject. Assessment This is by three external examinations (one non calculator and two with a calculator). There are two tiers of assessment in the final GCSE examination: Higher Tier (Grades 4-9) Foundation Tier (Grades 1-5) The decision which tier is entered is taken after the mock examinations in Year 11. Edexcel is currently aiming for two written papers (one non-calculator) and using and applying maths skills (functional maths) will be incorporated into each exam. At present both the non-calculator exam and the calculator exam will have a 50% functional skill element (‘Using & Applying’) awarded to each. Each exam paper is worth 50% of the final GCSE grade. There is further information available at www.edexcel.org.uk. Further opportunities after GCSE Mathematics Students are able to study A Level Mathematics and A Level Further Mathematics. These courses enable students to move on to a career that would involve a significant amount of Mathematics, such as physical scientist, Engineer, Risk analyst, Economist or Surveyor. The importance of GCSE Mathematics is widely recognized in many other post-16 courses (such as Social sciences, Geography, Health and Social Care) and the numerical and reasoning skills developed at GCSE are valued in a wide range of careers. Student Perspective Maths allows me to see and use Maths skills in the real world, like budgeting money for lunch in a week. Maths helps me break down problems into small steps I can follow, which allows me to solve a real life problem that is presented to me. Maths makes your life easier as it helps me to be creative in Technology, helps me in Business and helps me in other subjects (without me realizing it). Maths is like a jigsaw with loads of parts that fit together to make a great Maths picture.’
COMBINED SCIENCE
Exam Board: AQA (Trilogy)
At KS4 students are streamed to separate science and combined science (AQA Trilogy).
All students sit for a public exam at the end of year 11. Students are assessed continuously during their learning
journey at KS4 and supported through a variety of activities i.e. interventions, learning resources, practical activities
and modelling.
Students are streamed into higher and foundation tier based on their achievement and progress in their PPE exams
which takes place at the end of year 10 and during Christmas time in year 11. Higher and Foundation, both tier
students, sit for six exams; each of 45 min and 70 marks. Higher tier students achieve grade 9-1 where foundation
tier students achieve grade 5-1 only.
Assessment
In each of the three subjects (Biology, Chemistry, Physics), there are two examinations (worth 70 marks of each).
Students are entered at the Higher tier:
Biology two papers of 70 mark each (Higher 9-1)
Chemistry two papers of 70 mark each (Higher 9-1)
Physics two papers of 70 mark each (Higher 9-1)
Students are entered at the Foundation tier:
Biology two papers of 70 mark each (Foundation 5-1)
Chemistry two papers of 70 mark each (Foundation 5-1)
Physics two papers of 70 mark each (Foundation 5-1)
Topics included:
Biology Study includes:
Cell biology, Organisation, Infection and response, Bioenergetics, Homeostasis and response, Inheritance, Variation
and evolution and Ecology.
Chemistry Study includes:
Atomic structure and the periodic table, Bonding structure and properties of matter, Quantitative chemistry,
Chemical changes, Energy changes, The rate and extent of chemical changes, Organic chemistry, Chemical analysis,
Chemistry of the atmosphere and Using resources.
Physics study includes:
Energy, Electricity, Particle model of matter, Atomic structure, Forces, Waves, Magnetism and Electromagnetism.TRIPLE SCIENCE
Exam Board: AQA (Trilogy)
Triple Science provides the very best preparation for A-levels in science. Triple Science gives students the chance to
tackle science problems from scratch, formulating their own solutions, testing and refining them to find an answer.
Students will be selected for Triple Science during the course of Year 10.
Assessment
In each of the three subjects (Biology, Chemistry and Physics), there are two examinations (worth 100 marks of
each).
Students are entered at higher tier only:
Biology (Higher 9-1)
Chemistry (Higher 9-1)
Physics (Higher 9-1)
Biology Study includes: Cell biology, Organisation, Infection and
Response, Bioenergetics, Homeostasis and
response, Inheritance, Variation and
evolution, Ecology and Key Ideas.
Chemistry Study includes: Atomic structure and periodic table,
Bonding structure and properties of matter,
Quantitative chemistry, Chemical Changes,
Energy changes, The rate and extent of
chemical changes, Organic Chemistry,
Chemical analysis, Chemistry of the
atmosphere and Using resources.
Physics study includes: Energy, Electricity, Particle model of matter,
Atomic structure, Forces, Waves,
Magnetism and electromagnetism and
Space.
Student Perspective
We get to learn more than the average person, which is very interesting to me. I hope that triple science will bring
me to A Level Sciences so that I can eventually move on to getting a medical degree. The topics we cover in triple
science give an insight into what we will learn in A Levels. The teachers we have are also very helpful and make sure
we understand all that we go over. I like doing triple science because the teachers that teach me are passionate
about it. I also find it interesting and I like learning about science in further depth. Triple science will aid me in taking
biology and chemistry for A Level to then take a dentistry course.PHILOSOPHY, ETHICS & RELIGION
Exam Board: AQA Religious Studies A
There is a single tier of assessment covering Grades 1-9. The GCSE is 100% examination. There are two examinations,
each of 1 hour 45 minutes’ duration. The two examinations will assess students on a selection of modules that will
include:
The study of religions: beliefs, teachings and practices – Christianity and Islam
Thematic Studies – Students will study 4 modules from – Relationships and Families or Religion and Life or
the Existence of God and Revelation or Religion, Peace and Conflict or Religion, Crime and Punishment or
Religion, Human Rights and Social Justice
Students studying this course will develop the skills required to handle and evaluate information and argue on the
basis of evidence. Philosophy, Ethics and Religion is an ideal preparation for any career dealing with people. Students
studying the subject have gone on to work in:
Therapy
Journalism
Retailing
Radio/TV
Acting
Nursing
Teaching
All employers and all providers of further education recognise a Full GCSE in Philosophy, Ethics and Religion as
beneficial as it teaches students abstract thinking (thinking outside of the box), decision making and personal
challenge.
Philosophy, Ethics and Religion requires students to have an open mind, be interested in the world around them and
will help develop skills and opinions used in all of the other curriculum areas.
For more information about curriculum specifics, visit www.aqa.org.uk.
Student Perspective
“I enjoy Ethics as we get to discuss in depth about religion “
“I enjoy Ethics as you get to see different perspectives about issues”PHYSICAL EDUCATION (CORE)
Manshead CE Academy believes that Physical Education, experienced in a safe and supportive environment, is a vital
part of a pupil’s physical development and well-being. A broad and balanced physical education curriculum is intended
to increase students’ self-confidence and physical and mental development.
A balanced curriculum should provide a mixture of individual, paired and group activities which present co-operative,
collaborative and competitive situations in order to take account of individual needs.
The above, experienced within a range of activity areas, aim to promote a broad base of knowledge, skills and
understanding. These activity areas also aim to develop the ability of students to work independently and to respond
appropriately to others regardless of age, gender, cultural or ethnic background. Pupils’ are encouraged to
appreciate the importance of a healthy lifestyle and the effects of such on a healthy body and mind and also begin to
understand the factors that affect health and fitness.
Our department aims to:
Provide a challenging and stimulating environment for students where they are able to display their ability
and be stretched and challenged.
Children are presented with opportunities to be creative, competitive, co-operative and to face challenges as
individuals, in small groups or teams.
They will learn to think in different ways to suit the different challenges.
They will be allowed opportunities to demonstrate their learning and to use a range of teacher, peer and self-
assessment.
The schemes of work will promote teaching and learning as it provides both continuity and progression
PE lessons are planned for inclusion of all students. Tasks and materials are differentiated to allow this to happen.
Pupils who have not opted for a formal PE and Sport qualification continue to participate in Core PE lessons. In
these lessons pupils work on a ‘carousel’ completing units of work in a wide range of sports and health and fitness
opportunities throughout the year. Pupils will focus on skills and the technique associated with the execution.
Rules and regulations will also be understood.
Extra-Curricular Activities
Manshead CE Academy offers a wide range of lunch time and after school activities. These activities are open to all
students regardless of age or ability level. Clubs have been started with the input of students offering competitive,
recreational, team and individual activities.
Assessment
Assessment will be based on practical ability and effort/attitude in lessons. This will be continuous throughout the
year with skills & techniques, tactics and compositional ideas, evaluation of self and peers, and knowledge &
understanding of health and fitness all being assessed by visual and verbal means. At assessment time a level will be
awarded based on Attitude to Learning criteria. It is expected that students will progress from their Year 9
experiences in terms of ability and understanding of rules and regulations but especially in terms of confidence and
verbal evaluation.
Student Perspective
“Core PE is probably my favourite lesson of the week because it is fun and a good break from normal lessons. It is
good because I also get to play with my friends and it is good exercise. We do an array of different sports and
activities and learn how to play them.”ART AND DESIGN
Exam Board: Edexcel
Work produced for this qualification will demonstrate the use of formal elements and creative skills, and give visual
form to thinking, feeling, observation, design and ideas. Students will show evidence of trying to extend their own
and others’ ways of seeing the world. Students will use the visual language of the discipline sensitively and
thoughtfully to support their intentions.
Modules and Assessment
There are two units; coursework and an externally set assessment.
The qualification encourages a good grounding within a variety of media and processes that can be interrelated to
form a coherent, cohesive body of work. Students will compare and contrast ways of looking at and defining
structures/buildings through their work and the work of other artists. Students can select between 3D and 2D
outcomes or an amalgamation of the two.
Students will finish the course with a portfolio of work demonstrating a rigorous process of investigation and
development into a personalised and resolved outcome. This grounding will allow them onto an A-level course if
they achieve a grade 5 or higher.
Work will cover the assessment criteria on the Edexcel taxonomy which includes; Collecting first and second hand
images, experimenting with a variety of materials and processes, contextualising work with artists and thinkers
within a variety of fields, developing work into a coherent and cohesive final piece.
The GCSE course will help students to;
Acquire the skills and language (including techniques and processes) needed to create, develop and present
quality work
Understand methods and principles involved in art and design
Identify and utilise primary and secondary sources
See how different creative areas are inter-related and influence each other
Explore working methods linked to industry practice
Career Links
Art is a fantastic subject to take in Higher Education. Students sometimes go on to do a foundation course before
progressing to the full degree course. This is further an opportunity to try a wide range of processes, before deciding
on your area of specialism.
Studying Art can lead to a huge range of careers including fine artist, gallery curator, graphic artist, illustrator,
interior designer, advertising and marketing, photography, fashion and jewellery design, window dresser, art
historian, teacher, architect, theatre, costume and set design, model maker, computer graphics designer… to
mention just a few.
Student Perspective
Art is one of my favourite subjects and I always look forward to it. There is always a positive learning environment
where we practice our skills using lots of different media. I particularly like printmaking and painting. I know I'm
doing well because I can see a gradual improvement in my outcomes over the past year. I am considering a career in
the creative industries because of my enjoyment of my lessons.BUSINESS STUDIES
Exam board: Eduqas
The subject content enables learners to apply their knowledge and understanding to different business contexts,
including businesses ranging from small enterprises to large multinationals and businesses operating in local,
national and global contexts.
Students are required to develop an understanding of how these contexts impact on business behaviour. Learners
will be expected to be familiar with current issues in business and develop an understanding of the dynamics of
business activity.
The content is presented in six clear and distinct topic areas:
Business activity
Influences on business
Business operations
Finance
Marketing
Human resources
Assessment weighting
The subject content for GCSE Business will be assessed across two examination papers:
Component 1: Business Dynamics
Written examination: 2 hours
62.5% of qualification
Total marks: 100
Component 2: Business Considerations
Written examination: 1 hour 30 minutes
37.5% of qualification
Total marks: 60
Careers and Post 16 study
The course provides a suitable foundation for the study of Business at A level. You will benefit from studying our
GCSE Business course because many jobs you do will involve working for a business. However, this course could lead
to work in a business-related profession such as accountancy, law, marketing or management.
Student Perspective
“I am pleased I chose Business as an option because I enjoy learning about how to effectively set up and run a
business. My favourite part of the course is learning about different types of businesses like sole traders and
partnerships. I would recommend business to others as I find it interesting and it provides access to lots of different
careers.”COMPUTER SCIENCE Exam Board: OCR The GCSE Computer Science course will give learners a real, in-depth understanding of how computer technology works. It will give them an insight into what goes on ‘behind the scenes’, including computer programming. The course will develop critical thinking, analysis and problem-solving skills through the study of computational thinking and computer programming. For many learners, it’ll be a fun and interesting way to develop these skills, which can be transferred to other subjects and even applied in day-to-day life. In this respect, the course will make an excellent preparation for learners who want to study or work in areas that rely on these skills, especially where they are applied to technical problems. These areas include engineering, financial and resource management, science and medicine. Assessment There are two sections to the course: An examination testing student’s understanding of computer systems and Computational thinking, Algorithms and Programming. Thus students will be tested following an assessment model of two papers. Each paper is worth 80 marks with a timing of 1h and 30 minutes. Paper 1 will cover the following topics: Systems architecture Memory and storage Computer networks, connections and protocols Network security Systems software Ethical, legal, cultural and environmental impacts of digital technology Paper 2 will cover the following topics: Algorithms Programming fundamentals Producing robust programs Boolean logic Programming languages and Integrated Development Environments A practical programming task, which will not be assessed; however, it will give students the opportunity to engage in writing codes using a high-level programming language such as Python. The assessment breakdown is Examination Paper 1 (50%), Examination Paper 2 (50%) STUDENT PERSPECTIVE “In computing we have covered a whole range of interesting subjects such as Python Programming and making HTML websites. The skill we learn also help us outside of lesson, such as how to break down a complex problem into smaller, more manageable parts. Computing has a lot to offer job wise, with a lot of employers paying large amounts of money to good coders and code breakers”
CREATIVE AND PERFORMING ARTS
Exam board: RSL
Students completing this course will be working towards a RSL Level 2 Tech Award.
Is this the right subject for me?
If you are focused and committed to working in groups; communicating effectively to create innovative and
challenging pieces for performance, have a passion for theatre and want to explore the subject in a wider context
then Creative and Performing Arts is the right subject for you.
What do I need to know, or be able to do, before taking this course?
This course does not contain a written exam as a part of its assessment therefore it is vital that you are motivated to
participate in practical work and that you are able to work in group situations as well as independently. There is a
heavy practical emphasis within the course so you need to feel comfortable performing in front of others and
sharing your ideas and concepts. Ensure that you have a sound grasp of drama vocabulary from your experiences
throughout Key Stage 3 so that you are able to analyse, evaluate and reflect effectively.
What will I learn?
The development of a live performance from a vocational scenario to a finished product for an audience
How to create a performance from page to stage with appreciation of its historical and cultural background
How to explore a play text and character through language and writer intent
The skills to analyse and evaluate
Communication, social, listening, creating and interpersonal skills
How will I be assessed?
External unit: Live Performance
Task one – Research and develop an idea and a plan following the release of your given theme.
Task two – Devised Performance. You will devise a performance from a vocational scenario issued by the exam
board lasting around 20 minutes in duration.
Task three – Reflection and evaluation of your practical performance.
Internal unit: Performing Text
Task one - Understand how to interpret and analyse text in modern and classic dramatic writing.
Task two - Perform dialogue from both modern and classic texts.
Internal unit: Working with Masks and Puppetry
Task one - Understand the role of character masks and puppets in plays.
Task two - Design and construct a mask or puppet for use in the performance of a play.
Task three - Use a mask or puppet in a group performance of a play
Trips, workshops and other opportunities
As a vocational course, students will have the opportunity to work with a professional theatre company annually to
develop their appreciation of form and style. Rehearsal time within the studio will be timetabled for those needing
extra time before assessments and resubmission rehearsal slots will also be made available throughout the year. The
whole school production is a great way to meet new people and set yourself a bit of a challenge in the style and
complexity of the performances you create. Trips to the theatre will be arranged throughout the years of study and
will be open to all who wish to attend.
What could I do next?
You could go on to study Level 3 Certificate in Creative and Performing Arts or a BTEC Diploma in Performing Arts.
Drama experience opens up opportunities to work in the public sector, marketing, sales and any job prospect where
communication, creativity, teamwork and problem solving are key skills.Student perspective ‘Drama is a wonderful subject to study. It allows you to explore your more creative side, which is hard to come by when you are surrounded by exams. You learn about different performance styles, techniques and you learn about yourself. Drama is the perfect place to step out of your comfort zone, while in a fun and safe environment. Drama also opens up lots of opportunities for extracurricular activities, such as the annual school show and you get to watch plenty of professional performances.’ ‘I love drama because it encourages my creativity and boosts my confidence. It's the one lesson I really look forward to each week, and teaches you so many incredible life skills.’
VOCATIONAL SKILLS
Students who opt for Vocational Skills will also need to select their preferred course of study.
The courses of study are:
IMI Level 2 Certificate in Automotive Maintenance
City & Guilds Level 1 Certificate in Construction Skills
Level 2 City and Guilds Technical Award in Catering
Level 2 VTCT Certificate in Hair and Beauty Therapy
Students who study Automotive Maintenance, Catering and Construction will study at the Academy of Central
Bedfordshire and those doing Hair and Beauty Therapy will study their Vocational Course at Manshead.
For this option students will have their 3 hours separated into two parts.
The first part will include 2 hours per week studying a Vocational course in either Automotive Maintenance,
Construction, Catering or Hairdressing. These courses of study are accredited courses that will lead to either a Level
1 or Level 2 qualification.
Students who attend courses at ACB for 2 hours per week will attend one morning from the start of the day until
break time. We will transport the students to and from ACB at no extra cost to parents. Students studying at ACB will
not come in to contact with any students from the Academy and will be taught by highly skilled and expert teachers
in their chosen vocational field.
Students who study Hair and Beauty Therapy will have 2 hours per week taught by external specialists at Manshead.
Please see below for the different course descriptions.
For the other hour per week students will be working at Manshead CE Academy on their Core curriculum. This will
also include studies to develop student motivation, embed good study habits, employability skills and access to study
support materials that will allow them to get the very best out of their GCSE studies. We will also look to develop a
bespoke package of support that enables all students who opt for Vocational Skills to fulfil their potential at Key
Stage 4.
Future Study
These courses then enable students to continue these courses further post Year 11 or to develop their skills and
knowledge in another vocational field.Students choosing Vocational Skills need to select which Vocational subject they would like to study
IMI Level 2 Certificate in Automotive Maintenance
This is a Level 2 vocational qualification which provides individuals with an introduction to the knowledge,
understanding and practical skills required to gain employment or further study towards the automotive
maintenance and repair industry. The qualification has been designed to be practical, engaging and motivating to
support learners in gaining the basic knowledge and skills required by automotive maintenance and repair sector
employers.
Within this course of study students will develop knowledge within the following areas:
Health and Safety in an engineering environment
How an engine and chassis system operates and is maintained
How to use tools, equipment and information in maintain an engine and chassis
Maintain an engine and chassis system and make recommendations for further maintenance
This will involve working with the engine, steering, suspension, braking systems, wheels, tyres and different
engineering techniques involved in car maintenance
City & Guilds Level 1 Certificate in Construction Skills
This is a Level 1 qualification that enables you to progress into further learning in the construction sector. You will
learn practical skills that enable you to complete common tasks in plastering. You will take this qualification if you
wish to improve your manual dexterity to enable you to progress in to further learning in plastering.
This qualification enables you to develop hand-skills in plastering before progressing to study plastering in more
detail. All of the units develop your practical skills and enable you to demonstrate your ability to complete common
tasks within the construction industry. You will learn tasks such as preparing background surfaces, applying finishing
coats, mixing materials and applying floating coats.
Within this course of study students will develop knowledge within the following areas:
Health and safety in Construction
Using tools and equipment to prepare background surfaces and apply finishing coats to surfaces
Mixing materials and using tools to mix and apply floating coats
Using tools and materials to produce casts from moulds
Level 2 VTCT Certificate in Hair and Beauty Therapy
Level 2 VTCT Certificate in Hair and Beauty Therapy allows learners to gain theoretical knowledge and a small
number of technical skills, related to the hair and beauty sector.
The qualification develops the following knowledge, understanding and skills:
Understanding the hair and beauty sector
Research and plan a Hair and Beauty research project
Marketing and promotions in Hair and Beauty
Practical development in shampooing, blow dying, manicures, etc.
Students who opt for Hair and Beauty will have to make a small contribution to the purchase of their practical kit and
equipment. This will not apply to students who receive Pupil Premium.
Level 2 City and Guilds Technical Award in Catering
Level 2 City and Guilds qualification in Catering allows you to explore different areas of the hospitality industry.
This qualification has three units:
Exploring the hospitality industry
Food preparation and cookery
Food and beverage service
You will also be provided with opportunities to develop the technical skills required to produce food and serve food
and beverages.GEOGRAPHY
Exam board: AQA
Studying geography gives students the opportunity to travel the world via the classroom, learning about both natural
and social sciences along the way. They will understand how geography impacts everyday life and discover the key
opportunities and challenges facing the world. Students will also develop academic and life skills from writing,
teamwork and communication to analytical skills.
Students will travel the world from their classroom, exploring case studies in the United Kingdom (UK), higher income
countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate
change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students
are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes.
Course Outline
Paper 1: Paper 2: Paper 3:
Living with the Physical Challenges in the Human Geographical Applications
Environment Environment Written Exam:
Written Exam: Written Exam: 1 hour 15 minutes
1 hour 30 minutes 1 hour 30 minutes 76 marks
88 marks 88 marks 30% of GCSE
35% of GCSE 35% of GCSE
The Challenge of Natural Urban Challenges Issue Evaluation
Hazards The global pattern of
Natural Hazards urban change Fieldwork and geographical
Tectonic Hazards Urban growth in Lagos enquiry
Weather Hazards Urban growth in
Climate Change London Include the use of primary
Sustainable data, collected as part of a
The Living World development of urban fieldwork which must take
Ecosystems areas. place outside the classroom
Tropical Rainforests and school grounds on at
Hot Deserts The Changing Economic World least two occasions.
Economic development
Physical Landscapes in the UK and quality of life The two enquiries must be
Physical Diversity of Reducing the global carried out in contrasting
the UK development gap environments and show an
Coastal Landscapes Economic development understanding of both
physical and human
River Landscapes in Nigeria
Economic change in the geography.
UK
The Challenge of Resource
Management
Global resource
management
Resources in the UK
Water
Assessment
Single tier of assessment covering Grades 1-9.
100% examination.
Question types in each section – multiple choice, short structured questions, photo interpretation/description,
interpretation of maps on different scales, data response, longer extended writing response.
Post Year 11
At GCSE geography is an academic GCSE which forms part of the EBacc humanities option
At A Level Geography has been identified as a ‘facilitating subject’. These are preferred subjects that the
Russell Group of Universities have identified as opening up a wide range of options for university study
Geography is highly respected by employers. Geography graduates have one of the highest rates of graduate
employment, pursuing a wide range of career paths. It’s often said that there is no such thing as a geography
job; rather there are multiple jobs that geographers do
Geographers can work in Development and Global Issues, Society, The Business World, Travel, Tourism and
Leisure, The Built Environment, Geographical Information Systems. The Physical Environment and Policy and
Government
You will gain a wide range of very employable and transferrable skills and attributes:
o Subject knowledge that is highly relevant to many of the challenges facing society and the
environment today
o Specialist and transferable skills including statistical, spatial and environmental analysis alongside
other quantitative and qualitative skills
o Strong analytical and research skills, critical analysis, ability to judge evidence and work across the
social and natural sciences
o An ability to collect, understand and interpret complex data and communicate it to a variety of
audiences
o Tackling problems and examining big issues at a variety of scales and from different perspectives.
o The experience of working in a team, including through field research
o An interest in how the world works, contemporary issues and other cultures
Student Perspective
“I picked GCSE Geography because I enjoy learning about the world. My favourite topics is tropical rainforests, it’s
really fun!”
“With every lesson you go into, it’s a feeling of exploration”.
“Learning how the world works”.
“I enjoy GCSE Geography because of the variety of topics covered. It is really varied”.HEALTH AND SOCIAL CARE BTEC
Exam board: Edexcel
The BTEC Level 1 / 2 First Award in Health & Social care has been developed to provide an engaging introduction to
the health and social care sector. It has been specifically designed for young people aged 14 to 19 who may wish to
explore a vocational route through key stage 4. It will give students the opportunity to gain a broad understanding
and knowledge of the health and social care sector and to develop a range of personal and work related skills.
Assessment: There are three units studied over two years:
Year 10
Unit 1: Human growth development assessed through coursework.
Unit 2: Health and social care values assessed through coursework.
Year 11
Unit 3: Health and wellbeing which will be assessed through an externally set and marked assignment.
Weighting: 60% coursework, 40% exam
Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:
A Levels as preparation for entry to higher education in a range of subjects.
Study of a vocational qualification at Level 3, such as a BTEC National in Health and Social Care.
Apprenticeships which are becoming increasingly available in Health and Social Care. Whatever level they
are studied at, the common denominator is they are ‘real jobs’ with training. Opportunities are available at
Level 2, 3, 4 and now at Degree level.
Post 16 Progression
About 3 million people work in health and social care. Health care roles include doctors, pharmacists, nurses,
midwives and healthcare assistants, while social care roles include care assistants, occupational therapists,
counsellors and administrators. Together, they account for nearly one in ten of all paid jobs in the UK. Demand for
both health and social care is likely to rise, so they will continue to play a key role in UK society and the demand for
people to carry out these vital roles will increase.
Student Perspective
“I enjoy health and social care because it helps me understand how people develop differently across the different
life stages from infancy up until later adulthood. It also helps me learn about how I can best look after my own
physical and mental well-being. I really enjoyed the topic about the Health and Social Care Services because I would
like to be a nurse, and this has helped me understand the qualities I need to have and what will be expected from
me in the job. I now have a much better understanding on how to look after vulnerable children and adults, and
even those with physical and intellectual disabilities, which has been very interesting.”HISTORY
Exam Board: Edexcel
GCSE History builds on Year 9 topics and provides a solid foundation for those students who eventually want to
study the subject at Advanced Level (A2) as well as providing an interesting and challenging course for all.
The course consists of three parts:
Thematic Study and Historic Environment -
30%
Medicine in Britain 1250-present and The
Students have to understand change and
British Sector of the Western Front 1914-18:
continuity across a long sweep of history,
Injuries, treatment and the Trenches.
tested by examination.
Period Study and British Depth Study -40%
The Period study looks at developments and
issues relates to at least 50 years of history. The Superpower Relations and the Cold War 1941-
Depth study focuses on a short time span and 1991
students look at the complexities of British Henry VIII and his Ministers
society within that time, both tested by 1509-40.
examination.
Modern Depth Study -30%
This focuses on a short time span and students
look at the complexities of society at the time Weimar and Nazi Germany
focusing on social, economic, political, cultural 1918-39.
and military aspects, tested by examination.
The three elements of the course provide contrasting historical experiences for students.
The nature of change and the importance of chronology are examined through the Thematic study, Medicine in
Britain 1250-present and The British Sector of the Western Front 1914-18: Injuries, treatment and the Trenches.
Further examination of the topic is examined through sources related to the Historic Environment.
The impact of dramatic change is examined through both the British and Modern Depth studies (Henry VIII and his
Ministers 1509-40 & Weimar and Nazi Germany 1918-39).
The Period study (Superpower Relations and the Cold War 1941-91) enables students to understand history in the
wider world. In all three elements, the ways in which historians work and the skills necessary to the successful
examination of the past, play a central role.
What could I do next with GCSE History?
History is a subject that all students, irrespective of ability, will benefit from taking to GCSE and beyond. The course
extends expertise in skills of analysis developed earlier in students’ careers. It considers some of the key questions
that concern historians and raises issues that are still of importance such as the effect that change has upon people.
It is an enjoyable and successful course that will appeal to all.
Success at GCSE can lead students to take the subject to A level and beyond. The department has a strong tradition
of students progressing from the school to study History in higher education. Employers have a high regard for
History recognising rightly that students who have been successful in the subject have developed the ability to
examine different sources of information and in drawing conclusions from them. There is no doubt that students
who study History are well prepared for both study at a higher level and for employment in a wide variety of
businesses.
Student Perspective
‘I chose history as a GCSE option as I knew it would interest and challenge me. In the last couple of years, I have
enjoyed learning about each of the topics we have studied. The knowledge we are given is more than we actually
need and this is done because the teachers help us gain the highest possible marks we can get.’FILM STUDIES Exam Board: Eduqas GCSE Film Studies will appeal to students who have an enthusiasm for film and storytelling. Film has dominated entertainment in our culture over the past century and shapes many of our ideas and values. Our ideas about gender roles, responses to conflict and political ideas are often shaped by the Hollywood films we view. GCSE Film Studies encourages students to develop a questioning approach to films, the industry and audiences. Students will study a variety of films and analyse their techniques, representations and cultural influences. They will learn to analyse texts, develop their ability to visualise stories, and learn the technical skills to turn ideas into films. What will be covered in the course? The course will include the study of both mainstream Hollywood films and independent films with a focus on different time periods and examining films from different parts of the world. Studying a diverse range of films from different contexts is designed to give learners the opportunity to apply their knowledge and understanding of how films are constructed to their own filmmaking and screenwriting. This is intended to help learners to produce creative films and screenplays as well as enable their production work to provide an informed filmmaker's perspective on their own study of film. How will the course be assessed? Examination: (70%) Each candidate will complete two examinations. The first exam, Hollywood Film (1.5hr) is worth 35% and is based around a set genre, a study of Hollywood history, and an investigation into independent films in Hollywood. The second exam, Global Film (1.5hr), is worth 35% and is based around three chosen film texts that will be studied in detail. Some of the films available as options for study include: Rear Window, Invasion of the Body Snatchers, E.T., Juno, Slumdog Millionaire, Little Miss Sunshine, Let the Right One In, Attack the Block, The Hurt Locker and Skyfall Non-Examination Assessment: (30%) Each candidate will produce either a film extract or screenplay extract from a chosen genre along with an evaluative analysis of their work. Where can GCSE Film Studies take me? Film Studies GCSE will prepare students for progression to an A Level or vocational qualification in Film Studies or Media. Looking further to the future, Film Studies can lead to careers in film & television production, advertising, journalism, public relations and social media to name a few. Is Film Studies for me? If you are full of creative ideas, enjoy unpicking the deeper meaning of the things you see in the world around you and work well collaboratively with others, this could be the GCSE for you. Student Perspective I enjoy this subject as it gives me the opportunity to look at the things I use in different ways and to see deeper meanings. I really enjoyed the coursework as it gave me the opportunity to create my own piece of work.
MODERN FOREIGN LANGUAGES: FRENCH, SPANISH
Exam Board: AQA
The most important thing is learning how to communicate with others. When you speak to people in their own
language, what matters is that they can understand the message you are putting across. In the GCSE Language
courses, you are encouraged to improve your accuracy and skills as far as possible, because some of you will want to
study languages at ‘A’ Level and use them in your future careers.
Students will be taught using a range of materials that develop five skills: speaking, listening, reading, translating and
writing. Emphasis is placed on the practical use of the language for communication in authentic, real-life situations.
Students need to practise the language as much as possible. Learning of vocabulary and grammatical structures is set
regularly for homework. We encourage students to participate fully in oral work, making the most of the
opportunities to use the foreign language, for example, with our French and Spanish online resources such as
Kerboodle and Quizlet. The schools ‘Super Curriculum’ outlines further areas of study (the curriculum can be found
on the school’s website under the ‘Curriculum’ tab), we also have opportunities such as trips and lunch clubs
organised by the department.
Assessment
Students will be working on topics that relate to one or more of the following 3 themes:
Theme 1: Identity and culture.
Theme 2: Local, national, international and global areas of interest.
Theme 3: Current and future study and employment.
Two tiers of examination (Foundation and Higher) will be offered in Reading, Listening, Writing and Speaking skills
with papers targeted at the following grades:
Foundation (Levels 1-5)
Higher (Levels 4-9)
Paper 1: Listening 25% of GCSE, 40 marks (Foundation Tier), 50 marks (Higher Tier)
Understanding and responding to different types of spoken language.
Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier)
Paper 2: Speaking 25% of GCSE, 60 marks (for each of Foundation Tier and Higher Tier)
Communicating and interacting effectively in speech for a variety of purposes
1:1 Teacher-exam assessment
7–9 minutes (Foundation Tier) + preparation time, 10–12 minutes (Higher Tier) + preparation time
Paper 3: Reading/Translation 25% of GCSE, 60 marks (for each of Foundation Tier and Higher Tier)
Understanding and responding to different types of written language
Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)
Paper 4: Writing/Translation 25% of GCSE, 50 marks at Foundation Tier and 60 marks at Higher Tier
Communicating effectively in writing for a variety of purposes
Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)
The ability to use a foreign language is seen as an asset by many companies, as well as for travel and tourism and, of
course, working abroad.
Student Perspective
“I speak another language at home and I can see how important they can be at work”
“I chose Spanish because I thought that it would be interesting to know a few languages. I also think that it would
help me in the future when I apply for jobs and other sort of activities”
“Yo estudio idiomas porque pienso que son interesantes y divertidos aprender. I study languages because I think
that they are interesting and fun to learn”You can also read
