Pathways Guide Year 9 - @RASAcademy www.theallsaints.net
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Year 9 Pathways Guide @RASAcademy www.theallsaints.net
Introduction Your son/daughter is approaching another very important stage in their educational journey. With the beginning of Key Stage 4 only 2 terms away, it is now necessary for us all to spend a considerable amount of time, to support your child as they consider which qualification routes to follow. Rossington All Saints Academy provides a broad and balanced curriculum which engages and challenges our students so that they achieve the best possible range of qualifications to enable their future aspirations to be fulfilled. The curriculum is designed to offer students a diverse and coherent choice of courses and learning experiences so that they develop skills and knowledge that remain with them long after examinations. This is so our students leave school as confident and independent life-long learners, equipped with the transferable skills needed to thrive in a changing world. Students will take a suite of compulsory core subjects at GCSE however they will also be able to choose from a wide range of optional subjects. Some of the subjects will be familiar to you, some will be new. This pack and the parents evening on 17th March are designed to give you the information to help you make the best choices. It is important that you read through this pack and speak to your son/daughter and their teachers; and if they are thinking of a career path, talk to the careers staff at the academy. The choices have to be right for your child so they need to think about the subjects they need, enjoy or interest them. They also need to think about the ways in which they learn best. Aim high, choose wisely and work hard. Regards, Dr Stokes 02 | Introduction
Timeline of events:
1st Pathways Assembly
28th Introduction of the pathways process
28th February 2022
Subject Areas
7th Introduce courses to students in lessons
7th March 2022
Pathways Evening
17th Video’s from subject areas and live Q&A session
17th March 2022
Deadline
28th For submission of pathways form
28th March 2022
One to one meetings
19th (If required)
19th April 2022
Timeline Of Events | 03
Students Moving From
Students will select an option from each of the option blocks that are outlined below. It is
important that students consider their options carefully and ensure they have asked any
questions they may have about subjects before making their options.
EBacc pathway
Geography
CORE or History
MFL Other Other
Non-EBacc pathway
Geography
CORE or History
Other Other
04 | Year 9 Options
Y9 into Y10
∙ All students will be asked to pick either
History or Geography, as we believe If there are questions around this
this ensures students have a broad and then please speak to Dr Stokes or
balanced curriculum which employers any other senior colleagues on the
and further education establishments evening.
value highly. (see later section on the
English Baccalaureate)
∙ Students who wish to progress on to Completing the pathways form
leading Universities would need to
follow the EBACC suite of qualifications All students will be issued with a link to a
which would mean that they would pathways form on Teams in advance of
need to study Spanish and select the pathways evening. Students will be
either History or Geography within their asked to choose their first and second
options set. choice. Please follow the instructions on
the form. Forms should be completed by
∙ We have ensured that the options no later that Monday 28th March 2022.
available provide as much flexibility as
possible so that students are able to
select the courses they wish to study.
Please note however that not all
courses may run if student numbers are
insufficient.
∙ The subjects offered in our blocks
include GCSEs alongside other level
1/2 qualifications which may include
BTEC First Awards, BTEC Tech Awards or
OCR Cambridge National Certificates.
Year 9 Options | 05
Year 9 Options
Course offers to students
Course offers to students
We offer a ‘free choice’ of subjects
at Rossington All Saints Academy GCSE’s are graded on a 9-1 scale rather than
and have done so for a number of the previous A*-G scale. The reformed GCSE’s
years now with a very high success are more demanding and designed so that all
rate of students getting their wishes. the examinations are taken a the end of the
We try to ensure that you obtain all course. Non exam assessment is mainly reduced
your choices; however, I wish to or in some cases removed completely.
make it very clear that in some
cases it will not be possible to meet The table outlines the governments view on how
the combination of subjects chosen the 9-1 scale looks when compared to the A*-G
by some students. Whether or not scale.
we can meet your choices
depends on:
(1) the number of students that choose
each option - we can only offer a
limited number of places in any
given subject due to staffing
considerations or indeed if too few
choose the subject it may be
unviable.
(2) your aptitude and record in the
subject – if there is a history of lack of
engagement in the subject then you
may be questioned as to the
reasons behind your choice
(3) in some cases, the combination of
subjects chosen by a small number
of students will not work due to their
final place on the timetable. In
these cases, the student will be
advised about the problem and
given a chance to reconsider their
choice. One to one meetings will be
arranged to discuss any of these
issues if they arise.
06 | Year 9 Options
Current GCSE Grade Current GCSE Grade
A* (Top 20% of current A*) 9
A* (Bottom 80* of current A*) 8
A 7
B 6
C (Top third of current C) 5
C (Bottom 2 thirds of current C) 4
D 3
E 2
F 1
G (Top half of current G) 1
U 0
Year 9 Options | 07
Year 9 Pathways English Baccalaureate Making good choices The English Baccalaureate Making the right choice of courses at Key Stage 4 is very (EBacc) is a performance important because it may affect a student’s progression measure in school league after Year 11 and possibly their future career tables that was introduced in opportunities. Option choices will also determine the 2010. The measure recognises number, type and grade of qualifications a student will those students who achieve a achieve as well as their enjoyment of Years 10 and 11. GCSE grade “standard pass” Therefore, the decision making involved in the options in English, Maths, two sciences process deserves careful consideration of the (not including vocational information, advice and guidance provided by the science), a modern foreign school. Students should also remember the following language and either three questions to help them choose the best Geography or History. It is not combination of courses: a qualification in itself and is currently not certificated for students achieving the EBacc 1. What am I good at and what combination of subjects. courses will I succeed in? The purpose of the EBacc, as Recent progress reports and scores in stated by the Government, is assessments will help students to identify to encourage students to their areas of strength. If students are achieve a broad set of unsure about their ability to succeed in a academic GCSE particular course, they should ask their qualifications. At Rossington All subject teacher. Saints, students have always been able to study the EBacc combination of subjects and this will continue as it means students gain experience in a 2. What am I interested in and enjoy? broad range of subjects at Key Stage 4. However, for some Most students can quickly identify their students a different favourite lessons but it is important to combination of subjects may make sure students choose a course be better suited to their because they find the subject interesting strengths and interests and the rather than just because they like the requirements of their post-16 teacher or the group of friends in their route. current Year 9 class. 08 | Year 9 Options
3. What qualifications do I need for my next step after Year 11 and
beyond?
One of the most important outcomes of Key Stage 4 is that students achieve
the qualifications that they need for progression to their desired next step
after Year 11 and in their long term aspirations. If students are clear about
what career they wish to pursue they should seek advice about relevant
courses. At this stage, many students will not know exactly what career they
want to pursue so it is important to choose a broad and balanced
combination of courses to keep their future options open, as explained
above. However, it is important that students think ahead as much as
possible and find out what qualifications they may need for their desired
post-16 education. However, at this stage, students should not be overly
concerned if they are unsure about what they want to do after Year 11, so
long as they follow the advice of choosing a balanced curriculum to help
keep their post-16 options open.
Year 9 Options | 09
KS4 Pathways
Information, advice and guidance
The next section of this booklet provides subject
specific information about the courses on offer.
During Year 9 Parents and Pathways evening you
will have the opportunity to have discussions with
subject teachers about your child’s suitability for KS4
courses, there will also be taster events planned for
your child to attend during the school day. I have
included a list of relevant key staff who you may
also want to speak to. In the meantime, students
should be proactive in discussing their option
choices with their parents and seek advice and
guidance as appropriate.
Staff Name Area of expertise
∙ Subject specific information ∙ Taster sessions
Subject Teacher ∙ Suitability for course ∙ Student Data
Learning Manager
∙ Booking guidance meetings
Miss Wainwright ∙ SEN information
∙ Careers advice and guidance
Careers Professional (meetings are held on Wednesday in the small room next to the LRC)
∙ Options process ∙ Curriculum model
Dr Stokes ∙ One to One meetings ∙ GCSE Reforms and Grading
∙ Technical Support Structure
10 | Year 9 OptionsSubject
Information
Year 9 Options | 11OCR GCSE
Computer Science
Course Summary Possible Progressions Assessment Methods
This exciting GCSE gives you an This course follows the new this qualification is assessed
excellent opportunity to investigate National Curriculum for the subject through 2 units.
how computers work, how they’re of Computing. After completing
used, and to develop computer the course pupils will have the skills Unit 1: Computer Systems
programming and problem-solving required to further study a Written Paper: 80 Marks (1:30) (50%)
skills. You’ll also do some Computer Science A level or work
fascinating in-depth research and in a Computing orientated Unit 2: Computational thinking,
practical work. The course builds apprentice-ship. The course leads algorithms and programming
upon skills learned through units into many areas of Computing, Written Paper: 80 Marks (1:30) (50%)
such as Scratch Games problem solving, games
Programming from Key Stage 3 development and programming.
and pupils would be expected to
further their skillset.
Course Structure
Students suited to the course
The course is made up of 2 units of
work as follows.
Programming involves a lot of
problem solving and the ability to Unit 1:
think logically. Pupils who enrol on Written paper: Computer Systems -
this course will benefit from strong The unit embraces the theory of
mathematical skills though this is Computer Science and pupils will
not absolutely necessary. The work through a mixture short and
ability to learn by reading text long answer questions, some of
however, is an essential skill. which will expect the pupils to write
Programming involves learning a program code. The topics include;
new language, that although uses systems, software, hardware, data
English keywords requires new representation, databases,
syntax or rules, so reading ability is networking and programming.
paramount. Pupils will need to
have certain amount of autonomy Unit 2:
and self discipline and be willing to Written paper: Computational
attend after school sessions when thinking, algorithms and
necessary. Homework is set for programming Pupils look at how to
every topic of study and is usually a problem solve in a logical manner.
revision topic to help solidify We look closely at algorithms,
learning from the classroom and computational logic, language
boost end of unit test scores. facilities and data representation. Contact:
Mr Birkinshaw
12 | Computer ScienceEduqas GCSE
English Language and English
Literature
Course Summary Course Structure
This course is worth two GCSEs and The course will compose of two
incorporates a wide range of skills written exams for GCSE Language
and techniques. Studying English which will cover creative writing,
Language and Literature should transactional writing and reading
allow students to: of fiction and non-fiction texts. In
GCSE Literature students will be
∙ Identify and interpret information exposed to a range of literature
from a text. across the 19th, 20th and 21st
centuries and will include poetry,
∙ Explain and comment on how novels and drama.
writers use language and
Again, literature will be assessed
structure to achieve effects.
through two external examinations.
∙ Compare writer’s ideas and
perspectives. Assessment Methods
∙ Critically evaluate texts and
support ideas with relevant
textual support. English will be assessed by 100%
terminal examination at the end of
KS4.
∙ Communicate clearly and
effectively by selecting an
adapting tone. Possible Progressions
∙ Use a range of vocabulary,
sentence structures, spelling and
punctuation accurately. This course will provide a
foundation for a variety of
∙ Plus a range of speaking and progression routes. Virtually all 6th
listening skills. form courses and employers
require a GCSE in English and this
course would provide access to
Students suited to the course Level 3 courses. Also, you would
need a B grade to study A level in
6th Form. Good English
qualifications are also sought after
All students by the end of Key when applying to university. Contact:
Stage 3 will be expected to
complete GCSE English Language Mr Hooton
and Literature.
English Language and English Literature | 13AQA GCSE
Geography
Course Summary A level subjects. Students who different levels of wealth around
have done well in Geography the world and the changes that
often study higher qualifications in are occurring in the UK as a result
subjects such as Environmental of its changing wealth).
The new AQA GCSE accredited in studies, Geology, Economics,and
2016 offers a variety of different Sociology. ‘The challenge of resource
topics covering both human and management’(how food, water
There are also many areas more
physical Geography, as well as and energy supplies can be
directly related to Geography,
allowing students to experience managed globally and nationally
such as Travel and Tourism, the
fieldwork in different locations. It to allow future generations to
environment, transport
aims to give students the chance survive).
management, town planning,
to investigate the link between the
careers in airports and the armed Geographical applications
human and physical themes and
services. contains 2 sections:
examine the battles between the
natural and man-made worlds.
’Issue evaluation’ (interpreting a
Learners will develop the skills Course Structure wide variety of sources to make an
necessary to conduct framed
informed decision)
enquiries in the classroom and in
the field in order to develop their
Living with the physical ’Fieldwork’ (complete 2 different
understanding of specialised
environment is split into 3 main types of fieldwork enquiry)
geographical concepts and
current geographical issues. topics:
‘Natural hazards’ (tectonic and Assessment Methods
Students suited to the course weather hazards’ causes and
impacts on the world)
‘The living world’(how ecosystems Unit 1: Living with the Physical
∙ Confident in exam situations and work in rainforests, deserts and Environment written exam 1h 30.
enjoys academic subjects polar regions) —35% of the awarded grade
∙ Enjoys fieldwork visits and ‘Physical landscapes’(the way the Unit 2: Challenges in the Human
carrying out investigations UK has been shaped by its coasts, Environment written exam 1h
rivers and past glaciers). 30—35% of the awarded grade
∙ An interest in environmental
Challenges in the human Unit 3: Geographical Applications
issues and the way the world
environment is also split into 3 written exam 1h 15 30% of the
works
sections: awarded grade
Possible Progressions ‘Urban issues and challenges’ (the
impact that the world’s rapidly
increasing population is having on
the way we live and the world
Apart from enjoying the course around us). Contact:
and being a lot more aware of the
world around you, GCSE ‘The changing economic world’ Miss Ross
Geography is a solid basis for many (the causes and impacts of
14 | GeographyEdexcel GCSE
History
Course Summary knowledge, working in a classroom ∙ How and why did Germany lose
environment and self study and the First World War?
research. You should be confident ∙ Who took control of Germany
in exam situations and working in a after the war? What were their
Pupils will follow the 2017 Edexcel guided, structured way. success and failures?
specification which explores many
different periods and themes of
∙ When did Hitler come to power?
history. Pupils develop and extend Course Structure Who voted for Hitler?
their knowledge and ∙ What did the Nazi state look like
understanding of specified key – Who did they persecute and
events, periods and societies in why?
Paper 1) Medicine through time
local, British, and wider world
1250-2000 (30% of the GCSE 1
history; and of the wide diversity of
human experience. They will
hour and 15 minutes) Possible Progressions
engage in historical enquiry to
develop as independent learners ∙ Medieval / Renaissance /
and as critical and reflective Industrial Age / Modern Era
Apart from enjoying the course
thinkers, whilst building on their ∙ The Black Death – Responses to
and being a lot more aware of the
confidence to ask and answer Pandemics / The Church /
world around you, GCSE History is a
relevant questions about the past. Improvements in surgery / The
solid basis for many A level
Alongside this pupils will develop NHS
subjects. Students who have done
an awareness of why people, ∙ Deep focus on the First World War well in History often study higher
events and developments have – Injuries and Treatments qualifications in subjects such as
been accorded historical Politics, Law, Economics, and
significance and how and why Sociology. History also goes well
different interpretations have been Paper 2) American West and with subjects such as English and
constructed about them. Elizabeth I (40% of the GCSE 1 hour languages. Many people working
45 minutes) in law and accountancy have
Students suited to the course studied History because of the skills
∙ The challenges facing Elizabeth – that can be developed in
Was the Elizabethan Age a ‘ reasoning and arguing your point.
Golden Age’? There are also many areas more
If you enjoy or are interested in
∙ The Spanish Armada and the directly related to History, such as
studying History through the eyes of Travel and Tourism, museums, the
successes of Elizabeth
people who lived through the media industry, libraries,
period, finding out about how ∙ How did white settler take control
of America government research, academic
people’s lives have changed and research and, of course, history
how people in the past may have ∙ Who are the Native Americans /
teaching.
thought differently from us, What are their beliefs?
debating and understanding why
they are sometimes different, but
equally valid points of view on the Paper 3) Weimar Germany and the
same subject then the GCSE rise of the Nazi Party (30% of the Contact:
History is the ideal subject for you. GCSE 1 hours and 20 minutes)
You need to enjoy applying your Mr Greenin-Whitehead
History | 15Edexcel GCSE
Mathematics
Course Summary they are to get the most out of the Essential Equipment
course. Learners will achieve a
Grade 1 to 9 by the end of Year 11.
Scientific Calculator—this is of
A GCSE in Mathematics should
allow students to: Assessment Methods paramount importance. The new
GCSE specification makes it
essential that students have their
∙ Develop knowledge, skills, and own calculator and they become
understanding of mathematical There is one assessment period for familiar with how to use it.
methods the Linear exam — in June at the
end of Year 11. The recommended calculator of
∙ Acquire and use problem-solving choice is Casio FX83.
strategies The assessment comprises of three
exams (2 with calculator), each Students are advised to make use
paper could assess any aspect of of Hegarty Maths
∙ Select and apply mathematical the course content. (www.hegartymaths.com) this will
techniques and methods to consolidate their class work
real-world situations Students will be on a higher or through both weekly homework
foundation pathway. The pathway and independent study.
∙ Reason, make deductions, and chosen will allow the student the
draw logical conclusions best opportunity to maximise their
potential within the subject.
∙ Interpret and communicate
mathematical information in Students taking the foundation
various ways pathway will be able to achieve
up to a grade 5, which is
considered a good pass.
Students suited to the course
Students taking the higher
pathway will be able to achieve
up to a grade 9.
All students by the end of Key
Stage 3 will be expected to Students will be sitting their final
complete Edexcel GCSE examinations using the Edexcel
Mathematics. exam board.
Course Structure Possible Progressions
Learners will be equipped with the Students who complete the Maths
skills to break down complex GCSE at grade 6 or better are well
functional problems and solve equipped to continue their study of
through a variety of methods and Maths at A-level. Good Maths Contact:
styles. The increase in content qualifications are also sought after
requires learners to show greater when applying to University. Mr Karns
independence in their studies if
16 | MathematicsAQA GCSE
Art & Design (Photography)
Course Summary Course Structure Assessment Methods
Learners will be introduced to a Area of study ∙ 40% External Assessment
variety of experiences and ∙ 60% Portfolio
Candidates should work in one or
techniques when exploring a
more areas of lens-based and
range of photographic disciplines. Useful Websites: Pinterest
light-based media such as those
We will explore media, techniques
listed below. They may explore
and processes, including both
overlapping and combinations of
traditional and new technologies.
areas:
We will explore relevant genres,
styles and images found within the ∙ Portraiture
disciplines of art and design. We
will gain inspiration from others ∙ Landscape photography
both past and present. We will (working from the built or natural
draw for purpose and annotate to environment).
share our thoughts and opinions
about our own work and the work ∙ Still Life photography (working
of others. Responses to these from natural or manufactured
examples will be shown through objects).
practical and critical activities
which demonstrate the learners ∙ Documentary photography,
understanding of different styles, photo journalism, narrative
genres and traditions. photography, reportage.
∙ Fine Art photography,
Students suited to the course photographic installation
∙ Photography involving a moving
image (television, film and
Students who want to gain: animation).
∙ A personal interest in ∙ New media practice such as
photography and an computer manipulated
understanding of why art and photography and photographic
design matters. projections.
∙ Experience of the work practices
of individuals, organisations and Possible Progressions
creative and cultural industries
∙ Understanding of art, craft and
design processes, associated Students who take GCSE
equipment and safe working photography can progress to Contact:
practices higher level courses within
Mr White
photography or within other
visual arts.
Photography | 17Eduqas GCSE
Religion and Ethics
Course Summary Level 3 qualification. Employment Example topic questions:
opportunities in many areas where
skills such as empathy, ∙ Should we allow the death
understanding, respect, tolerance penalty?
GCSE Religion and Ethics allows and good communication are
students to open up their mind welcomed. Philosophy and Ethics is ∙ Should we all have the right to
when considering the world and a highly regarded subject by top euthanasia?
the people around them. It allows university's due to the skills it
students to debate and explore ∙ When does life start? Should we
develops. Many Religion and Ethics
the rights and wrongs. GCSE allow abortion?
students have progressed onto
Religion and Ethics will also give careers in law, politics,
students the chance to explore primary/secondary teaching and
divergent beliefs and teachings the forces.
Assessment Methods
from around the world and from
throughout history when
considering ultimate questions Course Structure All students will complete three
such as what happens when we exams (two x one hour and one x
die? What’s our purpose? Why do two hour)
we suffer?
Students will undertake three main
units during this topic with the
Students suited to the course exam board Eduqas.
Paper one
The study of Christianity (1 hour 25%
Students with a passion for of qualification)
debating and exploring ethical
dilemmas are highly suitable for this Example topic questions:
course. Students with an interest in ∙ What happens after we die? Do
and enthusiasm for religion, people really have near death
philosophy, ethics and experiences?
independent enquiry who are not
necessarily religious themselves but ∙ How did we come into
have an interest in how the world existence? What was the big
works; how people within it share bang?
the same or different
understanding of different topical, ∙ Is there such a thing as
historical and life issues. doomsday? Will the world ever
end?
Possible Progressions Paper two
The study of Islam (1 hour 25% of
qualification)
Contact:
Students will have the option to go
on the sixth form and study A level Paper three Miss Parish
Philosophy and Ethics leading to a
Ethics (2 hours 50% of qualification)
18 | Religion and EthicsAQA GCSE (Biology, Chemistry & Physics)
Separate Sciences
Course Summary Course Structure veterinary science, forensics,
environmental science and
specialist research opportunities.
This well-respected academic The course will last three years and
pathway consists of three separate be taught by specialist science
GCSEs: Biology, Chemistry and teachers. Lessons in each subject
Physics. At Rossington All Saints will include scientific theory,
Academy you will follow the AQA practical applications and How
specification. You will be awarded Science Works. A sample of topics
a grade for each GCSE, one in include evolution, genetics, atomic
each of the sciences. This course is structure, nanotechnology, space
particularly suited to students that and electronics.
wish to study Science at higher
and further education.
Assessment Methods
Essential Equipment
Biology, Chemistry and Physics
GCSEs consists of two equally sized
Scientific Calculator - this is of units that focus upon different
paramount importance. The new content. Each subject is assessed
GCSE specification makes it through two terminal examinations
essential that students have their (one for each unit) at the end of
own calculator and that they Year 11. Within these examinations
become familiar with how to use it. you will be assessed on your
The library sells calculators (£8 subject knowledge, application of
each) but they can also be knowledge, data interpretation
purchased elsewhere. The and practical investigation skills.
recommended calculator of Students will be awarded grades
choice is Casio FX83. using the new numerical 9 – 1
system.
Students suited to the course
Possible Progressions
Triple Science is suited to high
attaining students in Science and
Mathematics. Students should These qualifications can lead
demonstrate a flair for science, directly to A-Level Biology,
enjoy discussing topical issues and Chemistry and Physics and
have an enquiring mind about the eventually to a wide range of
world around them. university and college courses. Contact:
Possible career options may
include: medicine, dentistry, Mr Moody
Separate Sciences | 19AQA GCSE
Combined Sciences Trilogy
Course Summary through two terminal examinations
(one for each unit) at the end of
Year 11, hence you will be assessed
through 6 examinations in total.
This pathway offers you the Within these examinations you will
chance to study Biology, Chemistry be assessed on your subject
and Physics modules. At the end of knowledge, application of
the three year course you will be knowledge, data interpretation
awarded with 2 GCSE grades in and practical skills. Students will be
Combined Science. awarded grades using the new 9 –
1 numerical system.
Students suited to the course
Possible Progressions
Students should enjoy learning
science in a classroom This qualification allows you to
environment. Students will have access A-Level and equivalent
studied Science at Key Stage 3 courses, progressing to Degree
and have an inquisitive nature level. This is ideal for students
about the world they live in. wishing to pursue a career in:
medicine, veterinary nursing,
laboratory work, physiotherapy,
Essential Equipment forensic science, environmental
work, dentistry, teaching and
skilled trade work.
Scientific Calculator—this is of
paramount importance. The new
GCSE specification makes it Useful Websites
essential that students have their
own calculator and they become
familiar with how to use it. The ∙ BBC Bitesize
library sells calculators (£8) but they
∙ AQA Science
can also be purchased elsewhere.
The recommended calculator of
choice is Casio FX83.
Assessment Methods
Each module (Biology, Chemistry Contact:
and Physics) is split into two equally
sized units that focus upon different Mr Moody
content. Each module is assessed
20 | Combined Sciences (Trilogy)GCSE
Spanish
Course Summary Assessment Methods Possible Progressions
The course is divided into 4 skills: Each skill (listening, reading, Students can carry on to A level
listening, reading, speaking and speaking and writing) counts for Spanish or pursue a career in one
writing, enabling students to 25% of the final GCSE grade and of the professions mentioned.
develop language skills in a variety will be examined at the end of
of contexts. Students cover topics Year 11. All four exams cover all
which come under the headings topic areas. Useful Websites
of:
Listening paper
∙ Identity and Culture 35 minute exam (F tier), 45 minute
exam (H tier) www.linguascope.com
∙ Local, national, international and
global areas of interest Reading paper es.maryglasgowplus.com/students/
45 minutes (F tier), 1hr (H tier) features (Spanish news stories,
∙ Current and future study and updated weekly)
employment
Speaking exam
7-9 minutes (F tier), 10-12 minutes (H www.bbc.co.uk/education/subjec
tier). Role-play, photo card and ts/z4dqxnb
Course Structure conversation.
Writing paper
Students will be taught content 1hr (F tier), 1hr 15 minutes (H tier)
from the above three themes
including topics such as social
Students suited to the course
media, mobile technology, eating
out, cinema and TV, sport and
music. They will also learn about
global issues, the environment, Students of all abilities with an
healthy living and poverty, interest in the Spanish culture as
focusing in particular on Spanish well as the language will be
speaking countries. Finally students interested in this course. Students
will have a chance to explore their who wish to work in industries such
future opportunities and how as Business, Leisure, Travel and
learning a language may benefit Hospitality sectors will find this
them in the future. subject a valuable asset as Spanish
is the second world language in
Together with developing their
international communication and
topic based vocabulary students
the third as an international
will work on grammar skills and
language of politics, economics
develop their ability to translate
and culture. Contact:
along with having an opportunity
to study authentic Spanish Students who have studied KS3
Mrs Hudson
literature. Spanish will be in a position to take
this course.
Spanish | 21BTEC Level 1/Level 2 Tech Award in
Music Practice
Course Summary Components 1 and 2 are internally music journalism, music producer,
assessed and externally performing musician, recording
moderated. In component 3 artist, composer.
students will respond to a brief
A BTEC level 1 is equivalent to a
which is externally set by Edexcel
GCSE grade 3 to 1 (D to G), a BTEC
and externally assessed.
level 2 is equivalent to a GCSE
grade 9 to 4 (A* to C).
Through completing this BTEC Course Structure
students will gain an overview of
the performing arts industry and
learn how to create a
performance. Students will have Component 1 - Exploring Music
opportunities to explore Products and Styles (30%):
performance skills, and be given Explore the techniques used in the
support to develop their skills as an creation of different musical
actor. products and investigate the key
features of musical styles.
Students suited to the course Component 2 - Music Skills
Development (30%):
Develop two musical disciplines
Students who: from Music Performance, Creating
Original Music and Music
∙ Have an interest in MUSIC Production through practical tasks
while documenting progress.
∙ Enjoy PERFORMING in front of
others want to develop skills in Component 3 (40%):
PLAYING AN INSTRUMENT OR Responding to a music brief. Put
SINGING skills into practice by responding to
a brief as a composer, performer or
∙ Are committed and independent
producer. Choose an area of the
outside of lessons when
industry to focus on and come up
developing their work and skills.
with responses to the brief using the
∙ Are willing to develop a critical resources available to you, then
understanding of music present your final response either
solo or in a group.
Assessment Methods
Possible Progressions
This BTEC is made up of a Contact:
combination of coursework and This course would allow students to
explore job opportunities within the Mr Bowers
controlled assessment.
industry such as video game music,
22 | MusicBTEC Level 1/Level 2 Tech Award in
Performing Arts (Acting)
Course Summary task provided by Edexcel and is
externally assessed.
A BTEC Level 1 is equivalent to a Course Structure
GCSE grade 3 to 1, a BTEC Level 2
is equivalent to a GCSE grade
9 to 4.
Through completing this BTEC Component 1 - (30%):
students will gain an overview of Exploring the Performing Arts
the performing arts industry and
learn how to create a Develop an understanding of the
performance. Students will have performing arts by examining the
opportunities to explore work of professionals and the
performance skills, and be given processes used to create
support to develop their skills as an performance.
actor. Component 2 (30%):
Developing Skills and Techniques in
Students suited to the course Performing Arts
Reproduce various repertoire as
performers or designers to develop
a range of skills and techniques.
∙ Have an interest in DRAMA
Component 3 (40%):
∙ Enjoy PERFORMING in front of
others Responding to a brief. Consider
how practitioners adapt their skills
∙ Want to develop skills in VOICE for different contexts, and put this
AND MOVEMENT in drama into practice in a performance.
∙ Are committed and
independent outside of lessons Possible Progressions
when developing their work and
skills.
This course would allow students to
explore job opportunities within the
Assessment Methods
industry such as: choreographer,
writer, director, theatre technician,
lighting/sound technician, actor,
This BTEC is made up of a stage crew, stage manager.
combination of coursework and
controlled assessment. Contact:
Components 1 and 2 are internally
assessed and externally Mr Bowers
moderated. Component 3 is a set
Performing Arts | 23Cambridge Nationals
Health and Social Care
Course Summary completed during year one and
the exam in year two.
This course has been developed to Assessment Methods
recognise learners skills, knowledge
and understanding of the health
and social care sector and the
Mandatory: Principles in Health and
settings, job roles, principles and
Social Care settings (Exam- 40%)
values involved. The learners carry
out a range of tasks that have Mandatory: Supporting Individuals
been designed to recognise their through Life Events
achievements in a modern, (Coursework-40% )
practical way that is relevant to
Optional: Creative and
the workplace. Whilst not involving
Therapeutic Activities OR Health
work experience directly they are
Promotion Campaigns
work-related qualifications which
(Coursework- 20%)
will support progression to an NVQ
once a candidate is in the
workplace. Possible Progressions
Students suited to the course
∙ Health, Social Care & Early Years
Level 3
Cambridge Nationals are
∙ NVQ (Level 3) in the work place
vocationally related qualifications
that take an engaging, practical ∙ CACHE Level 3 Diploma in
and inspiring approach to learning Childcare
and assessment. They’re industry
relevant, geared to key sector
requirements and very popular
with schools and colleges because
they suit such a broad range of
learning styles and abilities.
Course Structure
To achieve this qualification
candidates must complete a total
Contact:
of three units consisting of two
mandatory units and one optional Miss Fewster
unit. The coursework units will be
24 | Health & Social CareCambridge Nationals
Sports Science - Level 2
Course Summary Course Structure Furthermore, some aspects of the
course link with Practical sport and
leadership, with particular focus on
the role that Sport plays within
This course is worth 1 GCSE and If you are entered for this society.
incorporates a wide range of skills qualification you will complete a
and techniques. The course is range of practical and written
modular and so allows for students assessments alongside an exam
to move through units at different unit. The practical elements will
times, completing a number of focus on the different principles of
assignments. The course requires training and how the body
students to develop and then responds to varying styles of
demonstrate their theoretical exercise. The written assignments
knowledge around the selected will support your practical element
units highlighted below. There will in addition to demonstrating your
also be an expectation to understanding of the core units.
demonstrate their understanding
of key assessment criteria through
practical performance. Assessment Methods
Students suited to the course
Mandatory- Reducing the Risk of
Sports Injuries and Dealing with
Common Medical Conditions (40%
This course would suit students who -externally assessed)
are enthusiastic about Physical
Mandatory- Applying the Principles
Education and Sport and are keen
of Training (coursework- 40%)
to learn more about the
theoretical aspects behind it. The Optional- The Body’s Response to
course will suit students who have Physical Activity and how
an existing understanding of the Technology informs this OR Nutrition
importance of nutrition, types of and Sports Performance (20%)
injuries that can occur within sport,
how the body responds when
exercising and types of training. Possible Progressions
Furthermore, the course will require
students who are determined to
work hard and complete a high
This course would provide a solid
number of assignments to achieve
foundation for students who
the best grade possible.
wanted to progress to study BTEC
Sport level 3 at 6th form level.
Additionally, the course has strong
Contact:
links with English, where students
will be required to formulate Miss Fewster
coherent assignments.
Sports Science | 25Cambridge Nationals
Sport Studies - Level 2
Course Summary unit. The practical elements will Optional:
focus on your performance and
the performance of others within R186: Sport and the media
the class. The written assignments
The course is worth 1 GCSE and
will support your preparation for or
incorporates a wide range of skills
the practical elements. You will be
and techniques. The course is
able to take part in a number of R187: Increasing awareness of
modular and so allows for students
practical activities and leadership outdoor and adventurous activities
to move through units at different
opportunities throughout this
times, completing a number of
process to refine your skills and
assignments. The course requires
knowledge. There are three units
students to develop and then
over the two year course.
demonstrate their theoretical
knowledge, practical performance
and leadership skills, as well as Possible Progressions
evaluating and improving their
own and others performances.
This course would provide a solid
Students suited to the course foundation for students who
wanted to progress to study BTEC
Sport level 3 at 6th form level.
Additionally, the course has strong
This course would suit students who
links with English, where students
are enthusiastic about Physical
will be required to formulate
Education and Sport and are keen
coherent assignments.
to learn more about the
theoretical aspects behind it. The Furthermore, some aspects of the
course will suit students who have course link with Practical sport and
good practical ability, leadership leadership, with particular focus on
skills and have knowledge of rules the role that Sport plays within
and regulations in different sports. society.
Furthermore, the course will require
students who are determined to
work hard and complete a high Assessment Methods
number of assignments to achieve
the best grade possible.
Mandatory:
Course Structure
R184: Contemporary issues in sport
R185: Performance and leadership
If you are entered for this in sports activities
qualification you will complete a Contact:
range of practical and written
Miss Fewster
assessments alongside an exam
26 | Sport StudiesWJEC Level 1 / 2 Technical Award
Hospitality and Catering
Course Summary Course Structure Possible Progressions
The course is worth 1 GCSE and The course will be organised to Continue to study at A Level with
incorporates a wide range of skills enable students to build the skills options available including Food,
and techniques. The course is required to prepare them for Nutrition or Business. Other
modular and so allows for students external assessment (exams) and opportunities include worked
to move through units at different the controlled assessments based apprenticeships and
times, completing a number of (coursework). Level 1/2 Hospitality employment in the hospitality,
assignments. The course requires and Catering requires learners to catering and tourism industry.
students to develop and then demonstrate knowledge and
demonstrate their theoretical understanding of:
knowledge, practical performance Assessment Methods
and leadership skills, as well as ∙ The industry: accommodation;
evaluating and improving their food and beverage; front of
own and others performances. house
Unit 1 The Hospitality and Catering
∙ The types of products and
Industry: 40% exam
services provided
Students suited to the course
Unit 2 Hospitality and Catering in
∙ The range of customer groups Action: 60% Controlled Assessment.
Students who: ∙ Job roles, career opportunities
and relevant training
∙ Have an interest in food and the
food industry ∙ Appropriate forms of
communication within the
∙ Are able to work collaboratively industry
with others and enjoy practical
tasks ∙ The importance of record
keeping
∙ Who have an interest in
customer care and also in more ∙ The range of equipment used in
practical (cooking elements) the hospitality and catering
industry
∙ Are willing to prepare and cook
foods for an audience other than ∙ Nutrition and cooking methods
themselves and are prepared to
be adventurous ∙ Functions of ingredients
∙ Have an interest in hygiene and ∙ Types of food poisoning, where
safety, including legislation and they are found and
consequences of a business consequences
having poor understanding in this Contact:
area ∙ The Hospitality industry
Miss Sims
Hospitality and Catering | 27OCR Cambridge National
Engineering (Manufacture)
Course Summary a keen interest in the subject and Assessment Methods
who have the aspiration to
succeed. Pupils will also need to
have the ability to work safely
The OCR Level 1/Level 2 The course is comprised of three
under their own direction and
Cambridge National in Engineering areas, one external exam and two
demonstrate resilience to progress
Manufacture will develop non-examined assessments (NEA).
their learning. An analytical mind
knowledge, understanding and
would be beneficial and the ability R014 Principals of Engineering
practical skills that would be used
to work under time pressures and Manufacture: An external exam
in the engineering, manufacturing
to meet deadlines are essential. counts for 40% of the qualification
sector. You may be interested in
this if you want an engaging R015 Manufacturing a one-off
qualification where you will use product: NEA counts for 30% of the
Course Structure
what you learn in practical, real-life qualification
situations, such as:
R016 Manufacturing in Quantity:
∙ The materials used in Unit R014 : Principals of Engineering NEA counts for 30% of the
engineering manufacture Manufacture qualification
∙ Safely producing a one-off In this unit you will learn about the
product different types of manufacturing Possible Progressions
processes, and the different
∙ The use of Computer Numerical materials that can be used with
Control (CNC) to produce in manufacturing.
quantity. This course can lead to a range of
Unit R015: Manufacturing a one-off possible areas that pupils can
The qualification will also help you
product aspire to that include level 3
to develop learning and skills that
courses, apprenticeships, and
can be used in other life and work In this unit you will learn how to careers within the engineering
situations, such as problem solving safely plan and accurately sector. Pupils can go on to further
and planning. produce a one-off product by education by extending their
using appropriate processes, tools studies to A Levels or level 3
and equipment. vocational courses, like the new
Students suited to the course government Technical levels.
Unit R016: Manufacturing in These can in turn lead onto higher
Quantity education in HND/HNCs or degree
This course would suit pupils who level qualifications.
In this unit you will learn how to
are enthusiastic about Engineering manufacture using jigs and
and are keen to discover the templates to support
theoretical aspects involved in the manufacturing in volume using
subject. Although this course has a computer aided design software
practical element, there is still a lot and computer numerical
of theory that pupils will need to control equipment
understand and apply in Contact:
contextual situations. The course is Mr. D Birkinshaw
therefore suited to those who have
28 | Engineering (Manufacture)Notes 30 | Notes
Notes | 31
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