Business
Exam Board: Pearson Edexcel
Specification Code: 1BS0
Course Content
This course introduces students to the world of business and enterprise. Students develop an understanding of how businesses are started, managed and grown, and how they respond to internal and external influences. The course builds strong analytical, decision-making and quantitative skills that are valuable for further study and employment.
1.1 Enterprise and Entrepreneurship
Knowledge
Students learn about the nature of enterprise and entrepreneurship, why businesses start, and the importance of innovation. They explore the risks and rewards involved in setting up a business and the personal qualities entrepreneurs need.
Skills
Skills developed include using business terminology, identifying risks and rewards, and understanding business motivations.
1.2 Spotting a Business Opportunity
Knowledge
Students examine how businesses identify opportunities by understanding customer needs, conducting market research and analysing competition. They learn about market segmentation and competitive advantage.
Skills
Skills developed include interpreting market research data, analysing competitors, and evaluating business opportunities.
1.3 Putting a Business Idea into Practice
Knowledge
This topic focuses on business aims and objectives, sources of finance, and financial concepts such as revenue, costs, profit and cash flow. Students learn how financial information supports decision-making.
Skills
Skills developed include basic financial calculations, analysing financial data, and applying aims and objectives to real business situations.
1.4 Making the Business Effective
Knowledge
Students explore different business ownership types, the importance of location, the marketing mix, and the role of business planning.
Skills
Skills developed include comparing ownership structures, evaluating marketing decisions, and assessing factors that affect business success.
1.5 Understanding External Influences on Business
Knowledge
Students investigate how external factors such as stakeholders, technology, legislation and economic changes affect businesses.
Skills
Skills developed include analysing external influences and understanding how businesses adapt to change.
2.1 Growing the Business
Knowledge
Students learn about different methods of business growth, including organic and external growth, and how business aims and objectives change as a business grows. They also explore globalisation and international trade.
Skills
Skills developed include evaluating growth strategies and understanding global business impacts.
2.2 Making Marketing Decisions
Knowledge
This topic develops a deeper understanding of the marketing mix, including product design, pricing strategies, promotion methods and distribution channels.
Skills
Skills developed include analysing marketing strategies and evaluating how businesses gain competitive advantage.
2.3 Making Operational Decisions
Knowledge
Students study production methods, quality assurance, customer service and stock management.
Skills
Skills developed include comparing operational methods, interpreting operational data, and evaluating efficiency and quality.
2.4 Making Financial Decisions
Knowledge
Students use financial information such as ratios, forecasts and statements to assess business performance.
Skills
Skills developed include quantitative analysis, interpreting financial data, and making justified business decisions.
2.5 Making Human Resource Decisions
Knowledge
This topic focuses on organisational structures, recruitment, training and motivation. Students learn how workforce planning affects productivity and performance.
Skills
Skills developed include evaluating human resource strategies and understanding motivation in the workplace.
Assessment
The Pearson Edexcel GCSE Business course is assessed through two written examinations at the end of the course. There is no coursework.
Paper 1: Investigating Small Business
- Covers Theme 1 content
- Written examination: 1 hour 45 minutes
- 90 marks
- Accounts for 50% of the final GCSE grade
Paper 2: Building a Business
- Covers Theme 2 content
- Written examination: 1 hour 45 minutes
- 90 marks
- Accounts for 50% of the final GCSE grade
Future Options
Business is a fundamental aspect of modern society, influencing the way individuals, organisations, and economies operate. Studying GCSE Business provides students with essential knowledge and skills, encouraging critical thinking, financial literacy, and decision-making abilities. It offers students the opportunity to explore key business concepts such as marketing, finance, management, and entrepreneurship, enabling them to understand the dynamics of the business world and the impact of global trends.
Success in GCSE Business is highly valued by universities and employers, as it demonstrates a solid understanding of business principles and an ability to approach challenges strategically. The course helps students develop problem-solving and analytical skills, which are crucial for navigating the fast-paced and ever-changing business landscape. These skills are not only vital for further study but also for a wide range of careers, from marketing and finance to management and entrepreneurship.
Please see below for careers particularly suited to those interested in pursuing the International Baccalaureate Diploma studies in Business at Post-16, and who may be considering exploring this subject further at University.
- Business Analyst – Average salary £42,070. For more information click here.
- Business Development Manager – Average salary £40,809. For more information click here.
- Recruitment Consultant – Average salary £24,839. For more information click here.
- Logistics Manager – Average salary £41,361. For more information click here.
- Human Resources Manager – Average salary £46,490. For more information click here.
Additional Information
GCSE Business requires a strong knowledge base, developed through lots of independent study and extensive exam practise. If you work hard, revise regularly and listen attentively, you will achieve!
Computer Science
Dependent upon an MYP grade 5 in maths
Exam Board: OCR
Specification Code: J276
Course Content
Knowledge
- Systems Architecture
- Memory
- Storage
- Wired and wireless networks
- Network topologies, protocols and layers
- System security
- System software
- Ethical, legal, cultural and environmental concerns
Skills
Introduces students to the:
- central processing unit (CPU)
- computer memory and storage
- wired and wireless networks
- network topologies
- system security and system software
It also looks at ethical, legal, cultural and environmental concerns associated with computer science.
Knowledge
- Algorithms
- Programming techniques
- Producing robust programs
- Computational logic
- Translators and facilities of languages
- Data representation
Skills
Students apply knowledge and understanding gained in component 01. They develop skills and understanding in computational thinking, this includes:
- algorithms
- programming techniques
- producing robust programs
- computational logic
- translators and data representation
The skills and knowledge developed within this component will support the learner when completing the Programming Project.
Knowledge
- Programming techniques
- Analysis
- Design
- Development
- Testing and evaluation and conclusions
Skills
- Students use OCR Programming Project tasks to develop their practical ability in the skills developed in components 01 and 02
- They will have the opportunity to define success criteria from a given problem, and then create suitable algorithms to achieve the success criteria.
- Students then code their solutions in a suitable programming language, and check its functionality using a suitable and documented test plan
- Finally they will evaluate the success of their solution and reflect on potential developments for the future
Assessment
Assessment 1: 1.30min written paper – 50% of the total GCSE
- Systems architecture
- Memory and storage
- Computer networks, connections and protocols
- Network security
- System software
- Ethical, legal, cultural and environmental
impacts of digital technology
Assessment 2: 1.30min written paper – 50% of the total GCSE
- Algorithms
- Programming fundamentals
- Producing robust programs
- Boolean logic
- Programming languages and Integrated Development Environments
Future Options
Computer Science is at the heart of modern technology, teaching you how to think logically, solve problems creatively, and understand the systems powering our world. In this course, you’ll learn to code, design algorithms, and explore the fundamentals of topics like programming, cybersecurity, and the impact of technology on society. You’ll also gain hands-on experience in creating programs and tackling real-world challenges using computational thinking.
A GCSE in Computer Science is highly regarded by employers and universities, opening pathways to exciting careers in gaming, software development, AI, and more. It’s the perfect choice for anyone interested in technology and innovation, giving you the tools to thrive in our fast-paced digital world.
Please see below for careers particularly suited to those interested in pursuing the International Baccalaureate Diploma studies in Computer Science at Post-16, and who may be considering exploring this subject further at University.
- Web Designer – average salary £35,000. For more information click here.
- Software Developer – average salary £52,000. For more information click here.
- Computer Games Developer – average salary £40,000. For more information click here.
- Cyber Security Analyst – average salary £55,000. For more information click here.
- Dev Ops Engineer – average salary £63,000. For more information click here.
Additional Information
The GCSE Computer Science course includes significant mathematical content.
Design and Technology
Exam Board: OCR
Specification Code: J310
Course Content
Knowledge
Students will build in-depth knowledge, understanding and design development skills that relate to one or more of the following main categories of materials:
- Woods
- Metals
- Plastics
- Papers and boards
- Textiles
- Electronic components
- Smart materials
Skills
Application of this understanding will be applied to both units of the course:
- Exam
- NEA – Controlled Assessment – Project
Knowledge
This includes both the ‘core’ principles that all students must know, and ‘in-depth’ principles that are more specific to the materials or systems they have deeper practical and design experience of. For a number of these principles, mathematical and/or scientific knowledge is also required.
Skills
Students will:
- Analyse existing products
- Demonstrate applied mathematical skills
- Demonstrate their ‘core’ design and technical knowledge and understanding
- Demonstrate and apply their in-depth technical knowledge of working with materials, ensuring functionality of products or systems and manufacturing processes and techniques.
Knowledge
A key component that the students will be required to know and understand is the iterative design process. This includes both the ‘core’ principles that all students must know, and ‘in-depth’ principles that are more specific to the materials or systems they have deeper practical and design experience of. For a number of these principles, mathematical and/or scientific knowledge is also required.
Skills
Students will:
- Analyse existing products
- Demonstrate applied mathematical skills
- Demonstrate their ‘core’ design and technical knowledge and understanding
- Demonstrate and apply their in-depth technical knowledge of working with materials, ensuring functionality of products or systems and manufacturing processes and techniques
Assessment
You will be assessed on two units: one exam, taken at the end of Year 11, and a practical project that follows the design process (investigation, research, designing, prototyping, manufacture and evaluating).
Exam Unit: This component brings together the learners ‘core’ and ‘in-depth’ knowledge and understanding.
- ‘Core’ knowledge of Design and Technology principles demonstrates students’ broad understanding of principles that all learners should have across the subject.
- ‘In-depth’ knowledge allows students to focus on at least one main material category, or design engineering.
- The question paper is split into two sections. A minimum of 15% of the paper will assess students’ mathematical skills as applied within a design and technology context.
NEA (Controlled Assessment – Project): This component offers the opportunity for students to demonstrate understanding of and skills in iterative designing, in particular:
- the interrelated nature of the processes used to identify needs and requirements (explore)
- creating solutions to meet those needs (create)
- evaluating whether the needs have been met (evaluate).
- students will produce a portfolio and one final prototype(s).
Each unit is worth 50% of the final GCSE grade. The project will start in Year 10 and will be related to solving a real life problem.
Future Options
GCSE Design and technology allows students to access a range of pathways. For example further study at sixth form and university. It also opens up a range of possibilities with Technical Apprenticeships.
GCSE Design and Technology offers an opportunity for students to identify and solve real problems by designing and making products or systems in a wide range of contexts relating to their personal interests.
This qualification aims to relate authentic real world awareness of iterative design practices and strategies used by the creative, engineering and manufacturing industries. Students will be required to use critical thinking, leading towards invention and design innovation, to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values.
- Product Design – Average Salary £30,052 For more information, click here
- Mechanical Engineer – Average Salary £42,463. For more information, click here
- Aerospace Engineer – Average Salary £46,419 For more information, click here
- Architect – Average Salary £48,894 For more information click here
- Fashion Designer – Average Salary £40,503 For more information click here
Additional Information
The GCSE Design and Technology course will require you to apply your scientific and mathematical knowledge to solving problems.
Students will be required to have good organisation, communication and time management skills in order to complete the practical element of the project.
Drama
Exam Board: AQA
Specification Code: 8261
Course Content
Knowledge
- Characteristics of performance texts and dramatic works
- Social, cultural and historical contexts of the plays studied
- Performance conventions
Skills
- How to analyse and evaluate the work of live theatre makers, included how a play can be interpreted; the skills demonstrated by the performers and how successfully meaning was communicated to the audience
- The design skills demonstrated in a production
Knowledge
- The roles and responsibilities of theatre makers in contemporary professional practice
Skills
- How to design and construct the design skills demonstrated in a production
Knowledge
- Drama and theatre terminology and how to use this appropriately
Skills
- How to commit dialogue to memory for devised performances
- Develop the ability to interpret and/ or create and perform a character as appropriate to the demands of the performance
- Develop a range of vocal skills and techniques
- Develop a range of physical skills and techniques
- Develop an appropriate performer/audience relationship and ensure sustained engagement throughout the performance
Assessment
You will be assessed on the basis of three components.
The first component is an exam (worth 40% of the GCSE) lasts 1 hour and 45 minutes, and requires that you answer a series questions on a given extract from a play you have studied and one question (from a choice) on the work of theatre makers in a single live theatre production you have studied.
The second is a coursework component (worth 40% of the GCSE) comprising of a performance, coupled with an analysis and evaluation, all detailed in a written log which represents your development as a dramatist.
The third component (worth 20% of the GCSE) is a performance of two extracts from one play
Future Options
GCSE Drama is a valuable foundation for students looking to progress to studying Theatre Studies at Key Stage 5. Beyond that, achieving a GCSE in Drama teaches students to collaborate with others, and to think analytically and evaluate effectively, as well as to gain the confidence to pursue their own ideas, reflect and refine their efforts. Students of GCSE Drama emerge with a toolkit of transferable skills, applicable both in further studies and in the workplace.
Please see below for careers particularly suited to those interested in pursuing the International Baccalaureate Diploma studies in Theatre at Post-16, and who may be considering exploring this subject further at University.
- Actor – Average Salary: £34,864 For more information, click here
- Theatre Director – Average Salary: £37,485 For more information, click here
- Stage Manager – Average Salary: £37,485 For more information, click here
- Costume Designer – Ave up rage Salary: £40,503 For more information, click here
- Drama Therapist – Average Salary: £34,448 For more information, click here
Additional Information
If you are considering a career in Drama there are lots of opportunities you may wish to explore (for more information go to www.unifrog.org). Creative types might enjoy roles such as directing, playwriting or theatre design, while practical people are needed for jobs such as lighting technician or stage crew member. Finally, showbusiness is just that – a business, which requires producers and marketing staff to make sure that tickets sell! However, even if you do not intend to pursue a career in Drama, don’t understate the value of a GCSE in Drama. The subject is an engaging gateway to expression and will affect the way you interact with, and the way you are received, in the world.
Geography
Exam Board: Edexcel B
GCSE (9-1) Geography B: At a Glance
The Pearson Edexcel GCSE (9-1) in Geography B is an engaging, inquiry-based course that explores the world’s most pressing issues, from climate change and natural hazards to global inequality and urbanisation. It is designed to help you “think, study, and apply” geography to real-world 21st-century challenges.
What Will You Study?
The course is divided into three main components:
Component 1: Global Geographical Issues
- Hazardous Earth: How the world’s climate system works and the impact of tropical cyclones and earthquakes.
- Development Dynamics: Understanding the scale of global inequality and how emerging countries grow.
- Challenges of an Urbanising World: Exploring why cities are growing rapidly and the challenges this creates for megacities.
Component 2: UK Geographical Issues
- The UK’s Evolving Physical Landscape: A deep dive into how coastal change and river processes shape our country.
- The UK’s Evolving Human Landscape: A case study on how major UK cities are changing today.
- Geographical Investigations: Two compulsory fieldwork trips (one physical and one human) to bring your learning to life outside the classroom.
Component 3: People and Environment Issues
- Making Geographical Decisions: You will learn about the biosphere, forests under threat, and energy resources. This paper culminates in a “decision-making” exercise where you use your knowledge to solve a real-world problem.
Assessment
There are three written exams taken at the end of Year 11.
|
Paper |
Title |
Weighting |
Duration |
Marks |
|
Paper 1 |
Global Geographical Issues |
37.5% |
1 hour 30 mins |
94 |
|
Paper 2 |
UK Geographical Issues |
37.5% |
1 hour 45 mins* |
94 |
|
Paper 3 |
People & Environment Issues |
25% |
1 hour 30 mins |
64 |
*Note: The exam time for Paper 2 has been increased for exams from 2026 onwards
Skills for the Future
Geography is highly valued by employers and universities because it develops a broad range of transferable skills:
- Cognitive Skills: Critical thinking, non-routine problem solving, and systems thinking (decision-making).
- Interpersonal Skills: Communication and collaborative problem solving.
- Intrapersonal Skills: Adaptability and self-management.
- Geographical Expertise: Mastering map skills (GIS), data analysis, and investigative fieldwork techniques.
Future Prospects: High-Earning Careers
Geography is a “facilitating subject” that is highly valued by top universities and employers because it develops a mix of scientific and social analysis.
Lucrative career paths for Geographers include:
- Geographic Information Systems (GIS) Manager: Using data and digital mapping to solve complex problems for governments and tech companies.
Salary Potential: £31,000 to £65,000+.
- Geopolitical & Risk Analyst: Advising global businesses and leaders on political stability and international risks.
Salary Potential: Competitive roles in finance and consultancy.
- Environmental Consultant: Helping major construction and energy firms meet sustainability and environmental targets.
Salary Potential: Senior roles can reach £65,000.
- Sustainability Manager: Leading a company’s strategy to go green and reach “Net Zero.”
Salary Potential: £40,000 to £60,000+.
- Town & Transport Planner: Designing the cities and transport networks of the future.
Salary Potential: £30,000 to £55,000.
Why Choose Geography B?
- In-Demand Skills: You will master GIS (digital mapping), data analysis, and critical decision-making—skills that are essential for the “green economy”.
- Real-World Relevant: You don’t just learn from a book; you participate in fieldwork and tackle issues like climate change and global energy security.
- Highly Employable: Geography graduates have some of the highest employment rates, with many entering well-paid sectors like finance, law, and engineering.
History
Exam Board: Pearson Edexcel
Specification Code: 1H10
Course Content
Knowledge
- Knowledge of Medicine in medieval England including the Black Death;
-
Knowledge of the Medical Renaissance in England including the Great Plague;
-
Knowledge of Medicine in eighteenth- and nineteenth- century Britain including Cholera in London;
-
Knowledge of Medicine in modern Britain including Penicillin and Lung Cancer;
-
Knowledge of the British sector of the Western Front, 1914–18: injuries, treatment and the trenches;
-
Knowledge, selection and use of sources for historical enquiries.
Skills
-
How to demonstrate knowledge and understanding, with questions focusing on similarity and difference, and change and continuity. This may include turning points (significance), extent of, and causes or consequences of change;
-
How to analyse, evaluate and use contemporary sources to make substantiated judgements.
-
How to identify and use sources relevant to this historic environment for enquiries.
-
How to construct logical chains of reasoning and make connections between the elements in extended writing questions;
-
How to justify your arguments by examining evidence and creating a supported judgement.
Knowledge
-
Knowledge of Elizabeth’s early reign: Queen, government and religion, 1558–69;
-
Knowledge of challenges to Elizabeth at home and abroad, 1569–88;
-
Knowledge of Elizabethan society in the Age of Exploration, 1558–88;
Skills
-
How to demonstrate knowledge and understanding of early Elizabethan England. Questions will target key features and causation, and may also target other second order concepts (change, continuity, consequence, similarity, difference, significance);
Knowledge
-
Knowledge of the Weimar Republic including the Impact of World War One, 1919-1929;
-
Knowledge of Hitler’s rise to power, 1919–33, including the Wall Street Crash;
-
Knowledge of Nazi control and dictatorship, 1933–39, including the role of the police state.
-
Knowledge of Life in Nazi Germany, 1933–39, including the persecution of minorities.
Skills
-
How to demonstrate knowledge that illustrates an understanding of causation.
-
How to analyse and evaluate contemporary sources and later interpretations based on evidence from the period of Weimar and Nazi Germany.
-
How to decide which evidence to use to reach judgements. How to support answers with precise evidence and consider ways in which evidence could give rise to and support different interpretations.
-
How to evaluate given interpretations using their own knowledge of the period.
-
How to construct logical chains of reasoning and make connections between the elements in extended writing questions;
-
How to justify your arguments by examining evidence and creating a supported judgement.
Knowledge
- Knowledge of the increasing East-West tension and the origins of the Cold War, 1941– 58;
-
Knowledge of Cold War crises, 1958–70 including the Berlin Crisis;
-
Knowledge of the end of the Cold War, 1970-91 including Détente and the collapse of the USSR.
Skills
-
How to demonstrate knowledge and understanding of the Cold War. Questions will target: consequence, significance and analytical narrative;
-
How to construct logical chains of reasoning and make connections between the elements in extended writing questions;
-
How to justify your arguments by examining evidence and creating a supported judgement.
Assessment
You will be assessed on the basis of three exams, taken at the end of Year 11.
The first exam (worth 30% of the GCSE) lasts 1 hour and 20 minutes, and requires that you answer a series of questions on a thematic study; you will also be asked to answer source questions on a related historic environment.
The second exam (worth 40% of the GCSE) lasts 1 hour and 50 minutes, and requires that you answer a series of questions on a British Depth Study; you will then be asked to answer a series of questions on a modern Period Study.
The third exam (worth 30% of the GCSE) lasts 1 hour and 30 minutes, and requires that you answer a series of questions on a non-British modern depth study.
Future Options
GCSE History equips students for further study at sixth form and university, while providing essential skills for life and the workplace. Through the Edexcel syllabus, students learn to critically analyse events, assess complex issues, and make informed judgments about the past’s impact on the present. This course develops students’ abilities to evaluate evidence, construct well-supported arguments, and communicate effectively – all of which are valuable in any career.
Studying history is an excellent foundation for a wide range of fields. Many students go on to pursue careers directly linked to history, while others find that the skills gained make them attractive candidates in diverse fields, including law, politics, and business. Employers and universities highly value history for its rigorous analytical training, making it a respected subject in careers where critical thinking and evidence-based reasoning are key.
Please see below for careers particularly suited to those interested in pursuing the International Baccalaureate Diploma studies in History and/or Global Politics at Post-16, and who may be considering exploring this subject further at University.
-
Civil Service Officer
Average salary £38,01
For more information, click here. -
Solicitor or Barrister
Average salary £52,296
For more information, click here and here. -
Policy Advisor
Research and Data Analyst who advises the government.
Average salary £52,241
For more information, click here. -
Historian
Average salary £36,447
For more information, click here -
Museum Curator and/or Archivist
Average salary £33,561.
For more information, click here and here. -
Conservator
Average salary £30,950.
For more information, click here. -
History Teacher or a Higher Education Lecturer
Average salary £47,726.
For more information, click here.
Additional Information
GCSE History requires considerable reading and extended writing, especially in exams.
Food Preparation and Nutrition
Exam Board: OCR
Specification Code: J309
Course Content
Knowledge
- Develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks
- Understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
- Understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes and diet and health choices.
Skills
- Demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and Equipment (including Knife skills, Preparation and techniques, Cooking methods and Sauces; Set a mixture; Raising agents; Dough)
- Apply knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food
- Understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes
Assessment
The course is made up of three units. The externally set exam and two controlled assessments (set by the exam board) that are made up of written and practical outcomes in the form of an investigative report and a 3 course meal respectively.
Food Preparation Task (up to 3 hours)
- NEA in-school practical
- 105 marks
- 35% weighting
Food Investigation Task
- NEA in-school investigation
- 45 marks
- 15% weighting
Written Examination (90 minutes)
- External Assessment
- 150 marks
- 50% weighting
Future Options
The Food Preparation and Nutrition GCSE teaches essential skills like cooking, food safety, and understanding nutrition. Students learn how to prepare healthy meals, manage time effectively, and explore food’s role in culture and sustainability.
This course helps develop creativity, problem-solving, and teamwork, while providing a strong foundation for further education in subjects like Hospitality, Catering, or Food Technology. It can lead to careers such as chef, nutritionist, food technologist, or roles in the hospitality industry.
The practical and academic skills gained are not only useful for specific careers but are also valuable for life.
- Food Scientist – Average Salary £33.477 For more information click here
- Dietician – Average Salary £40,565 For more information Click here
- Food Technologist – Average Salary £33,477 For more information Click here
- Chef – Average Salary £26,000 For more information click here
- Nutritionist – Average Salary £40,565 For more information click here
Additional Information
The GCSE Food Preparation and Nutrition course will require you to apply your scientific and mathematical knowledge to dish purchasing and preparation.
The course is predominantly theory-based and there is a significant amount of writing and revision involved.
Students will be required to have good organisation, communication and time management skills in order to complete the practical element of the project.
Fine Art
Exam Board: AQA
Specification Code: 3.4
Course Content
Students are required to work in one or more area(s) of Fine Art, such as those listed below. They may explore overlapping areas and combinations of areas:
- drawing and painting
- mixed-media, including collage and assemblage
- sculpture
- ceramics
- installation
- printmaking (relief, intaglio, screen processes and lithography)
- moving image and photography
Knowledge
Students must show knowledge and understanding of:
- how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts in the chosen area(s) of study within Fine Art
- historical and contemporary developments and different styles and genres
- how images and artefacts relate to social, environmental, cultural and/or ethical contexts, and to the time and place in which they were created
- continuity and change in different styles, genres and traditions relevant to Fine Art
- a working vocabulary and specialist terminology that is relevant to their chosen area(s) of Fine Art
Skills
Students will be expected to demonstrate skills, as defined in Overarching knowledge, understanding and skills, in the context of their chosen area(s) of Fine Art. In addition, students will be required to demonstrate skills in all of the following:
- appreciation of different approaches to recording images, such as observation, analysis, expression and imagination
- awareness of intended audience or purpose for their chosen area(s) of Fine Art
- understanding of the conventions of figurative/representational and abstract/ non-representational imagery or genres
- appreciation of different ways of working, such as, using underpainting, glazing, wash and impasto; modelling, carving, casting, constructing, assembling and welding; etching, engraving, drypoint, mono printing, lino printing, screen printing, photo silkscreen and lithography
- understanding of pictorial space, composition, rhythm, scale and structure
- appreciation of colour, line, tone, texture, shape and form
Assessment
You will be assessed on the basis of a portfolio and external set assignment exam.
Component 1 Portfolio: produce a sustained project and a selection of further work that represents the course of study. This is worth 60% of your overall marks.
Component 2 Externally set assignment: there’s a separate externally set task paper for each title. It features seven tasks and you have to complete one of them. You get preparation time, plus ten hours of supervised time. This is worth 40% of your total marks.
Future Options
Studying art and design helps to create a broad and balanced curriculum, which is an excellent foundation for whatever you want to do afterwards. The transferable skills you’ll gain, such as creativity, analysis and problem solving, complement a range of other subjects and careers.
Please see below for careers particularly suited to those interested in pursuing the International Baccalaureate Diploma studies in Visual Arts at Post-16, and who may be considering exploring this subject further at University.
- Fine Artist – Average Salary:£36,156 For more information, click here
- Visual Effects Artist – Average Salary: £33,274 For more information, click here
- Art Therapist – Average Salary: £38,184 For more information, click here
- Advertising Art Director – Average Salary: £44,236 For more information, click here
- Art Editor – Average Salary: £37,485 For more information, click here
Additional Information
Fine Art explores ideas, conveys experiences or responds to a theme or issue of personal significance. The areas of study are very broad and cover drawing, painting, sculpture, installation and mixed media. GCSE Arts requires considerable research and time; in school and at home.
Music
Dependent upon an ABRSM grade 3
Exam Board: Eduqas
Course Content
- Musical Forms and Devices
- Music for Ensemble
- Film Music
- Popular Music
Knowledge
GCSE Music provides students with the opportunity to study both classical, popular and world music genres, looking not only at the integral elements of each type of music, but also providing an awareness and understanding of the social, cultural and traditions of each genre and style.
Skills
The course allows students to develop their skills in composition, performing and the use and application of specific musical technology. GCSE Music enables students to extend existing skills in music as well as widen their appreciation of different musical traditions and to see where it is relevant in today’s wide and varied music industry.
Assessment
Component 1: Performing
- Total duration of performances: 4-6 minutes
- Non-exam assessment: internally assessed, externally moderated
- 30% of qualification
A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration. The other piece(s) may be either solo and/or ensemble. One of the pieces performed must link to an area of study of the learner’s choice.
Component 2: Composing
- Total duration of compositions: 3-6 minutes
- Non-exam assessment: internally assessed, externally moderated
- 30% of qualification
Two compositions, one of which must be in response to a brief set by WJEC. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition for which learners set their own brief.
Component 3: Appraising
- Written examination: 1 hour 15 minutes
- Approximately 40% of qualification
This component is assessed via a listening examination. Eight questions in total, two on each of the four areas of study. Area of study 1: Musical Forms and Devices; Area of study 2: Music for Ensemble; Area of study 3: Film Music; Area of study 4: Popular Music. Two of the eight questions are based on extracts set by WJEC.
Future Options
In the future, Creativity is going to be one of the most important and in-demand skills at work (World Economic Forum.) When business leaders across the world were surveyed, they voted creativity as the most important workplace skill to help their businesses survive and grow. This means that the study of creative subjects, like Music, is becoming even more important and relevant to young people to give you the chance to succeed – whatever your ambitions. At the same time, you will find many opportunities to develop and improve your personal wellbeing both independently and as part of a wider community.
Please see below for careers particularly suited to those interested in pursuing the International Baccalaureate Diploma studies in Music at Post-16, and who may be considering exploring this subject further at University.
- Music Producer – Average Salary: £37,485. For more information, click here
- Music Therapist – Average Salary: £34,448. For more information, click here
- Session Musician – Average Salary: £42,444, For more information, click here
- Music Teacher – Average Salary: £30,860, For more information, click here
- Composer/Songwriter – Average Salary: £42,444. For more information, click here
Additional Information
GCSE Music aims to give a solid foundation to both hobby and career musicians and accommodates a range of abilities. It focuses on the core activities of Understanding Music, Performing, and Composing. Learners are encouraged to be creative and to broaden their musical horizons and understanding with areas of study that inspire and challenge.
Physical Education
Exam Board: AQA
Specification Code: 8582
Course Content
Applied Anatomy and Physiology
- The Structure and Functions of the Musculoskeletal System
- The Structure and Functions of the Cardio-respiratory System
- Anaerobic and Aerobic Exercise
- The Short and Long Term Effects of Exercise
Movement Analysis
- Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
- Planes and Axis of Movement
Physical Training
- The relationship between health and fitness and the role that exercise plays in both
- The components of fitness , benefits for sport and how fitness is measured and improved
- The principles of training and their application to personal exercise/training programmes
- How to optimise training and prevent injury
- Effective use of warm up and cool down
Use of Data
- Demonstrate an understanding of how data are collected – both qualitative and quantitative
- Present data (including tables and graphs)
- Analyse and evaluate data
Sports Psychology
- Classification of Skills
- The use of goal setting and SMART targets
- Basic information processing
- Guidance and Feedback
- Mental Preparation for Performance
Socio-cultural Influences
- Engagement patterns of different social groups within physical activity and sport
- Commercialisation of physical activity and sport;
- Ethical and socio-cultural issues within physical activity and sport.
Health, Fitness and Wellbeing
- Physical, Emotional and Social Health
- The consequences of a sedentary lifestyle
- Energy use, diet, nutrition and hydration
Assessment
You will be assessed on the basis of two exams and a non-exam assessment that focuses on your practical performance and analysis.
The first exam (worth 30% of the GCSE) lasts 1 hour and 15 minutes, and requires that you answer a series of questions on the human body and movement in physical activity and sport.
The second exam (worth 30% of the GCSE) lasts 1 hour and 15 minutes, and requires that you answer a series of questions on socio-cultural influences and wellbeing in physical activity and sport.
The non-exam assessment (worth 40% of the GCSE) is an assessment of your practical performance in three different physical activities, and your analysis of one.
Future Options
Physical Education plays a vital role in promoting health and well-being while fostering essential life skills. By studying GCSE PE, students gain a deeper understanding of applied anatomy and physiology, movement analysis, physical training, and the psychological and socio-cultural influences on performance. This comprehensive approach encourages students to think critically about the science of movement, the impact of physical activity on the body and mind, and the role of sport in society. Achieving success in GCSE PE is highly valued by universities and employers, particularly in fields related to sports, health, and education.
Please see below for careers particularly suited to those interested in pursuing the International Baccalaureate Diploma Programme studies in Sports, Exercise, and Health Science or the IBCP pathway of a Pearson Level 3 BTEC in Sport at Post-16, and who may be considering exploring this subject further at university.
- Sports Scientist – Average Salary: £41,175. For more information, click here.
- Sport and Exercise Psychologist – Average Salary: £38,184. For more information, click here.
- Physiotherapist – Average Salary: £40,888. For more information, click here.
- PE Teacher – Average Salary: £42,818. For more information, click here.
- Sports Journalist/Commentator – Average Salary: £40,762. For more information, click here.
Additional Information
GCSE Physical Education requires the learner to think critically, evaluate performance, and suggest steps for improvement.
As a GCSE PE pupil, you must show a strong commitment to extracurricular activities and be prepared to devote your time and energy to ensure you fulfil your potential. Practically, you will be assessed in 3 sports. These sports can be assessed within the Academy, or filmed externally should you compete outside of school.
You must recognise that, although an aspect of GCSE PE is practically assessed, the majority of lesson time will be used to study theoretical concepts that are necessary in order to critically analyse and evaluate physical performance.
Please see the Physical Education Google Site to explore the range of career possibilities that GCSE PE can prepare you for.
Religious Studies
Exam Board: Edexcel
Specification Code: 1RB0
Course Content
Knowledge
- Knowledge of Islamic Beliefs
- Knowledge of the role of Marriage and the Family in Islam
- Knowledge of how Muslims live the Muslim Life
- Knowledge of Islamic view on matters of Life and Death
- Knowledge should include reference to how the Qur’an informs a Muslim’s understanding and how the issues are underpinned by philosophical arguments and ethical theory
- Students will be expected to study Islam within the context of the wider British society, the religious traditions of which are, in the main, Christian
Skills
- How to provide knowledge of religion and belief by recalling factual information
- How to provide an understanding of religion and belief and contrast with that of another
- How to provide understanding of an aspect of religion and belief and develop this beyond a simple response. In addition, students will be required to reference one source of wisdom or authority in support of their explanation
- How to interpret a given statement in order to consider different viewpoints and perspectives relating to the importance or significance of a particular aspect of a religion or belief
- How to construct logical chains of reasoning and make connections between the elements in extended writing questions
- How to justify your arguments by examining evidence and creating a supported judgement
Knowledge
- Knowledge of Jewish Beliefs
- Knowledge of Jewish attitudes to Crime and Punishment;
- Knowledge of how Jewish people live the Jewish life
- Knowledge of Jewish attitudes to Peace and Conflict
- Knowledge should include reference to how scripture informs Jewish understanding and how the issues are underpinned by philosophical arguments and ethical theory
- Students will be expected to study Judaism within the context of the wider British society, the religious traditions of which are, in the main, Christian
Skills
- How to provide knowledge of religion and belief by recalling factual information
- How to provide an understanding of religion and belief and contrast with that of another
- How to provide understanding of an aspect of religion and belief and develop this beyond a simple response. In addition, students will be required to reference one source of wisdom or authority in support of their explanation
- How to interpret a given statement in order to consider different viewpoints and perspectives relating to the importance or significance of a particular aspect of a religion or belief
- How to construct logical chains of reasoning and make connections between the elements in extended writing questions
- How to justify your arguments by examining evidence and creating a supported judgement
Assessment
You will be assessed on the basis of two exams, taken at the end of Year 11.
The first exam (worth 50% of the GCSE) lasts 1 hour and 45 minutes, and requires that you answer a series of questions on your study of Islam as a lived religion within the United Kingdom and throughout the world, and its beliefs and teachings on life, specifically within families, and with regard to matters of life and death.
The second exam (worth 50% of the GCSE) lasts 1 hour and 45 minutes, and requires that you answer a series of questions on your study of Judaism as a lived religion within the United Kingdom and throughout the world, and its beliefs and teachings on life, specifically about the issues of peace and conflict, and crime and punishment.
Future Options
GCSE Religious Education equips students for further study at sixth form and university while fostering essential skills for life and the workplace. Through exploring major world religions, ethical issues, and philosophical debates, students develop critical thinking, empathy, and the ability to consider multiple perspectives. The GCSE course encourages students to evaluate complex ideas, engage in respectful debate, and articulate their views clearly and effectively – skills that are highly transferable and valued in any profession.
Studying Religious Education provides a strong foundation for careers in fields such as social work, education, counseling, and journalism. The critical and analytical skills gained also make students attractive candidates in areas like law, politics, and international relations. Employers and universities value Religious Education for its focus on understanding diverse perspectives, ethical reasoning, and effective communication, all of which are vital in today’s interconnected world.
Please see below for careers particularly suited to those interested in pursuing the International Baccalaureate Diploma studies in World Religions at Post-16, and who may be considering exploring this subject further at University.
- Solicitor or Barrister – Average salary £52,296. For more information, click here.
- Charity Director – Average salary £40,921. For more information click here.
- Local Government Officer – Average salary £27,305. For more information click here.
- Student Adviser – Average salary £29,170. For more information click here.
- Religious Leader – Average salary £27,689. For more information click here.
Additional Information
GCSE Religious Studies does not require you to have a particular set of religious views – or any – and we will not try to change your beliefs!
Separate Sciences
Where space is limited, the science department will determine places
Exam Board: AQA
Specification Code: Biology: 8461, Chemistry: 8462, Chemistry: 8463
Separate Sciences is an Options Subject where students who have a strong affinity for Scientific investigation can choose to study a greater breadth of topics in place of another GCSE subject.
This is a very similar course as the compulsory Combined Science, but separates the Science disciplines in a more overt fashion by delivering more content and practical learning experiences, and providing a GCSE per Science (Biology, Chemistry and Physics).
We shall be inviting certain students to strongly consider the Separate Science pathway and if invited, we recommend it being selected as one of their options. If students without a direct invitation still want to study Separate Sciences, then we will of course assess each request on a case by case basis.
Course Content
- Cell biology
- Organisation
- Infection and response
- Bioenergetics
- Homeostasis and response
- Inheritance variation and evolution
- Ecology
- Atomic structure and the periodic table
- Bonding, structure and the properties of matter
- Quantitative chemistry
- Chemical changes
- Energy changes
- The rate and extent of chemical change
- Organic chemicals
- Chemical analysis
- Chemistry of the atmosphere
- Using resources
- Energy
- Electricity
- Particle model of matter
- Atomic structure
- Forces
- Waves
- Magnetism and electromagnetism
- Space
Assessment
There are six papers: two biology, two chemistry and two physics.
Biology
- 2 Written exams: 1 hour 45 minutes each
- 100 marks each
- Each worth 50% of Biology GCSE
Chemistry
- 2 Written exams: 1 hour 45 minutes each
- 100 marks each
- Each worth 50% of Chemistry GCSE
Physics
- 2 Written exams: 1 hour 45 minutes each
- 100 marks each
- Each worth 50% of Physics GCSE
Each of the papers will assess knowledge and understanding from distinct topic areas, asking multiple choice, structured, closed short answer, and open response questions.
40% of marks will be based on demonstrating knowledge and understanding; 40% of marks will be based on applying that knowledge and understanding and 20% on analysing given information and ideas.
There is also a significant maths/numeracy component to the examinations. (Overall 20% of marks will be derived from numeracy based questions (10% from Biology, 20% from Chemistry and 30% from Physics)
Future Options
Science is a cornerstone of modern life, shaping the way we understand and interact with the world. Studying GCSE Science equips students with essential knowledge and skills, fostering curiosity, analytical thinking, and problem-solving abilities. It encourages students to explore the principles governing the natural world, enabling them to think critically and make informed decisions about issues such as health, sustainability, and technology.
Success in GCSE Science is highly valued by universities and employers, as it demonstrates a strong foundation in scientific literacy and an ability to approach challenges methodically. The course exposes students to a wide range of scientific concepts, from the molecular to the astronomical, enabling them to make connections across disciplines and apply their learning in real-world contexts. These skills are vital for further study, everyday life, and careers in a vast array of fields, from medicine to engineering, environmental science, and beyond.
Please see below for careers particularly suited to those interested in pursuing the International Baccalaureate Diploma studies in Biology, Chemistry and Physics at Post-16, and who may be considering exploring this subject further at University.
Additional Information
GCSE Sciences requires an extensive set of practical skills. There is therefore a ‘Required Practical’ element that is not explicitly assessed but compulsory and will be addressed heavily in the terminal exams. There are 28 RPs across the Separate Sciences.
Sociology
Exam Board: AQA
Specification Code: 8192
Course Content
Knowledge
- Debates within sociology including conflict versus consensus
- The work of key classical sociologists Durkheim, Marx and Weber
- Different sociological perspectives on social structures, social processes and social issues, including those informed by: feminism, functionalism, interactionism and Marxism.
Skills
- How to use sociological research methods as outlined in the topics and how they apply in the specified contexts i.e. families, education, crime and deviance, social stratification. Teachers may encourage their students to undertake smallscale research projects in order to develop their understanding of the practical difficulties faced by the sociologists working in the field
- How to use key sociological terms and concepts concerned with social structures, social processes and social issues and the explanation of social phenomena including: society, socialisation, norms, values, roles, labelling, discrimination, power and authority.
Knowledge
- Knowledge of the function of families, differing family forms, the role of conjugal relationships, changing relationships within families, criticism of families and divorce.
- Knowledge of the roles and function of education, the relationship between education and capitalism, educational achievement and processes within schools.
Skills
- How to identify, describe and explain the key concepts
- How to describe, compare and contrast a variety of sociological perspectives on changing relationships within families (functionalist, feminist and Marxist) and describe the ideas of key Sociologists
- How to describe, compare and contrast a variety of sociological perspectives on the purpose of education and the processes that take place in schools. (functionalist, feminist and Marxist)
- How to describe the ideas of key Sociologists
Knowledge
- Knowledge of the social construction of crime and deviance, social control, criminal and deviant behaviour and how data on crime is collected and recorded
- Knowledge of the functionalist theory of social stratification, socio-economic class, life chances, poverty as a social issue, power and authority and power relationships
Skills
- How to identify, describe and explain the key concepts
- How to describe, compare and contrast a variety of sociological perspectives on factors affecting criminal and deviant behaviour (interactionist, functionalist, feminist and Marxist). How to describe the ideas of key Sociologists
- How to describe, compare and contrast a variety of sociological perspectives on social stratification; it’s causes and impact on society (functionalist, feminist and Marxist)
Assessment
You will be assessed on the basis of two examinations, taken at the end of year 11.
The first exam (worth 50% of the GCSE) lasts 1 hour and 45 minutes, and requires that you answer a series of questions about the sociology of families and education.
The second exam (worth 50% of the GCSE) lasts 1 hour and 45 minutes, and requires that you answer a series of questions about the sociology of crime and deviance and social stratification.
Future Options
AQA Sociology students have a wide range of future options, as the subject equips them with critical thinking, analytical, and research skills. These skills are highly valued in careers such as social work, education, journalism, law, marketing, and public policy. Additionally, sociology provides a strong foundation for further studies in fields like criminology, anthropology, psychology, or politics. The ability to understand social structures and inequalities also prepares students to make meaningful contributions to organisations focused on social justice, community development, or corporate social responsibility.
- Consumer Scientist – Average Salary £41,904. For more information click here.
- Member of Parliament – Average Salary £46,636. For more information click here.
- Market researcher – Average Salary £32,563. For more information click here
- Sociologist – Average Salary – £36,447. For more information click here.
- Equalities Officer – Average Salary £38,016. Fore more information click here.
Additional Information
GCSE Sociology requires considerable writing, especially in exams.
BTEC Level 2 Creative iMedia
Exam Board: OCR
Specification Code: 603/70907
Course Content
Knowledge
- Know the different sectors that form the media industry and how these are evolving.
- Know the types of products produced by, and used in, different sectors.
- Know that the same product can be used by different sectors.
Skills
- understand and apply the fundamental principles and concepts of digital media including factors that influence product design, use of media codes and conventions, pre-production planning techniques, legal issues and creation/publishing/distribution considerations
- think creatively, innovatively, analytically, logically and critically
- develop independence and confidence in using skills that would be relevant to the media industry and more widely
Knowledge
- How each role contributes to the creation of media products
- Know the main responsibilities of each role in the creation of media products
- Know that some job roles are specific to preproduction, production or post-production phases
- Know that some job roles span multiple production phases
Skills
- design, plan, create and review digital media products which are fit for purpose meeting both client and target audience requirements.
- develop learning and practical skills that can be applied to real-life contexts and work situations
There are 5 different subtopics that will be selected by the course leader. One of these subtopics will be selected based on the abilities of the cohort.
Assessment
- 1 External examination and 2 internal assessments (NEAs).
- Learner must complete all the units to complete the course
- The NEA assessment include optional units which will be selected by the course leader.
Future Options
The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:
- Development of key skills that prove your aptitude in digital information technology, such as project planning, designing and creating user interfaces, creating dashboards to present and interpret data
- The process that underpins effective ways of working in Games Design, Publishing, Audio Publications,
- Attitudes that are considered most important in digital information technology, including personal management and communication
- Knowledge that underpins effective use of skills, processes and attitudes in the sector such as how different user interfaces meet user needs, how organisations collect and use data to make decisions, virtual workplaces, cyber security and legal and ethical issues.
Additional Information
The digital sector is a major source of employment in the UK, with 1.46 million people working in digital companies and around 45,000 digital jobs advertised at any one time. Digital skills span all industries; almost all jobs in the UK today require employees to have a good level of digital literacy. The UK has positioned itself to be the ‘digital capital of Europe’ as it continues to invest billions every year in digital skills and commerce.
BTEC Level 2 Health and Social Care
Exam Board: Pearson
Specification Code: 603/7047/6
Course Content
Knowledge
Learners will explore different aspects of growth and development and the factors that can affect this across the life stages.
They will explore the different events that can impact on individuals’ physical, intellectual, emotional and social development and how individuals cope with and are supported through changes caused by life events.
Skills
Introduces students to the:
- Theoretical Principles
- Biological and Sociological Themes
- Expert Terminology
Knowledge
Learners will explore health and social care services and how they meet the needs of service users.
They will also study the skills, attributes and values required when giving care.
Skills
Students apply knowledge and understanding gained in component 01. They develop skills and understanding in Health and Social Care Services (NHS) and Values thinking:
- Medical Models
- Timeline of NHS Operations
- Professional Structures and Systems in Health Care
Knowledge
Learners will explore the factors that affect health and wellbeing, learning about physiological and lifestyle indicators, and person-centred approaches to make recommendations to improve an individual’s health and wellbeing.
Skills
- The skills and knowledge developed within Component 1 & 2 will support the learner when completing the Health and Wellbeing Exam.
- Students will be assessed under exam conditions.
- Students will be expected to answer exam paper questions in 1 scheduled examination.
Assessment
Components 1 & 2
A Set Assessment is how you will be assessed, producing written assignment work under exam conditions for Component 1 and Component 2.
Component 1: 6 hr written paper – 30% of the total GCSE
- 1 Human Lifespan Development 36 1/2 Internal
Component 2: 6 hr written paper – 30% of the total GCSE
- 2 Health and Social Care Services and Values 36 1/2 Internal
Component 3: 1.30min written paper – 40% of the total GCSE
- 3 Health and Wellbeing 48 1/2 External Synoptic
Future Options
Health and Social Care is an industry that is in high demand and this trend is expected to continue in the coming years. According to the Office for National Statistics, the healthcare sector is the largest employer in the UK. Additionally, the UK government has recently announced plans to increase funding for the National Health Service (NHS), which will lead to an increase in job opportunities in the sector. You can complete the Step into NHS Quiz here.
Additional Information
The GCSE Health and Social Care course includes significant Biology and NHS Service content.
BTEC Level 2 Tech Award in Sport
Exam Board: Pearson
Specification Code: 603/7068/3
Course Content
Year 1: Focus on Learning Aims A & B
Link to Prior Learning:
Pupils will have a solid foundation of knowledge from KS3. Module One will recap and develop this knowledge in an applied manner, using sporting examples and scenarios.
Core Declarative Knowledge:
- The major bones and muscles in the body.
- Functions of the skeletal system and their application in sport.
- Structure of synovial joints and associated movements.
- Antagonistic muscle pairs and their role in sporting actions.
Core Procedural Knowledge:
- Identify major bones and muscles on the body.
- Relate skeletal functions to specific sporting scenarios.
- Explain muscle actions during isometric and isotonic movements in sports.
Link to Prior Learning:
Building on biological knowledge from KS3, students explore how body systems support physical activity.
Core Declarative Knowledge:
- Structure and function of the heart and blood vessels.
- Mechanics of breathing and lung structure.
- How these systems adapt during exercise.
Core Procedural Knowledge:
- Analyze how the cardiovascular and respiratory systems support exercise.
- Apply knowledge to sporting scenarios, e.g. endurance events.
Learning Aim: A
Link to Prior Learning:
Focus on barriers to participation and strategies to overcome them, building on KS3 discussions on inclusivity.
Core Declarative Knowledge:
- Types of participants (age, gender, ability).
- Types of sports and activities (team, individual, recreational).
- Barriers to participation.
Core Procedural Knowledge:
- Identify barriers and suggest strategies for inclusion.
- Analyze case studies on participation levels.
Learning Aim: B
Link to Prior Learning:
Develop KS3 discussions on sports equipment by focusing on modern advancements.
Core Declarative Knowledge:
- Types of equipment (protective, performance-enhancing).
- Role of technology in enhancing performance and safety.
Core Procedural Knowledge:
- Evaluate the effectiveness of different types of equipment in sports contexts.
- Discuss ethical considerations of using performance-enhancing technology.
Link to Prior Learning:
Building on knowledge of health and fitness from PE, students explore fitness principles.
Core Declarative Knowledge:
- Principles of training (e.g., overload, specificity).
- Components of fitness and their application to sports.
Core Procedural Knowledge:
- Design simple training plans for different sports.
- Apply principles of training to improve performance.
Link to Prior Learning:
Recaps KS3 knowledge of healthy eating, with a focus on the nutritional needs of athletes.
Core Declarative Knowledge:
- Macronutrients and their role in performance.
- Hydration and its importance during physical activity.
Core Procedural Knowledge:
- Analyze dietary needs for different sports.
- Create simple nutrition plans for athletes.
Year 2: Focus on Learning Aim C
Module 4: Analysing Performance in Sport
Learning Aim: C
Link to Prior Learning:
Recaps prior fitness knowledge and focuses on planning and delivering sessions.
Core Declarative Knowledge:
- Components of a warm-up and cool-down.
- Methods of safe preparation for activities.
Core Procedural Knowledge:
- Design warm-ups and cool-downs for various activities.
- Deliver and evaluate preparation sessions.
Learning Aim: C
Link to Prior Learning:
Builds on participation strategies from Year 1 to focus on leadership roles.
Core Declarative Knowledge:
- Roles and responsibilities of a coach.
- Leadership styles and their application in sport.
Core Procedural Knowledge:
- Plan and deliver a sports session with a focus on inclusivity.
- Evaluate own coaching and leadership effectiveness.
Learning Aim: C
Link to Prior Learning:
Develops safety considerations introduced in Year 1.
Core Declarative Knowledge:
- Common risks in physical activity.
- Steps in a risk assessment process.
Core Procedural Knowledge:
- Conduct risk assessments for various sports scenarios.
- Implement safety measures to reduce risks.
Learning Aim: C
Link to Prior Learning:
Builds on biomechanical knowledge from Year 1.
Core Declarative Knowledge:
- Tools and methods for analyzing performance.
- Key performance indicators in sports.
Core Procedural Knowledge:
- Use video analysis and feedback tools.
- Create performance improvement plans.
Learning Aim: C
Link to Prior Learning:
Integrates knowledge of participation and planning.
Core Declarative Knowledge:
- Steps to organize a sports event.
- Roles and responsibilities in event management.
Core Procedural Knowledge:
- Plan and execute a small-scale sports event.
- Reflect on the success of the event.
Link to Prior Learning:
Explores pathways from knowledge gained in all modules.
Core Declarative Knowledge:
- Career options in the sports industry.
- Skills and qualifications required.
Core Procedural Knowledge:
- Create a career plan based on personal interests and strengths.
- Research and present information on a chosen career path.
Assessment
Coming soon
Future Options
Please see below for careers particularly suited to those interested in pursuing the International Baccalaureate Diploma Programme studies in Sports, Exercise, and Health Science or the IBCP pathway of a Pearson Level 3 BTEC in Sport at Post-16, and who may be considering exploring this subject further at university.
- Sports Scientist – Average Salary: £41,175. For more information, click here.
- Sport and Exercise Psychologist – Average Salary: £38,184. For more information, click here.
- Physiotherapist – Average Salary: £40,888. For more information, click here.
- PE Teacher – Average Salary: £42,818. For more information, click here.
- Sports Journalist/Commentator – Average Salary: £40,762. For more information, click here.
Additional Information
Coming soon