Business
Exam Board: AQA
Specification Code: 8132
Course Content
Knowledge
- The purpose of business
- Sole traders
- Partnerships
- Private limited companies
- Public limited companies
- Not-for-profit organisations
- What are business aims and objectives
- Main stakeholders of businesses
- Objectives of stakeholders
- Impact of business activity on stakeholders
- Impact and influence stakeholders have on businesses
- The main sections within a business plan
- Economies of scale
- Diseconomies of scale
Skills
- Understand what a business is and the reasons for starting a business
- Understand the difference between goods and services, needs and wants
- Understand the meaning of factors of production
- Evaluate which legal structure would be most appropriate for a variety of business examples
- Understand the main aims and objectives for businesses
- Understand what is meant by a stakeholder and who the main stakeholders of a business are, including owners, employees, customers, local community and suppliers
- Understand the impact and influence stakeholders have on businesses and their objectives and how businesses may face conflict between stakeholders
- Analyse the benefits and drawbacks of business planning
- Discuss the advantages and disadvantages of methods of growth
Knowledge
- E-commerce
- Digital communication
- Ethical considerations
- Interest rates
- Level of employment
- Consumer spending
- Employment law
- Health and Safety law
- Consumer law
- Impact on businesses of operating in competitive markets
- Uncertainty and risks businesses face
Skills
- Understand the impact of the changing use of ICT and how it influences business activity
- Be able to identify and analyse where there may be a possible trade off between ethics and profit
- Demonstrate and understand how businesses might be affected by changes in the rate of interest
- Demonstrate knowledge and understanding of globalisation and the benefits and drawbacks that it offers UK businesses
- Be able to analyse potential impacts of competition on businesses and identify situations when businesses face minimal or no competition
Knowledge
- Methods of production
- Efficiency in production
- Managing stock
- Factors affecting choice of suppliers
- The effects of procurement and logistics on a business
- The value of effective supply chain management
- Costs and benefits of maintaining quality
Skills
- Consider how production might be made more efficient by the use of lean production techniques
- Be able to evaluate the use of managing stock to a given business
- Be able to analyse the factors that affect the choice of supplier for a given business
- Be able to evaluate how businesses identify quality problems and the consequences of these issues
- Understand the sales process
- Be able to understand the importance of providing good service to customers and analyse the techniques businesses use to provide good customer service
Knowledge
- Organisational structures
- Appropriateness of organisational structures
- Centralisation and decentralisation
- The need for recruitment
- Methods of recruitment and selection of employees
- Contracts of employment
- Importance of motivation in the workforce
- Methods to motivate staff
- Importance of training the workforce
- Types of training undertaken by businesses
Skills
- Consider how production might be made more efficient by the use of lean production techniques
- Be able to evaluate the use of managing stock to a given business
- Be able to analyse the factors that affect the choice of supplier for a given business
- Be able to evaluate how businesses identify quality problems and the consequences of these issues
- Understand the sales process
- Be able to understand the importance of providing good service to customers and analyse the techniques businesses use to provide good customer service
Knowledge
- Types of segmentation
- Purpose of market research
- Pricing methods
- Product differentiation
- The product life cycle
- Promotional methods
Skills
- Understand how and why different businesses use segmentation
- Understand why businesses conduct market research
- Have an understanding of the main features of pricing methods
- Appreciate the significance of having a USP in a competitive market and the importance of a good brand image
- Appreciate the benefits and drawbacks of promotional methods used by businesses
- Be able to analyse factors influencing the selection of the promotion mix to assess their suitability for a given business
Knowledge
- Methods businesses use to raise finance
- Appropriateness of sources of finance
- Importance of cash to businesses
- Interpreting cash flow forecasts
- Difference between cash and profit
- Basic financial terms
- Basic financial calculations
- Average rate of return
- Break-even
- Purpose of financial statements
Skills
- Understand the main internal and external sources of finance available
- Evaluate the suitability of sources of financefor new and established businesses
- Evaluate possible solutions to cash flowproblems
- Understand the difference between variablecosts, fixed costs and total costs
- Understand the concept of revenue, costs, profit and loss
- Identify the break-even level of output and margin of safety from a break-even chart
- evaluate the value of using break-even analysis to a business
- Identify the main components of the income statement and the statement of financial position
- Make judgements on the performance of a business through the interpretation of the information contained in income statements
- Calculate gross profit margin and net profit margin to help assess financial performance
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 multiple choice questions before responding to two case studies. This will assess you on the following topics: Business in the real world; Influences on business; Business operations and Human resources.
The second exam (also worth 50% of the GCSE) lasts 1 hour and 45 minutes, and is structured similarly to the first (requiring that you answer a series of multiple choice questions before responding to two case studies). This will assess you on the following topics: Business in the real world; Influences on business; Marketing and Finance.
Future Options
A GCSE in Business Studies allows students to understand more about the business world and motivates and challenges students, preparing them to make informed decisions about further study and career pathways. Students can progress from this qualification to a number of different academic and vocational qualifications, including A-Levels and a Diploma Programme course in Business and/ or Economics.
GCSE Business provides a strong foundation for employment, with students progressing, with further training, to a wide range of careers training such as banking, sales, product management and general management.
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
- Studying Computer Science empowers you to solve complex, challenging problems, enabling you to make a positive difference in the world.
- Computing jobs often come with high salaries.
- Computing skills are essential in a wide range of professions, from astronomy to financial analysis – not just in IT related jobs!
- There are many opportunities for travel and/ or remote working for people with high-level computing skills.
- Studying Computer Science can significantly improve performance in other academic subjects.
- The future possibilities for people with Computer Science skills are unlimited, and these skills are only going to become more important.
- Computers are everywhere so understanding them puts you in charge of your world.
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.
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.
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.
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
GCSE Food Preparation and Nutrition 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 Food Preparation and Nutrition develops essential life skills such as the ability to prepare and cook dishes from a range of countries and cultures, developing curiosity about the world around them. Students learn about how to prepare and cook food safely, the importance of nutrient-dense foods and the effect an unbalanced diet can have upon health.
This qualification aims to relate authentic real-world awareness of safe cooking practises used by the food industry. Students will be required to use critical thinking, leading towards invention and creativity, to design and make dishes in response to multiple briefs (many with economic considerations), considering their own and others’ needs, wants and values.
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
You can continue your art and design studies at AS and A-level, where the same titles are available. You’ll also be able to choose areas of study to specialise in within a particular title. If you don’t want to take your art and design studies any further, the transferable skills you gain will still be valuable. You’ll develop problem solving, creative thinking, investigation, research, communication and teamwork skills, and gain the ability to develop, refine and present ideas. Employers and universities regard all of these highly.
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.
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
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.
Photography
Exam Board: AQA
Specification Code: 3.9
Course Content
Students are required to work in one or more area(s) of Photography, such as those listed below. They may explore overlapping areas and combinations of areas:
- portraiture
- landscape photography (working from the urban, rural and/or coastal environment)
- still life photography (working from objects or from the natural world)
- documentary photography, photojournalism
- fashion photography
- experimental imagery
- multimedia
- photographic installation
- moving image (video, film, animation)
Knowledge
Students must show knowledge and understanding of:
- relevant materials, processes, technologies and resources
- how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts created in their chosen area(s) of Photography
- 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 Photography
- a working vocabulary and specialist terminology that is relevant to their chosen area(s) of Photography
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 Photography. Students will be required to demonstrate skills in all of the following:
- the ability to explore elements of visual language, line, form, colour, pattern and texture in the context of Photography
- awareness of intended audience or purpose for their chosen area(s) of Photography
- the ability to respond to an issue, theme, concept or idea, or work to a brief or answer a need in Photography
- appreciation of viewpoint, composition, aperture, depth of field, shutter speed and movement
- appropriate use of the camera, film, lenses, filters and lighting for work in their chosen area(s) of Photography
- understanding of techniques related to the production of photographic images and, where appropriate, presentation and layout.
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 Photography 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.
Additional Information
Produce images using light-sensitive materials such as photographic film, or digital methods of development and production to create static or moving images. Areas of study could include portraiture, installation, photo-journalism, moving image: film, video and animation and fashion photography. GCSE Photography requires considerable research and time; in school and at home.
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 lends itself to a range of careers in sports and fitness, as well as other industries that you may not have considered before. GCSE PE equips students with the tools necessary for further study at A-Level and sport-specific university degree courses.
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 Studies develops an appreciation of religious thought and its contribution to individuals, communities and societies. Students will develop knowledge and understanding of two religions, enabling them to understand and articulate their own and others’ beliefs, values and commitments. Students will develop analytical and critical thinking skills to enable them to present a wide range of well-informed and reasonable arguments, aiding in progression to A level study.
Knowledge of other cultures and world religious beliefs can be useful in many jobs working with the public or communities. These include counselling and social services, marketing, sales and advertising, catering and hospitality, leisure, sport and tourism, retail sales and customer services, education and training, medicine and nursing, and service sector roles.
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
GCSE Separate Science both equip students for further study at sixth form and university. It is not necessary to study Separate Sciences in order to take a Science at A-Level or University. It is much more important to have higher quality grades rather than a higher quantity of grades.
KS4 Science provides students with a wide array of scientific knowledge about the world and universe around us. It enables students to identify, describe, explain, link, analyse and evaluate evidence and experience working with the scientific method to promote scientific study and instill these skills, necessary in all evidence based disciplines. Science promotes the use of numeracy and literacy to enable students to articulate, comment on and to prove evidence/data. It also requires students to consider the social, economic, environmental and ethical implications surrounding relevant aspects of science and to promote responsible and critical thinkers.
Pupils also need to discuss and evaluate different viewpoints with their peers whilst considering their own views and those of others with regards to key philosophical questions. Finally, Science builds pupils’ communication, teamwork and leadership skills through group work and discussion exercises throughout the curriculum.
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
GCSE Sociology helps to develop skills that are applicable to many areas of work. Improved critical thinking allows you to make rational and measured decisions in the interest of fairness.
The study of sociology gives you a better understanding of Humankind and prepares you to adapt and cope to changes in society.
Related subjects include geography, history, archaeology, history of art, law, anthropology, philosophy, psychology, government and politics, global studies, social biology, economics and religious studies.
Additional Information
GCSE Sociology requires considerable writing, especially in exams.
BTEC Level 2 Technical in Business Enterprise
Exam Board: Edexcel
Specification Code: 603/1916/1
Course Content
Knowledge
- Examine the characteristics of enterprises – Learners examine local SMEs that would provide contact beyond desk based research
- Explore how market research helps enterprises to meet customer needs and understand competitor behaviour
- Investigate the factors that contribute to the success of an enterprise
Skills
- What is an enterprise?
- Types and characteristics of SMEs
- The purpose of enterprises
- Entrepreneurs
- Customer needs
- Using market research to understand customers
- Understanding competitors
- Internal factors
- External factors
- Situational analysis
- Measuring the success of an SME
Knowledge
- Explore ideas and plan for a micro-enterprise activity
- Pitch a micro-enterprise activity
- Review own pitch for a micro-enterprise activity
Skills
- Generating ideas for a micro-enterprise activity
- Plan for a micro-enterprise activity
- Pitching a micro-enterprise activity
- Presenting a business pitch
- Using feedback and review to identify possible changes to the pitch
Knowledge
- Promotion
- Financial records
- Financial planning and forecasting
Skills
- Elements of the promotional mix and their purposes
- Targeting and segmenting the market
- Factors influencing the choice of promotional methods
- Financial documents
- Payment methods
- Sources of revenue and costs
- Terminology in financial statements
- Statement of comprehensive income
- Statement of financial position
- Profitability and liquidity
- Using cash flow data
- Financial forecasting
- Suggesting improvements to cash flow problems
- Break-even analysis and break-even point
- Sources of business finance
Assessment
- BTEC Tech Award Business Enterprise – Two internal assessments, one exam
- Learners are required to complete and achieve all three components of the Pearson BTEC Level 1/Level 2 Tech Award in Enterprise qualification.
- Components 1 and 2 are assessed through internal assessment. Internal assessment for these components has been designed to relate to achievement of application of the conceptual underpinning for the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice.
- There is one external assessment, Component 3, which provides the main synoptic assessment for the qualification. Component 3 builds directly on Components 1 and 2, and enables learning to be brought together and applied to realistic contexts.
Future Options
All businesses need enterprising employees to drive their organisations forward, to have ideas and initiatives to instigate growth, and to ensure that businesses survive in this fast-changing world. People with enterprising skills can be a real asset to an organisation and these skills provide the basis for developing the entrepreneurial skills needed to run an enterprise. Enterprise is a key government focus, and is set to form an important part of the UK’s global economic status, both now and in the future. Enterprise skills provide a fantastic progression pathway into a number of roles in an organisation, and are transferable into all businesses.
The focus is on building skills to show aptitude and improving understanding of progression options so that learners who achieve the qualification are equipped to go on to become work ready for an occupation post-16.
BTEC Tech Award is assessed through a series of on-going assignments and an external assessment that students can resit if need be, to ensure they achieve their full potential. This is another reason why BTEC Tech Award Business Enterprise is appealing to learners of all abilities, from grade 9-1. Students need to challenge themselves and gain new skills as they mature throughout KS4. Enterprise encourages students to become independent learners, gaining experience of work related skills by working on interactive projects, buying and selling products, customer service, marketing, setting up a business, finance and budgeting, to name but a few.
Additional Information
BTEC Tech Award Business Enterprise requires a strong knowledge base, developed through lots of independent study, extended writing and coursework. If you work hard, revise regularly and listen attentively, you will achieve!
BTEC Level 2 Digital Information Technology
Exam Board: Edexcel
Specification Code: 603/2740/6
Course Content
Knowledge
- Investigate user interface design for individuals and organisations
- Use project planning techniques to plan and design a user interface
- Develop and review a user interface.
Skills
-
What a user interface is
Audience needs
Design principles
Designing an efficient user interface -
Project planning techniques
How to create a project plan
How to create an initial design -
How to develop a user interface
How to refine a user interface
How to review a user interface
Knowledge
- Investigate the role and impact of using data on individuals and organisations
- Create a dashboard using data manipulation tools
- Draw conclusions and review data presentation methods.
Skills
- The characteristics of data and information
Representing information
Ensuring data is suitable for processing
Data collection
Threats to information - Data processing methods
Displaying meaning information - How presentation affects understanding
Knowledge
- Modern technologies
- Cyber security
- The wider implications of digital systems
- Planning and communication in digital systems
Skills
- Communication technologies
Features of cloud storage
Implications of using cloud storage
Changes technology has on modern teams
How technology can be used to manage teams
How organisations use technologies to communicate with stakeholders. - Why systems are attacked
External/Internal threats
Impact of security breach
User access and levels of authority
Defining responsibilities
Defining security policies - Data sharing
Importance of equal access to data
The purpose of acceptable use policies
Blurring of social and business boundaries
Dealing with intellectual property
Responsibilities of data protection
The criminal use of a computer system - Understand how organisations use different forms of notation to explain systems
Be able to interpret information presented using different forms of notation in a range of contexts
Be able to present knowledge and understanding using different forms of notations
Assessment
- BTEC Tech Award Business Enterprise – Two internal assessments, one exam
- Learners are required to complete and achieve all three components of the Pearson BTEC Level 1/Level 2 Tech Award in Digital Information Technology qualification.
- Components 1 and 2 are assessed through internal assessment. Internal assessment for these components has been designed to relate to achievement of application of the conceptual underpinning for the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice.
- There is one external assessment, Component 3, it provides the main synoptic assessment for the qualification. Component 3 builds directly on Components 1 and 2, and enables learning to be brought together and related to a real-life situation.
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
- Process that underpins effective ways of working in digital information technology, such as project planning, the iterative design process, cyber security, virtual teams, legal and ethical codes of conduct
- Attitudes that are considered most important in digital information technology, including personal management and communication
- Knowledge that underpins effective use of skills, process 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.