1. science
2. mathematics

SECTION ONE
Introduction to the Choices Process for Students
As you get older, you are given more choice over what you study. You are allowed to stop
studying some subjects. You will spend more time studying other subjects and have the
opportunity to study some new ones.
CORE SUBJECTS
In Year 10 and Year 11 (Key Stage 4) you are required to continue taking the following
courses:
English Language & English Literature
Mathematics
Personal
Development
(personal,
social, health and careers education)
Physical Education
Religious Studies (taken as a GCSE)
Science (either double award or 3 separate
sciences if you opt for this)
English and mathematics GCSE:
The government is currently reviewing and re-launching GCSE examination courses. From
September 2015 schools will only be offering the new GCSE in English, English Literature
and mathematics (other GCSEs currently remain unchanged). These new GCSEs have
more content and are more challenging. Because of this we have increased our time which
we allocate to these courses on the curriculum and also are offering additional English to
targeted students.
ADDITIONAL SUBJECTS
You will also choose up to four of the following ‘additional’ courses:
Art & Design
Art (Graphic Communication)
Business Studies
Child Development & Care
Computing
Design Technology Food & Nutrition
Design Technology Resistant Materials
Design Technology Systems & Control
Design Technology Textiles
Drama
French
Geography
German
History
Health & Social Care
ICT
Music
Physical Education / Sport
Spanish
Triple Science
*Additional English
*An additional English course is also being offered. This is designed to provide extra learning
in literature and language for those students who are predicted to find it challenging to obtain
a GCSE grade C equivalent or above in this new, more rigorous GCSE. Students who we
feel would benefit from taking this as one of their four choices will be contacted directly.
Please note – we are looking to expand the range of additional courses on offer to students.
Some of these courses are on offer for the first time this year and will only run if enough
students opt to take them
How do I choose what subjects to take?
Choosing your ‘additional’ subjects will be easy for some people and hard for others. For
this reason we give plenty of time and support to those who need it, and freedom to choose
for those who already know what they want to do. What we ask you to do this year is to
make up to 7 choices, in rank order, of which courses you would most prefer to do (i.e. you
put number 1 against your most preferred course, 2 against your second most preferred and
so on). We will then pull all of the preferences together for all of the Y9 students and work
out the best combinations that we can offer. Your choices and preferences will play a bigger
part than ever in determining what courses we run in Year 10 for you next year.
The options process can be summarised in three key questions, which it is useful to
return to whenever you get stuck!
1. What am I interested in?
Some subjects at school will interest you, others may not. It is also worth remembering that
there are lots of subjects which you haven’t had the opportunity to study yet. Focussing on
what interests you is as important as what you are ‘good at’. You must stay interested in the
subjects you choose – two years of study can be a long time if you make a poor choice!
2. Which subjects am I good at / likely to be good at?
Key Stage 4 can be viewed as a stepping stone onto the next phase of your
education/career path. Some may use the grades they achieve in Key Stage 4 to go onto A’
levels, College courses or jobs with training. For all of these pathways you will need to take
with you the best possible grades from your Key Stage 4 courses in order to realise your
potential
3. What would I like to do in the future?
Many students of your age cannot answer this question. However, it is useful to start
thinking about the possibilities now. For a small number of career choices, what you study at
Key Stage 4 will be important
4. Letting School know.
A form will be sent home on which you need to fill in your choices and return to your tutor by
the 6th of March.
Key Dates/Activities in the Process:
Choices Assembly
Y9 Parents’ Choices Information Evening
Discussion with careers advisor
Discussion with tutor
Subject information clinics
Y9 Parents’ Evening
Completion of Choices Forms
Confirmation of Choices
30th January 2015
5th February 2015
from 9th February 2015 onwards
from 9th February 2015 onwards
from 9th February 2015 onwards
26th February 2015
6th March 2015
from May/June 2015
SECTION TWO
INFORMATION FOR PARENTS
Parents and carers often have more questions about option choices than students. They
also have an important role to play. Please read this section carefully and contact us if you
would like further clarification.
You have an essential part to play in the choices process. In particular, we ask you to help
your son/daughter by discussing the process and choices with them and helping them to
make good choices that will help them fulfil their potential and give them a good platform
from which to move onto their next stage of education, training or employment with training.
Some frequently asked questions by parents…..
Where do I start?
The best advice is to talk through with your son/daughter which subjects they are good at,
enjoy and feel they will be able to commit two years of their school lives to. Another
important consideration would be to achieve a balance of courses that allows for flexibility in
choices post-16. We are offering a wider choice of course this year for that very reason.
Why can’t a student take more subjects?
To achieve well at Key Stage 4, students need more time to study the subjects they have
chosen. They must also study the ‘core’ subjects by law. There are only so many hours in
the day therefore some subjects must be dropped. It is also our firm belief that it is not in
any student’s interest to study too many subjects – employers and universities value high
quality outcomes in a range of subjects over huge numbers of qualifications.
Why are you asking for my son/daughter to make seven choices?
By asking for a rank order of preferences we are able to more accurately run the courses
and combinations of courses that our students want to take. This is a difficult thing to
achieve as there are lots of possible combinations with only a fixed number of staff, rooms
and facilities in school. We anticipate being able to offer most students most of their most
preferred courses, but by asking for seven choices we will be able to offer their more
preferred alternatives should difficulties arise.
Why is an additional English course offered as a choice?
This English course is aimed at students who we believe stand a good chance of achieving a
C grade equivalent in the new English GCSE with a little support. Tutors and English
teachers will be talking to students about who would benefit from this option and how
important this could be in supporting them in the next stages in their education/training.
Why does the whole process take so long?
Once students have told us what they would like to take we have to work out if we can staff,
room and timetable what they have asked for. This takes time. We also like to leave enough
time to support students that are finding the process difficult.
If my son/daughter drops subject X can they do it at A’ Level?
A small number of subjects require students to have taken the subject at GCSE before
accepting them on to an A’ Level course, others do not. The Year 9 Parents’ Evening is the
opportunity to ask teachers what the requirements are for their subject.
Does a student need to study subject Y to go on to be a (vet/lawyer/engineer)?
As a rule, it is more important that a student achieves well in whatever subjects they do in
Year 10 and 11 rather than worry about exactly what subjects they take. The actual choice
of subjects becomes more important after the age of 16. There are some exceptions to this.
For specific career advice, students may make an appointment with Mrs Baigrie, the Careers
Adviser, at the school.
What are BTEC and CACHE qualifications?
There are types of qualifications at Key Stage 4. GCSEs (General Certificate in Secondary
Education) are the traditional qualification for this age group. They are largely knowledgebased qualifications, assessed by examination. GCSEs are a suitable route through to A’
Level study in a subject.
‘Applied’ qualifications, such as BTEC’s and CACHE teach a mix of knowledge and skills
and are assessed mainly through project work, but with some external assessment. They
are general qualifications, like GCSEs, but are based around a vocational area (like
Childcare) rather than a traditional subject. Therefore they are good preparation for further
vocational study post-16, apprenticeships or employment.
All the above qualifications are valued through the national qualifications framework as
‘equivalent’ to each other i.e. their value can be expressed in relation to GCSEs. This
equivalence is expressed in terms of Levels. Level 2 courses are equivalent to A*-C grades
at GCSE; Level 1 courses are equivalent to D-G at GCSE; Entry-level courses are
equivalent to pre-GCSE performance. We choose the subjects we offer students very
carefully in order to ensure that they are highly regarded by Universities, Colleges and
employers and all have been approved by the Department for Education as being
appropriate for Key Stage 4 students.
What type of courses should my son/daughter take?
Any of the courses described above (GCSE, NVQ, BTEC, etc) are acceptable towards entry
to the Sixth Form or college. However, it is preferred that most subjects are studied as
GCSEs for entry onto A’ level courses. When students opt for a subject in which there is
more than one ‘type’ of qualification the relevant department recommends which course the
students should study. This decision is made by considering a range of factors, including;


The student’s intended destinations (e.g. Sixth Form, college, employment with
training)
The student’s aptitude towards different types of learning and assessment (e.g. for
project based work, tests, factual recall)
The overall mix of courses for each student is then examined to ensure that the student is
entered for an appropriate mix of subjects and course types given their aptitudes and likely
destinations post-16.
The course allocations will be communicated to students and parents in the summer term via
letter. Where a parent feels strongly that a particular type of qualification is more suitable
(e.g. GCSE instead of BTEC or vice versa) these views will be taken into account. However,
the final decision as to course allocation is made by the school.
What are the differences between the core science course and the triple science
option?
Most students will study double Science (which incorporates aspects of Biology, Physics and
Chemistry) and they will enter for a core and additional science qualification (i.e. two GCSEs
in science). Our most committed Science students will be offered the opportunity to take
triple science within their additional choices (i.e. separate GCSE courses for each of the
three Sciences). The Science Department will contact the parents of students in the higher
Science sets to explain how this process works.
All students who perform at GCSE grade B or higher on either the core or triple science
course will be able to study sciences at A’ level.
To whom do I speak if I have a question?
 Subject specific questions should be addressed to subject teachers, ideally at the
Year 9 Parents’ Evening.
 General questions about the options process should be addressed to your child’s
tutor.
 Specific career-related questions should be addressed by your son/daughter making
an appointment with the Careers Adviser.
 If questions persist which the above parties cannot answer, please contact the Head
of Year.
The English Baccalaureate (EBacc)
This is not a qualification, but an acknowledgement of students achieving a GCSE grade
C or higher in a specified range of subjects (English, Maths, Science, a modern or
ancient language and History or Geography). This is a term/measure that has only
recently been introduced when describing the qualifications students gain at 16. At
present it is not a pre-requisite for particular careers or university courses, but may (in
time) prove to be useful. Therefore, where students have the potential to achieve the
EBacc we would encourage them to consider taking that combination of subjects.
However, we also recognise that some students with the potential to achieve the EBacc
may not be motivated to take one or more of the required subjects. The choice of
whether or not to do so is one that you and your son/daughter will need to make.
SECTION THREE
THE OPTIONS PROCESS
It is important that students think through which subjects they choose carefully, taking
account of their ambitions, strengths/weaknesses and interests. All forms must be returned
to tutors on time in order for all preferences to be considered.
STAGE ONE – Where am I now? (February)
Think about your strengths and weaknesses as a learner. What subjects do you like? What
is it about these subjects that you find interesting? What might you want to study further at
16?
STAGE TWO – Making subject choices (February – March)
Which subjects are possibilities and which are definitely out of the question? Are the
subjects different in Key Stage 4 to how they have been at Key Stage 3? What extra
information on subjects/combinations do you need?
STAGE THREE – Informing the school (March)
Your completed Options Form returned to your tutor by no later than 6th March 2015
STAGE FOUR – Time to review (March – April)
The School looks at all of the different choices and preferences and informs you of what
courses you can take
STAGE FIVE – The final decision (May – June)
What courses has the school placed me on? Am I happy with the courses chosen? Are any
final discussions required?
Points to think about…



There are no ‘good’ or ‘bad’ decisions – the right choice is what you want to do,
NOT what everyone else is doing.
If in doubt, take a good mix of subjects and types of qualifications – this will keep
your options open for you Post 16
Talk to your tutor or book an appointment with Mrs Baigrie (Careers Adviser) if you
require more information
Informing the School

A letter will be sent home for students to complete their choices

Please make sure you rank your choices in order of preference by placing a number
in the second column on the return form. Put 1 alongside your strongest preference,
2 by your second and so on. Please make up to seven choices so that we know what
else to offer you in the event of us not being able to give you your top four.

Students failing to complete the Options Form FULLY or ON TIME will place
themselves at the bottom of the list if a course is over-subscribed, or may not be
given their choice of courses.
Hand in the completed Choices Form to your tutor no later than FRIDAY 6th MARCH.
What Happens Next

Each student’s choices will be examined by their tutor, Head of Year and Deputy
Headteacher in order to;
o
o
o
Identify any issues raised by students/parents
Check the appropriateness of the courses chosen
Identify students who will need to make applications to courses (i.e. collegebased courses)

Issues raised will be followed up by an appropriate member of staff, communicating
where appropriate with parents and students.

Written confirmation of courses allocated to students will be sent home via student
post in late May/early June.

A two-week window follows where parents/students may talk through any issues
regarding the allocated choices.
SECTION FOUR
FOUNDATION LEARNING PATHWAY
Each year a number of students are identified (by the Head of SEN, Year Head and
Curriculum Deputy Head) who would benefit from a more personalised curriculum that will
help meet their learning needs and more appropriately prepare them for the next stage in
their education. Typically they are students who will be aiming to progress to employment,
training or Level 1 or 2 vocational training at the age of 16. For these identified students we
are able to provide a mixture of College and vocational courses alongside their core
curriculum. Parents of students identified as being suited to this form of provision will be
contacted directly.
The Foundation Learning option will include (in additional to the core curriculum offer) the
following:
 NVQ courses (such as Land-based Studies, Hair & Beauty, Construction, Animal
Handling) at Abingdon & Witney College
 BTEC Vocational Studies
 BTEC Workskills or equivalent
 Work-related learning/work experience
These students will be interviewed on an individual basis in order to identify their suitability to
the course and will need to indicate this pathway on their Choices form. The precise nature
of this provision is designed to be flexible in order to respond to the needs of the students as
they progress through Key Stage 4. This course is designed in conjunction with Abingdon
and Witney College in order to provide the best possible access route for students to College
courses at 16 years of age.
Year 9 Key Stage 4 Choices Form 2015
Please indicate below 7 subjects that you have a preference for studying at Key Stage 4.
Please give an order of priority for each of these choices. For example if ICT is your most
preferred choice then put a 1 next to it. If French was your second most preferred choice put
a 2 next to it and so on. You will only be taking 4 of these additional courses. We will
aim to give you your most preferred subjects, but we cannot guarantee this.
Please be aware that if you are predicted to find it hard to gain a GCSE C grade in English
and/or maths we would like you to opt for the English/Maths course as one of your choices.
If you intend to take languages at A’ level then you must choose more than one language.
You cannot pick a language for Key Stage 4 that you have not studied at Key Stage 3.
Subject/Course
Art & Design
Art (Graphic Communication)
Business Studies
Child Development & Care
Computing
Design Technology (Food & Nutrition)
Design Technology (Resistant Materials)
Design Technology (Systems & Control)
Design Technology (Textiles)
Drama
French
Geography
German
Health & Social Care
History
ICT
Music
Physical Education (GCSE) or Sport (BTEC)
Spanish
Triple Science
Additional English
Preference Priority (1-7)
Name of Student: _________________________________ Tutor Group: ____________
Parent/carer signature: _________________________________ Date: _____________
Form Tutor signature: ______________________ Date received: __________________
Please return this form to your form tutor by Friday 6th March 2015
 We cannot guarantee to provide all the above courses - courses will only run if the group sizes are


viable
The school reserves the right to adjust course selection following discussion with students & parents
where the school deems more appropriate courses for the student are available
The most popular courses chosen by the students will form the basis of the final curriculum offer
CORE SUBJECTS
Course Title
(Qualification/s)
English (GCSE)
Outline of course
Most students study two GCSEs; English Language and English
Literature. In English Language students develop skills in reading,
writing, and spoken language (speaking and listening). In English
Literature they study a range of texts, developing analytical skills and
understanding of literary genres of prose, poetry and plays.
Projects/topics covered in the
course
Students will learn about reading and writing nonfiction texts, such as
high quality newspaper articles and extracts from works from the
19th, 20th and 21st Centuries. They will also learn about a range of
fiction texts including plays by Shakespeare (normally Romeo and
Juliet), poetry from a wide range of times connected by theme, a
nineteenth century novel (normally The Sign of Four or Jekyll and
Hyde) and a modern text, such as An Inspector Calls. In addition,
there are opportunities to develop skills of speaking and listening
through giving presentations, taking part in formal and informal
discussions, and role play. There is a strong emphasis on analysing
unseen texts and on understanding whole texts.
Organisation of assessment
Both GCSEs are assessed by 100% terminal examination at the end
of year 11. In English Language, students will sit two papers, both of
which assess reading and writing skills (Paper 1: Explorations in
Creative Reading and Writing. Paper 2: Writers’ Viewpoints and
Perspectives). In English Literature students will sit two papers:
Paper 1: Shakespeare and the 19th Century Novel and Paper 2:
Modern Texts and Poetry. Students are assessed for their Spoken
language skills by their teacher. This will not be part of the final
GCSE grade but will appear on certificates as a separate entry.
Homework requirements
Students’ English homework varies from consolidating what has
been learnt, writing practice paragraphs, completing research, to
preparation and reading texts independently or revising for a test.
Learning environment
GCSE English lessons are varied and are not dissimilar to KS3
English lessons. Students are expected to be more independent than
in KS3. There will be a strong focus on developing exam skills.
Opportunities for continuing
study
Many colleges and sixth forms require a C (likely to be a grade 4 with
the new GCSE) or above in English to go onto any further study. In
addition, English itself leads onto many options: we offer English
Literature at A level, but there are also courses related to English
such as Film Studies, English Language or Media. Any student who
does not achieve a grade c or above in English Language has to
continue the study of this subject post-16.
Associated career opportunities
As well as being a basic requirement from most post-16 education
options and employers, English can lead onto a range of careers.
Examples include journalism and publishing, but any job which
needs high levels of communication skills (from social worker to TV
presenter) and the ability to write well (for example, any office based
job) benefits from English. Even very active or practical jobs will
contain an element that requires the skills you develop in English.
Course Title
(Qualification/s)
Mathematics (GCSE)
Outline of course
Students will follow the AQA GCSE course in Mathematics. This is a
Linear Course with 3 equally weighted, 90 minute exams, one NonCalculator and two Calculator papers. This will be at either Higher
level (Grades 4 - 9) or Foundation level (Grades 1 – 5). Decisions
about tier of entry are made at the beginning of Year 11.
Projects/topics covered in the
course
The content of the course covers the five strands of the National
Curriculum: Number, Algebra, Ratio, proportion and rates of change
Geometry and Measures and Probability and statistics. The
programmes of study include using and applying standard
techniques, reasoning, interpreting and communicating
mathematically and problem solving in a range of contexts.
Numeracy skills and fluency as well as the efficient use of a
calculator and ICT are key features of the course.
Organisation of assessment
The 3 final exams will be taken in June at the end of Year 11. There
are no controlled assessments in maths. There are three points in
the scheme of work at which we break from teaching to revise and
prepare for an internal test which allows feedback to be given and
set changes to be made. These are also important practice for the
final exams and are written to reflect the standard format these will
take. All assessment criteria are tested and there is always a
calculator and non-calculator element to the papers.
Homework requirements
Mathematics homework can be set up to twice a week and is
designed to promote students’ understanding and their ability to use
mathematics in a variety of situations. Types of homework vary and
could include using specialist language and definitions, consolidation
exercises, revision for modules, practice papers and problem solving
activities. All students are given individual logins to the ‘mymaths’
website.
Opportunities for continuing
study
Students who sit the Higher paper and achieve a grade B at GCSE
will be able to study A’ level Mathematics in the future.
Students who fail to achieve a grade C at GCSE will be expected to
carry on with maths at Level 2 if they stay in education.
Learning environment
Students will build upon their previous knowledge and understanding
from KS3, making connections between various areas of the course.
The delivery of the course will be similar to that of KS3, but with
particular emphasis on developing Mathematical communication
within the functional skills type questions. Lessons will offer a variety
of activities, investigations and consolidation, as well as students
being taught new ideas and concepts and developing their
understanding of key areas. Students are taught in maths sets
according to ability across the whole year group.
Associated career opportunities
There are many areas of work associated with maths including
logistics, armed forces, financial sector work, engineering etc.
Course Title
(Qualification/s)
Science (GCSE)
Outline of course
Most students at Henry Box will study for the GCSE Core Science
qualification in Year 10. This course is designed to develop
students’ understanding of the scientific issues that will have the
biggest impact on their lives. The course covers aspects of Biology,
Chemistry and Physics. A number of options exist for extending this
course into Year 11 study of Science: For the majority of students
this will involve studying for GCSE Additional Science. For others, a
GCSE in Applied Science may be considered more appropriate.
Students eligible for the separate science courses will study
additional units in Biology, Chemistry and Physics during Year 11.
Students eligible to take the triple science option will choose this as
one of their additional choices.
Projects/topics covered in the
course
A range of topics are studied in Year 10 including: Air Quality,
Keeping Healthy, Radiation and Life and Sustainable Energy.
Organisation of assessment
The GCSE Core Science course will be assessed at the end of Year
10 by the following methods:
 3 written examinations, each assessing 3 modules and
representing 75% of the total mark.
 A controlled assessment unit, comprising a case study of a
topical Science issue and a practical data analysis exercise worth
a combined 25% of the total mark.
Homework requirements
Students will be set at least one hour of homework each week.
Homework tasks include: Research, online revision, individual and
group projects and exam preparation.
Learning environment
Lessons consist of a variety of learning experiences which may
include group discussions, video clips, planning and performing
experiments, quizzes, project work, data analysis, constructing
models, role play and exam question practice. In order to ensure
that sufficient time is given to each unit of study, lessons begin in
Terms 5 and 6 of Year 9.
Opportunities for continuing
study
Completing GCSE Additional Science or Separate Science (usually a
minimum of a B grade) is a pre-requisite for entry onto A’ level
courses in the Sciences. A GCSE in Applied Science or Additional
Science (minimum of a C or D depending on course) could lead onto
a diploma in Life Science, Applied Science or Medical Science which
could be studied at college.
Associated career opportunities
There are lots of career opportunities associated with Science. Many
of our students go on to work in research, medicine, nursing,
engineering, environmental science, veterinary medicine, food
science, marine biology, metrology …This list goes on!
Course Title
(Qualification/s)
Religious Studies (GCSE)
Outline of course
We follow the OCR GCSE Religious Studies B: Philosophy and
Applied Ethics syllabus. Pupils study 4 topics within each main area
of study to give them a broad and detailed understanding of key
issues with Philosophy and Ethics. The nominated faith to study is
Christianity.
Projects/topics covered in the
course
Topics covered are as follows:
Philosophy 1 (B601)
 Belief about God.
 The End of Life.
Ethics 1 (B603)
 Religion and Human
Relationships.
 Religion and Medical
Ethics.
Philosophy 2 (B602)
 Good and Evil.
 Religion and Science.
Ethics 2 (B604)
 Religion, Peace and Justice.
 Religion and Equality
Organisation of assessment
Four one hour exams are taken at the end of Year 11. Each paper
contributes 25% to the overall GCSE result. There is no coursework
or controlled assessment.
Homework requirements
Students are expected to spend 30 minutes each week revising work
covered in lessons, independent research, follow-up study from
topics covered in lessons and use the revision guide posted on the
Show My Homework website.
Learning environment
Lessons will consist of a variety of learning experiences including
group discussions, video clips, extended writing, and individual
reflection. In order to ensure that sufficient time is given, GCSE
lessons begin in Terms 5 and 6 of Year 9.
Students who are concentrating on Foundation Level study at Key
Stage 4 will study RS through either the Foundation or Higher Level
Project Qualification (0.5 GCSE equivalent) where they will focus on
one particular area of interest within RS and complete a Project on it.
This will be a 100% Coursework assessment.
Opportunities for continuing
study
RS is offered as an A’ Level qualification at Henry Box Sixth Form.
The skills developed of explanation, evaluation, critical analysis and
reflection are transferrable across the curriculum, but in particular to
other humanities and essay based subjects such as English, History,
Sociology and Psychology.
Associated career opportunities
The skills learnt in RS are transferrable to a wide range of different
career choices. The ability to communicate and empathise with
people of different religious backgrounds is key to many careers, as
are the more academic skills of evaluation and critical analysis.
ADDITIONAL SUBJECTS
Course Title
(Qualification/s)
Art and Design (GCSE)
Outline of course
The course provides opportunities to develop an understanding
through observation, practical experience and imagination.
Techniques and processes are taught through teacher led workshop
sessions. Students develop responses in a choice of media and
techniques. Each student records and develops ideas in
sketchbooks and will produce a portfolio of work and final
realisations.
In year 11 students focus on one theme producing work in at least
two media for a final portfolio with two final realisations. Students
have a final controlled test of 10 hours and choose one theme from a
set paper. They are given several weeks to prepare for the test.
Students study experimental drawing, painting, advanced
printmaking, sculpture, 3D design, mixed media, photography, digital
media, knowledge of contemporary artists and designers, and critical
and contextual studies. The course also develops students’ visual
literacy, which is increasingly important in the world in which we live.
Projects/topics covered in the
course
The course explores and develops students’ potential in Art and
Design. It allows students to make a personal response too based
on experience, environment and culture in both practical and
theoretical activities.
Organisation of assessment
The GCSE is assessed through the submission of a coursework
portfolio (60%) and a 10 hour controlled assessment (40%).
Homework requirements
Homework will be set fortnightly (one hour) and will inform practical
class work and encourage research skills and knowledge of the
subject.
Learning environment
Teaching is delivered through workshop based learning and
enrichment trips give students the opportunity to explore exciting
new art work in a gallery environment. The work produced forms
part of the coursework and supports the development of literacy,
critical and contextual understanding.
Opportunities for continuing
study
Students studying GCSE Art and Design may progress to A Level Art
and Design but must gain a minimum of a B grade in Art and Design
and a B grade in English is desirable.
Associated career opportunities
Fine Art, Architect, Fashion, Print Maker, Animation, Film studies,
Media, Photography, Model Making, Costume designer/set design,
Illustrator and many more…
Course Title
(Qualification/s)
Business Studies (GCSE)
Outline of course
The course introduces students to the world of setting up and
operating small and large businesses. In year 10 students focus on
start-up and small businesses. In year 11, the focus is on more
established businesses and the way businesses can grow and be
competitive in an ever increasing global marketplace.
In both years students study the four main organisational areas of
marketing, finance, human resources and operations management.
Projects/topics covered in the
course
Organisation of assessment
A range of topics are studied including: Starting a business
enterprise, Choosing the Correct Location, Customer Service and
Profit and Loss Analysis
There are two hour long exams at the end of year 11 worth a total of
75%. At the end of year 10 students complete a controlled
assessment based around Witney businesses worth 25%. Previous
assessment topics have included investigating the effectiveness of
current promotional methods and investigating the quality of
customer service provided.
Students are also regularly assessed each term. All students will
have key terms tests to check understanding of core knowledge and
an end of unit assessment. Class teachers will set additional
questions, designed to build up capability and confidence for the
essay based exam papers.
Homework requirements
Learning environment
Opportunities for continuing
study
Associated career opportunities
Students will be set at least one hour of homework each week.
Homework tasks include: Practice exam questions, investigations
and research, individual and group projects and revision
The course is taught be specialist teachers who all have industry
experience. Activities within lessons include: Students designing and
teaching their own lessons, analysis and evaluation tasks, speakers
and workshops, debates and studying real-life scenarios
This course is an excellent preparation for A-levels in general due to
the analytical and evaluative aspect of the exam. Equally, the
content taught would be an excellent foundation for level 3 BTEC
and higher level vocational qualifications at college and
apprenticeships.
There are lots of career opportunities associated with business
studies. Many of our students go on to work in accounting,
management, economics, engineering, law, politics, psychology,
marketing and retail.
Course Title
(Qualification/s)
Child Development and Care (CACHE Level 2 Award)
Outline of course
This qualification provides the opportunity to gain a vocational
qualification that gives an introduction to child development and care.
It includes the knowledge and understanding of child development
and well-being necessary for working with children aged 0-5 years in
a variety of settings - pre-schools, nurseries, playgroups, and your
own home.
Projects/topics covered in the
course
The qualification is in three main parts:



An introduction to working with children aged 0-5 years
Development and well-being 0-5 years
Child care and development 0-5 years
Organisation of assessment
This qualification consists of 3 units: two graded A*- D assessed by
an on-going graded Assessment Task; and a Synoptic Assessment
unit which is assessed via a Multiple Choice Paper. The grades
obtained are equivalent to GCSE.
Homework requirements
You will be given homework each week. This will relate to your
coursework, and may also involve you doing some research.
Students are expected to spend a significant amount of time
researching and studying case studies.
Learning environment
Lessons will be very varied. Sometimes you will be discussing
childcare; sometimes you will be doing your own research; and at
other times we will be visiting local nurseries and playgroups to see
what they do.
Opportunities for continuing
study
Learners can progress onto a number of subsequent courses within
the Child Development area. Most of these will involve a significant
amount of time in childcare settings and so will be delivered through
an FE College with work-based placements. Alternatively, these
qualifications can be taken as part-time study once a student has
taken on an employed position within a childcare setting. Examples
include Level 2 awards in Childcare and Education and Level 3
awards in Diploma Qualification for Children and Young People’s
Workforce. You may also progress to A’ level courses (Particularly
for Psychology and sociology)
Associated career opportunities
This is a very widely recognized vocational qualification and would
provide entry into work in childcare establishments for 0-5 year old
children. This is an area of employment that is growing rapidly in
Britain.
Course Title
(Qualification/s)
Computing (GCSE)
What will you study?
The GCSE course is aimed at students who wish to gain a real, indepth understanding of how computer technology works. If offers an
insight into what goes on ‘behind the scenes’, including computer
programming. The course will also help develop students’ logical
thinking, independent research and problem solving skills.
How will you study?
The GCSE course uses a variety of approaches to cover the theory
and practical elements of the course. Students taking this course will
need to be interested in how computer technology works, solving
problems using programming techniques and learning the theory
related to computer science.
How will you be assessed?
The GCSE is assessed through one written exam paper at the end of
Year 11 and two controlled assessment tasks provided by the exam
board. One task will be a programming project to provide a solution
for a given scenario and the other a practical investigation assessing
skills in research, technical understanding and analysis.
Entrance requirements
Due to the large amount of maths in the Computing course, a good
level of competence in maths is required.
Progression
Students studying Computing may progress to A level Computing.
Be aware that…
The course requires independent investigation and experimentation
when solving programming problems. Students will be required to
complete detailed written analysis as well as practical programming.
There is a final written exam paper carrying 40% of the final grade.
Course Title
(Qualification/s)
Design & Technology – Resistant Materials (GCSE)
Outline of course
In Year 10 you will learn the technical theory behind the D&T subject
you have chosen, as well as trying new techniques and undertaking
mini-projects. In Year 11 you will embark on a single Controlled
Assessment. It is likely to start in the final term of Year 10 in order
that you can work on it over the summer. An exam will be sat at the
end of year 10.
Projects/topics covered in the
course
A range of topics are studied including: Designing for specific target
audiences, creating design specifications, drawing techniques,
CAD/CAM, industrial practices, making skills, tool and processes,
material selection, environmental issues.
Organisation of assessment
You will be assessed throughout Year 10 in the form of class tests
and the mini-projects.
In Year 11 you will use your new skills to produce a high quality
product for the Controlled Assessment element of the course. This is
worth 60% of your final GCSE. You will sit a 2 hour written exam at
the end of Year 11; this is worth 40% of your final GCSE.
The Controlled Assessment is broken down into 5 key criteria;
Investigating the Design Context, Development of Design Proposal,
Making, Testing and Evaluating, Communication. All 5 elements will
be assessed at key points throughout the year, with feedback given
by subject teacher.
Homework requirements
In Year 10 students will be set at least one hour of homework each
week. Homework tasks include: Research and analysis, design work
and evaluation.
In Year 11, it is expected that students spend at least 1hour a week
on Controlled Assessment work. This can be carried out at home for
certain elements, but more will need to be done at school under
supervision as the project progresses.
Learning environment
You will learn through various methods, including:




Opportunities for continuing
study
Associated career opportunities
Teacher-led theory work
Analysis and research
projects
Individual and small group
work
Testing, modifying and
evaluating work




Practical and development
work
Independent reading & revision
Cross-subject
interaction/liaison
Peer and self-evaluation of
work

Students studying GCSE D&T Resistant Materials may progress to
A-Level in Product Design. Students could also attend full-time
design courses at colleges such as Rycotewood (OCVC) or
Abingdon & Witney College or appropriate vocational courses.
Future careers include product design, architecture, engineering,
teaching, model-making, set design, furniture/cabinet making,
carpentry.
Course Title
(Qualification/s)
Design & Technology - Systems & Control (GCSE)
Outline of course
In Year 10 you will learn the technical theory behind the D&T subject
you have chosen, as well as trying new techniques and undertaking
mini-projects. In Year 11 you will embark on a single Controlled
Assessment. It is likely to start in the final term of Year 10 in order
that you can work on it over the summer. An exam will be sat at the
end of year 10.
Projects/topics covered in the
course
A range of topics are studied including: Working with electronic
components, designing and making circuits, CAD/CAM, modelling
and prototyping, mechanisms, making skills, material selection,
drawing techniques, environmental considerations.
Organisation of assessment
You will be assessed throughout Year 10 in the form of class tests
and the mini-projects.
In Year 11 you will use your new skills to produce a high quality
product for the Controlled Assessment element of the course. This is
worth 60% of your final GCSE. You will sit a 2 hour written exam at
the end of Year 11; this is worth 40% of your final GCSE.
The Controlled Assessment is broken down into 5 key criteria;
Investigating the Design Context, Development of Design Proposal,
Making, Testing & Evaluating, Communication. All 5 elements will be
assessed at key points throughout the year, with feedback given by
subject teacher.
Homework requirements
In Year 10 students will be set at least one hour of homework each
week. Homework tasks include: research, independent study and
evaluation work.
In Year 11, it is expected that students spend at least 1hour a week
on Controlled Assessment work. This can be carried out at home for
certain elements, but will need to be done at school under
supervision as the project progresses. It is found that many
successful students dedicate more than 1 hour per week to
homework in Year 11.
Learning environment
You will learn through various methods, including: Analysis and
research projects, workshop-based practical work, testing and
modifying work.
Opportunities for continuing
study
Students studying GCSE D&T may progress to A-Level in Product
Design. Students could also attend full-time design courses at
colleges such as Rycotewood (OCVC) or Engineering and Design
Apprenticeships at colleges such as Abingdon & Witney College.
Associated career opportunities
Future careers include product design, architecture, engineering,
teaching, model-making, set design, electrical engineering,
electrician, automotive industry, armed services.
Course Title
(Qualification/s)
Design & Technology – Textiles (GCSE)
Outline of course
In Year 10 you will learn the technical theory behind the D&T subject
you have chosen, as well as trying new techniques and undertaking
mini-projects. In Year 11 you will embark on a single Controlled
Assessment. It is likely to start in the final term of Year 10 in order
that you can work on it over the summer. An exam will be sat at the
end of year 10.
Projects/topics covered in the
course
A range of topics are studied including: Hand skills, machine skills,
CAD/CAM, textile production, design techniques, making processes,
social and moral considerations, printing, presentation techniques.
Organisation of assessment
You will be assessed throughout Year 10 in the form of class tests
and the mini-projects.
In Year 11 you will use your new skills to produce a high quality
product for the Controlled Assessment element of the course. This is
worth 60% of your final GCSE. You will sit a 2 hour written exam at
the end of Year 11; this is worth 40% of your final GCSE.
The Controlled Assessment is broken down into 5 key criteria;
Investigating the Design Context, Development of Design Proposal,
Making, Testing & Evaluating, Communication. All 5 elements will be
assessed at key points throughout the year, with feedback given by
your subject teacher.
Homework requirements
In Year 10 students will be set at least one hour of homework each
week. Homework tasks include: Independent research, evaluation
and design work.
In Year 11, it is expected that students spend at least 1hour a week
on Controlled Assessment work. This can be carried out at home for
certain elements, but will need to be done at school under
supervision as the project progresses. It is found that many
successful students dedicate more than 1 hour per week to
homework in Year 11.
Learning environment
In Year 10 you will learn through various methods, including:
Individual and small-group work, practical and development work
and testing and modifying work.
Opportunities for continuing
study
Students studying GCSE D&T Textiles may progress to A-Level in
Textiles. Alternatively, students could attend full-time textile design
courses at Art & Design colleges or appropriate vocational courses.
Associated career opportunities
Future careers include fashion design, costume design, dressmaking, set design, interior design, the craft industry, textile/fabric
design.
Course Title
(Qualification/s)
Drama (GCSE)
Outline of course
Students will complete a minimum of five practical assessments
throughout years 10 and 11; only the highest two sets of marks will
be submitted. Students will be expected to perform regularly. In the
summer of year 11 students will sit a written exam where they will
write about their practical work undertaken. Students will have the
opportunity to use many of the skills developed throughout KS3,
most particularly in year 9.
Projects/topics covered in the
course
Each of the five or more practical assessments consists of a
performance or presentation. Students can be assessed on their
acting using a range of performance styles. Students with dance
experience can use their talents in the Physical Theatre unit. We
explore a range of themes within these performances which have
included Pinocchio, Dracula, and Wat Tyler and the Peasants Revolt.
Students are encouraged to do at least one practical assessment
using their skills as a theatrical designer or technician; students can
select from set, costume, or make-up design, or from lighting or
sound control, amongst others.
Organisation of assessment
Marks from practical assessments, rehearsal/preparation and
performance/presentation will be submitted and form 60% of the
GCSE. The terminal written paper is worth 40% of the GCSE and is
sat at the end of Year 11.
Homework requirements
Students are expected to complete about 1 hour of Drama
homework a week. This will often take the form of additional
rehearsal, line learning or research in preparation for a practical
performance. Students will also be required to complete written
tasks, including mock exam papers.
Learning environment
Often, drama lessons will consist of practical workshops, discussions
and rehearsals and are not dissimilar to KS3 drama lessons.
Students are expected to be more independent than in KS3, but the
teacher plans a wide range of activities to suit all learners.
One single lesson per fortnight will take place in a classroom where
we will keep a written record of the practical work undertaken in
preparation for the terminal exam.
Opportunities for continuing
study
The content of this specification provides a smooth transition to Alevel courses in Drama and Theatre Studies or Performing Arts
courses – such as the BTEC National in Performing Arts.
Associated career opportunities
Students choosing this subject can look towards careers in
performance on the stage or screen, behind the scenes work or any
job which needs high levels of communication skills. These might
include careers in such fields as teaching, retail, travel and tourism,
sales and marketing or any career that involves meeting people face
to face. The study of Drama can help you develop transferable skills
which you can take into any career or job.
Course Title
(Qualification/s)
GEOGRAPHY (GCSE)
Outline of course
This course provides students with an interesting, issues-based
curriculum that allows students to understand some of the most
important global and local questions facing us today, such as: Can
the Earth cope with 7 billion people? How can we solve global
poverty? Is trade fair? Why are disasters becoming more common?
Projects/topics covered in the
course
Students will study four units during the course:
Unit
Population and
Settlement
Rivers and
Coasts
Natural Hazards
Economic
Development
Typical issues covered
Shanty Towns, Migration, China’s One Child
Policy and Shopping
River Landforms e.g. Grand Canyon, River and
coastal flooding
Hurricane Katrina, drought in Somalia and the
Haiti Earthquake
Sweat shops in S.E. Asia, International aid and
global poverty
Organisation of assessment
During Year 10 students complete their controlled assessment on a
local issue; this is worth 25% of the final grade. At the end of Year
11 students complete two exams:
 Sustainable Decision Making Paper. This is a problem solving
paper based on one of the above themes worth 25% of the final
mark
 Key Themes: A knowledge-based paper based on three of the
above topics worth 50% of the final mark.
Homework requirements
Students are expected to complete approximately 1 hour per week of
homework. This will be in a variety of forms e.g. Research,
extended writing and past exam papers.
Learning environment
Lessons are typically diverse and use a wide range of teaching
activities to meet all learning styles. In addition, the department
makes use of the local area to carry out fieldwork both during
lessons and further afield.
To support students outside of the classroom the department makes
extensive use of online support materials through Edmodo.com,
Twitter and Show My Homework.
Opportunities for continuing
study
Geography GCSE is normally a requirement for students who wish to
study Geography at A level. However, due to the wide range of
transferable skills Geography provides it can also help students
wishing to study a wide range of other courses.
Associated career opportunities
GCSE Geography provides a broad knowledge and skills based
curriculum. It is therefore a useful asset for a diverse range of
careers from environmental management to business and the public
sector.
Course Title
(Qualification/s)
Health and Social Care GCSE
Outline of course
A GCSE in Health and Social Care provides a practical, real-world
approach to learning and develop specific knowledge and skills
learners need to work successfully in the care industry.
The course allows students to develop their understanding of working
with a range of service users from babies, toddlers, through to adults
with specific needs and the elderly.
Projects/topics covered in
the course
Core topics Unit 1
Human development throughout
different life stages
Coping with life events
Core topics Unit 2
Needs and services- A
research assignment exploring
one particular person that you
know and how they were
helped by health and social
care services
Job roles and skills- A research
assignment into health and
social care professions
Influencing factors in a person’s life
Organisation of assessment
Unit 1: Understanding Personal Development and Relationships
(48201)
Written Paper – 1 hour 15 mins – 70 marks – 40%: Stages of physical
growth and intellectual/social/emotional development .
Unit 2: Health, Social Care and Early Years Provision (48202)
Controlled internal assessment – 20 hours – 80 marks – 60%:
Needs of client groups, access and barriers to provision, work roles
Homework requirements
Students will be given at least one hour of homework per week. Tasks
will support the work being covered for assessment. It is likely that this
will include independent research, practice exam questions, individual
and group projects analysis and evaluation tasks
Learning environment
Alongside the activities carried out for assessment lessons will also
include: Visits to organisations within the Health and Social Care job
sector; guest speakers; analysis and evaluation tasks; using current
media (e.g. documentaries and news articles)
Opportunities for continuing
study
The content taught would be an excellent foundation for level 3 BTEC
Health and Social Care as well as A’ levels and higher level vocational
qualifications at college and apprenticeships. The course develops
many skills that are relevant in all workplaces. These include
communication, independence, reflective practice, self-management as
well as Maths and English within a working environment.
Associated career
opportunities
There are a lot of jobs that would benefit from having a health and
social care background such as nursing, child care, care worker,
midwife, social worker, home carer. BTEC courses also give you skills
you can transfer to any workplace.
Course Title
(Qualification/s)
History (GCSE)
Outline of course
The course requires students to use a variety of skills such as
evaluation, source analysis, comparisons of differing interpretations and
making judgements about the significance of an individual or historical
event. As such, the course helps students to develop some key
transferable skills that will enable them to make the transition to further
study or into the workplace.
Projects/topics covered in the
course
Students study a range of key topics that form the content of the three
examinations that they sit: The Development of the USA, 1930-2000;
China under Mao Zedong, 1949-76; Germany in transition, 1919-47;
Changes in South Africa, 1948-94.
In addition to these topics students will also complete controlled
assessment tasks focussing on World War One.
Organisation of assessment
Students will sit 3 exams, each covering one of the main taught topics.
This constitutes 75% of their final grade. In addition, there is 1 major
piece of controlled assessment on World War 1 which will count for
25% of the final grade.
Homework requirements
Students are expected to complete 1 hour of homework (on average)
every week. The format of these homeworks will range from practicing
exam questions, producing diagrams to help them make judgements,
research or the production of revision aids.
Learning environment
The course will feature a number of different approaches to learning to
try and cater for all needs. These range from methods such as
discussion and debate, using Ipads to make IMovies/comics/podcasts,
creating diagrams and charts to make judgements, role plays, watching
key documentaries and/or films and written work.
Opportunities for continuing
study
Students have the opportunity to continue studying History at AS and
A2 Level. Those students considering studying subjects such as Law
should also give consideration to History (some Law courses require
the study of History at University).
Associated career opportunities
Opportunities for careers associated with History can range from
teaching to more specialist areas of research. However, History is a
highly regarded subject, the Russell Group Universities highlight it as a
‘foundation subject’, which demonstrates that the transferable skills
gained through the study of History are essential for a number of
professions.
Course Title
(Qualification/s)
ICT - Information Communication Technology (GCSE)
Outline of course
The course is mixture of theory and practical lessons and develops a
broad understanding of how ICT is used in society. Practical
software and problem solving skills are taught through two controlled
assessment undertaken over the two year GCSE.
Projects/topics covered in the
course
The course is split into two areas: ICT theory and 2 pieces of
extended project work. Theory units include: Home Entertainment,
ICT and Learning, Multimedia Industries and Emerging
Technologies. Controlled assessment units focus on Solving
Problems with I.T. and Developing Multimedia ICT Solutions.
Organisation of assessment
Students complete two Controlled Assessments worth a total of 60%.
In Year 10 the assessment is based on Solving Problems with IT and
in Year 11 the focus is on Multimedia Solutions. There are two
written exam papers at the end of Year 11 accounting for 40% of the
final grade.
Homework requirements
We aim to set one homework per week but this will depend on the
software students are using and the topic they are studying. If
students are on Controlled Assessment they are unable to work
outside lesson time on their project and consequently there will be
less homework during these times.
Learning environment
The theory aspect of the course uses a variety of approaches such
as discussion, note taking, and answering questions and we test a
student’s understanding of the theory on a regular basis. The
practical skills element of the course uses a wide range of software
to teach the skills needed to complete the Controlled Assessments
and students.
Opportunities for continuing
study
GCSE ICT offers a very good foundation for A Level ICT (Entry
requirement Grade B and above).
Associated career opportunities
Students studying ICT will be able to apply their skills and knowledge
in a very large and rapidly expanding digital economy. All aspects of
the world of work make full use of ICT systems and good computing
skills and a broad knowledge of ICT systems is an asset in most
jobs.
Course Title
(Qualification/s)
Modern Languages (GCSE) in French, German or Spanish.
Outline of course
Students can follow a GCSE Course in French, German or Spanish.
You need to be studying the chosen language/s in year 9.
The courses allow students to extend their vocabulary, ideas,
opinions and grammatical knowledge in the foreign language.
Students will expand their knowledge of topics studied at KS3, as
well as looking at some new areas
How will you study?
On the GCSE course, you will read, write, speak and listen to the
foreign language in a wide variety of situations. You will often work in
pairs and small groups, performing dialogues or practising new
phrases and vocabulary. There will also be a significant increase in
formal written tasks
Organisation of assessment
The GCSE is assessed through final examinations in listening and
reading in the summer of Year 11; and controlled assessments in
speaking and writing. The controlled assessments take place
throughout Years 10 and 11
Homework requirements
Students are expected to complete 1 hour of homework per week.
Homework is used to consolidate and extend class work and may
take the form of reading exercises, written work or preparation for
controlled assessment. Students are also expected to learn
vocabulary on a regular basis.
Learning environment
Students read, write, speak and listen to the foreign language in a
wide variety of situations. We aim to make lessons as stimulating
and varied as possible; students often work in pairs and small
groups, performing dialogues, practising new phrases and
vocabulary. Games and ICT continue to play an important role,
more formal written tasks are completed and grammar is revised and
extended. You will need the appropriate French / German / Spanish
dictionary for both lessons and homework tasks
Opportunities for continuing
study
We offer French, German and Spanish at A’ Level at Henry Box. In
addition to this, Modern Language learning develops a wide range of
skills which are transferable across the curriculum and language
GCSEs are regarded as a highly valuable qualification by colleges
and universities, complementing practically any subject.
Associated career opportunities
In addition to careers like interpreting and teaching, which require a
high level of fluency, a language qualification is an important factor in
a wide range of work opportunities such as business, engineering,
law, retail and marketing, travel and tourism to name just a few.
Course Title
(Qualification/s)
Music (GCSE)
Outline of course
The course is based around the three main disciplines of performing,
composing and listening. Much of the course is centred on
developing students’ practical performing and compositional skills,
and so being able to sing or play an instrument is essential to the
success of the course. The listening part of the course will introduce
students to a vast array of music, outside of their usual sphere of
interest, including several forms of dance music including Waltz,
Tango and Club; descriptive music (e.g. film music); and music from
different cultures (e.g. Balinese, Indian Classical). Students will also
learn basic music theory.
Projects/topics covered in the
course
There are 4 main Areas of Study (AoS) in the OCR GCSE, they are:
My Music, Shared Music, Dance Music, Descriptive Music
Organisation of assessment
Both composition and performance can be assessed by practical
means. The listening element is assessed through a 1.5 hour
written/listening paper. There is also a 45min creative
composition/improvisation task that is completed under exam
conditions.
Performance
2 performances and
a performance
commentary – 35%
Composition
Listening Creative
Task
2 compositions
1 Exam
1 Exam
and a composition paper –
task – 20%
log – 25%
20%
Homework requirements
Students are expected to complete about 1 hour of Music homework
per week. This will often take the form of additional rehearsal,
practise or research, in preparation for a practical performance.
Students who study GCSE Music are required to attend an Extra
Curricular Activity in order to further develop essential ensemble
skills and apply theoretical knowledge in a practical way.
Learning environment
Much of the Music GCSE will be achieved through practical lessons
involving composition and performance. Students are expected to be
more independent than in KS3. The use of technology in Music is
integrated to assist with performance and composition tasks, and
listening is used throughout the course to introduce new topics.
Opportunities for continuing
study
Some students who have studied GCSE Music have progressed on
to A’ level Music or Music Technology and others have studied Music
Level 3 at establishments such as Abingdon and Witney College or
Oxpens.
Associated career opportunities
Students choosing this subject can progress on to a career in
teaching, performing, composing, conducting or even music therapy.
They can also go into the Music industry - performing, managing,
producing or promoting.
Course Title
(Qualification/s)
PE (GCSE)
Outline of course
The course is run over two years with students having two theory
lessons, two practical lessons and one coursework lesson per
fortnight. They will complete one Controlled Assessment piece of
coursework in year 10 and a second one in year 11. Students will be
able to select a practical activity each term from a set list enabling
them to develop their skills, decision making and ability to evaluate
within their main sports.
Projects/topics covered in the
course
The theoretical aspect is split into two sections:
1. Healthy and Active Lifestyles: Benefits of exercise,
participation/influences/opportunities, Government initiatives,
component of health and skill related fitness, principles and
methods of training, planning exercise programmes,
diet/performance enhancing drugs/injuries
2. Effects of exercise upon: Cardiovascular system, Respiratory
system, Muscular system, Skeletal system
Organisation of assessment
Students will complete a Controlled Assessment piece of coursework
in year 10 and another in year 11 focussing on their main sport and
they will be moderated in four practical activities at the end of year
11. These components make up 60% of the final grade. They will
also sit a one and a half hour exam at the end of year 11 which is
worth 40% of their final grade.
Homework requirements
Students will be expected to complete one piece of homework each
week. This will either be linked to their theory lesson or will be
research based for their Controlled Assessments. Students will be
also expected and encouraged to develop their performance abilities
by committing themselves to regular sporting participation with an
external sporting club or activity.
Learning environment
The theory aspect of the course uses a variety of approaches
including the use of practical sessions, discussion and group work to
enable students to understand the topics. Common assessments will
take place throughout the year to monitor student progress.
Opportunities for continuing
study
Students will be able to continue to study Physical Education at A’
Level (minimum B grade required) or a sports related course at
college, e.g. Level 3 BTEC.
Associated career opportunities
Students choosing this subject can look towards careers in sports
coaching, teaching, physiotherapy, nutrition.
Course Title
(Qualification/s)
Triple Science (GCSE Biology, GCSE Chemistry and GCSE
Physics)
What will you study?
The course provides an opportunity for able scientists to study the
three sciences in greater depth. Students will further develop an
understanding of science explanations, how science works and the
study of elements of applied science, with particular relevance to
professional scientists. Students choosing this option will study for
three separate science GCSEs (Biology, Chemistry and Physics)
rather than the usual double award science course.
How will you study?
The specification content is divided into seven modules assessed
across three units in each science subject. The final unit contains the
extra material studied by triple scientists. The course is designed to
encourage students to think about the key scientific issues of the
day. A variety of techniques are used to deliver the course, with ICT
playing a major role through the use of animations, video clips and
presentations, as well as practical work, discussions and debates.
How will you be assessed?
For each of the three science GCSEs there are three one-hour long
exams at the end of the course worth 75%. Students also complete a
controlled assessment investigation in each subject worth 25%.
Entrance requirements
Due to the more difficult nature of the extra triple science units,
students will need to be recommended for the triple science course
by their science teacher. As a guide, it is expected that potential
triple science students are regularly achieving a level 6 or above in
class assessments and end of unit tests.
Progression
Students studying triple science GCSEs will be well prepared for
studying science at A-Level and beyond. The course is good
preparation for a variety of science courses at university including
medicine and veterinary science.
Be aware that…


Although very helpful for students wishing to pursue science at a
higher level, this course is not a requirement for studying A-Level
Sciences.
It is compulsory for all students to study aspects of all three
sciences (in either the double award or triple science courses). It
is not possible to select to study GCSEs in only one or two
science subjects.
Course Title
(Qualification/s)
SPORT (BTEC)
Outline of course
The course is run over two years with students having a mixture of
practical and theory lessons. It is graded as equivalent to GCSE
with awards at Pass, Merit, Distinction and Distinction*. It is designed
to offer a vocational route covering aspects such as practical
performance, health-related fitness, coaching, the leisure industry.
Projects/topics covered in the
course
All students study the core units of: Fitness for Sport & Exercise and
Practical Sports Performance. A minimum of 2 further units will be
assessed from: The Mind and Sports Performance; The Sports
Performer in Action; Training for Personal Fitness; Leading Sports
Activities.
Organisation of assessment
Students will complete at least 3 unit assessments which will be
internally assessed. This will compromise 75% of their final grade. In
addition an online assessment of 1 hour will be taken on the unit
Fitness for Sport and Exercise.
Homework requirements
Students will be expected to complete one piece of homework each
week. This will either be linked to their theory lesson or will be
research based for their assessments. Students will be also
expected and encouraged to develop their performance abilities by
committing themselves to regular sporting participation with an
external sporting club or activity. This could include
coaching/assisting coaches.
Learning environment
The theory aspect of the course uses a variety of approaches
including the use of practical sessions, discussion and group work to
enable students to understand the topics. Common assessments will
take place throughout the year to monitor student progress. There
will be a high expectation on students researching their own areas of
interest within units. Links will be utilised with local providers and the
leisure industry at large.
Opportunities for continuing
study
This course is excellent preparation for a sports related course at
college, e.g. Level 3 BTEC.
Associated career opportunities
Students choosing this subject can look towards careers in sports
coaching, teaching, physiotherapy, nutrition.