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Bishop Walsh Catholic School

Year 8 Options 2018

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Dear Parent / Guardian,

This booklet contains information on the courses that make up the key stage 4 curriculum at Bishop Walsh

Catholic School. All pupils will study Religious Education, English, mathematics & science. In addition they will

also have three additional options (See page 10 onwards).

Informed Choices.

Our 2018-19 year 9 curriculum will be centred around pupils studying three options courses which will inspire

them to achieve to the very best of their potential. One of the key drivers to future success is for young people

to have a genuine interest in the options choices they decide to study through to year 11. Concurrently, it is

important for pupils and parents to choose wisely. This is why there is information included in this document on

the potential career paths a given options choice may lead to in the future.

In previous years it has been compulsory for pupils to opt for courses which make up what is referred to as the

English Baccalaureate, a set of qualifications most valued by employers and universities. Pupils achieve this

standard for attaining a GCSE grade C or above in English Language, mathematics, at least two sciences, a

modern foreign language and a humanities subject, namely history or geography. We envisage that the majority

of our pupils will opt for one humanities subject and French. Alternatively, you may decide that other options

courses will benefit your child more in their future career.

Modern Foreign Languages

All of our pupils have studied French since at least year 7. As a consequence of this, pupils already have the

foundation blocks in place to succeed in French at GCSE. In addition to French, we are offering two additional

languages namely German and Spanish.

All GCSE examinations will be sat at the end of year 11, apart from RE which pupils will take at the end of Y10.

Some courses will include controlled assessments (coursework supervised by the class teacher) and you will find

more information on this topic on the individual subject pages.

Inside this booklet is an options choice document. I would be most grateful if your child could return their

completed form to their tutor by no later than Friday 23rd March. If you have any questions about the 2018-

2021 key stage 4 curriculum please do not hesitate to contact me at school.

Why three choices rather than four?

Over the past two years all GCSE, OCR National and BTEC courses have been reformed. The key change is that

in all cases the content of the courses has increased. To ensure that all pupils have the opportunity to cover this

content and to develop an expertise in their chosen subjects, they will study their three chosen options for three

hours a week in year 9, then two hours in years 10 and 11.

Yours sincerely,

Mr H. Koryl.

Deputy Head Teacher i/c Teaching & Learning.

This booklet outlines all the courses and options pupils will take for the three year GCSE courses

in years 9, 10 and 11.

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GCSE RESULTS 2017.

Subject total A* A B C D E F G U

%\E

ntr

ies\A

*-A

%\E

ntr

ies\A

*-C

%\E

ntr

ies\A

*-G

Art 12 0 2 3 3 2 2 0 0 0 17% 67% 100%

Biology 127 13 28 35 40 8 3 0 0 0 32% 91% 100%

BTEC Performing Arts (Dance) 22 20 0 2 0 0 91% 100% 100%

BTEC Performing Arts (Drama) 25 11 1 9 4 0 48% 100% 100%

Business Studies 39 1 5 7 13 9 3 1 0 0 15% 67% 100%

Chemistry 116 6 29 34 36 9 2 0 0 0 30% 91% 100%

Child Development 17 0 2 6 8 0 0 1 0 0 12% 94% 100%

Computer Science 17 0 3 3 7 2 1 1 0 0 18% 76% 100%

Culinary Arts 26 3 5 7 7 4 0 0 0 0 31% 85% 100%

Dance 22 0 11 5 5 1 0 0 0 0 50% 95% 100%

Drama 25 1 7 9 3 4 1 0 0 0 32% 80% 100%

Fashion 9 1 0 3 5 0 0 0 0 0 11% 100% 100%

French 35 4 5 9 10 7 0 0 0 0 26% 80% 100%

Geography 80 3 12 12 21 18 9 2 3 0 19% 60% 100%

German 18 0 0 5 12 1 0 0 0 0 0% 94% 100%

History 78 7 22 22 16 5 4 2 0 0 37% 87% 100%

IT GCSE 14 0 4 3 2 2 1 2 0 0 29% 64% 100%

Italian 1 1 0 0 0 0 0 0 0 0 100% 100% 100%

Media 18 0 2 3 6 4 3 0 0 0 11% 61% 100%

Music 10 1 1 4 2 2 0 0 0 0 20% 80% 100%

Physics 106 8 14 26 35 19 3 1 0 0 21% 78% 100%

Polish 3 3 0 0 0 0 0 0 0 0 100% 100% 100%

Religious Education 145 21 46 39 19 9 7 2 1 1 46% 86% 99.31%

Resistant Technology 11 0 1 0 3 1 5 1 0 0 9% 36% 100%

Science Additional 2 0 0 0 1 1 0 0 0 0 0% 50% 100%

Science BTEC 9 0 0 0 9 0 0 0 0 0 0% 100% 100%

Science Core 13 0 0 0 2 4 3 3 1 0 0% 15% 100%

Spanish 19 0 0 2 5 7 5 0 0 0 0% 37% 100%

Sports Science 42 2 6 15 15 4 0 0 0 0 19% 88% 100%

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GCSE RESULTS 2017.

Subject total 9 8 7 6 5 4 3 2 1

%\E

ntr

ies\9

-7

%\E

ntr

ies\9

-4

%\E

ntr

ies\9

-1

English 143 7 7 10 30 46 22 18 2 1 17.00 84.00 100.00 English Literature

142 3 7 9 34 40 27 17 4 1 13.00 83.00 100.00

Mathematics 144 4 11 29 21 23 31 10 13 2 30.00 83.00 100.00

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THE COMPULSORY SUBJECTS

*All students will begin the GCSE Religious Studies course at the start of Year

9 and will sit the GCSE examinations at the end of Year 10 (May/June 2019) *

The GCSE Religious Studies course is made up of 3 components:

Component 1 – Foundational Catholic Theology

Theme 1 – Origins and Meaning

In this topic pupils will consider religious and non-religious beliefs about the origins

and value of the universe and human life.

Theme 2 – Good and Evil

In this topic pupils will consider philosophical questions concerning the origins and

nature of good and evil and different religious answers to the problem of evil and

suffering.

Component 2 – Applied Catholic Theology

Theme 3 – Life and death

In this topic pupils will consider religious beliefs about the nature of life and death.

Theme 4 – Sin and Forgiveness

In this topic pupils will consider philosophical questions concerning the nature of

criminality and the rationale for punishment.

GCSE Religious Studies

HEAD OF DEPARTMENT: Miss B. Dunphy

TEACHER IN CHARGE OF GCSE RS: Mrs A. Perfect.

SYLLABUS TITLE: Religious Studies

EXAM BOARD: EDUQAS Specification B

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Component 3 – Study of a World Faith: Judaism

In this topic pupils will explore common and divergent views and the basis for beliefs,

teachings and practices in Judaism.

ASSESSMENT

At the end of each topic pupils will sit a key words and end of unit test. Pupils will sit

an end of Year 9 exam and then a mock exam in the December of Year 10.

In May/June 2019 pupils will sit 3 GCSE exam papers:

- Component 1 and 2 are both assessed by a 1 hour 30 minute exam. Each exam

makes up 37.5% of the GCSE.

- Component 3 is assessed by a 1 hour exam which makes up 25% of the GCSE.

WHERE NEXT?

This course provides excellent preparation for a huge variety of careers and degree

options. The skills developed in thinking and evaluating are considered to be very

desirable in many careers. It is particularly suitable for people considering careers in

law, medicine, journalism, management and of course...RE teachers!

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English

HEAD OF DEPARTMENT: Mrs S.Chilwan.

SYLLABUS TITLE: English Language and English Literature

EXAM BOARD: AQA

BRIEF OUTLINE OF THE COURSE:

All Year 9 pupils will follow a three year course in GCSE English Language and English Literature. In

September 2017, year 9 pupils will be introduced to a range of GCSE-level literature and non-fiction

texts. They will also examine assessment requirements at GCSE. All testing and grading will follow

GCSE specifications.

English Language and English Literature is now tested by external examination; there are no longer

controlled assessments as part of the course.

English language:

GCSE English Language will encourage students to read a greater range of high-quality,

challenging literature and non-fiction texts from a range of genres and types (from the 19th,

20th and 21st centuries).

Reading and writing will be equally weighted

GCSE English Language has a greater focus on making sure that students are able to write

clearly and accurately, in good standard English. There will be an increased emphasis on

spelling, punctuation and grammar, including the use of vocabulary.

English literature:

GCSE English Literature will encourage students to read a wide range of classic literature

fluently, with the assessment of:

o A 19th century novel

o A Shakespeare play

o A selection of poetry since 1789, including representative Romantic poems

o British fiction or drama from 1914 onwards

The quality of writing in response to texts will be assessed.

Grading system for both English Language and English Literature:

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Students will be awarded a grade from 1 to 9, with 9 being the highest. Students will get a U where

performance is below the minimum required to pass GCSE.

Careers options

The study of English language and literature develops many life skills that are invaluable beyond the

classroom. Pupils develop skills in analysis, communication and interpretation; these are particularly

useful in a wide range of higher education options as well as in the workplace. Popular higher

education courses include: English Language and Literature, Law, Media and Communications,

Sociology and History.

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MATHEMATICS

Head of Department: Mrs N Prytherick

Syllabus Title: GCSE Mathematics

Exam Board: Edexcel

All pupils will begin their study of GCSE Mathematics in year 9. They will continue to develop their

mathematical skills, building on the work they have covered in years 7 & 8. They will cover a range of

topics, spanning the following six topic areas:

1. Number

2. Algebra

3. Ratio, proportion and rates of change

4. Geometry and measures

5. Probability

6. Statistics

As well as being an essential skill for life, a GCSE in Mathematics opens doors to a huge number of

careers including finance, accountancy, engineering, medicine, computing, law and anything else

where analytical skills are required.

As in years 7 & 8 pupils are set according to ability in Mathematics and as always this is reviewed

regularly.

There will be regular tests throughout the year and an examination in the summer term of year 9, and

this will inform the decisions on setting for year 10 & 11.

Our most able mathematicians will have the opportunity to take both GCSE Mathematics and an extra

qualification called a FSMQ in Additional Mathematics by the end of year 11.

GCSE Mathematics was one of the first exams to be ‘reformed’ and the new exams were first examined

in June 2017. As well as being more demanding the new exam is designed to be more relevant to the

real world and to promote skills in problem solving.

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GCSE Science

Bishop Walsh has decided to plan the Science curriculum in a way that best suits the academic needs

of all of our pupils. The year group of approximately will be split into 6 teaching groups based on the

results of the end of Yr 8 examination.

The six groups will be organised in the following way:

All groups will have 3 hours of Science a week. They will begin the year by working through a Scientific

Skill Enhancement Scheme. This scheme has been devised by the Bishop Walsh Science Department

in order for pupils to build upon their knowledge from Years 7 and 8. The aim is to develop pupils’

ability in practical areas and specific skills to Science as well as encountering and learning new scientific

concepts and principles as detailed in the KS3 science curriculum.

When this sequence of lessons is complete (we envisage this to be around February half term of Year

9) pupils will then move on to begin the GCSE content. The current GCSE model states that this work

is examined linearly at the end of year 11.

Pupils will, however, be assessed internally through regular progress tests and end of unit tests as well

as the end of year examination. They must prepare fully and strive to do their best in these

assessments.

During year 9 there will be an examination that will be used to ‘re-set’ pupils before they start year

10. This could potentially mean pupils moving up or down group at the end of year 9.

When in year 10, different groups will take different routes through the GCSE course. We envisage

that the highest attaining groups (approximately 95 pupils) will complete the separate science

qualification route whereby they achieve 3 separate GCSEs in Biology, Chemistry and Physics. The next

ability groups (approximately 45 pupils) will have the option to choose 2 of the 3 separate sciences

and therefore attain 2 science GCSEs in chemistry, physics or biology. We expect that group 6 will

contain the 15 or so pupils, they will complete 1 science GCSE.

ACTING HEAD OF SCIENCE:

Miss S. Twist

Subject leaders:

Miss S. Twist - BIOLOGY

Miss R. McMahon - CHEMISTRY

Mr. R Green - PHYSICS

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Careers using chemistry

Analytical chemist, Chemical engineer, Clinical biochemist,

Pharmacologist (how drugs affect the body), Doctor, Research

scientist (physical sciences), Toxicologist, Chartered certified

accountant, Environmental consultant, Higher education lecturer,

Patent attorney, Science journalist, Secondary school teacher,

food industry (manufacturing food), forensics, primary teaching

Careers using physics

Technology industries including manufacturing, engineering – this designing, building and maintaining

solutions to a problem (mechanical, chemical, electrical, civil),

Geophysicist/field seismologist (earthquakes), construction:

electrician / plumbers, higher education lecturer, architect ,

metallurgist (working with metals), Research scientist (physical

sciences), Secondary school teacher, aerospace and defence,

education, energy industry (electricity, renewable sources of energy),

oil and gas, Health e.g. Radiographer, science and

telecommunications, automotive industry, primary teaching,

surveying

Careers using biology

Health care (nursing, medicine, physiotherapy, midwifery,

dentistry, nutrition), biological research, working with animals

(training, breeding, veterinary, zoos), environmental (forest

management, conservation, environment agency), food

industry, forensics, childcare, sports science, science

communication, primary teaching, forensics, marine biologist.

Careers in science…

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THE OPTIONS CHOICES

Modern Foreign Languages

Languages are regarded as a highly-valued skill by Higher Education

institutions and employers alike. Not only do they give pupils the edge in

the job market (graduates who use their language skills as an integral part

of their work earn on average 8-20% more than those who do not), but

language learning also promotes the development of other key skills such

as communication, analysis, evaluation and problem-solving.

When learning a language pupils not only learn the grammar and

vocabulary you need but you are also taught language acquisition skills

which will give them an advantage if they decide to learn a new language

later in life.

Language learning also impacts upon the development of the brain! Numerous studies have shown that

people who can speak another language demonstrate superior problem-solving skills, better cognitive

flexibility and also highly creative thinking skills.

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- Pupils will begin the 3-year AQA GCSE course in year 9.

- Topics studied in all three languages are very diverse and

cover all sorts of areas of interests:

Relationships, Social Issues, Lifestyle, Hobbies, Holidays,

Home, Local Environment, School, Work and future plans.

Assessment:

The four main skill areas (Listening, Reading, Speaking and Writing) are assessed by examinations at the

end of the three-year course.

Each skill area counts for 25% of the final examination.

Pupils will be able to take the examinations either at Foundation Level or at Higher Level.

Head of Modern Foreign Languages – Mrs Bowker

The Course…

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Why Choose French?

More than 200 million people speak French on five continents.

French is the second most widely learned foreign language after English.

As the world’s fifth biggest economy and number-three destination for foreign

investment, France is a key economic partner.

French is the international language of cooking, fashion, theatre, the visual arts,

dance and architecture.

France is the world’s number-one tourist destination and attracts more than 70

million visitors a year.

French is both a working language and an official language of the United Nations, the

European Union, UNESCO, NATO, the International Olympic Committee, the

International Red Cross and international courts.

French is a great base for learning other languages.

Learning French is the pleasure of learning a beautiful, rich, melodious language,

often called the language of love.

French is a popular choice of language studied in Primary Schools— have you

considered Primary Teaching?

‘Studying French has been an enriching experience...having a second

language allows you to stand out from others.’ Christina

‘Studying French helps me to improve my communication skills...together

with a unique learning experience.’ Rita

‘Learning French gives me a great sense of fulfilment...it is a very

rewarding subject as you gain transferable skills.’ Rayne

‘People who study French are well sought after by employers due to the

valuable skills you learn such as interpretation, analysis and evaluation. It

is fun to learn and gives you a deeper understanding of English. It is really

rewarding...a great choice for your future.’ Ellie

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German

Whatever plans you may have for the future, knowledge

of German will increase your options. When you learn

German you acquire a range of skills which can improve

the quality of both your work and private life. Here are

five good reasons to learn German

1. It’s good for Business - Did you know that German is the

language most highly rated by employers as useful to the organisation. German is the language most

requested in Job advertisements.

2. It gives you more people to talk to - About 100 Million people speak German. This means that

German has the highest number of native speakers in the European Union.

3. It’s good for tourism - You can make the most of your travels not only in German-speaking countries,

but in many other European countries where German is widely spoken. Tourists from German-speaking

countries travel wide and far, and are the world’s biggest spenders when on holiday.

4. Thinking about a career in science? German is a very logical language and is traditionally the second

most important language of science. Scientific papers are very often written in German and Germany is

the third largest contributor to research and development.

5. Communication and new technologies: A wide range of important websites are in German and the .de

domain is the second largest after .com and much bigger than .co.uk. Developments in media,

information and communication technology require multilingual communicators.

‘There are so many benefits to studying German and the truth is, it

is extremely desirable for future employers- even if your chosen

career doesn't involve languages.’ Chloe

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Spanish

Approximately 470 million people speak Spanish as a native language,

making it second only to Mandarin in terms of its number of native

speakers worldwide. Learning Spanish introduces you to the exciting,

vibrant cultures of Spain and Latin America. Whether you are

passionate about tacos or tango, sombreros or salsa, fútbol or flamenco,

learning Spanish will lead you to discover a new world of travel, culture

and professional opportunities.

Other great reasons to learn Spanish

-Spanish is almost completely phonetic listening comprehension is relatively simple and pupils are less likely to

struggle with pronunciation than they are with other foreign languages.

-Those who learn Spanish can quickly learn to understand and communicate in other similar languages such as

Italian and Portuguese.

-In many of the 44 countries where Spanish is spoken English is not widely

spoken and so the language skills you learn will be all the more valuable.

-Spain is one of Britain’s favourite tourist destinations, many Brits emigrate

to Spain and in recent years many Spanish people have moved to the UK

giving you more opportunities to use your skills.

-The economies of Latin America have boomed in the last decade making

Spanish an increasingly important language for global business.

-Beginning Spanish in Year 9 at Bishop Walsh means you will need to make fast progress, but much of what you

have learned in French will help you and you will see a number of similarities

Starting with the

Michel Thomas course in Year 9 you will quickly gain confidence in speaking

and grammar. In Years 10 and 11 you will follow the AQA GCSE course using

modern text books with online support that feature interactive activities and

videos to keep you entertained and prepare you for the final exams. Along

the way you will learn about the exotic cultures and traditions of the Spanish

speaking world from La Tomatina in Spain to Día de los muertos in Mexico.

“I have made great progress in Spanish and feel confident speaking the

language. It’s a really enjoyable subject.”

Ashleigh Ellis

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ART AND DESIGN

Head of Department: Mr L Taylor

Syllabus Title: GCSE in Art, Craft and Design

Exam Board: OCR

Year 9- Entry Level Qualification

Years 9-11- Full GCSE Art, Craft and Design.(Combined

Titles).

Coursework Portfolio- 60% of final grade.

Externally Set Task- 40% of final grade.

Students will complete one qualification during the three year course.

GCSE Art courses and examinations place a great responsibility on individual students completing an

Art and Design Portfolio over the three-year course, which is marked and moderated. This accounts

for 60% of the student's marks. At the end of their course, the students will produce an externally set

piece of work over a 10 hour period and this will contribute 40% of the student's marks. Coursework

and Exam work are marked to four specific assessment objectives: Develop, Refine, Record and

Present.

Students work is organised as follows:

Year 9- Entry Level GCSE Qualification designed to give an insight into the full GCSE

qualification and start of GCSE coursework portfolio.

Year 10- Continuation of GCSE coursework portfolio.

Year 11. Completion of coursework portfolio worth 60% of final grade. Once this is complete students will undertake a Set Task given to them by OCR that is worth 40% of their full GCSE grade.

The aim of the Art & Design Portfolio is to provide the individual student with an opportunity to

demonstrate their ability to research, develop and realise their ideas in a variety of techniques and

skills. The outcome should take the form of a piece of work that concludes the project that the student

has worked through. Students should consider creative methods of presentation and individual

approaches to their outcomes.

The Art and Design Department is able to offer the OCR Art, Craft and Design specification. This means

that the student will have the opportunity study the area in great depth and that particular area of

study will appear on their certificate. They will be able to work in a range of media and use a range of

techniques which will allow them to develop their own personal specialisms within the subject. They

will be working within the areas of Fine Art, Graphic Communication and Three- Dimensional Design.

All with elements of Photography.

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The qualification is based on both coursework and the set task. This is demanding of the student’s

practical and intellectual abilities. Students of all different ability levels will be able to benefit from

taking the course. Each individual student is encouraged to develop his/her own ideas and to exploit

those methods of working and media used which they have personally found successful. The

assessment details are as described in the examination board's current syllabus details.

http://www.ocr.org.uk/qualifications/gcse-art-and-design-j170-j176-from-2016/

How will this course be enriched?

GCSE students will have the opportunity to enrich their Art practice through studying different styles

of work and also through experimenting with different artist materials. This will enhance their

knowledge, skills and understanding. They will complete a full GCSE in Art and Design, again studying

the Fine Art specialism.

Students will have the opportunity to visit galleries and places of interest in the UK and abroad in

either Year9, 10 or 11. Barcelona and Rome are two places we have visited and more recently London.

University Courses/ Careers:

Foundation Diploma courses in Art and Design

BA Fine Art,

Textiles Design,

Fashion,

Architecture,

3D Design,

Product Design,

Creative Advertising,

Digital Film Games and Animation,

Graphic Design,

Interior Design,

Photography,

Printed Textiles,

Visual Communication.

These qualifications can lead to careers in similar industries.

If you have any questions about doing GCSE Art and Design please talk to your art teacher or Mr Taylor

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GCSE Business Studies

Subject Title: Business Studies

Board: AQA

Head of Department; Mr. M O’Rourke/Mr S Barlow

Course description:

The purpose of the course is to equip pupils with a broad understanding of the business world that

surrounds their world living in this modern day and age. Obviously practical examples are regularly

used but often a significant amount of work can be academic and written.

The GCSE Business consists of two papers of 1 hour 45mins each both examined at the end of the final

year. All students cover the six modules listed below.

Course content likely to contain:

Influences on business; we explore the relationship between government, community, business and

different stakeholders in businesses.

Finance; we study how companies raise funds, complete cash flow forecasts and work on break even

and profit figures.

Business Operations; we consider types, scales and methods of production along with the impacts

that technology has on Business.

Marketing; we explore the world of advertising, pricing, quality control alongside other areas of the

marketing mix of a product.

Human Resources; we study how business employ, manage and pay their workers while also looking

at trade unions and labour law.

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Business in the real world; we explore the different ownership of businesses from small local retailers

to huge multinational organisations.

Where next?

This is a valuable course that can lead towards degrees such as Business, Accountancy, Marketing,

Human Resource Management, Operations Management, etc. The course would also complement

other written subjects or practical subjects. This is also a practical guide for people who wish to begin

their own business one day.

Most of our students continue with either Business Studies to A-level or take A-level Economics as an

alternative.

To find out more about Business

in the news or the department refer to our departmental blog;

www.bwbusiness.org.uk or scan the QR code below into your smart ‘phone

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Child Development

This subject will appeal to pupils interested in the ways in which children develop. It covers topics such as the physical, intellectual, emotional and social development of the under 5s, families and parenting, preparation for pregnancy and birth, nutrition and health and community support. It is a new course and has replaced the previous GCSE course which has been withdrawn and is no longer available for teaching. The course consists of three mandatory units, two of which are internally assessed and one unit which is assessed through an externally assessed examination.

1 Health and well-being for child development

Pupils will develop the essential knowledge and understanding in child development, covering reproduction, parental responsibility, antenatal care, birth, postnatal checks, postnatal provision, and conditions for development, childhood illnesses and child safety. This unit is externally assessed with the paper lasting 1hour 15 minutes and it accounts for 50% of the final grade.

2 Understand the equipment and nutritional needs of children from birth to five years

This unit will allow learners to investigate the different equipment and nutritional requirements of children from birth to five years. Pupils will gain knowledge of the equipment needs of babies and young children and an understanding of the factors to be considered when choosing appropriate equipment to meet all of these needs. This topic will also cover nutrition and hygiene practices and pupils will be given the opportunity to investigate feeding solutions, comparing these to nutritional requirements and evaluating the outcomes. On completion of this unit, pupils will be able to apply their knowledge and understanding, through a practical activity, to show how the needs are met to promote the well-being and development of the child. This unit is internally assessed and accounts for 20% of the final grade.

3 Understand the development of a child from birth to five years

This unit will allow pupils to investigate the developmental norms of children from birth to five years. Pupils will develop an understanding of the impact of play on the developmental norms. Pupils will gain an understanding of the development norms from birth to five years and the stages and benefits of play. Pupils will gain knowledge of, and skills in, developing activities to observe development norms in children up to the age of five. This topic will include researching, planning and carrying out activities with a child and observing and evaluating these activities, as well as comparing the child to the expected development norms. On completion of this unit, learners will be able to apply their knowledge and understanding, through practical activities, to show how play affects the development of individual children. This unit is internally assessed and accounts for 25% of the final grade..

This vocational qualification is designed to offer the same rigour as GCSEs. This qualification is recognised by Ofqual, DfE and by 16-19 providers as progression to A Level, Further Education or on to an apprenticeship.

Please see Mrs Nash for further information.

Head of Department: Mrs J. Nash

Syllabus Title: Level 2 Cambridge National Certificate in Child Development

Exam Board: OCR

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Computer Science

Exam

board OCR

Look at the ICT option if you would like to learn how computer applications can be used to

improve the way people live and work.

Computer Science is a course that has real relevance in our modern world. While learners will

already have some knowledge of computers, this course will give them an in-depth understanding of

how technology works and a look at what goes on “behind

the scenes”.

A GCSE Computer Science qualification demonstrates a student understands how to make

computers work and write programs that they, and other people, use.

There is a growing demand for professionals who are qualified in this area both in terms of

employment and University.

University courses such as Mathematics, Biology, Chemistry, Physics, Engineering and Economics all

now have computer programming modules.

The Government has recognised the importance of Computer Science for the workforce of

tomorrow and it is now a qualification that counts as part of the English Baccalaureate as a Science

option.

GCSE Computer Science

This option is suitable for students who would like to learn about how computers work and how to

write computer programs.

Assessment consists of two written assessments supported through a NEA coursework element.

Students will be expected to learn the constructs of programming languages such as Python. Such

knowledge will enable them to approach the written assessments with a deeper understanding of

core programming constructs.

For further information, please contact: Mr Lewis, Head of Computer Science.

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Culinary Arts

This is a new food course which has replaced all previous GCSE food qualifications. It has been designed to allow pupils to develop and extend their practical skills and also to enable them to make the connections between theory and practice so that they can apply their understanding of food and nutrition to practical cookery. This subject should then appeal to pupils who enjoy practical cookery but are also interested in food science and the theory behind practical techniques and processes. Coursework accounts for 50% of the marks and involves two practical tasks set by the exam board and they are designed to be completed by the pupils in year 11. They include a food investigation assessment, in which pupils explore and analyse the scientific principles underlying the preparation and cooking of food. It also includes a food preparation assessment in which the pupils plan, prepare, cook and present a menu of three dishes which includes a 3 hour practical assessment, completed under exam conditions. The external examination covers all areas of the syllabus and accounts for 50% of the final GCSE grade. It is a written paper lasting 1½ hours.

Component Overview

A. Nutrition Pupils develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks. Pupils understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health.

B. Food: Food provenance Food choice

Pupils understand the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices

C. Cooking and food preparation

Pupils demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food.

D. Skill requirements: preparation and cooking techniques

Pupils demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment. Pupils 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.

Please see Mrs Nash for further information.

Head of Department: Mrs J. Nash

Syllabus Title: GCSE Food Preparation and Nutrition

Exam Board: OCR

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DANCE

ONE OPTION, TWO QUALIFICATIONS

Head of Department: Miss Wakeley

Exam Board: AQA (GCSE) & Edexcel (BTEC)

Students who opt for dance will be opting to study two qualifications in the subject. The BTEC course will be completed in year 10 and the GCSE course in year 11. These courses feed into one another and both offer the development and exploration of technical skills development, performance, choreography, leadership and analytical understanding. Students who opt for dance must enjoy the practical discovery and physical mastery of movement and physical theatre.

Year 9 Pupils 2017/2018 “I love the course; it is hard work at times but it is also my favourite lesson” “We get so much support from the teachers, they really make a difference”

BTEC Dance

(sit the qualification in year 10)

GCSE Dance

(sit the qualification in year 11)

80%Practical 20%Theory

60% Practical 40% Theory

Component 1: Exploring the Performing Arts (Internal) Component 2: Developing skills and techniques in the Performing Arts (Internal) Component 3: Performing to a brief (External)

Component 1: Performance and choreography: • Solo performance- based on set phrases. • Performance in a duet • Solo or group choreography- based on a chosen theme. Component 2: Critical appreciation Written paper based on professional works

Year 9 – Building skill set and exploring assignments-

practical and theory.

Year 10 – BTEC level 2- Performing Arts: Dance

(Equivalent to one GCSE)

Year 11 - GCSE Dance

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Please be aware, students who opt for the dance pathway will be required to attend and lead rehearsals, perform at an array of events and attend theatre trips.

Development of Skills Students who choose the dance pathway will gain two qualifications. The subject develops skills that are useful in:

Science (anatomy and physiology)

English (analysis)

Media (film and performance)

Business and Marketing (performance production)

Drama/Music/Music Technology (performing and devising), PE (Physical mastery)

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Design Technology

HEAD OF DEPARTMENT: Mr O. Walters.

Examination Board: All AQA

Students will follow the National Curriculum to combine practical and technological skills with creative thinking

to design and make products and systems that meet human needs. They learn to use current technologies and

consider the impact of future technological developments. They learn to think creatively and intervene to

improve the quality of life, solving problems as individuals and members of a team.

Throughout key stage 3 pupils have developed the use of hand tools to make products which they have designed

for both their own needs, as well as the needs of a client. In key stage 4 they will undertake their controlled

assessment (ensuring that 50% of their grade can be achieved before exam time), following the design process,

students will develop the safe use of power tools to manufacture a product of their choosing which has been

developed using CAD software, whilst considering external factors such as the ability to batch or mass produce

the same product in an industrial environment, whilst taking into account any environmental impacts caused by

the materials and manufacturing processes used.

An enrichment unit of study is built into KS4 to give pupils the chance to manufacture products that have been

designed by someone else. They will use a wide range of materials and equipment and learn to read from pre-

prepared working drawings to do this.

Where next?

This is one of the few GCSE subjects that enable students to utilise and demonstrate Project Management skills,

combining English, Maths, Sciences and ICT skills & knowledge with Design know-how, they will complete a long-

term project to a successful outcome. This, along with evidence that pupils are also “do-ers” makes the

qualification very attractive to a future in any career or A-level/degree course, not just the world of Design &

Engineering, or other practical vocations, such as carpentry and building.

During the course, pupils are assessed on:

Investigating and analysis

Developing design ideas (through sketching, modelling and computer aided design)

Manufacturing (with woods, metals, plastics and composites using hand & power tools)

Testing and evaluation

Methods and quality of communication

Queries to Mr Walters

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Skills you will develop:

Expression: expressing yourself in an active and exciting way

Teamwork: working collaboratively as part of a group

Communication: contributing your ideas and taking on board those of others

Empathy: exploring ideas by putting yourself in other people’s shoes

Acting: playing many parts in different imaginary situations

Confidence and Self-awareness: continually sharing your work with others

Devising: creating your own drama work

Analysing: looking at plays written by other people

Evaluating: Watching live theatre productions

Reflecting: discussing and documenting on your own skills

The GCSE course:

Component 1: 40% (written

exam)

Understanding drama

Knowledge & understanding of theatre

Study of one set play

Analysis & evaluation of live theatre

Component 2: 40% (practical)

Devising drama

Process of creating devised drama

Performance of devised drama

Analysis & evaluation of own work

Component 3: 20% (practical)

Texts in Practice

Performance of two extracts from one play

Marked by a visiting examiner from AQA

GCSE Drama Head of Department; Mrs J Priestnall

Subject Title: Drama

Board: AQA

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Career choices

Due to the nature of the subject, the invaluable communicative skills that pupils naturally develop

feed directly into an endless list of jobs, particularly careers that require interpersonal skills;

however there are more obvious choices linked to studying drama such as:

Actor Stage manager Drama practitioner Dramatherapist Theatre Director

Television production Radio Presenter Teacher Therapist Media

Lawyer Community worker Social worker Journalist Critic

How will I be assessed?

A lot of the exploration in lesson time is practical. There is a written examination and you

will be required to keep a written record of your practical work Component 2: Devising

drama.

You will explore themes, ideas and plays in a wholly practical way and your teacher will

continually guide you and assess how well you are doing.

You will be required to perform an extract from a play or create a design for a production

such as costume, lighting or sound. You will perform/present to a visiting examiner who will

be in the audience.

Three year outline:

Students will spend year 9 and half of year 10 completing mock GCSE units which will give them a

clear insight of what is expected of them in each assessment. This will also consolidate their skills in

both the practical and written elements of the course. In the summer term of year 10, students

usually start their formal GCSE assessments, completing the course by the end of June 2020.

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Fashion and Textiles

OUTLINE OF THE COURSE

The Course aims to encourage creativity in

Fashion and Textile Design.

Students are encouraged to develop an expressive, functional and decorative response from a range

of starting points, themes or design briefs. Students will explore a wide range of traditional and

modern techniques and processes.

Fashion including Fashion Design, Fashion Drawing, Costume Design, Garment Making, Fashion Accessories including, Hats, Bags & Scarves

Surface Decoration including Printing, Beading, Appliqué, Embroidery, Felt Making, Weaving, Knitting and Stitching.

Surface Pattern Decoration Visual and tactile surface decoration to include pattern, colour and scale

Printing and Dying Transferring images using traditional methods or Hi-Tec sublimation printing

If you are considering Fashion, this three year option is invaluable as it allows students the time and opportunity to learn the techniques, develop their skills and become confident in the subject before starting their coursework portfolio in Year 10. UNITS OF WORK

A Coursework Portfolio is produced over two years and accounts for up to 60% of the total marks.

This portfolio is marked, and then moderated by OCR. The aim of the Portfolio is to offer individual

students an opportunity to demonstrate their ability to research, develop and realise their design

ideas.

A Set Task (Exam) is completed at the end of the course and accounts for up to 40% of the total marks.

Students select a starting point from the exam boards question paper and produce a piece of work

over ten hours under exam conditions.

CourseTitle: GCSE Art and Design: Textile Design

(Endorsed)

Examination Board: OCR

Teacher in Charge: Mrs I Hornby – Walsh

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This is an exciting, demanding but thoroughly enjoyable course that tests the student’s practical

and intellectual abilities. Students of all abilities will benefit as they develop their own ideas

and make the most of skills and techniques they have personally found successful.

If you have any questions, please come and talk.

WHERE NEXT?

The majority of our GCSE students continue with Fashion and Textiles to A-level.

This is a valuable course that can obviously lead to degrees in any aspect of Fashion, Textiles or

Costume Design. As well combining well with other practical subjects it can also complement written

subjects such as Business, History or Psychology and can also lead to degrees in Art Therapy, Museum

Studies or Curatorship or Fashion Design with Business Studies.

For those who would prefer a less hands on approach but want to be involved in the world of

Fashion there are courses that combine creative fashion interests and industry roles with business

and management skills such as Fashion and Retail Management, Fashion Marketing and Fashion

Communication and Promotion.

These degrees can lead to careers in Advertising, Fashion Media or Journalism, Visual

Merchandising, Fashion Analysis and Trend Prediction, Fashion Buying and Merchandising, PR and

Events Management.

The Department not only boasts past student running their own businesses but also having high

profile careers with companies such as Paul Smith; George at Asda as Children’s Wear Designer.

Past students have studied at Central St Martin’s in London and currently our past student are

studying varying forms of Fashion Design at Birmingham City University, Kingston University London,

the University of Derby and the University for the Creative Arts.

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Geography

Geography is a popular and successful subject at GCSE. Students enjoy a variety of learning

opportunities both in and outside of the classroom through which they can investigate the living and

non-living environment surrounding them.

As a curriculum, geography incorporates skills and awareness of our own local landscape, people and

places around the world. The GCSE is comprised of 3 units which are all examination based and there

is no controlled assessment element of the course.

Key Skills

Geography is highly respected by colleges, universities and employers as the taught skills are vital in every profession. These include: data presentation and analysis; researching country profiles; decision making and synopticity. Students will be utilising these skills over the three year GCSE course and will be specifically sitting a skills based synoptic paper.

Wider opportunities

Students will be taking part in both human and physical fieldtrips to a variety of destinations.

Career paths

Geography is one of the most transferable subjects and is well regarded by universities and

employers. The curriculum is engaging and involves a breadth of different skills and topics which

directly feed into a variety of careers.

Head of Department: Miss N. Gardiner

Additional Geography Teachers: Miss E. Doyle,

Mrs A. Koryl

Syllabus: AQA

Syllabus Overview

1. Living with the physical environment – Hazards; Climate Change; Landscapes; Ecosystems

2. Challenges in the human environment- Urban Futures; Economic challenges; Resource Reliance

3. Geographical applications- Synoptic Assessment and Skills

For more information on the course, please visit

http://www.aqa.org.uk/subjects/geography/gcse/geography-8035

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History

Head of Department: Mr P.

Foley

Syllabus Title: History

Exam Board: Edexcel

Brief outline of the Course

History is a popular and successful subject at GCSE. Students enjoy a variety of the course and

achieve very high standards. GCSE is currently being reformed and the format of the exam papers

have not been accredited by exam boards yet.

The GCSE is assessed by three examined papers. Students are taught five topics

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Key Skills

History is highly respected by colleges, universities and employers as the skills taught are vital in every

profession. These include: evaluating evidence, analysis, reaching a supported argument, basing

conclusions on evidence and the ability to research and present findings.

Enrichment

A trip to Normandy is offered in year 11. The visit complements the Weimar and Nazi course. We visit

Omaha Beach, Pegasus Bridge as well as the Arromanches to name but a few examples. The trip is run

in partnership with the Modern Foreign Languages Department. The numbers are limited to 55

students for this trip and we reserve the right not to allow students with a poor behaviour track record

on the trip.

In conclusion GCSE History is a vibrant and successful department at Bishop Walsh that offers fantastic

opportunities for budding historians.

Career paths?

The skills involved in studying history are transferable to a whole host of careers. Weighing evidence,

presenting coherent arguments, researching independently and basing judgements on evidence are

all valuable in everyday life. These skills are extremely desirable for teaching, journalism, law, the

police force, civil service and many more. The Russell Group of universities include History on their list

of facilitating subjects.

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ICT (Information Technology)

Cambridge Nationals in Information Communication Technology, (50% examination, 50% controlled

assessment)

Look at the Computer Science option if you would like to

understand how computers work and to learn how to write

programs.

ICT is an exciting and rapidly developing subject that focuses

on how computers are used to improve the way we live

and work.

A Cambridge Nationals ICT vocational qualification is confirmation to employers that a student has

more than the standard IT skills that most school-leavers possess.

Choosing to study ICT at Key Stage 4 will demonstrate a student has the ability to use IT beyond basic

office skills and also provides an excellent platform for further study at A-Level and University.

Cambridge Nationals in Information Communication Technology

This option is suitable for students who would prefer a more detailed look at the use of IT and the

impacts on every aspect of our daily lives. It will teach students to be ‘savvy IT users’, who use ICT safely

and responsibly.

Assessment is one examination and one modules of coursework. This coursework element is

completed within lessons and develops students’ abilities in applying ICT technologies to solve

everyday problems. The coursework module can change every year with a refreshed focus on relevant

topics for career progression. Scratch, Audacity and Serif Draw are all programs that could be used for

the coursework module.

For further information, please contact:

Mr Lewis, Head of Computer Science.

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MEDIA STUDIES

HEAD OF DEPARTMENT: Mrs H. Yeubrey

SYLLABUS TITLE: Media Studies

EXAM BOARD: OCR

Outline of the course:

Media is a popular choice at GCSE providing insight into the language and messages of the most

popular forms of communication. This course is a mixture of practical skills and creative work within a

variety of media technologies.

Over the three year course pupils will analyse and research a range of media texts and plan and

create their own media products. All content is based around the four key concepts: Media Language,

Representation, Audience and Industries.

How will the course be assessed?

The students will sit two written exams and complete a creative task in response to a brief set by the

exam board:

Written exam 1: Television and promoting media- you will carry out an in-depth study of both a

contemporary and historical TV crime drama. You will explore the Lego Movie franchise and explore

marketing and promotional methods. (35% of 9-1)

Written exam 2: Music and News (35% of 9-1)- students will explore the theoretical framework

magazine, music video, radio, online social participatory media and newspapers.

Creating Media: pupils will carry out research, planning and then produce the media product outlined

in their chosen brief. Possible tasks could include the creation of; a music video, film/TV trailer,

Advertising and marketing campaign, Magazine cover and double page spread, Radio podcast or

Website homepage.

Careers

In the age of mass communication and fast growing technology industries, many career choices will

be enhanced by the study of media. Skills that students develop within the course, both in production

tasks and critical understanding, will be viewed as highly desirable by future employers. All industries

use IT and internet technologies and our media students will be familiar with a range of production

techniques. Within media industries there is a wealth of opportunity for careers at the cutting edge of

the digital age: advertising, journalism, television and film, Public Relations, broadcasting and social

media. Media can also lead into education and rewarding teaching and lecturing careers.

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Course Overview: OCR GCSE Music: 60% Performing and Composing, 40% Listening & Analysing

Course Teachers: Mr Turner

What does the course involve? You will be able to develop your musical performance skills in group and solo contexts throughout the

course alongside the study of music and its development in different cultures. You will learn how to

compose your own music for your instrument or voice and in a variety of styles by a variety of

methods such as in written, recorded and software-sequenced forms. Students who have an interest

and ability in music sequencing can submit a sequenced performance of a track for their performance

coursework.

● Unit 1 – a solo performance, a composition & a

commentary

● Unit 2 – an ensemble performance, an

ensemble composition & evaluation

● Unit 3 – a listening & appraising paper

What can I get out of music? Music is a highly regarded academic subject. Music

enables students to develop deep listening and

analytical skills, practical motor skills and emotional intelligence.

With the continued growth within the creative industries over the past ten years, a GCSE in music is a

fantastic place to start for anyone interested in a future within this area.

Can I also take music theory examinations? In addition to completing the GCSE in Music, students will have the

opportunity to take examinations in traditional and popular music

theory with the awarding body The Associated Board of the Royal

Schools of Music and Trinity College London respectively. These

exams will provide additional music literacy skills that are required

for students to take practical graded exams beyond grade 5 and

are also recommended for further study in A Level Music and

Music Technology.

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EDEXCEL BTEC Level 1/2 Certificate in Music

Course Teachers: Mr Turner

What does the course involve?

Examinations – 25% The Music Industry Examination

Coursework – 75% Compulsory –

Managing a Music Product

+

Two of the following optional units –

Introducing Live Sound

Introducing Music Composition

Introducing Music Sequencing

Introducing Music Recording

What can I get out of music technology? The BTEC Music Technology course has been developed as a vocational route into the music industry

and also leads on well to the A Level Music Technology course. Students will learn the essential skills

required by composers and producers, whilst developing their ability to be able to use equipment and

software found in recording studios and other facilities around the world today. Students will also

develop their understanding of how different organizations within the music industry are run before

having the opportunity to create their own music product.

With the continued growth within the creative industries over the past ten years, a GCSE in music is a

fantastic place to start for anyone interested in a future within this area.

BTEC Music Technology

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GCSE Physical Education

HEAD OF DEPARTMENT: Mr Butler

EXAM BOARD: OCR

The GCSE Physical Education course develops pupils’

theoretical knowledge and understanding of the factors

that underpin physical activity. This includes topics such as;

the cardiovascular, respiratory, muscular and skeletal

systems. Pupils will also develop their understanding of the

contribution which physical activity makes to health, fitness and well-being • understand key socio-

cultural influences which can affect people’s involvement in physical activity • understand how the

physiological and psychological state affects performance in physical activity • how the human brain

learns new sporting skills.

GCSE Physical Education- Assessment Overview

Physical factors affecting performance 60 marks

1 hour written paper

30% of total GCSE

Socio-cultural issues and sports psychology 60 marks

1 hour written paper

30% of total GCSE

3 Practical activity Assessments + Analysing and Evaluating Performance (AEP)

40% of total GCSE

CAREERS / FURTHER EDUCATION

By completing KS4 GCSE Physical Education, pupils will be prepared to study A Level Physical

Education at KS5.

Careers that link well with Physical Education

are:

Exercise Therapist/Physiotherapist

Sports Scientist

Strength and conditioning Coach

PE Teacher

Personal Trainer

Fitness Manager

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Bishop Walsh - Year 8 GCSE Options

GCSE Choices & Keeping Career Options Open * Most GCSEs provide a good general preparation for further learning and work

and, for the majority of students, keeping a specific subject or dropping it is not

going to have a major effect on their future careers * GCSE Maths & English are nearly always asked for whether applying for 6th

form, college, Apprenticeships or University. However, certain professions /

Apprenticeships / degree courses require specific A level subjects which would

usually require your child to study that subject at GCSE. * Also, the GCSE level entrance requirements for individual degree courses are

quite varied. In some cases, a particular subject or grade is required at GCSE

level if it isn’t being offered at A level.

If Your Child Has Some Career Ideas * They need to find out the entry routes & what’s required and work backwards. * Research the careers / career sector they are interested in to broaden

knowledge of careers & decide if they want to keep it as an option * Find out the specific GCSE / A level / BTEC qualifications required - see

booklet for websites * 6th Forms & Colleges - look at current courses on offer & their entry

requirements - see booklet for websites * If it requires a degree, use the UCAS website to find universities offering that

degree - see below for a guide to using UCAS * Do they mention specific GCSE’s as a must or ‘A’ levels which they won’t be

able to take if they don’t have a GCSE in same subject? * Some university courses - such as Sciences, Medicine and Nursing - will be

looking for specific GCSEs in the science subjects & a grade B/6 in Maths * Please also look at the Russell Group advice in the document ‘Informed

Choices’ for advice about applying to competitive universities -

www.russellgroup.org/InformedChoices-latest.pdf * For Jobs / Apprenticeships - try looking at the current vacancies on the

National Apprenticeship Service website or look on company websites eg Google

BMW Apprenticeships to see if any specific subjects are required / preferred.

No Career Ideas? * U-explore START - Year 8 will be introduced to START this week in school.

Helps pupils create a profile which then helps them find careers that match their

skills, abilities & interests & shows them entry routes & required qualifications.

There is also a Parent login - details will be sent to you soon. * Encourage your child to research careers related to the subjects they enjoy -

see below for websites * Most year 8 pupils won’t know what they want to do yet so in this case

choosing subjects they enjoy / are good at is sensible. It’s unlikely they will rule

many careers out at this stage. * After year 11, if still unsure which career to choose or what to study at

university choosing ‘facilitating’ subjects at A level will help to keep options

open’ The A level subjects which the elite Russell Group of universities value as

being "facilitating" subjects are: * Mathematics & Further Mathematics * English Literature * Physics * Biology * Chemistry

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* Geography * History * Languages (Classical & Modern)

GCSE’s for Apprenticeships / Jobs If your child is interested in an Apprenticeship / School Leaver Job after year 11

- GCSE subjects & grades will be especially important. * For Level 2 Apprenticeships - the requirements are usually around GCSE’s

grades D / 3-4 * For Advanced level 3 Apprenticeships most employers will be asking for min 5

GCSE’s grades C+ including Maths & English at grade 4 - 6 ( prev grade B / C ) Depending on the career sector (& as well as good grades in English & Maths)

other subjects that may be helpful include * Engineering - Physics & Design Technology * Construction - Design Technology * Business / Finance - Business Studies * Business / Media - Business Studies & Media Studies * Childcare - Child Development * I.T. - ICT or Computer Science * Catering / Hospitality - Business Studies, Culinary Arts

RPA - Raising the Participation Age After year 11 pupils must stay in (some form of) education but this doesn’t just

mean school - this could be 6th form, college, an apprenticeship or a job with

training leading to further qualifications

Links to GCSE Options Advice Websites * Plotr - information on careers related to different GCSE subjects and lists 19

questions your son or daughter should ask about their

options. www.plotr.co.uk/advice/articles/choosing-gcse-options-19-questions-

to-ask-yourself/ * Which University - excellent advice about what to consider when choosing

GCSE ‘s if considering university in the future www.university.which.co.uk/advice/gcse-choices-university/how-important-

are-gcse-choices-when-it-comes-to-university * icould.com - video clips & general advice on choosing GCSE’s. Choose by

subject to find out about careers related to GCSE’s & also videos on people’s

own experiences. www.icould.com/article/choosing-your-gcse-options/ * Success at School - general advice about choosing & changes to GCSE’s

www.successatschool.org/advicedetails/508/What-are-my-GCSE-options%3F * Future Morph - Visit Future Morph for information about taking science and

maths at KS4 and beyond www.futuremorph.org/11-13/ * Studential - advice on a wide range of career related subjects including GCSE

choice www.studential.com/GCSEs/choosing-your-GCSE-subject-options

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* Parental Guidance - written by the Careers Writers Association to help parents

advise their children www.parentalguidance.org.uk/making-choices/making-subject-choices-at-age-

12-14 * The Russell Group ‘Informed Choices’ guide - download & video including a

section on Pre 16 Qualifications & University Entry www.russellgroup.ac.uk/for-students/school-and-college-in-the-uk/subject-

choices-at-school-and-college/

Other Useful Websites www.creative-choices.co.uk – information and articles on creative careers www.creativealliance.org.uk - an organisation offering apprenticeships in the

creative industries, based in Digbeth. www.bbc.co.uk/careers/trainee-schemes-and-apprenticeships - career

opportunities at the BBC www.4talent.channel4.com/get-involved/work-programmes/apprenticeship-

programme - career opportunities at Channel 4 www.nctj.com - National Council for the Training of Journalists website www.allaboutfinancecareers.com - from the All About Careers organisation. www.lawcareers.net - everything you’ll need to know about getting into a

career in law www.allaboutlaw.co.uk - the Law Careers website www.goconstruct.org - a new careers in construction website www.tomorrowsengineers.org.uk - information on careers in engineering www.thinkpowersector.co.uk - about careers in the power sector www.skillsforcare.org.uk - information about entry into the care sector. www.basw.co.uk - website for social workers www.nhscareers.nhs.uk - information on the wide range of careers available

within the NHS. www.stepintothenhs.nhs.uk - information on careers within the NHS aimed at

14-19 year olds www.getintotheatre.org – useful website giving details of careers in the theatre www.csp.org.uk - the website for the Chartered Society of Physiotherapists www.education.gov.uk/get-into-teaching - the Governments teaching

information website, has all you need to know about careers in teaching www.careersinaerospace.com - aerospace careers website

Subjects www.prospects.ac.uk - general careers information including a section on career

options with your chosen (degree) subject. www.mathscareers.org.uk - careers with maths www.futuremorph.org - information and advice on STEM (Science, Technology,

Engineering & Maths) related careers. www.sciencecareerpathways.com – Cogents STEM careers website shows entry

levels and progression routes for over 200 roles, job descriptions, case studies

and salary levels. www.rsc.org - careers with chemistry www.societyofbiology.org - careers information on careers with biology www.physics.org/careers - careers with physics www.afterenglish.ac.uk - a guide to careers with English www.careersinmusic.co.uk – careers in the music industry www.geography.org.uk/resources/careers - website for The Geographical

Association www.languageswork.org.uk - careers available with languages

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www.careers-in-sport.co.uk – careers in sport www.history.org.uk - careers with history Colleges www.bmet.ac.uk – Birmingham Metropolitan college website. www.ucb.ac.uk - University College Birmingham website. www.sccb.ac.uk - South and City College Birmingham website. www.boa-academy.co.uk - Birmingham Ormiston Academy specialising in

Creative, Digital and Performing Arts. www.auea.co.uk - Aston University Engineering Academy is a 14-19 university

technical college sponsored by Aston University. It focusses on engineering and

science and has strong links with industry. www.westmidlandsconstructionutc.co.uk – the new West Midlands Construction

University Technical College for the West Midlands, open to 14-19 year olds. www.solihull.ac.uk - Solihull College website www.southstaffs.ac.uk – South Staffs College website. www.nchsr.ac.uk - the new National College for High Speed Rail Higher Education www.ucas.com - UCAS website - use UCAS to find out about possible degree

courses, their entry requirements & career opportunities. - Go to the homepage - click on Search for Courses - select Undergraduate then type in your chosen course subject - that will then take you to a Search Page - you can put more filters in if you want.

You then get a list showing universities & degree courses available in that

subject, if you want to find out more about the course - click on the course title - then click on View Course Details on Providers Website - this should take you straight to the university website course details.

If it doesn’t have this option you’ll need to just go to the university website &

search for the course you’re interested in. www.russellgroup.ac.uk - the website for the Russell Group Universities, have a

look at their Informed Choices publication. www.hecsu.ac.uk – the Higher Education Careers Services Unit has information

on what recent graduates have gone onto do 6 months after leaving university.

Helps you to see the kinds of career opportunities linked to degree courses Need Careers Advice? * Careers Adviser - Lunchtime drop in Thursday - Chaplains Room * Suggest your child asks for a careers interview via form tutor or lunchtime

drop in * Email Sarah Forsyth - careers@bishopwalsh.net Please feel free to contact me if you need any further advice Sarah Forsyth Careers Adviser

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http://www.icould.com This is probably the most useful website for the parents of pupils about to take their GCSE options. There are number of case studies on this website as well as a sections titled 'Career Videos' and 'What's Your Subject?' You can click on a selection of subjects and find real life examples of people who have used the subjects they enjoy in their chosen career. There are also videos of people talking about the GCSE choices they made at 14. The link to this page is; http://icould.com/focus-on/choices-at-14/ Please note that there is a link to the icould.com website on the BW Careers website.

Our final recommended web-site is plotr. It is a very useful website for young people and it has a useful guide to choosing GCSE options.

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Accountancy (also Banking/Finance/Insurance)

Essential advanced level qualification: Usually none, although one or two universities require

Mathematics.

Useful advanced level qualifications: Mathematics, Business Studies (AGCE, National and Diploma),

and Economics.

Actuarial Science/Studies

Essential advanced level qualification: Mathematics

Useful advanced level qualifications: Further Mathematics, Economics, Business Studies (AGCE,

National and Diploma).

If you know your child want to apply for a certain degree, they must

take these essential subjects at A Level. Although not all of the

essential options are available at GCSE, for example Psychology,

Politics and Economics, we do offer these course at A Level. To

maximise your child’s chances of gaining a place at a competitive

university, they would also be wise to choose one or more of the other

useful subjects for the degree in question. Please note that the

entrance requirements for individual universities and courses will vary

and this list covers only the most popular courses. Not every course is

available at Russell Group universities. You are therefore advised to

use this guide in conjunction with more detailed information on the

UCAS website, and on university websites.

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Aeronautical Engineering

Essential advanced level qualifications: Mathematics and Physics.

Useful advanced level qualifications: Further Mathematics, Design Technology, Computing/Computer

Science.

American Studies

Essential advanced level qualifications: Requirements vary but English and/or History are often asked

for.

Useful advanced level qualifications: Politics

Anthropology

Essential advanced level qualifications: None

Useful advanced level qualifications: A small number of courses like a science AS-level such as Biology.

Sociology is also very relevant.

Archaeology

Essential advanced level qualifications: None

Useful advanced level qualifications: Geography, History or science subjects can all be useful.

Architecture

Essential advanced level qualifications: Some courses say they want an arts/science mix. Some may

require Art.

Useful advanced level qualifications: Art, Mathematics, Design Technology and Physics. AGCE or

National Art and Design may also be useful at some universities. Do note that a portfolio of drawings

and ideas may be asked for.

Art and Design

Essential advanced level qualifications: Art or Design Technology including AGCE/National (to give you

the portfolio to get onto an Art Foundation Course, though sometimes AGCE/National Art and Design

applicants go straight onto a degree).

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Useful advanced level qualifications: Design Technology, Art & Design. Do note that most entrants

onto Art and Design degrees will have done a one-year Art Foundation Course after completing Year

13.

Biochemistry

Essential advanced level qualifications: Always Chemistry and some universities will say you must

have Biology as well, while some will say Chemistry plus one from Mathematics/Physics/ Biology.

Doing Chemistry, Biology and Mathematics or Physics will keep all Biochemistry courses open to you.

Useful advanced level qualifications: Biology, Mathematics, Further Mathematics, Physics,

Computing/ Computer Science.

Biology

Essential advanced level qualifications: Biology, usually Chemistry. A few universities specify two

sciences.

Useful advanced level qualifications: Mathematics or Physics, Computing/Computer Science.

Biomedical Sciences (including Medical Science)

Essential advanced level qualifications: Normally two from Biology, Chemistry, Mathematics and

Physics. Chemistry is essential for some courses.

Useful advanced level qualifications: Mathematics, Further Mathematics, Biology, Chemistry, Physics.

Business Studies

Essential advanced level qualifications: None

Useful advanced level qualifications: Mathematics, Business Studies (AGCE, National and Diploma)

and Economics.

Chemical Engineering

Essential advanced level qualifications: Chemistry and Mathematics and sometimes Physics as well.

Useful advanced level qualifications: Physics, Biology, Further Mathematics, Computing/Computer

Science.

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ChemistryEssential advanced level qualifications: Chemistry and occasionally Mathematics. Most

courses require Chemistry and would like Mathematics and one other science subject (for example,

hysics or Biology). Useful advanced level qualifications: Mathematics, Further Mathematics, Physics,

Biology, Computing/ Computer Science.

Childhood Studies

Essential advanced level qualifications: None

Useful advanced level qualifications: CACHE, Psychology, Sociology, AGCE/National/Diploma Health

and Social Care.

Civil Engineering

Essential advanced level qualifications: Mathematics, in many cases Physics. Sometimes one of

Physics or Chemistry.

Useful advanced level qualifications: Further Mathematics, Chemistry, Biology, Computing/Computer

Science, Design Technology, Geography.

Classical Studies

Essential advanced level qualifications: For Classics courses Latin or Ancient Greek are required. For

Classical Studies and Classical Civilisation courses most subjects will be considered.

Useful advanced level qualifications: Modern Foreign Language, English Literature, History, Classical

Civilisation. Do note that there are some Classics courses which will allow you to start Latin and/or

Classical Greek from scratch.

Computer Science

Essential advanced level qualifications: For some courses, Mathematics. For some courses

Computing/ Computer Science.

Useful advanced level qualifications: Mathematics, Further Mathematics, Computing/Computer

Science, Physics, Philosophy, ICT.

Dentistry

Essential advanced level qualifications: Chemistry and Biology for most courses, but some require

Mathematics or Physics as well.

Useful advanced level qualifications: Mathematics, Physics, Further Mathematics.

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Dietetics

Essential advanced level qualifications: Chemistry, Biology.

Useful advanced level qualifications: Mathematics

Drama

Essential advanced level qualifications: Some courses require English Literature and for a few courses

English and/or Theatre Studies.

Useful advanced level qualifications: English Literature, English Literature and Language, Theatre

Studies.

Economics

Essential advanced level qualifications: Usually Mathematics.

Useful advanced level qualifications: Economics, Computing/Computer Science, History, Business

Studies.

Electrical/Electronic Engineering

Essential advanced level qualifications: Mathematics, usually Physics.

Useful advanced level qualifications: Further Mathematics, ICT, Design Technology, Computing/

Computer Science.

Engineering (General)

Essential advanced level qualifications: Mathematics and Physics.

Useful advanced level qualifications: Further Mathematics, Design Technology, Computing/ Computer

Science.

English

Essential advanced level qualification: English Literature or combined English Language & Literature

(some courses will accept English Language).

Useful advanced level qualifications: History, Religious Studies, a foreign language.

Environmental Science/Studies

Essential advanced level qualifications: Many courses will ask for two from Biology, Chemistry,

Mathematics, Physics and Geography.

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Useful advanced level qualifications: Another facilitating subject, particularly a science.

European Studies

Essential advanced level qualifications: A Modern Foreign Language.

Useful advanced level qualifications: Another Modern Foreign Language, English Literature, History,

Politics.

French

Essential advanced level qualifications: French

Useful advanced level qualifications: Another Modern Foreign Language, English Literature, History,

Politics.

Geography

Essential advanced level qualifications: Most degrees require Geography.

Useful advanced level qualifications: Some Geography BSc (science) degrees prefer one from Biology,

Chemistry, Mathematics or Physics.

Geology/Earth Sciences

Essential advanced level qualifications: Usually two from Mathematics, Physics, Chemistry and

Biology.

Useful advanced level qualifications: Geography, Geology, Computing/Computer Science.

German

Essential advanced level qualifications: German (a handful of universities offer the opportunity to

study German from scratch, without German A-level).

Useful advanced level qualifications: Another Modern Foreign Language, English Literature, History,

Politics.

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History

Essential advanced level qualifications: Most degrees require History.

Useful advanced level qualifications: Economics, English Literature, Philosophy, Politics, Sociology,

Theology/ Religious Studies, a modern or classical language.

History of Art

Essential advanced level qualifications: None

Useful advanced level qualifications: Art, English Literature, History, Theology/Religious Studies,

History of Art, French, German, Spanish, Italian.

Italian

Essential advanced level qualifications: Italian or another language such as French, German or

Spanish.

Useful advanced level qualifications: Another Modern Foreign Language, English Literature, History,

Politics.

Law

Essential advanced level qualifications: Usually none, although a few universities require English.

Useful advanced level qualifications: History; other facilitating subjects. There really are no essential

subjects for Law. Maybe one choice should involve essay or report writing. History gives you good

relevant skills for Law but is not essential.

Management Studies

Essential advanced level qualifications: Sometimes Mathematics.

Useful advanced level qualifications: Mathematics, Economics, Business Studies (AGCE, National and

Diploma).

Materials Science (including Biomedical Materials Science)

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Essential advanced level qualifications: Normally two from Chemistry, Mathematics, Physics, Biology

(also Design Technology for some universities).

Useful advanced level qualifications: Chemistry, Design and Technology, Further Mathematics,

Computing/ Computer Science.

Mathematics

Essential advanced level qualifications: Mathematics and sometimes Further Mathematics.

Useful advanced level qualifications: Further Mathematics, Physics, Computing/Computer Science.

Mechanical Engineering

Essential advanced level qualifications: Mathematics, usually Physics.

Useful advanced level qualifications: Further Mathematics, Design Technology, Computing/Computer

Science. Mechanical Engineering departments may have a preference for Mathematics A-levels with a

strong mechanics component.

Media Studies (including Communication Studies)

Essential advanced level qualifications: A few courses ask for English or Media Studies.

Useful advanced level qualifications: English, Media Studies, Sociology, Psychology.

Medicine

Essential advanced level qualifications: If you do Chemistry, Biology and one from Mathematics or

Physics you will keep all the medical schools open to you. If you do Chemistry and Biology you will

keep open the vast majority. If you do Chemistry and one from Mathematics and Physics you will limit

your range of choices much more.

Useful advanced level qualifications Further Mathematics or a contrasting (non-science) subject,

Computing/ Computer Science.

Music

Essential advanced level qualifications: For most traditional courses, Music and Grade VII/VIII,

although some universities will consider candidates without A-level Music.

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Useful advanced level qualifications: Some universities have a preference for at least one essay-based

subject.

Nursing and Midwifery

Essential advanced level qualifications: Usually Biology or another science.

Useful advanced level qualifications: Biology, CACHE, Sociology, Psychology, Chemistry, Mathematics,

Occupational Therapy

Essential advanced level qualifications: Some courses ask for Biology.

Useful advanced level qualifications: Psychology, Physical Education, Sociology or another science.

Optometry (Opthalmic Optics)

Essential advanced level qualifications: Two from Biology, Chemistry, Mathematics or Physics (some

courses prefer Biology as one of the choices).

Useful advanced level qualifications: Further Mathematics, Computing/Computer Science.

Orthoptics

Essential advanced level qualifications: Biology

Useful advanced level qualifications: Chemistry, Mathematics, Physics, Computing/Computer

Science.

Pharmacy

Essential advanced level qualifications: Chemistry and one from Biology, Mathematics and Physics

keeps the vast majority of courses open to you. Some courses like to see Chemistry, Biology and

Mathematics. Doing Chemistry and Biology keeps most courses open.

Useful advanced level qualifications: Mathematics, Physics, Computing/Computer Science.

Philosophy

Essential advanced level qualifications: None

Useful advanced level qualifications: Mathematics, Classical Civilisations, Philosophy and Religious

Studies/Theology.

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Physics

Essential advanced level qualifications: Mathematics, Physics.

Useful advanced level qualifications: Further Mathematics, Chemistry, Computing/Computer Science.

Physiotherapy

Essential advanced level qualifications: Most courses will consider you with just Biology. However,

some also require a second science from Chemistry, Mathematics or Physics.

Useful advanced level qualifications: Chemistry, Mathematics, Physics, Psychology.

Planning

Essential advanced level qualifications: Sometimes Geography.

Useful advanced level qualifications: Geography, Mathematics, Economics.

Politics

Essential advanced level qualifications: Usually none

Useful advanced level qualifications: Politics, History, Philosophy, Law, Sociology, Economics, English

Literature, Religious Studies, Business Studies.

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Psychology

Essential advanced level qualifications: A few courses ask for one from Biology, Chemistry,

Mathematics, Physics.

Useful advanced level qualifications: Biology, Mathematics, Psychology, Sociology, Computing/

Computer Science.

Religious Studies/Theology

Essential advanced level qualifications: None

Useful advanced level qualifications: Religious Studies/Theology, Philosophy, English Literature,

History.

Sociology

Essential advanced level qualifications: None

Useful advanced level qualifications: Sociology, Psychology, Geography, Computing/Computer

Science.

Spanish

Essential advanced level qualifications: Spanish (some degrees will also consider French, German or

Italian).

Useful advanced level qualifications: Another Modern Foreign Language, English Literature, History,

Politics.

Speech Therapy

Essential advanced level qualifications: Some universities want a science such as Biology, Chemistry or

Physics. Some specify Biology, but some degrees will consider candidates with none of these.

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Useful advanced level qualifications: A modern foreign language (for example, French, German,

Spanish, Italian), English Language (and Literature), Psychology

Sports Science/Physical Education

Essential advanced level qualifications: Many courses want to see one from

Biology/Chemistry/Mathematics/ Physics (some courses will treat Physical Education as a science

equivalent).

Useful advanced level qualifications: Physical Education, Psychology.

Surveying

Essential advanced level qualifications: None

Useful advanced level qualifications: For some types of Surveying e.g. Building Surveying,

Mathematics and Physics could be helpful. For Estate Management (General Practice Surveying) most

A-level combinations will be considered.

Teacher Training (Primary and/or Secondary)

Essential advanced level qualifications: (those best for Primary Teaching shown in italics) At least one

from Art, Biology, CACHE, Chemistry, Computing, Design and Technology, Drama (Theatre Studies),

English, French, Geography, German, History, ICT, Italian, Mathematics, Music, Physics, Physical

Education, Religious Studies (Theology), Spanish. CACHE meets the entry requirements for early years

Primary Teaching and a large number of Primary Education Teacher Training Degrees.

Useful advanced level qualifications: Another of the subjects listed above.

Veterinary Science

Essential advanced level qualifications: You should do Chemistry and Biology and one from

Mathematics/Physics so that you have all universities open to you.

Useful advanced level qualifications: Further Mathematics

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THE YEAR 8 INTO 9 OPTIONS FORM 2018-19

Please select your child’s first three choices and a reserve choice.

CHILD’S NAME………………………………………..TUTOR GROUP……………...... Choice

Art

Business Studies

Child Development

Computer Science

Culinary Arts

Dance

Drama

French

Fashion

Geography

German

History

ICT

Media

Music

Music Technology

Product Design

Spanish

Sport Science

PLEASE RETURN TO THE YOUR CHILD’s FORM TUTOR BY FRIDAY 23rd MARCH.