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Y9 GCSE Options 2019-2022 Your first steps towards determining your own future: You are swiftly approaching the first point in your school career to date in which you are asked to take ownership of your learning by deciding which subjects you wish to continue through to GCSE. Your choices are hugely important: the subjects you choose will influence your future prospects for Higher Education, training and employment. You will, in fact, be taking your first steps in determining the rest of your life. It is vital that you are as well informed about your choices and their impact in later life as possible. This booklet is designed to provide information about the subjects you will study in years 9, 10 and 11. There are a number of subjects that are compulsory and that all students must study, but you will also need to make decisions about the four other options you may wish to take for your GCSE examinations. You must think very carefully about your options and gathering as much information as possible is vital at this stage. This booklet is a good start, but you should also:
1. Talk to your teachers: do they feel you would enjoy and/or do well? What is the nature of the
work like? Is this a subject you would be happy to continue with for a further three years?
2. Talk to your Form Tutor: which subjects are you doing well in and stand a good chance of future success? Do the subjects you are considering fit your post‐16 education plans?
3. Talk to your Head of Year: which is the correct path for you? Academic (mostly GCSE) or Vocational (mostly BTEC)? How well are you performing in the subjects you are considering for study?
4. Talk to your Parents: talk through your future intentions with them – do they have ideas about what would be a useful subject for you to realise your future ambitions?
5. Talk to current GCSE pupils: perhaps the best people to talk to are current GCSE students – they can give you a student‐voice evaluation of the positives and considerations for all GCSE options.
GCSE or BTEC? Points to consider: Which is the right course for you? Which qualification will get you on the path towards your Post‐16 destination? In general, your intended Post‐16 destination will dictate your choices:
GCSEs ‐ Academic route: this is for students who wish to progress on to study A‐Levels, with the ultimate ambition of entering university and qualifying as a graduate.
Students who are considering the Academic route should be working on at least a Grade 2 in their intended GCSE subjects and/or English and Maths by the end of Y8.
BTEC – Vocational route: this is for students who wish to progress on to GNVQs, NVQs, and other employment specific training for their Post‐16 destination.
There are no specific entry requirements for students who wish to take the Vocational Route.
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Positive and negative reasons for making a GCSE choice:
Positive reasons to choose a subject: Negative reasons to choose a subject:
You find it interesting enough to study for a further three years
You like the teacher (after all, you may not get that teacher for GCSE)
You are achieving well, with high grades and a good Attitude to Learning (ATL 3+)
You think it will be an easy option (all GCSEs are challenging – there are no easy options!)
You like the way in which learning takes place in that subject
You know someone who has taken it and they like it (but remember, they are not you and will enjoy different
things)
It is necessary for your future Post‐16 destination ambitions
Your parents want you to do it (they don’t have to do the work for the next three years – you do. This is your
choice, not theirs!)
It will combine well with your other option choices to give you a variety of subjects
Your friends are doing it (your friends may have different Post‐16 destinations
than you do – show some independence).
Compulsory GCSE subjects for students sitting exams in Summer 2021: Some subjects are compulsory; this means that you must take them. This is the same for all students, in all Secondary schools, throughout the country. Compulsory subjects include:
GCSE English Language,
GCSE English Literature,
GCSE Maths,
GCSE Science (either Combined Science or Triple Award – see below),
GCSE Spanish,
Core PE (note: this is not an examined subject unless selected as a GCSE option),
PSHCE (note: this is not an examined subject – this is part of your Pastoral Education) In addition, all students are required to choose one of the following subjects:
GCSE History
GCSE Geography.
Optional Subjects:
You are required to choose two Optional Subjects.
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Y9 GCSE Options 2018-2021: contents
Section 1: Compulsory GCSE subjects
GCSE English Literature – Page 5
GCSE English Language – Page 6
GCSE Mathematics – Page 7
GCSE Spanish – Page 8
GCSE Combined Science – Page 9
Either GCSE History – Page 10
Or GCSE Geography – Page 11
Section 2: Optional GCSE/BTEC subjects
GCSE Art and Design (Fine Art) – Page 12
GCSE Design Technology (Resistant Material, Textiles and Product Design) – Page 13
GCSE (Art Route) Textiles / 3D Product Design (DT led)– Page 14
GCSE Art and Design (Photography)– Page 15
Eduqas Level 1/2 Award in Hospitality and Catering (Food)– Page 16
GCSE Religious Studies – Page 17
GCSE Sociology – Page 18
Cambridge Nationals – Creative i‐Media – Page 19
GCSE Music – Page 20
OCR Nationals Sports Studies – Page 21
AQA Level 1&2 Technical Award Performing Arts: Dance – Page 22
BTEC Heath and Social Care – Page 23
Options return form:
To be completed and returned to Form Tutors by Wednesday 13/03/19
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GCSE English Literature
Studying English literature enables students to develop a love of their literary history and heritage, allowing them to appreciate and value the world in which they live. Having a wealth of literary knowledge and understanding will enable all students to value and appreciate diversity and culture, helping them to develop into well rounded citizens. Acquiring skills, such as critical and analytical thinking and confident communication will equip students with valuable skills and assets that will benefit them in higher education and beyond. With English literature, students can embark on career paths such as: journalism, law, teaching, politics, media and public relations.
What will I learn in English Literature?
Students of English Language will students will explore and analyse fours works from British literary greats. In Year 11 students will complete two papers, consisting of the following components:
Paper 1: Shakespeare and the Nineteenth Century Novel
Paper 2: Modern Text and Poetry
Section A: William Shakespeare’s ‘Macbeth’.
Section A: JB Priestley’s ‘An Inspector Calls’.
Section B: Jane Austen’s ‘Pride and Prejudice’
OR
Charles Dickens’ ‘A Christmas Carol’.
Section B: Power and Conflict Anthology.
GCSE English Literature is assessed through two written exams. Paper 1 is 1 hour and 45 mins long, and Paper 2 is 2 hours and 15 minutes long.
The GCSE is 100% exam based: this means that there is no coursework to supplement your grade.
How would I learn in English Literature?
This compulsory course is specifically designed to allow all students to appreciate the depth and power of the English literary heritage where they are encouraged to read widely for pleasure. This course will enable all students to access and read a wide range of literature fluently, obtaining a secure understanding through in depth, critical and evaluative analysis where they will be able to confidently discuss and explain their understanding and ideas. Through reading an expansive range of literature, students will develop and refine the art of writing accurately, effectively and analytically about their reading, acquiring and using a wide vocabulary they need to criticise and analyse what they read.
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GCSE English Language
The world of English opens many doors in life. When mastered, a secure command of the spoken and written word is a skill and art that will never be forgotten. English language is an invaluable tool and resource that will be needed in every learner’s future, no matter what career path they decide to take. GSCE English language will help students to become: independent, creative, think critically and logically and communicate ideas with extreme confidence. With English language, students can embark on career paths such as: journalism, law, teaching, politics, media and public relations.
What will I learn in English Language? Students of English Language will students will explore and analyse a range of texts, including: fiction, non‐fiction and literary non‐fiction, from the 19th, 20th and 21st centuries. In Year 11 students will complete two papers, consisting of the following components:
Paper 1: Explorations in Creative Reading and Writing
Paper 2: Writer’s Viewpoints and Perspectives
Section A: Reading –Students will analyse and answer both short and long essay questions on either a twentieth century or a twenty‐first century text.
Section A: Reading –Students will compare, analyse and answer both short and long essay questions on a non‐fiction nineteenth century text and either a twentieth century or a twenty‐first century text.
Section B: Writing‐Students will construct a creative piece of writing that is linked to the reading extract.
Section B: Writing‐Students will construct a non‐fiction piece of writing that is linked to the reading extracts.
GCSE English Language is assessed through two written exams, each lasting 1 hour 45 minutes.
The GCSE is 100% exam based: this means that there is no coursework to supplement your grade.
How would I learn in English Language? English language is a subject that is fuelled by discussion, where the emphasis is placed upon students being able to discuss their understanding of a writer’s purpose and use of language, and the effect that this has on the reader. Students will be provided with many opportunities to develop higher‐order reading and critical thinking skills that will encourage genuine enquiry into different topics and themes. By studying a range of literary and non‐literary texts, students will be able to use and apply their knowledge, gained from wide and critical reading, to inform and improve their writing where they write effectively and coherently using Standard English appropriately and accurately.
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How would I learn in Mathematics?
Maths is one of the best subjects to develop your analytical, research and problem‐solving skills. Not only will studying maths help give you the knowledge to tackle scientific, mechanical, coding and abstract problems, it will also help you develop logic to tackle everyday issues like planning projects, managing budgets and even debating effectively. We will make sure in lessons to develop these skills by talking about practical applications and through investigations. If you want to get ahead in maths why not get a revision guide and workbook and start studying this summer?
GCSE Mathematics
Why study GCSE Mathematics? Maths, like its good friend English, is a core subject at school, which we must all study. All universities and employers will want you to have a grade 4 in maths at GCSE. Studying maths helps us find patterns and structure in our lives. Practically, maths helps us put a price on things, create graphics, build websites, build skyscrapers and generally understand how things work or predict how they might change over time and under different conditions. Maths is good for pretty much any career and gives you bags of skills. People with good Maths qualifications can go into: accounting, medicine, engineering, forensic pathology, finance, business, consultancy, teaching, IT, games development, scientific research, programming, the civil service, design, construction and astrophysics to name a few…
What would I learn in GCSE Mathematics?
Topic Areas
Number
Algebra
Ratio, Proportion and Rates of Change
Geometry and Measures
Statistics and Probability
100% Exam Based. Three Papers (Paper 1 Non‐Calculator, Paper 2 and Paper 3 Calculator)
Edexcel GCSE (9‐1) Mathematics Higher/Foundation Student Book
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GCSE Spanish
Why study GCSE Spanish? Spanish is the second most spoken language by native speakers in the world. More than 400 million Spanish speakers in 21 countries have Spanish as its national language; other places such as the USA have adopted and integrated Spanish into culture and everyday life. Spanish has emerged as the most important language for the UK in an analysis made by the British Council
A career in languages is vital preparation for an increasing list of careers that extends beyond the options of the typical associations with translating, interpreting and teaching. . The importance of foreign languages is evident in areas such as importing, exporting, and the stock‐market. Other professions where languages are an advantage are: a flight attendant, the police, nursing, a scientific researcher, a photographer and in hotel management. A language is also increasingly valuable in the successful progression to university in a wide range of disciplines.
What would I learn in GCSE Spanish? This course follows the AQA Board of Examinations Code 8698 and extends across three main themes.
Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest
Theme 3: Current and future study and employment
Topic 1: Me, my family and friends • Relationships with family and friends Marriage/partnership
Topic 2: Technology in everyday life • Social media • Mobile technology
Topic 3: Free‐time activities • Music • Cinema and TV • Food and eating out • Sport
Topic 1: Home, town, neighbourhood and region
Topic 2: Social issues • Charity / voluntary work • Healthy/unhealthy living
Topic 3: Global issues • The environment • Poverty / homelessness
Topic 4: Travel and tourism
Topic 1: My studies
Topic 2: Life at school/college Topic 3: Education post‐16
Topic 4: Jobs, career choices and ambitions
GCSE Spanish is assessed through four exams, Listening, Reading, Writing and Speaking
The GCSE is 100% exam based with no coursework and each skill is worth 25% of the final grade.
How would I learn in GCSE Spanish? Students will learn to express themselves in the target language across the following key skills: Listening, Reading, Writing, Speaking and Translation. Questions across all of the language skills are set in common contexts, addressing a range of relevant contemporary and cultural themes.
Students will be using authentic materials, such as film, audio and literary texts to build vocabulary and will be expected to speak and respond spontaneously to questions across a range of topics.
The core textbooks and online resource for GCSE Spanish
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GCSE Combined Science
Why study GCSE Combined Science? Science is a core subject which helps us understand the world and its many wonders. Qualifications in Science provide endless opportunities in a wide range of fields. All universities and colleges are more likely to consider students with good grades at Science GCSE since the skills and knowledge acquired are valuable in a variety of careers. The possibilities in Science are endless, especially considering the fact that modern Science and technology are rapidly changing and developing. We will be preparing our students at Starbank to become future Science leaders and innovators.
What will I learn in GCSE Combined Science? Biology Chemistry Physics
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology
8. Atomic structure and the periodic table
9. Bonding, structure, and the properties of matter
10. Quantitative chemistry
11. Chemical changes
12. Energy changes
13. The rate and extent of chemical change
14. Organic chemistry
15. Chemical analysis
16. Chemistry of the atmosphere
17. Using resources
15. Chemical analysis
18. Forces
19. Energy
20. Waves
21. Electricity
22. Magnetism and electromagnetism
23. Particle model of matter
24. Atomic structure
All students will sit either Higher or Foundation written exams at the end of year 11 with individual papers lasting 1 hour 15 minutes. There will be two papers per Science, 6 exams in total. Each paper counts towards approximately 17% of the final grade. Students receive 2 GCSE grades for combined science.
How would I learn in GCSE Combined Science? Being one of the core subjects, all students will be undertaking a Science GCSE. They will be completing units in Chemistry, Biology and Physics from the AQA trilogy schemes from year 9 through to year 11. Exceptional students will be offered separate Sciences from year 10 onwards.
Students will be developing their knowledge and understanding of scientific ideas. They will interpret, evaluate, make judgements and draw conclusions on a range of experimental procedures while developing their own skills and techniques.
The core textbooks for GCSE Combined Science
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GCSE History You can choose either GCSE History or GCSE Geography
Why study GCSE History? GCSE History covers a variety of topics. We learn about how today’s world has been shaped, and this will deepen your understanding of life around you.
Studying History leads to a diverse range of further study opportunities and careers. It is the skills you develop when you ‘think like a historian’ that make History a well‐respected and attractive subject to universities and employers. Law, politics, civil service, business, marketing, finance, accountancy, journalism, economics, teaching, crime investigation, social work, archaeology and heritage offer a snapshot of the many career avenues that studying History can lead you down.
What would I learn in GCSE History? History Students will complete 5 units, consisting of the following topics:
Thematic study and historic environment
*Crime and punishment in Britain, c1000–present.
*Whitechapel, c1870–c1900: crime, policing and the inner city.
Period study and British depth study *Early Elizabethan England, 1558–88.
*The American West, c1835–c1895
Modern depth study *Weimar and Nazi Germany, 1918–39
GCSE History is assessed through three written exams. These range in length from 1 hour 15 mins to 1
hour 45 mins.
The GCSE is 100% exam based: this means that there is no coursework to supplement your grade.
How would I learn in GCSE History? GCSE History is taught through analysis of historical sources and critical evaluation of the views of historians. This will in turn provoke debate and the opportunity to discuss and share ideas with others.
History is a rigorous academic subject, and as such involves a good degree of writing. Students are expected to produce extended written answers as GCSE exam practice on a regular basis and to retain significant amounts of subject specific content.
The core textbooks for GCSE History.
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GCSE GeographyYou can choose either GCSE History or GCSE Geography
Why study GCSE Geography? The study of geography stimulates an interest about places, people and the environment. It helps young people make sense of a complex and dynamically changing world and how society, the economy and environment combine to bring about change.
At University level, Geography graduates become some of the most sought after graduates by employers due to the holistic overview the subject offers on many of the world’s current issues‐ at a global scale and locally. The Russell Group Universities and key employers recognise Geography as ‘one of the key facilitating subjects for entry to degree level study.’
What would I learn in Geography? GCSE Geography consist of three units consisting of the following components:
Global Geographical Issues (Paper 1)
UK Geographical Issues (Paper 2)
People and Environmental Issues‐ Making Geographical Decisions (Paper 3)
Topic 1: Hazardous Earth Topic 4: The UK’s evolving physical landscape
Topic 7: People and the biosphere
Topic 2: Development Dynamics Topic 5: The UK’s evolving human landscape
Topic 8: Forests under threat
Topic 3: Challenges of an Urbanising World
Topic 6: Geographical investigations (one physical and one human fieldwork trip)
Topic 9: Consuming energy resources
Topic 10: Making a geographical decision
How would I learn in Geography? The specification content is framed by geographical enquiry questions that encourage an investigative approach to each of the key ideas. As part of the enquiry process, students are encouraged to use integrated geographical skills, including appropriate mathematics and statistics, in order to explore geographical issues.
All three examinations include multiple‐choice questions; short open responses; calculations and extended writing tasks that focus on spelling, punctuation and grammar.
Students are desired to have a good level in English and Maths at KS3 on entry to GCSE Geography.
At GCSE we teach the Edexcel B 9‐1 Specification. Revision resources are
supplied by Pearson and Hodder Education
The GCSE is 100% exam based with three examinations.
Global Geographical Issues and UK Geographical Issues are both 90 minute examinations worth 94 marks and 37.5% of the qualification respectively.
People and Environmental Issues‐ Making Geographical Decisions is a 90 minute exam worth 64 marks and 25% of the qualification.
Two fieldwork trips are compulsory to the teaching of the course.
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Method of Assessment: Students will be assessed against the OCR assessment objectives.
Assessment Objective 1 (AO1) ‐ Develop
Assessment Objective 2 (AO2) ‐ Refine
Assessment Objective 3 (AO3) ‐ Record
Assessment Objective 4 (AO4) ‐
How would I learn in GCSE Art and Design - Fine Art? The GCSE Art and Design course aims to allow learners to make a meaningful and insightful response to a select starting point. It will allow the learner to explore different materials and allow them to make independent choices on which materials will be most appropriate to what they intend on achieving. The course provides learners with an outlet to express themselves visually. Throughout the course learners will develop observational skills and how to record ideas through a range of materials and processes. They will also work with 2D and 3D relief techniques and learn to carry out independent study researching artists and their relevance and influence on their work.
What would I learn in GCSE Art and Design (Fine Art)?
Unit Content
Unit 1‐ Initial project
The first initial project is based on a pre‐selected starting point. Learners will be guided through how to create an “insightful and meaningful” response to a starting point.
Unit 2‐Mock Exam Project
Learners will be given two starting points to select from. Learners will have the opportunity to make a response to the starting point and will be able to create a final outcome in a 5 hour mock exam.
Unit 4‐ Art and Design Portfolio
Learners will make a more independent decision on what their starting point will be. This project will count for 60% of the overall grade. Learners will have approximately 45 hours contact time to complete the unit. This unit will be marked out of 120 and will be marked internally but moderated externally.
Unit 4‐ Art and Design OCR‐set Task
Learners will be given the exam paper in January 2019. They will select a starting point from the exam paper and create a portfolio based around their selected starting point. Learners will create the final outcome in a 10 hour exam. This unit will count for 40% of the overall grade. This unit will be marked out of 80 and will be marked internally and moderated externally
GCSE Art and Design (Fine Art)
Why study GCSE Art and Design (Fine Art)? Learners need to find an outlet to express themselves.
Art and Design gives learners a positive outlet to
express themselves. Through studying Art and Design
learners are developing their communication skills,
independence, creativity, problem solving, learning to
work with others. Art and Design will create many
different avenues for learners to go down in the
future. Learners can explore fields such as;
Architecture, Fashion, Construction, Web designers,
Vehicle design, Product design, Film, Photography and
Promotions. All these career paths require some form
of creativity.
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GCSE Design Technology (Resistant Material, Textiles and Product Design)
Why study GCSE Design Technology? Design Technology can offer the student, an opportunity to explore their creative potential in designing and manufacturing every day products in a range of materials. It allows the development, of useful life skills and building independence.
Areas explored within design technology, will allow students a sound base for future enjoyment of the subject, in to adult hood or even give students a strong base for which, to base a professional career on.
What would I learn in GCSE Design Technology? AO1: Explore‐ Stakeholders of the set task/ design issues
AO2: Create‐ In a number of ways and 5 different materials areas.
AO3: Evaluate‐ own work and that of others and stakeholders.
(NEA) Coursework 50% 40hours in class Exam 50% 2 hours
Set task from the Exam board‐ set in September year 11.
Controlled exam set by the exam board in June year 11.
‐Identifying problems ‐Core principles
‐Learn from existing/ relating products ‐In‐depth‐ specialised material area.
‐Implications of wider design and making issues.
‐Design thinking and communication
‐Material testing and technical understanding
‐Manufacturing/ creating viable design solutions.
5 x In depth materials areas: Man‐made and natural timbers / textiles/ polymers (plastics)/ metals/ papers
and boards.
How would I learn in GCSE DT?
Year 9: Basic skills and knowledge building of the core elements and the x5 materials areas. Both practical and theory based.
Year 10: Mock NEA Coursework and set task‐ as well as continued practical skills building in a chosen area of study from the x5 different materials areas.
Year 11: Set NEA practical task in a materials area of choice.
Set 2 hour written exam‐ both core and in depth material areas covered.
The core textbooks for GCSE Design Technology
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GCSE (Art Route) Textiles / 3D Product Design(DT led)
How would I learn in GCSE Textiles / 3D Product Design? Year 9: Basic skills and knowledge building of the core elements and the x5 materials areas. Both practical and theory based following the GCSE DT course.
Year 10: Mock NEA Coursework as well as continued practical skills building in a self‐ chosen area of study from the x5 different materials areas.
Year 11: Set NEA practical task in a materials area of choice.
Set 10 hour practical exam‐ and preparatory studies.
Why study GCSE Textiles / 3D Product Design? Textiles/3D Product Design can offer the student, an opportunity to explore their creative potential in designing and manufacturing every day products in a range of materials. It allows the development, of useful life skills and building independence.
Areas explored within Textiles/3D product design, will allow students a sound base for future enjoyment of the subject, in to adult hood or even give students a strong base for which, to base a professional career on.
What would I learn in GCSE Textiles / 3D Product Design? AO1: Develop ideas through investigations.
AO2: Refine work through materials experiments and selecting and rejecting.
AO3: Recording ideas to help progress work.
AO4: Present work in a meaningful way related to visual language.
(NEA) Coursework 60% in class portfolio Exam 40% 10 hour+ prep time.
Ongoing portfolio building from September year 11 based on a given theme.
Controlled exam set by the exam board in June year 11.
‐Identifying problems ‐Identifying problems
‐Implications of wider design and making issues. ‐Researching the possible solutions.
‐Design thinking and communication ‐Design thinking and communication
‐Material testing and technical understanding ‐Material testing and technical understanding
‐creating final pieces to the related theme. ‐creating final pieces to the related theme.
‐Manufacturing/ creating viable design solutions. ‐Presenting/ analysing and evaluating work.
‐Presenting/ analysing and evaluating work.
5 x In depth materials areas: Man‐made and natural timbers/ textiles/ polymers(plastics)/ metals/ papers
and boards.
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.
GCSE Art and Design (Photography)
Why study GCSE Art and Design (Photography)? ‘With the ever‐changing world that we live in, never before has technology been to prevalent and important. Through studying Photography learners are developing their communication skills, independence, creativity, problem solving, learning to work with others. Art and Design will create many different avenues for learners to go down in the future. Learners can explore fields such as; Videographer, Cinematographer, Film, Photography and Promotions. All these career paths require some form of creativity.
What would I learn in GCSE Art and Design, Photography?
Unit 1‐ Surrealism
The first initial project based on a pre‐selected starting point. Learners will be guided through how to create “Insightful and meaningful” response to a starting point.
Unit 2‐ Text
The second Project will be based on the starting point of “Text”. This project will be more self‐lead as students will be more confident on how to create a successful project.
Unit 3‐ Mock Exam Project
Learners will be given two starting points to select from. Learners will have the opportunity to make a response to the starting point and the project will be able to create a final outcome in a 5 hour mock exam.
Unit 4‐ Art and Design Portfolio
Learners will make a more independent decision on what their starting point will be. This project will count for 60% of the overall grade. Learners will have approximately 45 hours contact time to complete the unit. This unit will be marked out of 120 and will be marked internally but moderated externally
Unit 4‐ Art and Design OCR‐set Task
Learners will be given the exam paper in January 2019. Learners will select a starting point from the exam paper and create a portfolio based around their selected starting point. Learners will create the final outcome in a 10‐hour exam. This unit will count for 40% of the overall grade. This unit will be marked out of 80 and will be marked internally and moderated externally.
How would I learn in GCSE Art and Design, Photograph? The GCSE Photography course aims to engage learners to become effective and independent learners through developing their critical and reflective thinking and enquiring minds. The course allows students to develop creative skills, through learning to use imagination and intuition when exploring and creating photographic and digital art. Throughout their journey students will become confident in taking risks and learning from their mistakes when exploring and experimenting with ideas, materials, tools and techniques. Students will develop competence, with increasing independence, in refining and developing ideas and proposals, and personal outcomes or solutions. They will learn how to actively engage with the experience of working with a broad range of media, materials and techniques including, where appropriate, traditional and new media and technologies.
Method of Assessment: Students will be assessed against the OCR assessment objectives.
Assessment Objective 1 (AO1) ‐ Develop
Assessment Objective 2 (AO2) ‐ Refine
Assessment Objective 3 (AO3) ‐ Record
Assessment Objective 4 (AO4) ‐ Present
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Eduqas Level 1/2 Award inHospitality and Catering (Food)
What would I learn in GCSE Food Preparation and Nutrition: Unit A: Nutrition: Looking at healthy eating, nutritional needs of different groups of people, nutrient contents
of the food groups and energy balance.
Unit B: Food provenance and food choice: Exploring food sources and supply, food processing and production, technological advances and emerging new food types and factors influencing food choice.
Unit C: Cooking and food preparation: Students will plan and make a range of dishes exploring food science, sensory qualities of food, food provenance as well as food safety. Cooking practical’s are performed by students weekly or fortnightly throughout the course.
Unit D: Skills requirements: Develop a range of preparation, cooking styles and methods through practical tasks over the three years eg: doughs, raising agents, sauces, knife skills etc
Unit 1
Online/ written exam 60%
Unit 2 Controlled assessment
40%
Completed in year 11‐ set by the exam board.
Set by the exam board‐ Completed end of year 10
‐Health and safety in catering ‐Planning and researching dishes for a set task.
‐What is Catering and Hospitality ‐Nutrition and needs of groups of people.
‐Commodity groups and nutrition ‐Planning practical sessions.
‐Food preparation skills etc. ‐Completing final 3 hour cooking practical
Why study Level 1/ 2 Hospitality and Catering? This course allows students to become more self‐sufficient and resilient when they are adults. It allows them to be creative and inventive with their own tastes and develop healthy eating habits, as well as developing their knowledge and skills in food preparation, to keep them safe and healthy with future domestic cooking.
It also gives them a good base of skills and understanding, ready for them to build on in the future if they wish to take food preparation and catering to a professional level, thus aiding their future employability within the catering industry.
How would I learn in Hospitality and Catering? Weekly / fortnightly skills practical’s in year 9.
Mock and actual unit 2 controlled assessment tasks in year 10
Year 11 unit 1 exam content delivery, mock exams and final exam.
Taught theoretical sessions covering the main units of the course‐ with a range of learning activities to build confidence and independence.
**Please note all ingredients for practical sessions need to be provided throughout the course‐ this financial cost needs to be considered when choosing this course.
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GCSE Religious Studies
Why study GCSE Religious Studies? The world we live in is changing rapidly. Technology and transport advances have allowed humans to move all over the globe, creating a rich diversity of beliefs and behaviours, of different ways to make sense of the world around us and live as ethical human beings.
GCSE Religious Studies encourages students to look at the world around them and to make sense of how people think and act, through the development of key skills such as empathy, critical thinking and social analysis. It is critical for any future career that will involve working with other people.
What would I learn in GCSE Religious Studies? Students of Religious Studies will complete four units, consisting of the following components:
Focus on Christianity Focus on Islam
Part 1: Beliefs and Teachings Part 3: Beliefs and Teachings
Practices Practices
Part 2: Relationships and Families Part 4: Relationships and Families
Religion and Life Religion and Life
The Existence of God and Revelation The Existence of God and Revelation
Religion, Peace and Conflict Religion, Peace and Conflict
Religion, Crime and Punishment Religion, Crime and Punishment
Religion, Human Rights and Social Justice Religion, Human Rights and Social Justice
GCSE RE is assessed through two written exams, each lasting 90 minutes.
The GCSE is 100% exam based: this means that there is no coursework to supplement your grade.
How would I learn in GCSE Religious Studies? A great deal of Religious Studies content is taught through discussion and exploration of your views in comparison to those of others – be prepared to talk, and sometimes to argue!
Religious Studies is an academic subject, and as such involves a good degree of writing. Students are expected to produce extended written answers as GCSE exam practice.
Students should be scoring at least a Grade 2 in English to consider GCSE Religious Studies.
The core textbooks for GCSE Religious Studies
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GCSE Sociology
Why study GCSE Sociology? Sociology is the scientific study of human culture, relationships and behaviour. Sociologists observe, study and predict how and why human beings act as individuals and as in groups.
Sociologists employ a range of alternative perspectives to examine the world from different perspectives; using a toolkit of different ways of thinking to analyse group behaviour. You will learn how to ‘read’ people’s actions and learn new ways to make sense of Society at large!
If you want to learn how and why humans ‘work’, this is the subject for you!
What would I learn in GCSE Sociology? Students of GCSE Sociology will study the following units:
Sociological Method Applied Sociology
Part 1: The Sociological approach 1. The function and purpose of the family
Social Structure 2. Education – how do you train a society
Social Processes 3. Crime and Deviance
Social Issues 4. Social Stratification
Part 2: Sociological Research Methods 5. Wealth and Poverty
P.E.T Methods
Conducting Sociological Research
GCSE Sociology is assessed through two written exams, each lasting 1 hour and 45 minutes
The GCSE is 100% exam based: this means that there is no coursework to supplement your grade.
How would I learn in GCSE Sociology? Sociology is a Social Science. This means that the learning is expressed through a combination of short and long‐length extended writing and Scientific research methodologies.
There is a quantity of material to read and there will be an expectation that students engage in flipped learning: that they read material before they enter the lesson, in order to access the learning.
Students will also plan, conduct, evaluate and review their own Sociological experiments, describing their outcomes as extended writing pieces.
This course will allow students to continue on to A‐Level Sociology at Post‐16 education.
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Cambridge Nationals – Creative i-Media
What would I learn in i-Media? The course is assessed through a total of four units. The first two units are compulsory core assessment components altogether worth 50%. The first compulsory unit covers a Pre‐production skills exam assessed externally through a written examination worth 25%. The second compulsory core unit is about creating digital computer graphics which is assessed through controlled conditions (25%). Two further practical units (50%) cover broad ranges in computing areas from digital animation, digital sound to digital video and editing / sequencing.
Compulsory Units (50%) Options (50%)
R081: Pre‐production skills
(25%)
R082: Creating Digital Computer Graphics (25%)
Pick 2 Optional Units ‐
Set by the examining board ‐
Summer of year 10 / 11
Autumn Year 10 / Summer Year 11.
Autumn Year 10 / Summer Year 11.
1 hour Practical Exam Internally Assessed Controlled Conditions
Internally Assessed Controlled Conditions
Why study Creative i-Media? The IT/Computing/digital sector is a major source of employment within the UK. Around 1.46 million people work in digital companies and there are around 45,000 digital jobs advertised at any one time. Digital skills span all industries and almost all jobs in the UK today require employees to have a good level of digital literacy. The Creative i‐Media (Level 2) can act as a stepping stone into these sectors and for future college study of Level 3 ICT/Computing Qualifications.
How would I learn in Creative i-Media? Creative i‐Media units are delivered through a motivating hands on practical approach. This is across a whole range of learning styles and abilities which challenges all learners by introducing them to a variety of digital material and techniques. This encourages independence and creativity by providing tasks that engage with the most taxing aspects of the National Curriculum. The hands on approach used for both teaching and learning has strong relevance to the way young people use technology in this era of digital communication. The qualification design and range of units allows learners the freedom to explore areas that interest them as well as providing good opportunities to enhance their learning in a range of curriculum areas.
"The whole limit in the system is that there aren't enough people who are
trained and have these skills today“. Mark Zuckerberg talking about the shortage of
Computing Students worldwide.
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GCSE Music
Why study GCSE Music? Music is such a big part of many cultures. At Starbank, we introduce many different cultures and historical periods through the music composed and performed.
Not only are social skills developed but others too:
Creative Thinking
Problem Solving
Responsibility & Dependability
Collaboration & Working Effectively with Others
Time Management
Students use a range of instruments and top of the range computer software to both perform and compose music.
What would I learn in GCSE Music?
AOS1‐ Forms and Devices
Students begin to develop an understanding of early baroque and classical music. They learn about different composers and the music they composed. Students will study a set piece of work‐ Eine Kleine Nachtmuzik‐ Mozart
AOS 2‐ Music for Ensemble
Students cover Musical Theatre and other styles of music where ensemble work is essential including chamber music.
AOS 3‐ Film Music
This links very closely to the KS3 unit. However, this deepens previous knowledge from then and introduces new compositional techniques and composers.
AOS 4‐ Popular Music
Popular music focuses on the development of modern music from its roots and also focuses on Bhangra Music and fusion.
How would I learn in GCSE Music?
You will learn about the various music products, develop valuable skills and techniques in music creation, performance and production, and explore potential careers in the industry.
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OCR Nationals Sports Studies
Why Study Sports Studies? The Cambridge Nationals in Sport Studies take a more sector‐based focus, whilst also encompassing some core sport/physical education themes. Learners have the opportunity to apply theoretical knowledge about different types of sport and physical activity, skills development and sports leadership to their own practical performance.
What Would I Learn in Sports Studies?
Unit RO51 – Contemporary Issues in sport
By completing this unit, learners will explore a range of topical and contemporary issues
in sport, relating to participation levels and barriers, the promotion of values and
ethical behaviour through sport and the role of high‐profile sporting events and
national governing bodies in advancing sports’ attempts to positively impact upon
society and showcase their worth beyond providing entertainment.
Unit RO52 – Developing sports skills
By completing this unit, learners will develop their skills, techniques and use of tactics / strategies/ compositional ideas in both an individual and a team sporting activity, as well as their understanding of the rules to allow them to act in a number of officiating roles within an activity. They will also consider the use of different practice methods in order to improve their performance.
Unit RO53 – Sports
Leadership
By completing this unit, learners will develop some of the knowledge, understanding and practical skills required to be an effective sport leader and plan, deliver and review safe and effective sporting activity sessions themselves. They will be encouraged to consider and evaluate their delivery and by doing so develop their ability to communicate with an audience verbally and through practical demonstration, and adapt to developing situations and the different needs and abilities of those they are leading.
Unit RO56 – Developing knowledge and skills in outdoor activities
By completing this unit, learners will know about the range of outdoor activities that are available in the UK and be able to identify organisations that provide access to these activities. They will also be able to appreciate the reasons why people become involved in these activities and the risks they face when participating. Learners will consider how to plan an outdoor activity and be able to participate in one. They will gain an understanding of health and safety and risk assessments in outdoor scenarios, of detailed planning for a group activity with multiple variables, and they will develop their communication, decision making and leadership skills in challenging scenarios and environments.
Method of Assessment: RO41 – 60 marks ‐ 1 hour written exam RO42 – 60 marks ‐ Comprises of centre assessed task RO43 – 60 marks ‐ Comprises of centre assessed task RO44 – 60 marks ‐ Comprises of centre assessed task
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AQA Level 1&2 Technical Award Performing Arts: Dance
Why Study Dance? This qualification develops and applies knowledge and practical skills in the performing arts. It's designed with both practical and theoretical elements.
Students will research different performing arts disciplines and show/reveal their creativity when developing ideas for a performance and develop the practical skills associated with performing arts. The latter requires self‐discipline, motivation and commitment – key elements that are all needed for further study. In addition, students will develop a broad knowledge of creative business practices, including functions and roles, marketing and event management, develop knowledge of how to put on a production and be able to perform effectively in their chosen area.
What Would I Learn in Dance?
Unit 1‐ Unlocking
Creativity
This unit develops the knowledge and understanding of the creative skills
necessary to devise an idea for a production. Students will provide evidence of
their learning and development of appropriate skills through the presentation
of a portfolio of supporting evidence and a recorded pitch. This will be based on
a brief provided by a current performing arts company/practitioner/performer,
supported with vignettes from the proposed completed work.
Unit 2‐ The production / performance
This unit offers students the opportunity to build knowledge and understanding and explore production/performance in a creative yet structured form as both an individual and as a member of a group. The purpose throughout this unit is to build on the knowledge, disciplines and specific skills areas developed in Unit 1 and to work as a member of an ensemble creating a performance suitable for an audience. Students will be expected to produce a final performance/production.
Unit 3 – The
performing arts
experience
Students will be required to reflect on the learning experiences they have encountered throughout Unit 1 and Unit 2.They will be required to analyse and evaluate approaches to production and simulated briefs. This unit draws on work that has been carried out across all the units of the award. This requires students to demonstrate that they can identify and use effectively, in an integrated way, an appropriate selection of skills, techniques, concepts, theories, and knowledge from across their whole course of study, which are relevant to a key task.
Method of Assessment: Unit 1 – 60 marks – Internally assessed 30% Unit 2 – 60 marks – Internally assessed 30% Unit 3 – 80 marks‐ External Moderation 40%
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BTEC Heath and Social Care
Why study BTEC Health and Social Care? This course examines the skills, knowledge and behaviours necessary to be successful in any career related to the Health and Social Care sectors of work.
This course will be of interest to anyone considering working with:
Young People in nurseries or Early Years educational settings,
Nursing (all types),
Social or Youth work,
Primary care mental or physical health,
Personal trainers ‐ And many more!
What would I learn in BTEC Health and Social Care? BTEC Health & Social Care is taught over 120 Guided Learning Hours – x60 from compulsory units 1+2, plus an additional x30 from a combination of two additional Optional Specialism Units. These will be determined collectively as a class:
Unit Core Content (6o Guided Learning Hours) Assessment
1 Human Lifespan Development External (30 GLH)
2 Health and Social Care Values Internal (30 GLH)
Optional Specialism (120 GLH total)
3 Effective Communication in Health and Social Care Internal (30 GLH)
4 Social Influences on Health and Wellbeing Internal (30 GLH)
5 Promoting Health and Wellbeing Internal (30 GLH)
6 The Impact of Nutrition on Health and Wellbeing Internal (30 GLH)
7 Equality and Diversity in Health and Social Care Internal (30 GLH)
8 Individual Rights in Health and Social Care Internal (30 GLH)
How would I learn in BTEC Health and Social Care? Whilst the majority of Guided Learning Hours are delivered through taught lessons, a significant aspect of Health and Social Care BTEC is based around practical experiences, rooted in the real‐life situations students may experience in this field. This may include:
Real life case study examples set within Health & Social care fields,
Visits to and from local health and social care settings,
Visiting speakers from relevant occupations in the Health and Social Care sector
Planned events for local community members.
At BTEC level we teach the Pearson
600/4782/3 specification
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GSCE Option Choices (for students sitting exams in Summer 2021)
Name: Form:
1. You must select ONE option from the Humanities box.
2. You must select FOUR options from EITHER the Academic Route OR the Vocational Route; you cannot choose subjects that sit side‐by‐side in each row (for example, a student cannot choose both GCSE Sociology and BTEC Health and Social Care).
3. Indicate your choices by drawing a cross in the relevant box in each case on your form.
4. You will be placed on TWO of your FOUR option choices – so think carefully before deciding.
Humanities choice: you must select ONE of the two choices below.
GCSE Geography GCSE History
Options choices: indicate four by number of preference (1 = strongest choice)
Options Choice Vocational Alternative
GCSE Art and Design BTEC Health and Social Care
(in place of GCSE Sociology)
GCSE Photography Cambridge Nationals: Sports Studies
GCSE Religious Studies GCSE Design Technology through Art Route (Textiles/3D product design)
GCSE Sociology EDUQAS Level 1/2 in Hospitality and Catering
GCSE Physical Education (PE) Cambridge National: Creative i‐Media
GCSE Design Technology
(Resistant Material, Product Design) AQA Level 1/2 in Dance
GCSE Music
