HASTINGS HIGH SCHOOL
UPPER SCHOOL PROSPECTUS
INDEX
INTRODUCTION ...................................................................................................... 2
ENRICHMENT AND SUPPORT ............................................................................................ 3
CHANGES TO GCSE GRADING ........................................................................................... 4
ENGLISH BACCALAUREATE ............................................................................................... 5
POST 16 .......................................................................................................................... 5
USEFUL WEBSITES ........................................................................................................... 6
UPPER SCHOOL SUBJECTS ................................................................................................ 7
SUBJECT INFORMATION PAGES ........................................................................................ 8
COMPULSORY SUBJECTS.......................................................................................... 9
GCSE ENGLISH LANGUAGE ............................................................................................. 10
GCSE ENGLISH LITERATURE ........................................................................................... 11
GCSE MATHEMATICS ...................................................................................................... 12
GCSE SCIENCE - DOUBLE INTEGRATED ........................................................................... 13
COMPULSORY NON ASSESSED SUBJECTS .............................................................. 14
PERSONAL DEVELOPMENT .............................................................................................. 15
CORE PHYSICAL EDUCATION .......................................................................................... 16
EBACC SUBJECTS ................................................................................................... 17
GCSE COMPUTING ......................................................................................................... 18
GCSE FRENCH ................................................................................................................ 19
GCSE GEOGRAPHY ......................................................................................................... 20
GCSE HISTORY .............................................................................................................. 21
GCSE TRIPLE SCIENCE ................................................................................................... 22
OTHER OPTIONAL SUBJECTS ................................................................................. 23
GCSE ART AND DESIGN .................................................................................................. 24
GCSE ART WITH PHOTOGRAPHY ..................................................................................... 25
GCSE BUSINESS STUDIES ............................................................................................... 26
GCSE DANCE ................................................................................................................. 27
GCSE DRAMA ................................................................................................................. 28
GCSE FOOD TECHNOLOGY.............................................................................................. 29
GCSE GRAPHICS ............................................................................................................ 30
GCSE ICT....................................................................................................................... 31
GCSE MEDIA STUDIES .................................................................................................... 32
GCSE MUSIC .................................................................................................................. 33
GCSE PHYSICAL EDUCATION .......................................................................................... 34
GCSE ETHICS, PHILOSOPHY AND RELIGION .................................................................... 35
GCSE RESISTANT MATERIALS ......................................................................................... 36
GCSE TEXTILES TECHNOLOGY ........................................................................................ 37
Page 1
INTRODUCTION
Welcome to the Hasting’s Upper School Prospectus.
Year 9 is a really important time when you will be making exciting choices which will govern the next phase of
your educational life.
This brochure contains lots of information to help you make those choices. Please read this booklet carefully
with your family. The sections on the new grading system for GCSEs and on EBacc subjects are particularly
important.
Your starting point should be to think about where you want to go in your future. Discuss this with your
family, they know you best, but also talk to staff at school. We have known you for over two years so we can
offer you useful advice too.
Think through the answers to questions such as these:

What subjects am I interested in and good at?

What kind of career will I want?

Will I need a university degree?
The Hastings website has a careers reference database available for you which gives further information
about a wide range of careers. It is in the curriculum section.
Many A level and vocational post 16 courses need specific qualifications for GCSE so it is a good idea to
research these before choosing your GCSEs. The websites of sixth forms such as John Cleveland College are a
good place to start.
Once you know the areas you are interested in, you can choose the specific subjects.
At Hastings all pupils take the core academic subjects: English language, English literature, mathematics and
science (double or triple). You will also have lessons on personal development and physical education.
You can then choose 4 optional subjects. All pupils have to choose at least 1 EBacc subject (see later for a
description) and we recommend that you choose at least one practical subject too. A broad range of
qualifications with an academic core it likely to be useful whichever path you take in future.
We have split the options process into two sections. In this first phase we want to know what subjects you are
interested in taking so that we can finalise our planning. We will use your choices to draw up the option blocks
ready for the full options process in the spring term.
In the second phase in early spring, we will ask you for your final choices (which can be different from your
initial choices). This means that you will have plenty of time to research and think through your decisions to
make sure they are right.
If you want to know more about any subjects, staff will be happy to help. Each subject has a course leader in
this booklet who will be able to tell you more. In addition, 1 to 1 meetings with senior staff will be available in
the late autumn and early spring terms to anyone who needs more advice.
There is plenty of help in school for you should you need it and we wish you good luck in this next phase of
your educational journey.
Best wishes
N Goforth
Page 2
ENRICHMENT AND SUPPORT
Great qualifications are important for your future but Hastings is about much more than that. We will
continue to offer the same enrichment and support programme in the Upper School that we have always
offered in the Lower School.
PASTORAL SUPPORT
We pride ourselves on the support which we offer pupils and the great relationships which exist in school. The
pastoral team which supports you in year 10 will be largely unchanged from year 9. Mr Gibson will be your
head of year with Mrs Whitehurst working with him.
PERSONAL DEVELOPMENT
We expanded our personal development programme last year to include regular off-timetable days. These
have proved highly popular and effective. By arranging our personal development curriculum in this manner
we have been able to bring in outside experts and staff have become specialists in their chosen topics.
We will continue these in the Upper School and include topics appropriate to your age. Careers and study
skills, for example, will be particularly emphasised.
SPORTS
Over 40% of our pupils are currently involved in sports after school. We offer a wide range of sports such as
rugby, netball, rounders, basketball, cricket, football, rowing, table tennis and others. This comprehensive
programme will continue particularly in year 10. Pupils often prefer to reduce their extracurricular activities in
the later stages of year 11 to prepare for examinations.
We are currently exploring the opportunity to have an area rugby team in conjunction with JCC, Mount Grace
and Redmoor. If you would be interested in this, please complete the form at the end of this booklet.
DUKE OF EDINBURGH
We will be introducing a Duke of Edinburgh award for upper school pupils. This award will be taken outside of
school time and is highly valued. It can often help when applying for further education and higher education
courses. To find out more please visit http://www.dofe.org/
PERFORMING ARTS
We will be continuing with our annual programme of music and drama performances and would welcome the
involvement of our older pupils. We are exploring the opportunity to have an area orchestra in conjunction
with JCC, Mount Grace and Redmoor. If you would be interested in this, please complete the form at the end
of this booklet.
CLUBS
We will continue to offer extracurricular clubs such as the radio station, a debating society, dance, drama etc.
We will also be expanding our gardening club to make use of our new facilities.
TRIPS
Trips in year 10 will primarily be focussed on the curriculum. For example, pupils taking geography will be
required to attend a geography field trip, drama students will visit the theatre and technology pupils will be
visiting relevant local businesses.
Page 3
CHANGES TO GCSE GRADING
The grading system for GCSEs is changing. The current A*-G grading system will be replaced by grades 9-1.
This is a national change which affects all schools.
For the current year 9, English and mathematics will be graded using the new grading system. All other
subjects will still use A*-G. For the current year 8, all subjects will use the new grading system.
These are the approximate equivalencies:
If you would like to find out more please read this webpage:
http://ofqual.gov.uk/news/setting-standards-new-gcses-2017
(from the Ofqual website)
This approach will mean:
 Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C
and above
 Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and
above
 For each examination, the top 20 per cent of those who get grade 7 or above will get a grade 9 – the
very highest performers. (about 3% of pupils)
 The bottom of grade 1 will be aligned with the bottom of grade G
 Grade 5 will be positioned in the top third of the marks for a current Grade C and bottom third of the
marks for a current Grade B. This will mean it will be of greater demand than the present grade C, and
broadly in line with what the best available evidence tells us is the average PISA performance in
countries such as Finland, Canada, the Netherlands and Switzerland.
 The new maths GCSE will be tiered into foundation and higher tiers, with grades 4 and 5 available
through both tiers.
Page 4
THE ENGLISH BACCALAUREATE (EBACC)
The English Baccalaureate is an important performance certificate that was introduced in 2010. It is not a
qualification in its own right, but reflects the achievement of students over a range of five key academic
subjects.
It is increasingly seen as an important measure for those students who wish to follow a future academic
route such as A Levels or University.
A student will be accredited with a pass at EBacc if they achieve the following at grade C* or above:
 English
 Maths
 2 Sciences (Core science and additional science or 2 out of Biology, Chemistry, Physics or Computing)
 History or Geography
 French
Whilst it is not compulsory, choosing these subjects will ensure that you have a broad range of high value
qualifications which may help when applying for A Levels or University.
* The requirements under the new 1-9 grading system have not yet been released by the Government.
POST 16 AT JOHN CLEVELAND SIXTH FORM
When choosing subjects for Key Stage 4 it is a good idea to consider what options you are likely to choose for
Post 16 education (sixth form).
These are the current requirements for Post 16 options at the John Cleveland Sixth Form College:
 Post 16 general entry requirements: 5 GCSE or equivalent passes at C or above, in different
subjects. At least one C must be English or Maths
 To study a subject at A level, pupils will usually require at least a C in that subject at KS4.
 A level biology, chemistry, physics, maths and French require a B at GCSE
Please note that these may change in future but are correct at the time of printing.
The requirements under the new grading system (1-9) have not yet been determined but a grade 4 is
expected to be broadly equivalent to a C.
If you would like further details of the Post 16 options at JCC please visit: www.jcc.leics.sch.uk
Page 5
USEFUL WEBSITES
The school website has a careers help section in the curriculum section.
GENERAL CAREERS WEBSITE

Careers database – JED : http://www.hastings.leics.sch.uk/careers/

Careers films: http://www.careersbox.co.uk/

General careers advice: http://www.allaboutcareers.com/

National Careers Service: www.nationalcareersservice.direct.gov.uk
SPECIFIC CAREERS

Accountancy: http://www.accaglobal.com/uk/en/footertoolbar/access/career-accountancy.html

Army: www.armyjobs.mod.uk

Art based careers: http://www.theartcareerproject.com/art-as-a-career/

Computing: http://computingcareers.acm.org/

Engineering: http://www.tomorrowsengineers.org.uk/

Geography: http://www.rgs.org/OurWork/Study+Geography/Careers/Careers+with+geography.htm

History: http://www.history.org.uk/resources/public_resource_2914_76.html

Foreign language: http://www.prospects.ac.uk/options_modern_languages.htm

HR: http://www.cipd.co.uk/cipd-hr-profession/hr-careers/

Law: http://www.lawcareers.net/BeginnersGuide/Intro

NHS: http://www.nhscareers.nhs.uk/

Music: http://www.careersinmusic.com/

Police: www.policecould.co.uk

RAF: www.raf.mod.uk/careers

Science based careers: http://www.sciencecareerpathways.com/home/

Teaching: http://www.education.gov.uk/get-into-teaching
APPRENTICESHIPS

www.apprenticeships.org.uk
POST 16 WEBSITES

John Cleveland College: http://www.jcc.leics.sch.uk/

North Warwickshire and Hinckley College: http://www.nwhc.ac.uk/
HIGHER EDUCATION WEBSITES

University applications: www.ucas.com

Guide to universities: www.whatuni.com
Page 6
UPPER SCHOOL SUBJECTS
COMPULSORY GCSE SUBJECTS TAKEN BY ALL PUPILS
 English Language
 English Literature
 Mathematics
 Science (Double integrated or triple)
COMPULSORY NON ASSESSED SUBJECTS
 Non GCSE PE
 Personal Development
OPTIONAL SUBJECTS
Pupils must choose four optional subjects from these lists below, at least one of which must be from the
EBacc group.
OPTIONAL EBACC SUBJECTS (SEE PREVIOUS SECTION FOR DEFINITION OF EBACC)
 GCSE Computer Science
 GCSE French
 GCSE Geography
 GCSE History
 GCSE Triple Science
OTHER OPTIONAL SUBJECTS
 GCSE Art and Design
 GCSE Art with Photography
 GCSE Business Studies
 GCSE Dance
 GCSE Drama
 GCSE Ethics, Philosophy and Religion
 GCSE Food Technology
 GCSE Graphics
 GCSE ICT
 GCSE Media Studies
 GCSE Music
 GCSE Physical Education
 GCSE Resistant Materials
 GCSE Textiles Technology
Blocking
Please note that the school reserves the right to make changes to this offer (if a subject is undersubscribed for
example). It is highly likely that these options will be blocked into groups due to the practicalities of designing
the timetable. This blocking may restrict the combinations of subjects which pupils can take. We will be using
the pupil’s initial choices to create these blocks to minimise any potential issues.
Page 7
SUBJECT INFORMATION PAGES
For each subject we have provided the following information:
COURSE LEADER
This will usually be the Head of Department and should be your first contact for any questions you may have
about the course.
EXAM BOARD INFORMATION
Exam boards are the organisations which produce the exam specifications and write the examination papers.
The main ones are AQA, OCR, Edexcel and WJEC.
Exam boards have very thorough websites which include lots of useful information (such as past papers and
detailed specifications) about their courses. Use the exam code (e.g. J275) listed in the details to find the
relevant information on their website.
WHY CHOOSE THIS COURSE?
This section describes key reasons why a student may want to choose the course.
CONTENT
This section gives an overview of the course content. If you require more details, you can ask the course
leader or visit the exam board website.
ASSESSMENT
GCSEs are usually assessed by examinations at the end of year 11. Some courses also include coursework and
controlled assessments.
Controlled assessments are coursework tasks which are taken in exam conditions in school.
POST 16
This final section lists the broad areas that the course will lead to for post 16 education.
Page 8
COMPULSORY SUBJECTS
The subjects which all pupils must take are:

GCSE English Language

GCSE English Literature

GCSE Mathematics

GCSE Science (Double Integrated or Triple)
Page 9
COMPULSORY SUBJECT
GCSE ENGLISH LANGUAGE
COURSE LEADER
ASSESSMENT
Miss Pettingill
All students will sit the same exam paper, there
are no longer separate papers for Higher or
Foundation tiered students.
EXAM BOARD INFORMATION
AQA 4705 English Language
http://www.aqa.org.uk/subjects/english/gcse/englishlanguage-4705
WHY CHOOSE THIS COURSE?
English language is a compulsory subject for all
pupils.
CONTENT
This course covers the skills of reading and
writing. You will study a range of fiction and nonfiction texts and learn how to respond to
descriptive, creative and discursive unseen texts.
You will also learn about creative and essay
writing.
Spoken Language, formerly known as Speaking
and Listening, will now be recorded separately.
You will be assessed on presenting your ideas;
responding to questions and feedback; and your
use of Standard English.
Spelling, punctuation and grammar will be taught
within GCSE English Language and these skills will
need to be transferred to your other subjects.
There will be two exams at the end of the course,
each will cover reading and writing and will be 1
hour 45 minutes. These examinations will
account for 100% of the final GCSE grade.
Due to government policy making there will no
longer be any coursework or controlled
assessments that contribute towards the final
GCSE grade.
Students will sit the examinations during the
summer of Year 11.
NEW GCSE GRADING SYSTEM
Please note that this course will be assessed
using the new 1-9 GCSE scale with a grade 9
being the highest. Eventually all GCSEs will use
this new grading scale which replaces A*-G.
POST 16 OPTIONS
A good grade in English is an essential
qualification for many different Post 16 courses
and career paths. Students can go on to study
English Language at A Level.
Page 10
COMPULSORY SUBJECT
GCSE ENGLISH LITERATURE
COURSE LEADER
ASSESSMENT
Miss Pettingill
Examinations will account for 100% of the GCSE
grade. There will be two exams during the
summer term of Year 11, the first one will be 1
hour 45 minutes and the second will be 2 hours
and 15 minutes.
EXAM BOARD INFORMATION
AQA 9710 English Literature
http://www.aqa.org.uk/subjects/english/gcse/englishliterature-9710
WHY CHOOSE THIS COURSE?
English literature is a compulsory subject for all
pupils.
CONTENT
Students will read
The first exam paper will assess you on the
Shakespeare play and the 19th century novel that
we have studied. This will constitute 40% of your
GCSE grade. The second exam will assess you on
modern prose or drama; poetry that you have
studied in class; one section will require you to
read through poetry that you have not seen
before and then respond to a question about it.
NEW GCSE GRADING SYSTEM
 a Shakespeare play;
 a 19th century novel;
 a modern prose or drama text;
 and a cluster of poems set by the
examining board AQA.
In addition to this students will study a wide
range of poetry to prepare them for the unseen
poetry assessment.
Please note that this course will be assessed
using the new 1-9 GCSE scale with a grade 9
being the highest. Eventually all GCSEs will use
this new grading scale which replaces A*-G.
POST 16 OPTIONS
Students can go on to study English Literature at
A Level. A high grade will usually be required to
study this subject post 16.
Page 11
COMPULSORY SUBJECT
GCSE MATHEMATICS
 Think and communicate mathematically
precisely, logically and creatively
COURSE LEADER
Mr Parker
AQA 8300 Mathematics
 Appreciate the place and use of
Mathematics in society and apply
mathematical concepts to situations
arising in their own lives
http://www.aqa.org.uk/subjects/mathematics/gcse/m
athematics-8300
 Understand the interdependence
different branches of Mathematics
WHY CHOOSE THIS COURSE?
 Work co-operatively and independently
EXAM BOARD INFORMATION
Mathematics is a compulsory subject for all
pupils.
CONTENT
There are two GCSE tiers available to ensure that
as many candidates as possible have the
opportunity to gain high level grades at GCSE.
The higher tier examination covers grade 9-4 and
the foundation tier examination covers grades 51.
Students will be entered onto the tier which best
suits their ability.
The course is designed to enable candidates to:
 Consolidate basic skills and
appropriately challenging work
 Apply mathematical knowledge
understanding to solve problems
meet
of
ASSESSMENT
Both GCSE tiers are assessed by a terminal GCSE
paper in June of Year 11. This accounts for 100%
of the GCSE.
NEW GCSE GRADING SYSTEM
Please note that this course will be assessed
using the new 1-9 GCSE scale with a grade 9
being the highest. Eventually all GCSEs will use
this new grading scale which replaces A*-G.
POST 16 OPTIONS
A good grade in mathematics is an essential
qualification for many different careers paths.
To Study A level mathematics pupils will usually
need a higher grade at GCSE
and
Page 12
COMPULSORY SUBJECT
GCSE SCIENCE (DOUBLE INTEGRATED)
COURSE LEADER
Mr Bonser
EXAM BOARD INFORMATION
OCR Gateway Science B J261
http://www.ocr.org.uk/qualifications/gcse-gatewayscience-suite-science-b-j261-from-2012/
B1:Understanding
Organisms
C1: Carbon
Chemistry
B2:
Understanding
our Environment
C2: Chemical
Resources
P1: Energy
for the
Home
P2: Living
for the
future
In Year 11 students will study GCSE Additional
Science. This course covers scientific ideas in
more detail and leads to a second GCSE.
OCR Gateway Additional Science B J262
http://www.ocr.org.uk/qualifications/gcse-gatewayscience-suite-additional-science-b-j262-from-2012/
WHY CHOOSE THIS COURSE?
Science is a compulsory course but pupils can
choose between double science and triple
science.
B3: Living and
Growing
B4: It’s a
Green World
C3:Chemical
economics
C4: The
Periodic Table
P3: Forces
and Motion
P4: Electricity,
Waves and
Radiation
ASSESSMENT
Examinations in June of Year 10
DOUBLE INTEGRATED SCIENCE
Double integrated science is the general science
award for pupils who do not intend to pursue a
science based career. This course is comprised of
2 GCSEs – Science and Additional Science both of
which include elements of Physics, Chemistry and
Biology.
 Paper 1: 1 hour 15m = 35% of GCSE
 Paper 2, 1 hour 30m = 40% of GCSE
 Controlled Assessment (6 hours) 25% of
Core Science GCSE
Examinations in June of Year 11
 Paper 1: 1 hour 15m = 35% of GCSE
 Paper 2, 1 hour 30m = 40% of GCSE
TRIPLE SCIENCE
Triple science (physics, chemistry, biology) is best
suited to pupils who achieved a level 6 or above
at the end of year 9. This course is comprised of 3
separate GCSEs; physics, chemistry and biology.
See later for more information.
DOUBLE SCIENCE CONTENT
This is an exciting course entitled Gateway
Science Suite which leads to two GCSEs. The
course is has been developed and accredited by
OCR.
 Controlled Assessment (6 hours) 25% of
Additional Science GCSE
POST 16 OPTIONS
For students intending to take science or a
science based course at A level, we would
recommend Triple Science as the GCSE option
instead of double integrated science.
Please contact Mr. Bonser for details.
In Year 10 all students will follow a core science
syllabus comprising of:
Page 13
COMPULSORY
NON ASSESSED SUBJECTS
All pupils must take these subjects but they do not lead to formal
qualifications.

Personal Development

Core Physical Education
Page 14
COMPULSORY SUBJECT
PERSONAL DEVELOPMENT
COURSE LEADER
WORK EXPERIENCE
Miss Bradley
All students will also take part in work experience
at the end of the Summer term in year 10.
Successful completion of this will show that they
are able to:
CONTENT
Personal development covers PSHE, Careers and
RE. It is integrated at Key Stage 4 into the tutor
lead programme and the PSHE days. The
programme is designed to:
 Understand the benefits of work-based
placement.
 Understand the need for health and safety
in the workplace.
 Support work-related activities and
improve the employability of all our
students.
 Understand the importance of the
following in the workplace: equal
opportunities,
hierarchies
and
management.
 Help students to understand the relevance
of the world outside of school.
 Promote the concept of life-long learning.
 Address aspects of personal career
development, including self-awareness,
careers
exploration
and
career
management leading to the development
of a personal action plan.
 Recognise the value of the work-based
placement in terms of self-development.
ASSESSMENT
This course is not assessed
 Develop the skills for youngsters to
become competent and effective citizens
within the community.
 Explore a range of moral and ethical issues
within a clear values framework.
Page 15
COMPULSORY SUBJECT
CORE PHYSICAL EDUCATION
COURSE LEADER
Mr Armstrong
CONTENT
In Years 10 and 11, you will follow a structured
programme of activities, including team and
individual games, a fitness course and leisure
based options.
These options will include:
 Games
 Indoor Activities
 Outdoor Adventure Activities
 Leadership
 Fitness/Healthy Living
PE is a core subject for all upper school students
and one which we believe has a key role in
promoting health and physical well-being.
EXTRA CURRICULAR PE
The school will continue to offer a wide range of
sports in our after school programme.
ASSESSMENT
This course is not assessed.
Page 16
EBACC SUBJECTS
All pupils must take at least one of these subjects.

GCSE Computing

GCSE French

GCSE History

GCSE Geography

GCSE Triple Science (instead of double science)
Page 17
EBACC SUBJECT
GCSE COMPUTING
COURSE LEADER
In this respect, the course provides excellent
preparation for students who want to study or
work in areas that rely on these skills, especially
where they are applied to technical problems.
Mr Goforth / Mr Solanki
EXAM BOARD INFORMATION
These areas include engineering, financial and
resource management, science and medicine.
OCR J275 Computing
http://www.ocr.org.uk/qualifications/gcse-computingj275-from-2012/
WHY CHOOSE THIS COURSE?
Computing is the course for students who want
to know how computer technology works. It will
provide students with an insight into what goes
on ‘behind the scenes’, including computer
programming, which many students find
absorbing.
ASSESSMENT
Students will be assessed through two practical
programming tasks set by the exam board and a
written exam sat at the end of Year 11.
Unit A451: Computer systems and programming
– Written Paper – 40%
Unit A452: Practical investigation – Controlled
Assessment – 30%
Unit A453: Programming project – Controlled
Assessment – 30%
ICT & COMPUTING
For students who want to study how to use
computers but are not interested in working in
the computer industry, ICT may be the better
course.
CONTENT
POST 16 OPTIONS
The course provides excellent preparation for
further study at a higher level and employment in
the field of Computing and beyond.
The course will develop critical thinking, analysis
and problem-solving skills through the study of
computer programming, primarily Python and
Small Basic, giving students a fun and interesting
way to develop these skills, which can be
transferred to other subjects and even applied in
day-to-day life.
Page 18
EBACC SUBJECT
GCSE FRENCH
COURSE LEADER
Mrs O’Brien
EXAM BOARD INFORMATION
AQA 4655 GCSE French
http://www.aqa.org.uk/subjects/french/gcse/fre
nch-4655
accommodation, eating and drinking, shopping,
making arrangements, travelling around and
going out. You will learn how to understand a
number of different forms of language, such as
announcements, radio broadcasts, brochures,
newspapers, magazines, letters and e-mails. You
will be able to write messages, letters and
reports.
ASSESSMENT
WHY CHOOSE THIS COURSE?
A GCSE in a Modern Foreign Language is a
qualification with some prestige.
Universities consider it an asset and in some
cases a requirement, in an application. Also, an
increasing number of employers are looking for
students who can offer a foreign language
qualification.
There is a need for students with skills in a
foreign language in a variety of careers e.g.
industry, commerce, tourism and businesses are
prepared to pay higher salaries for proficiency in
a Modern Foreign Language.
CONTENT
You will take GCSE examinations in Listening,
Speaking and Reading at either Foundation or
Higher level. You will sit your Listening and
Reading examinations in the Summer of Year 11.
Your writing examination will be in form of
coursework and your speaking examination done
as a speaking assessment with your teacher.
Both writing and speaking are assessed from
submissions over years 10 and 11.
POST 16 OPTIONS
This course provides an excellent route into
further study at A level. It is also a qualification
which has a high value when applying for
University courses in many subjects.
You will build upon and extend your learning at
Key Stage 3 and you will need to have achieved
at least a level 5A.
You will continue to learn to express yourself and
understand others in the following four skill
areas: listening, speaking, reading and writing.
You will talk about yourself, your family, home,
interests, school and your surroundings. You will
learn to cope in a variety of everyday situations,
such as finding your way about, booking
Page 19
EBACC SUBJECT
GCSE GEOGRAPHY
COURSE LEADER
Ice on the Land - The formation and shape of
glaciers and the landscape features created.
Hazards glacial environments pose and how
humans use them.
Miss Everitt
EXAM BOARD INFORMATION
AQA 9030 GCSE Geography
http://www.aqa.org.uk/subjects/geography/
gcse/geography-a-9030
WHY CHOOSE THIS COURSE?
Geography is a challenging subject that allows
students to develop a wide range of skills that
employers today are looking for.
The course is for pupils who have an interest in
the world, how it is changing and are concerned
about the environment.
Water at the Coast - Physical processes and
landforms at the coast. How processes affect the
use and management of coasts by humans.
In addition to lessons in school all pupils will be
expected to undertake up to 2 hours a week of
home study and keep up to date with current
geographical news stories.
In order to aim for an A* to C grade at GCSE in
Geography we recommend that pupils have a
minimum of a level 6B in year 9.
ASSESSMENT
The course is assessed in 3 parts
CONTENT
Final written Human Geography paper (37.5%)
The GCSE Geography course is a traditional based
study of geography which looks at topics which
are relevant to you and your everyday life. It
consists of six topics:
This is based upon the 3 human topics the
students have investigated during years 10 and
11. The exam is 1hr 30 minutes long and is held
at the end of year 11.
Within the Human Geography topics there are 3
topics we will study. These will be:
Final written Physical Geography paper (37.5%)
Population Change - Where people live and how
this pattern is changing. A study of different
parts of the world and why thousands of people
migrate.
Tourism - How the tourism industry has grown
and changed over time, how it affects the
economy and the environment and different
types of tourism.
Changing Urban Environments – Development
and uses of cities over history. A study of favela
settlements and how settlements can be
sustainable.
Within the Physical Geography topics there are 3
topics we will study. These will be:
Restless Earth - Structure and sequence of a
range of hazards and how they impact on people.
Hazards studied are earthquakes, volcanoes and
tsunamis.
This is based upon the 3 physical topics the
students have investigated during years 10 and
11. The exam is 1hr 30 minutes long.
Controlled assessment. (25%)
Fieldwork Investigation (1800—2000 words). Will
be based on a compulsory field trip within the
local area.
This will be completed over 20 hours (one half
term) in school time under examination
conditions. This will make up 25% of your final
grade.
POST 16 OPTIONS
A Level geography or environmental Science
which can lead to a range of geographical based
degree courses.
Page 20
EBACC SUBJECT
GCSE HISTORY
COURSE LEADER
Historical Source Investigation - A Study in British
History: Public Health in Britain 1800-1914
Mrs Urwin
This unit builds on the work of the Study in
Development, focusing specifically on the state of
British towns and cities and how this affected
public health. Topics covered include the
epidemics of infectious disease, why nothing was
done to improve public health, and ultimately
how change was made.
EXAM BOARD INFORMATION
OCR J415 GCSE History A
http://www.ocr.org.uk/qualifications/gcse-history-aschools-history-project-j415-from-2012/
WHY CHOOSE THIS COURSE?
GCSE History is a demanding course, but leads to
a qualification that is well regarded by further
education providers and employers.
Successful candidates demonstrate that they can
recall and apply a wide range of historical
information, think logically, evaluate sources
critically, and adapt their knowledge to build an
argument.
Candidates will need to have strong literacy skills
and be consistently achieving a level 6 in History.
CONTENT
Study in Development - Medicine through Time
This unit follows the development of medicine
and surgery from prehistory to the twentieth
century, including how war, epidemics, religion,
and individuals have helped and hindered
progress.
Modern World Study - The Troubles in Northern
Ireland Controlled Assessment
The controlled assessment is a taught unit
covering the history of the Troubles in Northern
Ireland and the continued impact on Britain
today. Candidates will study a variety of topics
within the unit to answer the specific assessment
question set by OCR.
ASSESSMENT
The Study in Development and Study in Depth
are assessed through one 2 hour exam worth
45% of the GCSE qualification.
The historical source unit will be assessed by a
1½-hour exam which is worth 30% of the GCSE
qualification.
Modern World Study - Candidates will produce
an essay of approximately 2000 words worth
25% of the GCSE qualification.
Study in Depth - Germany 1919-1945
POST 16 OPTIONS
This unit follows the fortunes of Germany in the
aftermath of the First World War - from the
optimism of the Weimar Era, through the
devastation of the Wall Street Crash, and
ultimately to the rise of Hitler and the Nazi Party.
History is a high value academic qualification
which, as an EBacc subject, will be useful for
many different career pathways.
Page 21
EBACC SUBJECT
GCSE TRIPLE SCIENCE
COURSE LEADER
Mr Bonser
EXAM BOARD INFORMATION
OCR Gateway Science Biology B J263
http://www.ocr.org.uk/qualifications/gcse-gatewayscience-suite-biology-b-j263-from-2012/
OCR Gateway Science Chemistry B J264
http://www.ocr.org.uk/qualifications/gcse-gatewayscience-suite-chemistry-b-j264-from-2012/
B1:Understanding C1: Carbon
Organisms
Chemistry
P1: Energy
for the
Home
B2:
Understanding
our Environment
C2: Chemical
Resources
P2: Living for
the future
B3: Living and
Growing
C3: Chemical
economics
P3: Forces
and Motion
B4: It’s a Green
World
C4: The
Periodic
Table
P4:
Electricity,
Waves and
Radiation
B5: The Living
Body
C5: How
Much
(Quantitative
Analysis)
P5: Space
for
Reflection
B6: Beyond the
Microscope
C6:
Chemistry
Out There
P6:
Electricity
for Gadgets
OCR Gateway Science Physics B J265
http://www.ocr.org.uk/qualifications/gcse-gatewayscience-suite-physics-b-j265-from-2012/
WHY CHOOSE THIS COURSE?
The course is designed for students intending to
study science or a science based course at A
Level.
It contains the same specification as Core and
Additional Science but also incorporates an
additional 6 units that link well to the OCR AS and
A2 Level Sciences, thus provides a suitable
foundation for those wishing to study science
Post 16.
The GCSE culminates in 3 GCSEs in Biology,
Chemistry and Physics.
ASSESSMENT
Examinations are in June of Year 11. There are 2
papers and a piece of Controlled Assessment for
each Chemistry, Physics and Biology examination.
Paper 1: 1 hour 15m = 35% of GCSE
Paper 2: 1 hour 30m = 40% of GCSE
CONTENT
Controlled Assessment (6 hours) 25% of GCSE
This is an exciting course comprising of both
theoretical and practical content. The course is
has been developed and accredited by OCR.
Students will follow a syllabus comprising of the
following units:
POST 16 OPTIONS
This course is aimed at pupils who intend to take
a science based course for A level and have
achieved at least a secure level 6 by the end of
year 9.
Page 22
OTHER OPTIONAL SUBJECTS

GCSE Art and Design

GCSE Art with Photography

GCSE Business studies

GCSE Drama

GCSE Ethics, Philosophy And Religion

GCSE Graphics

GCSE Dance

GCSE Food Technology

GCSE ICT

GCSE Media Studies

GCSE Music

GCSE PE

GCSE Resistant Materials

GCSE Textiles Technology
Page 23
OPTIONAL SUBJECT
GCSE ART AND DESIGN
COURSE LEADER
Students must also present a coursework
portfolio containing work that is sufficient to
meet all of the assessment objectives and cover a
wide range of skills. Coursework is worth 60% of
the final grade.
Mrs Hill
EXAM BOARD INFORMATION
OCR Art and Design J160 (Fine Art)
Students’ work is marked according to four
assessment objectives.
http://www.ocr.org.uk/qualifications/gcse-art-anddesign-suite-j160-j167-from-2009/
Each assessment objective represents a quarter
of the final grade.
WHY CHOOSE THIS COURSE?
The GCSE Course in Art and Design caters for
students of all abilities but is particularly suitable
for students who have demonstrated an ability
for and enjoy Art and Design.
CONTENT
Students are required to produce work in two or
more areas of Art including drawing and painting,
sculpture, printmaking and mixed media.
The course is designed to offer you rewarding
experiences and will help you to follow a career
in Art & Design if you display the necessary
ability. The subject, although demanding, will
also provide a source of stimulation to meet
future leisure needs.
ASSESSMENT
In order to achieve a GCSE grade students must
sit a practical examination at the end of their
two-year course. The final exam is worth 40% of
the final grade.
The four-assessment objectives are:
Assessment Objective 1 – Recording (drawing
and research).
Assessment Objective 2 – Looking at and
responding to the work of artists and designers.
Assessment Objective 3 – Using materials to
explore ideas.
Assessment Objective 4 – Presenting a final piece
of work.
POST 16 OPTIONS
Success in the subject has led many students to
continue their studies in a Sixth Form College and
later to Diploma and Degree level at Art Colleges
and Universities.
A whole range of jobs rely heavily upon art and
design including architecture, games design,
fashion, theatre and set design.
Page 24
OPTIONAL SUBJECT
GCSE ART WITH PHOTOGRAPHY
COURSE LEADER
portfolio containing work that is sufficient to
meet all of the assessment objectives and cover a
wide range of skills. Coursework is worth 60% of
the final grade.
Mrs Hill
EXAM BOARD INFORMATION
The four-assessment objectives are:
OCR Art and Design J160 (Art with Photography)
http://www.ocr.org.uk/qualifications/gcse-art-anddesign-suite-j160-j167-from-2009/
Assessment Objective 1 – Recording (drawing
and research).
WHY CHOOSE THIS COURSE?
Assessment Objective 2 – Looking at and
responding to the work of artists and designers.
The GCSE Course in Art and Design with
Photography caters for students of all abilities
but is particularly suitable for students who have
demonstrated an ability for and enjoy both Art
and Photography.
Assessment Objective 3 – Using materials to
explore ideas.
CONTENT
POST 16 OPTIONS
Students are required to produce work in two or
more areas of Art including drawing and painting,
photography, printmaking and mixed media.
Success in the subject has led many students to
continue their studies in a Sixth Form College and
later to Diploma and Degree level at Art Colleges
and Universities.
The course is designed to offer you rewarding
experiences and will help you to follow a career
in art & design and photography if you display
the necessary ability. The subject, although
demanding, will also provide a source of
stimulation to meet future leisure needs.
ASSESSMENT
Assessment Objective 4 – Presenting a final piece
of work.
A whole range of jobs rely heavily upon art and
design including architecture, games design,
fashion, theatre and set design.
The added module of photography may enable
students to take A level photography or gain
access to BTEC courses.
The course will lead to a GCSE in art and design
with photography.
In order to achieve a GCSE grade students must
sit a practical examination at the end of their
two-year course. The final exam is worth 40% of
the final grade.
Students must also present a coursework
Page 25
OPTIONAL SUBJECT
GCSE BUSINESS STUDIES
COURSE LEADER
In Year 11 students will study marketing,
specifically looking at the marketing mix and the
use of ICT in assisting international marketing.
Mr Goforth / Mr Solanki
EXAM BOARD INFORMATION
Students will also study finance and cash flow
and finally recruitment and motivation of staff.
AQA 2130 GCSE Business Studies
http://www.aqa.org.uk/subjects/business-subjects/asand-a-level/business-studies-2130
WHY CHOOSE THIS COURSE?
Preparing students for the world of business this
GCSE course is designed to encourage students
to consider the practical application of business
within the real world.
Students will have the opportunity to explore the
theories and concepts and learn the purpose of
having a business.
ASSESSMENT
Students will be assessed by two written exams
at the end of Year 11 and a practical Controlled
Assessment.
Unit 1 – Setting up a Business – Written paper –
40%
Unit 2 – Growing as a Business – Written paper –
35%
Unit 3 – Investigating Businesses – Controlled
Assessment – 25%
CONTENT
POST 16 OPTIONS
GCSE Business Studies is an enjoyable, interesting
and relevant course which uses an investigative
approach to problem solving and skill
development.
Students will be well prepared for Post 16 study
and will find the theories learnt to be
advantageous in further study of Business Studies
and Economics.
Students will begin by looking at why a business
may be started and finding “a gap in the market”,
moving on to planning, location and the legal
structure of a business.
Page 26
OPTIONAL SUBJECT
GCSE DANCE
COURSE LEADER
fitness and wellbeing and be aware of the range
of opportunities and pathways available in
dance.
Miss Williams
EXAM BOARD INFORMATION
The pupils will develop their own performance
pieces and will study the following:
AQA 4230 Dance
 Alston’s Doubletake
http://www.aqa.org.uk/subjects/drama-andperforming-arts/gcse/dance-4230
 Christopher Bruce: Ghost dance
 Motionhouse: Perfect
WHY CHOOSE THIS COURSE?
 Matthew Bourne: Nutcracker
This course is for pupils who enjoy dance and
want to find out more about choreography.
ASSESSMENT
CONTENT
Unit 1: Critical appreciation of dance – written
examination, externally assessed (20%),
This course will enable candidates to develop
skills, knowledge and understanding of dance as
a choreographer, performer and critic through:
Unit 2: Set dance – practical examination,
externally assessed (20%),
 applying and adapting a wide range of
skills and techniques effectively in
performing and choreographing dance,
including the ability to improve
 creating dances for a range of purposes
and in response to different stimuli
 developing the ability to analyse, evaluate
and appreciate dance.
Candidates will also appreciate the contribution
of dance to their personal and social health,
Unit 3: Performance in a duo/group dance –
controlled assessment (20%)
Unit 4: Choreography – controlled assessment
(40%)
OUTSIDE LINK
Miss Williams has taught and studied at the Vicky
Ann Dance Academy for over 10 years.
Page 27
OPTIONAL SUBJECT
GCSE DRAMA
COURSE LEADER
act out scripts before then evaluating what you
have done.
Mr Gotheridge
You will also have the opportunity to examine the
technical side of theatre, including lighting,
sound, stage design and costumes.
EXAM BOARD INFORMATION
Edexcel 2DR01 GCSE Drama
http://www.edexcel.com/quals/gcse/gcse09/dra
ma/Pages/default.aspx
WHY CHOOSE THIS COURSE?
A drama GCSE is a good indicator of confidence
and an ability to work creatively as part of a
team.
Drama at GCSE will boost confidence,
communication and personal presentation skills,
and could be the first step towards A levels, a
college course or an eventual career in the
performing arts.
CONTENT
Drama GCSE builds on the skills you learned in
Years 7, 8 and 9 such as role-play, forum theatre
and improvisation.
You will learn an appreciation of the performing
arts and the skills used by professionals. We have
trips to see both amateur and professional
productions and have professional actors visiting
us to do workshops.
You will learn about the history of theatre,
different practitioners and how social and
cultural factors have affected and been reflected
in theatre productions and plays.
In lessons you will work as a team, take part in
presentations of your work, devise scenes and
Page 28
ASSESSMENT
GCSE drama is made up of units which require
you to respond to a either a stimulus or a play in
both practical and written work.
You will explore different drama strategies such
as ‘Hot Seating’ and ‘Freeze-Frame; as well as
performing plays. You will be expected to keep a
written log book of your work with other
students during rehearsals and perform your
work to an audience. You will also have the
opportunity to direct others in their
performances.
Assessments consist of controlled assessments
during the lesson time and a play performed to a
visiting examiner.
Each unit of controlled assessment also contains
a written response that is to be assessed by an
examiner. You will also need to attend one
professional theatre performance.
POST 16 OPTIONS
A drama GCSE is an excellent route into drama A
level as well as a wide variety of performing arts
college courses.
OPTIONAL SUBJECT
GCSE FOOD TECHNOLOGY
COURSE LEADER
Food Technology involves you working in the
same way as a food technologist works in
industry. The food technology room becomes the
test kitchen. You will be designing and making a
wide range of products, developing your making
skills but also have the exciting opportunity to
design and make different food products. We call
this the design process.
Mrs Woodward
EXAM BOARD INFORMATION
AQA 4545 Food Technology
http://www.aqa.org.uk/subjects/design-andtechnology/gcse/design-and-technology-foodtechnology-4545
ASSESSMENT
WHY CHOOSE THIS COURSE?
Food technology is a very exciting, creative and
interesting subject to study. There is much to
learn but most of this will involve ‘learning-bydoing’. You will learn a tremendous amount
through making activities which involve working
with food ingredients and food products.
Your GCSE grade will be awarded as a result of
completing two units of work:
Unit 1
A written examination worth 40% of the total
marks which will require you to apply what you
have learned during the course in an examination
situation.
CONTENT
Unit 2
Food Technology involves:
A coursework project called design and making
practice which involves answering a design task
and designing and making a food product; this is
worth 60% of the final mark.
 learning about foods,
processes, techniques
ingredients,
 experimenting, investigating, and testing
products
 being creative and designing new products
 understanding how a product is developed
in a test kitchen
In both your designing and making practice and
the written examination, you will be assessed on
how you demonstrate your knowledge skills and
understanding.
 having an insight into how products are
made in industry
 developing skills which enable you to make
food products
 understanding about diets and health
 making consumer choices
Page 29
OPTIONAL SUBJECT
GCSE GRAPHICS
 Develop decision-making skills through
individual and group work.
COURSE LEADER
Mrs Woodward
 Understand that lifestyle has an impact on
designing and making.
EXAM BOARD INFORMATION
 Develop skills of creativity through the
principles of good design, existing
solutions and technological knowledge.
The course will comprise of a variety of lessons,
with an emphasis on teaching through practical
elements.
AQA 4550 Graphic Products
http://www.aqa.org.uk/subjects/design-andtechnology/gcse/design-and-technology-graphicproducts-4550
WHY CHOOSE THIS COURSE?
This course has been designed to encourage you
to be able to design and make products with
creativity and originality, using a range of graphic
and modelling materials.
ASSESSMENT
Unit 1: Written Paper
40% of the total marks
You will be enthused and challenged by the range
of practical activities possible.
One paper with two sections:
You will be encouraged to learn about graphics
through understanding and applying colour and
design, developing spatial concepts and
understanding graphic materials and their
manipulation.
A design question based on context supplied
before the exam
You will design and make products using graphic
media and new technologies which prepare you
for the world of work.
Unit 2: Controlled Assessment
CONTENT
The course will cover the following:
 Combine design and practical skills in order
to make quality products.
Section A
Section B
Covers all aspects of the specification content
60% of the total marks
A single design-and-make activity selected from a
choice of set tasks, consisting of the
development of a made outcome and a concise
design folder, approximately 20 pages of A3
paper.
 Explore ways in which different factors
interact to shape designing and making.
 Analyse existing products and produce
practical solutions.
Page 30
OPTIONAL SUBJECT
GCSE ICT
COURSE LEADER
Students will learn about ideas and resources
needed to create the latest technologies by
exploring companies such as Apple and Google
and how people and organisations solve
problems using ICT.
Mr Goforth / Mr Solanki
EXAM BOARD INFORMATION
AQA 4520 Information and Communication
Technology
http://www.aqa.org.uk/subjects/ict-andcomputer-science/gcse/information-andcommunication-technology-4520
Students will explore a variety of technologies
from communication tools like Facebook through
to tools to predict natural disasters like
earthquakes and tsunamis.
Students will also investigate the impact that ICT
has on society and whether ICT can do more
harm than good.
WHY CHOOSE THIS COURSE?
This GCSE qualification would appeal to students
who enjoy ICT and who are interested in
developing a broad range of ICT skills but don’t
want to find out about how computers work.
The qualification prepares students with ICT skills
for the real world of work or further education. It
is designed to stimulate students’ creativity and
develop real-world practical skills that will
motivate learners by developing their knowledge
of current and emerging technologies.
ASSESSMENT
Students will complete two practical controlled
assessments and a written exam at the end of
Year 11.
Unit 1 – Systems and Applications in ICT –
Written paper – 40%
Unit 2 – Applying ICT – Controlled Assessment –
30%
Unit 3 – Practical Problem Solving in ICT –
Controlled Assessment – 30%
CONTENT
Students live in a world of technology and this
course will explore how technology is created
and the effect it has on everything from
commerce and communication, to politics and
the music industry.
POST 16 OPTIONS
GCSE ICT will prepare students for A Level ICT.
Students will be provided with a strong
knowledge base and a good aptitude for problem
solving.
Page 31
OPTIONAL SUBJECT
GCSE MEDIA STUDIES
COURSE LEADER
Develop
their
practical
skills
through
opportunities for personal engagement and
creativity.
Miss Pettingill
EXAM BOARD INFORMATION
Understand how to use media key concepts to
analyse media texts and their contexts.
WJEC GCSE in media studies
Students must demonstrate knowledge and
understanding of a minimum of three different
media areas, including one print and one audiovisual-based medium. The students will need to
show:
http://www.wjec.co.uk/qualifications/mediastudies/media-studies-gcse/#related-documentssection
WHY CHOOSE THIS COURSE?
The media plays an increasing role in society and
plays an important part in shaping attitudes and
social values.
An important feature of the syllabus is the
combination of theoretical understanding and
the development of practical skills.
CONTENT
Media studies, is an exciting and engaging course
that encourages students to be inspired, moved
and challenged.
Giving students an insight into a broad range of
media, it prepares students to make informed
decisions about further learning opportunities
and career choices. Students taking the course
will:
Understanding of media language and how
different media represent ideas in different ways.
Developing their skills in planning, construction
and evaluation through a production exercise.
ASSESSMENT
40% examination-‘Thinking about the Media:
Investigating and Planning’.
60% internal assessment - ‘Creating for the
Media: Investigating and Producing’
POST 16 OPTIONS
You can go on to study AS and A Level Media.
The course will support you applying for a range
of careers within media such as working in radio,
television, journalism, advertising etc..
Develop enquiry, critical thinking and decisionmaking skills through the study of media texts,
audiences and institutions.
Develop their appreciation and critical
understanding of the media and its role in their
daily lives.
Page 32
OPTIONAL SUBJECT
GCSE MUSIC
COURSE LEADER
Creative Task (20%)
Mr Jordan
http://www.ocr.org.uk/qualifications/gcse-musicj535-from-2012/
Pupils are given a stimulus to choose from such
as chords, a rhythm, a melody or some words.
They then have a set time to create a short
musical performance based on their chosen
stimulus. At the end of the time pupils either
perform their work or hand in a written copy of
their music.
WHY CHOOSE THIS COURSE?
Listening & Appraising (20%)
This course is suitable for pupils who are
enthusiastic about music and want to develop
their performing, composing and all round music
knowledge. Pupils should already be experienced
in playing an instrument or singing before taking
this option.
Pupils will listen to and learn about a wide range
of music. Included here will be dance music,
World music, film and descriptive music, as well
as Western Classical music. These areas will be
examined in a listening test which forms 20% of
the overall marks.
EXAM BOARD INFORMATION
OCR J535 GCSE Music
ASSESSMENT
CONTENT
Performing (35%) Pupils will record two
performances, one as a solo and one as part of a
group. A short written commentary is also
submitted explaining various features of your
solo performance.
Composing (25%) Pupils compose two pieces of
music (or songs) at least one of which must be
for their own instrument (or voice). Alternatively,
pupils may take an existing piece and rearrange it
in their own style.
Pupils may also choose to use computer software
(eg. Cubase, Garage Band) to create their
compositions.
Solo performance with written commentary
(20%). Group performance (15%)
Two compositions (one with written log)
(30%). Timed creative task (20%).
Listening and appraising exam (20%)
POST 16 OPTIONS
GCSE music prepares pupils for A level music and
A level music technology.
These courses are difficult to access without a
GCSE music grade C or above.
Pupils will hand in a brief log
explaining how they composed
their music.
Page 33
OPTIONAL SUBJECT
GCSE PHYSICAL EDUCATION
COURSE LEADER
This is a demanding course, requiring:
Mr Armstrong
 a high level of personal fitness
EXAM BOARD INFORMATION
 excellent attendance and participation
levels
WHY CHOOSE THIS COURSE?
 the ability to play a number of sports to a
high level.
It is essential that you attend all lessons with the
correct kit and a positive attitude to all areas of
the course.
Leisure will be one of the industries of the future;
with increased leisure time, the demands for
trained and qualified sports professionals will
increase.
As a result you will follow a popular course that
has a proven track record in producing Physical
Education students ready to go into further
education or employment in the leisure industry.
A qualification in Physical Education could be the
foundation on which you build a successful
career.
ASSESSMENT
OCR 2PE01 GCSE Physical Education
http://www.edexcel.com/quals/gcse/gcse09/pe/Pages
/default.aspx
One written paper (40%)
This mainly examines the work from your
theoretical lessons.
CONTENT
Throughout the course you will be involved in
theoretical (in the classroom) and practical
(active work) lessons.
All students taking this two year course will have
to complete a comprehensive set of notes,
essays and end of unit tests.
Regular after school classroom sessions will form
an intrinsic part of this course.
By the end of the course you should have a
sound knowledge of:
Assessment of practical performance (60%)
This is made up of continual assessment (for
certain individual skills e.g. the drop shot in
badminton) and an overall performance
assessment (based on your ability to perform all
skills in a competitive situation).
At the end of the course you will be assessed
again and your five best activity assessments will
count.
 the human body and how it works
 the importance of fitness and training to
sport
 injury and how it affects performance.
You will study 5 different sports in either a
Games or PE syllabus.
Although these core subjects are compulsory, if
you are a skilled performer in another activity
you may be assessed in that area.
Page 34
OPTIONAL SUBJECT
GCSE ETHICS, PHILOSOPY AND RELIGION
COURSE LEADER
CONTENT
Mrs McQuillin
There are two units to study, these are:
EXAM BOARD INFORMATION
 Religion and Citizenship
AQA 4055 Religious Studies B: Full Course
 Human sexuality and sexual relationships
e.g. marriage.
http://www.aqa.org.uk/subjects/religiousstudies/gcse/religious-studies-b-4055
 Morality in sport e.g. performanceenhancing drugs, pay of superstars.
 Purpose of work
WHY CHOOSE THIS COURSE?
 Multicultural society and Britain
As an academic discipline it is valuable in itself,
promoting a rigorous study of both religions and
beliefs whilst incorporating a more philosophical
and ethical approach to religion.
 What it means to be human
 Religious attitudes to human rights.
 Religion and Morality
It is also of great use in general life as it
encourages you to look at a wide range of human
experience, to reflect on different lifestyles and
cultures and to ponder upon the eternal
questions about the meaning of life.
 Life and death e.g. euthanasia
Adopt an enquiring, critical and reflective
approach to the study of religion by exploring
different beliefs, reflecting on fundamental
questions, engage with each other intellectually
and respond personally to an issue.
 Justice
Enhance your personal, social and cultural
development, your understanding of different
cultures locally, nationally and in the wider world
and to contribute to social and community
cohesion.
Reflect on and develop your own values, opinions
and attitudes in light of your learning.
See this website to watch why else taking
Religious Studies is a great idea.
www.natre.org.uk/explore/videophp?id=50
 Drugs and drug abuse
 Crime and punishment e.g. death penalty
 Money and poverty
ASSESSMENT
Students will do two, 1 hour 30 minute exams.
There is no coursework for this option.
POST 16 OPTIONS
Religious Studies is widely recognised and
accepted as an entry qualification for further and
higher education courses.
Students will have developed the skills of
research, interpretation and critical thinking. You
will have developed an enquiring and analytical
mind, capable of empathetic understanding,
showing appreciation of a wide range of complex
ethical and moral issues. You will be able to
assimilate new information comprehensively,
integrate ideas and concepts, and then apply
these to form balanced, informed opinions.
RE can be a useful subject for all sorts of careers
including: Social Work, Police, Army, Teaching,
Journalism, Civil Service, Law, Medicine,
Psychology and more.
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OPTIONAL SUBJECT
GCSE RESISTANT MATERIALS
COURSE LEADER
work of famous designers.
Mrs Woodward
If you are to develop your design into a working
product you need to know about materials. You
will learn about the advantages and
disadvantages of using a variety of materials.
EXAM BOARD INFORMATION
AQA 4560 GCSE Resistant Materials
Making
www.aqa.org.uk/subjects/design-and-technology
WHY CHOOSE THIS COURSE?
Our world is full of products that are made from
resistant materials. From the moment you wake
to the time you return to bed, your whole day
will be influenced and affected by products that
have been designed and made from resistant
materials.
This course takes a practical approach that
encourages students to design and make
products with creativity and originality in a
variety of practical activities, using a range of
materials and techniques.
CONTENT
You will be working through the AQA GCSE
resistant material book and this will prepare you
for the course. You will gain the knowledge that
you will need to succeed in the external
examination and you will be able to test yourself
with exam-type questions.
You will be carefully led through the demands of
the controlled assessment. There are examples
of high quality students’ work together with a
detailed commentary from the moderating team.
If you wish to make your design then you need to
know about different methods of manufacture.
You will learn how to cut, shape, form, cast, join,
clean and finish a wide range of materials.
You will learn how to work safely and how to use
industrial methods of manufacture to improve
the accuracy and consistency of your work.
ASSESSMENT
AQA GCSE Resistant Materials
consists of 2 units.
Technology
Unit 1: Written paper worth 40% of the final
mark.
Unit 2: is the controlled assessment coursework
unit. This is taken in school and lasts for several
lessons. It is worth 60% of the final mark
POST 16 OPTIONS
This course links well with DT related A levels
such as Produce Design. It will also provide a
good grounding for further study in related
vocational subjects.
Design
To be a good designer it is important to
understand how products have developed over
time. So, you will learn about the main design
periods in recent history. You will also look at the
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OPTIONAL SUBJECT
GCSE TEXTILES TECHNOLOGY
COURSE LEADER
Many textiles technology lessons involve practical
work, to explore exciting new textile techniques.
You may work with dyes, fibres, threads, yarns,
fabrics and components to add colour, pattern,
shape and texture to design ideas.
Mrs Woodward
EXAM BOARD INFORMATION
AQA 4570 GCSE Textiles
www.aqa.org.uk/subjects/design-and-technology
WHY CHOOSE THIS COURSE?
This course is intended for students with an
interest and flair for fashion and garment
construction and who aspire towards a career in
fashion, fashion design, fashion retail, buying,
fashion journalism/writer or textiles teacher.
Textile skills are taught to understand how to
shape and add 3D features and fastenings to
products. Some lessons will focus on learning
about textile materials and components, perhaps
involving product analysis.
You will need to know about how designers
operate and how textile products are
manufactured in order to develop your own
successful products.
CONTENT
ASSESSMENT
Textiles technology is a very exciting subject that
encourages students to consider technological
advances in textiles as well as building up
traditional textiles skills, knowledge and
understanding.
The GCSE grade will be awarded as a result of
completing two units of work:
The subject involves:
 learning about
components
fibres,
fabrics
and
 being creative and understanding how
designers get inspiration for design ideas
 understanding the issues that influence
textile design and marketing
 investigating methods to colour, decorate,
and stitch textile products
 testing, developing and evaluating ideas
 being aware of how textile products are
manufactured
 knowing about the use of computers in
designing and making.
Unit 1: Written paper
The written paper is two hours long and is worth
40% of the total marks.
Section A:
product.
This asks you to design a textile
Section B: These questions will be based on the
subject content listed in the specification.
Unit 2: Design and making practice
You will be required to select a design brief from
a list of Controlled Assessment tasks. This task is
worth 60% of the total marks. A concise design
folder and a made piece will be completed in the
classroom over a period of approximately 45
hours.
POST 16 OPTIONS
This course links well with A level courses such as
Product Design (Textiles).
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WHICH SUBJECTS ARE YOU INTERESTED IN?
Name: _______________________________
Form: _________
Please complete and return to your form tutor by Friday 17th October
Choose 4 subjects and a reserve (R)
which you are interested in studying
at GCSE level including at least 1
EBacc subject.
These are not your final choices and
you will be able to change your
options in the spring.
SCIENCE
Choose either
 Double integrated science (Phy/Che/Bio
combined)
or
 Triple science (Phy/Che/Bio taught
separately)
Your choices will help us plan the
curriculum so that when we draw up
the option blocks we can minimise the
number of restrictions that pupils are
likely to face.
Please note that whilst we expect the
vast majority of combinations chosen
to be possible we cannot guarantee
that all combinations will be.
EBACC SUBJECTS (choose at least 1)
 Computing
 French
 Geography
 History
 Triple science (counts as an EBacc option)
OTHER OPTIONS
Triple science counts for one of
your option choices and as an EBacc
subject but double integrated science
does not.
For the final options process in
February, you will be asked to
choose your final 4 options, at least
one of which must be an EBacc
subject.
 Art and Design
 Art with Photography
 Business Studies
 Dance
 Drama
 Ethics, Philosophy And Religion
 Food Technology
 Graphics
 ICT
 Media Studies
 Music
 Physical Education
 Resistant Materials
 Textiles Technology
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HASTINGS HIGH SCHOOL
St. Catherines Close, Burbage LE10 2QE • Telephone: 01455 239414 / 613707 • Fax: 01455 631629
Email: hastings@hastings.leics.sch.uk • www.hastings.leics.sch.uk
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