KS4
Pathways
Information
Booklet
INTRODUCTION
This is an exciting time for you as you look at the pathways through Key Stage
Four and you should take every opportunity to discuss your ideas with your
parents and staff at Malcolm Arnold. We believe it is important that you
continue to receive a broad and balanced education; one which is also tailored
to your individual skills and needs and which leads to a range of qualifications.
This will allow you to have greater educational and career choices in the future.
This booklet is designed to inform you and your parents about the range of
courses which we offer at Key Stage Four. Most of the courses will lead to a
GCSE qualification or a (GCSE equivalent) BTEC at Level 1 or Level 2:
o At Level 1 grades from D to G (or their equivalent) can be achieved
o At Level 2 grades from A* to C (or their equivalent) are awarded
Please note: When you have looked at the subjects in different option blocks on
the ‘Year 8 Pathways Preferences Form’, you will be asked to prioritise subjects in
each option block. Whilst every effort will be made to give you your first
preference this may not always be possible. Careful thought must therefore be
given to your choice of reserve subjects.
COMPULSORY & CORE SUBJECTS
There are some subjects so important that everyone has to take them. These
are:
Subject
English
Maths
Science
PE
Qualifications
GCSE
GCSE
GCSE
Core non-examined
subject
Why should you study these subjects?
When you leave Malcolm Arnold Academy it will essential to have followed a
broad and balanced curriculum. It is, therefore, important to keep as many
options open as possible. This principle is supported by enabling you to choose
two additional ‘core subjects’ (see ‘Year 8 Pathways Preferences Form’). This
ensures that you study a range of subjects which includes those most regularly
asked for by college and university courses.
Studying a broad and balanced range of subjects in Key Stage Four will enable
you to choose what is best for you at a later date, when you have a clearer idea
of the future education and career opportunities you may wish to pursue.
FURTHER CHOICES
You have the opportunity to study three further subjects from a wide range of
choices. Subjects students have enjoyed doing in Key Stage Three can be a
helpful guide but be aware that:
o The content at Key Stage Four will be different
o There are also some completely new subjects which can be taken
Some other points to consider follow:
Career
Which careers are you interested in?
o What knowledge/skills do you need for these careers?
o Which subjects would help develop the knowledge and skills you need?
o Which subjects can you afford to no longer study?
What types of activity do you enjoy the most?
o Working things out and thinking through problems
o Practical work
o Artistic /creative activities
How will you be assessed?
Find out how will you be assessed - what will suit you the best?
o You will have to do at least one exam for the great majority of your
subjects, but many also include other methods of assessment which count
towards the final grade
o Some subjects are not all about written work and give you the chance to
do practical assessments as well
o BTEC subjects have one examined unit but most of the work involves
undertaking a series of assignments to produce a portfolio (folder) of
work
Further information
Details on the precise specifications and assessment arrangements for each
subject can be found on the relevant exam board websites:
o www.aqa.org.uk
o www.edexcel.org.uk
o www.ocr.org.uk
INFORMATION, ADVICE, AND GUIDANCE
You can get information, advice, and guidance from:
1. this booklet
2. your parents
3. your subject teachers
4. your House Tutor
5. your House Manager
6. your Progress Champion
7. on various websites, including www.connexionsnorthamptonshire.org.uk/ and
https://nationalcareersservice.direct.gov.uk
Additional (double)
science
GCSE Level 2
Content
All students study GCSE science but they can also opt to study a second
science GCSE. This GCSE is recommended for students wishing to progress
to more advanced science studies or science related careers. Double science
allows progression to further (triple) science in Year 10 and also to A Level
sciences. Any student who is considering studying biology, chemistry or
physics in the sixth-form should opt for the additional science GCSE.
‘Additional Science’
The additional science course develops the scientific skills, knowledge and
understanding acquired from the science GCSE. The additional science GCSE
enables students to further develop their knowledge about the living, material
and physical worlds and provides an insight into, and experience, of how science
works. It provides students with opportunities to further develop scientific
explanations and theories and to develop a critical approach to scientific
evidence and methods. It enables students to develop their understanding of the
effects of science on society, considering moral, ethical, economical and cultural
issues.
The GCSE is split into three units. One unit is a controlled assessment task,
which is split into three parts. It assesses skills including research,
investigation, analysis and evaluation. Students also sit two examinations,
which assess their data interpretation skills and their knowledge and
understanding in the following areas:
B3: Living and Growing
C3: Chemical Economics
P3: Forces For Transport
B4: It’s A Green World
C4: The Periodic Table
P4: Radiation For Life
A science related career, which can be both fascinating and worthwhile, opens
doors to new and exciting future career opportunities. Double science is
obviously needed for careers such as medicine, veterinary science, dentistry and
the like. There are also great careers available in making sure the world has the
energy it needs and in tackling climate change. Application of advanced science,
engineering and technology has never been more important.
Additionally, science pays and people with science skills are in exceptionally
high demand. Initial salaries for science sector jobs are in the top 20% of all
starting salaries and, over their lifetimes, chemistry and physics graduates in
particular can expect to earn significantly more than the average for a degree
holder.
Assessment Method
Controlled assessment: 25%
Examinations: 75%
Progression
Science and Additional (Double) Science GCSEs allow for progression to the
Further (Triple) Science GCSE in Year 10 and also provide good basis for any
science subject at KS5.
Additional Information
For further information, please contact: Miss I Weaver
Art & Design
GCSE Level 2
The GCSE in art design course covers a range of activities and in-depth projects.
All students will have the opportunity to experiment with different media in
order to explore their strengths and preferences. There are a wide range of
options and students may choose to work in several media areas.
Course Content
The GCSE art and design course is made of two units:
Coursework 60%
Unit One: personal portfolio in art and design, internally set and marked and
assessed through controlled assessment.
Externally Set Assignment 40%
Unit Two: externally set assignment in art and design, internally marked and
externally moderated.
Assessment Objectives and Weightings
AO1 - develop their ideas through investigations informed by contextual and
other sources, demonstrating analytical and cultural understanding.
AO2 - refine their ideas through experimenting and selecting appropriate
resources, media, materials techniques and processes.
AO3 - record ideas, observations and insights relevant to their intentions in
visual and/or other forms.
AO4 - Present a personal informed and meaningful response demonstrating
analytical and critical understanding, realising intentions and, where
appropriate, making connections between visual, written, oral or other elements.
Business Studies
BTEC Firsts in Business Level 2
Edexcel BTEC Firsts in Business
from 2014-2015
Employers value employees who are able to communicate effectively both
verbally and using electronic communication methods. The BTEC Firsts in
Business provide opportunities for you to develop your communication skills as
you progress through the course, taking responsibility for your own learning and
achievement. The BTEC Firsts in Business have been developed in the Business
sector to:
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give you the opportunity to enter employment in the Business sector or to
progress to vocational qualifications such as the Edexcel BTEC Level 3
Nationals in Business
give you the opportunity to develop a range of skills and techniques,
personal skills and attributes essential for successful performance in
working life
The assignment based assessment approach of the BTEC Firsts in Business allows
you to receive feedback on your progress throughout the course - as you are
provided evidence of your working against the grading criteria. Evidence for
assessment may be generated through a range of diverse activities including
assignment and project work, case studies, role play and oral presentation.
As well as the assignments that students will complete as part of the overall
assessment of the course, the new BTEC level 2 Firsts in Business include
externally assessed units, comprising of 25% of the total assessment. The
external assessment has been designed to reflect the skills and aptitudes required
for a career in business.
All students will study the following core units:
Enterprise in the Business World - This is an internally assessed unit and will be assessed
through assignments completed in class and through homework.
Finance for Business – This is an externally assessed unit and will be assessed through an
online exam.
Further units, chosen from the following list, will be also studied:
Principles of Marketing; Promoting a brand; Principles of Customer Service; Sales and
Personal Selling; Introducing Retail Business; Providing Business Support; Recruitment,
Selection and employment. With exception of Principles of Marketing, which is externally
assessed, these units will be assessed through internally marked assignments.
Progression Following this, you have the opportunity to enter employment in
the Business sector or to progress to vocational qualifications - such as the
Edexcel BTEC Level 3 Nationals in Business.
Child Development
GCSE
Please note – the full title of this course is Home Economics: Child
Development
The GCSE in Child Development is made up of one externally examined unit and
two controlled assessments.
Unit Title and Description
Assessment
Method
Weighting
Unit 45802 ‘Research Task’
Controlled 20%
The specific tasks for this unit will be set by the
Assessment
examination board and focuses on the demonstration of
investigative and practical skills and the students’ level
of knowledge and understanding. For example, students
may be required to undertake an assignment to produce a
child’s health record.
Unit 45803 ‘Child Study’
The task for this unit will be set by the examination
board and focuses on the demonstration of investigative
and practical skills and the students’ level of knowledge
and understanding. Students will be required to
regularly observe a young child and to keep detailed
records of their interactions with the child. As an
example, students may be required to undertake an
assignment to research how a five-year-old child
develops intellectual skills through a wide range of
everyday activities.
Controlled 40%
Assessment
Written
40%
Unit 45801 ‘Written Exam’
Examination
This unit focuses on child development from conception
to the age of five. Students will develop knowledge,
understanding and skills in relation to the roles and
responsibilities of the family, pre-conception, conception,
pregnancy, birth and post-natal factors, diet and health
in relation to young babies and children, stages and
conditions of development and support available to the
child and family.
Assessment Method
Students will need to complete portfolios of work under controlled assessment
conditions for units 45802 and 45803. They will need to undertake extensive
research and apply this to their work. Unit 45801 is assessed by a 1 hour 30
minutes written examination, which requires students to answer 6 - 8
compulsory questions. All units are demanding and students must be able to
work consistently throughout the course to be successful. The learners are
awarded a single grade based on an average score in the three units.
Progression
This award provides a solid background in child development and students
achieving ‘C’ or above could decide to progress to a Level 3 course. If students
have decided upon a career within the early years professions they could apply to
study a BTEC National Diploma or a National Vocational Qualification in a
specific area of child development or within the health, social care or early years
services.
GCSE Computing
GCSE Computing gives students the opportunity to develop new skills in
computer programming. They will use arithmetic, whilst thinking logically to
produce solutions to given problems. This course is suited to students who study
in top set maths groups, due to the high-level of arithmetic and logic.
Course Content
Unit
Type
Duration
Marks
Qualification
A451
Exam
1 hour 30
minutes
80 marks
40%
A452
Controlled
assessment
20 hours
45 marks
30%
A453
Controlled
assessment
20 hours
45 marks
30%
A451 will be studied during year 11 to prepare students for the summer exam. In
this unit they will learn the fundamentals of a computer system, including;
internal computer hardware, binary logic, the use of computer memory, input
and output devices, secondary storage, representation of data, the use of
databases, communications and networking.
A452 is studied at the beginning of the course. It is based upon using ‘The Little
Man Computer’, which is a model built on the basis of a simple input and output
computer system. Here, students will learn the basics of programming the
computer to execute simple mathematical equations. The controlled assessment
will be a series of questions, in which students will have to plan, write, and test a
code to give a possible solution.
A453 is studied during the second and third terms of year 10. In this unit
students will learn how to use Python programming language. Python is an
interpreted, object-oriented, high-level programming language where students
will learn to write scripts and code to produce solutions to given problems. The
controlled assessment will be a series of questions, in which the students will
have to write and test a program to give a possible solution.
CREATIVE MEDIA PRODUCTION
BTEC LEVEL 2 FIRST AWARD
The UK media industry in 2012 was estimated as being worth around £56 billion
and is in constant demand as new advances in technology are being made. From
Web Design to Video Game Design to Traditional Print Based Media, the UK is
renowned for being at the forefront of these breakthroughs.
The BTEC Level 2 First Award in Creative Media Production is a practical, workrelated course. You learn by completing projects and assignments that are based
on realistic workplace situations, activities and demands.
A BTEC First Level 2 First Award is equivalent to two GCSEs grades A*– C.
Course Content
The BTEC LEVEL 2 First Award in Creative Media Production course consists of
two mandatory units and two optional units. Assessment is met by producing a
portfolio of evidence (worth 75% of the overall grade), which is graded at Pass,
Merit or Distinction on completion of each assignment. In the second year there
will be an externally set unit with an exam held at the end worth 25% of the
overall grade.
CREATIVE MEDIA PRODUCTION UNITS:
UNIT 1: DIGITAL MEDIA SECTORS AND AUDIENCES
In this unit learners will explore the digital media industry and all five key
sectors that fall under it (Digital Moving Image, Digital Audio Production, Digital
Publishing, Website Production and Digital Games Production). They will also
explore the different types of audiences and how audiences can engage with each
sector.
UNIT 2: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT
In this unit learners will use their verbal, written and visual communication skills
to enable them to formulate, develop and pitch ideas of a product that they then
plan to produce.
UNIT 3: DIGITAL MOVING IMAGE PRODUCTION
In this unit learners will investigate key features of digital moving image
productions, including structures, generic conventions and audience address, in
preparation for the making of a film or video.
UNIT 4: DIGITAL PUBLISHING PRODUCTION
In this unit, learners will gain the knowledge and skills required for the design
and development of digital publishing products. They will also have an overview
of how to source materials and then combine them. Learners will organise and
manage the production of a digital publishing product.
Dance
GCSE
Course Overview:
In Year 9 you will study a Level 1 dance leadership course that requires you to complete 6
units:
1. Plan, lead and evaluate a dance session
2. Developing leadership skills
3. Lead activities that promote a healthy lifestyle
4. The relationship of music to dance
5. Use stimulus to create a dance piece
6. Opportunities in dance
In Years 10 and 11 you will study a GCSE in dance that requires you to complete 4 units:
 Critical Appreciation of Dance – written paper (20%)
 Set Dance – solo performance (20%)
 Group Dance (20%)
 Choreography (40%)
Students who wish to do GCSE dance must:
 Be prepared to perform in public
 Have a keen interest in this subject
 Be willing to learn about contemporary dance styles
 Be prepared to participate in dance clubs and additional rehearsals
 Be physically able to dance and perform routines as it is an 80% practical subject.
Critical Appreciation of Dance:
All students will sit one theory exam lasting 1 hour, consisting of:
 A short written paper focusing on critical analysis and perceptive understanding of
two professional works including the key features of these professional works e.g.
costumes, lighting etc.
 Questions may also refer to the candidate’s own performance and/or choreography
Set Dance:
Candidates will be required to perform a solo set dance routine, approximately 1 – 1 ½
minutes in length, which follows choreography produced by the exam board. The work is
video recorded and assessed externally
Group Dance:
Candidates are required to perform a group dance, which must last between 2 and 3
minutes. The dance relates to a professional work from a prescribed list from the exam
board, with three clear links with the chosen work being shown. The dance is
choreographed by the teacher in collaboration with the students.
Choreography:
Solo composition
 Each student selects aspects of the prescribed professional works studied and
develops them into a dance of 1 - 1 ½ minutes.
Choreography
 Each student choreographs either a solo dance lasting 1½ – 2 minutes OR a group

dance for 2, 3, 4 or 5 dancers, lasting 2½ – 3 minutes
The stimulus material on which the dance is based is set by the exam board
These pieces are assessed by to an external examiner during a live performance.
Design & Technology - Food
GCSE
The following topics are covered in this subject:
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Developing research and investigation skills
Ingredients and the environment
Tools, equipment and processes
Planning and manufacturing processes
Unit A521: Introduction to designing and making
Unit A523: Making quality products
Unit A525: Sustainability and technical aspects of designing and making
Assessment objectives
Learners are expected to demonstrate the following:
AO1 • Recall, select and communicate their knowledge and understanding in
design and technology, including its wider effects.
AO2 • Apply knowledge, understanding and skills in a variety of contexts and in
designing and making products.
AO3 • Analyse and evaluate products, including their design and production.
Candidates have the opportunity to work with design concepts and materials in
ways which recognise the need to make wise choices in terms of the environment
and the whole social fabric of life.
This particular specification aims to promote the careful and thoughtful use of
ingredients and their nutritional value. The specification also considers the
impact of food, its manufacture and production, on the environment as well as its
social and physical effect on society.
This course provides an innovative and imaginative qualification rewarding
creativity and reflecting the contemporary use of information technology. One
key element of this course is to encourage candidates to recognise the
contribution they can make to the environment through careful consideration and
selection of sustainable resources. This specification encourages candidates to be
inspired, motivated and challenged by following a broad, coherent, satisfying and
worthwhile course of study. The course also enables learners to develop skills in
problem solving, maths, English, ICT, and science and could lead to further
studies and careers in the food industry as well as teaching, science and
nutrition.
Design & Technology - Resistant
Materials
GCSE
The following topics are covered in this subject:
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
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Designing
3D Sketching and Computer Aided Design
Materials and components
Tools, Equipment and processes
Product Development and Planning
Manufacturing Process
Modelling skills
Communication of ideas to wider audiences
Sustainability and design responsibility
Unit A561: Introduction to designing and making
Unit A563: Making quality products
Unit A565: Sustainability and technical aspects of designing and making
Assessment objectives
The assessment objectives are designed to reflect the non-statutory guidelines
for Design and Technology. Learners are expected to demonstrate:
AO1 • Recall, select and communicate their knowledge and understanding in
design and technology, including its wider effects.
AO2 • Apply knowledge, understanding and skills in a variety of contexts and in
designing and making products.
AO3 • Analyse and evaluate products, including their design and production.
Candidates have the opportunity to work with design concepts and materials in
ways which recognise the need to make wise choices in terms of the environment
and the whole social fabric of life. Students will produce 3 reports during the
first year of the course. Each term’s work is assessed by formal testing.
This particular specification aims to promote the careful, thoughtful and skilful
use of resistant materials. This includes plastics, composites, smart materials,
wood and metals. Pre-manufactured components such as knock down fittings are
also investigated. There is a significant element of design skills and new
vocabulary and a willingness to sketch and draw is essential for success in exam
based work.
A GCSE in Resistant Materials Technology would benefit students who are
considering a career path in the product design and manufacturing industry. It
also compliments art and design courses that can be studied at further and
higher education. Career paths could include, product design, interior design,
retail display and shop fitting, stage set design and production, engineering,
manufacturing, furniture design and teaching as well as architecture and
environmental design. There is an emphasis on academic study as well as
practical activity shared across each unit of work. The course also provides a
good skill base for those interested in crafts and general repair and maintenance.
Design & Technology - Textiles
GCSE
The following topics are covered in this subject:
 Developing research and investigation skills
 Tools, equipment and processes
 Materials and the environment
 Planning and manufacturing
Unit A571: Introduction to designing and making
Unit A573: Making quality products
Unit A575: Sustainability and technical aspects of designing and making
Assessment objectives
Learners are expected to demonstrate the following:
AO1 • Recall, select and communicate their knowledge and understanding in
design and technology, including its wider effects.
AO2 • Apply knowledge, understanding and skills in a variety of contexts and in
designing and making products.
AO3 • Analyse and evaluate products, including their design and production.
Candidates have the opportunity to work with design concepts and materials in
ways which recognise the need to make wise choices in terms of the
environment and the whole social fabric of life.
This particular specification aims to promote the careful and thoughtful use of
fibres and fabrics and associated pre-manufactured items such as fastening,
threads, beads, ribbons, laces and interfacing as well as many more.
This course would benefit students who are considering a career path in the
fashion or textiles industry. It also compliments art and design courses that can
be studied at further and higher education. Career paths could include fashion
design, interior design, retailing; stage set design and production, costume
design and manufacturing and teaching. The course also provides a good skill
base for those interested in crafts and general repair and maintenance of
textiles.
Drama
GCSE Level 1 & 2
Course Overview
Whilst studying GCSE Drama, you will be required to work imaginatively and in
collaboration with others. GCSE Drama will enable you to improve your
communication skills, present and justify your points and communicate with
audiences. You will also develop your ability to emphasise with others, to put
yourself into the shoes of others. It will require you to think creatively and
develop your confidence as an individual and a team member.
During your GCSE you will be expected to complete 3 units:
 5DRO1 - Drama Exploration (30%)
 5DRO2 - Exploring Play Texts (30%)
 5DRO3 - Drama Performance (40%)
Students that select drama must:
 Be prepared to perform in public
 Be prepared to work as a team
 Be prepared to use some lunch times, co-curricular, Saturdays and holidays
for rehearsals
 Have good written English skills to complete the written coursework
Drama Exploration:
You will be required to undertake a 6 hour assessment of explorative strategies
that are designed to deepen your understanding of the drama form. You will
develop these skills during the course, such as:
 Still image
 Thought-tracking
 Narrating
 Hot-seating
 Role play
 Cross-cutting
 Forum theatre
 Marking the moment
You will be required to submit a 2000 word documentary response assessing
your own and others explorations.
Exploring Play Texts:
You will be required to study a play chosen by the exam board and undertake a 6
hour assessment of your understanding of the text. This will include using 4 of
the previous explorative strategies plus further drama skills and elements such
as;
 Costume
 Technical – sound, lights
 Set and props
 Voice and spoken language
 Space and levels
 Action, plot and content
 Characterisation
 Contrasts
 Symbols
 Rhythm, pace and tempo
You will be required to submit a 1000 word documentary response assessing
your own and others’ explorations and a 200 word evaluation of a live
performance.
Drama Performance:
You will be required to perform a piece of drama as part of a group to an
external examiner. This performance can be from a published script or a devised
piece. You will be assessed on:
 Voice and movement
 Roles and characterisation
 Communication
 Content, form and style
What can Drama do for me?
The skills developed in GCSE Drama are transferable to any career as you
develop your confidence and communication skills, in addition to working with
others.
English
GCSE Level 1 & 2
Ethics and Philosophy
There are two routes through English at GCSE; English Language and Literature
which is followed by the top sets. The other route, simply called English, is
followed by the majority of students.
GCSE Level 1 & 2
Assessment takes place in three ways:
1. Controlled assessed written coursework (40% of the final grade)
2. Examination 60%
Controlled Assessed coursework is completed in the Academy under carefully
controlled conditions. This allows students to produce the work that best reflects
their ability and their own response to a unit of work.
Reading, writing and speaking and listening skills are all assessed, with the
course covering a wide breadth of areas. Coursework areas covered start with
moving image, moving into a study of John Steinbeck’s classic novella “Of Mice
and Men”. Students also study a Shakespeare play and compare this with a novel
from the English Literary Heritage or another play by the bard. We then go on to
build writing skills, particularly writing to argue and creative writing skills. The
Spoken Language Study includes analysis of how the language is adapted in
speech by different groups of people.
The English Literature controlled assessed units cover modern drama, prose and a
wide range of poetry.
The ‘English only’ course also runs over the two years, and has increased
emphasis on Functional English.
At Malcolm Arnold Academy, we have a rich tradition of supporting students’
learning with trips where available. We in the English department will take every
opportunity to enrich students’ learning by exposing them to performances of the
texts wherever possible. We also have co-curricular opportunities available to
students, where they can spend 1:1 or small group time with English teachers
after school.
The study of English can be greatly enhanced by reading at every available
opportunity; and this doesn’t have to mean the great works of literature! Reading
for meaning can encompass anything from recipes to magazines; emails to
Twilight! Reading regularly has the added bonus of modelling spelling, sentencing,
paragraphing and punctuation.
Ethics and Philosophy is a core subject that you will study throughout Key Stage
Four. The study of ethics involves examining issues to do with what is “right” or
“wrong”, for example, whether it is right to kill an animal for its fur or tusks.
The study of philosophy involves examining different views and perspectives
about issues, including reflecting upon your own, and debating these. This
includes the study of three major world religions; Islam, Hinduism and
Christianity.
The skills of evaluation and analysis you will develop from this course will
prepare you for A Level courses, university degrees and careers; thinking for
yourself is a highly valued skill and is useful in any field. An understanding of
other people and their attitudes and beliefs is also an important life skill which
you will gain from this course and this will enable you to interact as a global
citizen in your daily life as well as within your career of choice, especially if you
want to be a leader or a manager.
The ability to build and criticise an argument will help you in other GCSE
subjects, such as English and history. Developing your public speaking and
debating skills will complement subjects such as drama. Understanding beliefs
and attitudes helps in subjects where you study people such as geography, health
and social care or child development.
Content:
Life issues
Worth 50% of the course.
In this unit you will examine the ethics and different ways of thinking
(philosophies) surrounding topics such as animal rights, planet earth, early life
and prejudice and equality. You will reflect upon and consider issues such as
whether it is right to use animals to test cosmetics on, whether it is our duty to
take care of our planet, what our responsibilities are in tackling prejudice and
inequality.
Morality
Worth 50% of the course.
In this unit you will examine the ethics and different ways of thinking
(philosophies) surrounding topics such as medical ethics, drugs, capital
punishment, and world poverty. You will reflect upon and consider issues such as
whether the death penalty should be used for people who commit murder,
whether rich countries should help poorer countries and whether some drugs
should be legalised.
Each unit is assessed through a 1 hour 30 minute examination in the Summer of
Year 11.
Assessment Method
There are two 1 hour 30 minutes examinations in the summer of Year 11, one for
the Life Issues unit, and one for the Morality unit.
Progression: What could you do next with GCSE Ethics and Philosophy?
A good grade at GCSE will help you move on to any A Level or vocational course
and you could take your studies further by studying AS and A2 Philosophy and
Ethics in the sixth form.
A GCSE in Ethics and Philosophy will develop your general knowledge of current
affairs, which is useful in all walks of life. Qualifications in Ethics and Philosophy
are seen as particularly relevant to careers in law, social work, education, media,
journalism and medicine.
Additional Information
Study support and debating clubs are also available for you to attend during cocurricular time to extend your learning.
Support:
The following resources are available:
 AQA course specific textbook.
 Unit specific revision guides.
 Access to examiner mark scheme criteria and guidance on how to structure
your answers to gain the maximum amount of marks possible.
 Examination technique guidance and advice provided through lesson
materials.
 Advice on useful websites to extend your knowledge and understanding
further.
French
GCSE Level 1 & 2
The new AQA GCSE French course is broken down into 4 skill areas; listening,
speaking, reading and writing. Students study these skills in four contexts;
lifestyle, leisure, home and environment, work and education.
Why study French?
 Studying French will help develop your understanding of culture and life in
France and other French speaking countries
 You will gain an ability to understand how language works, enabling you
to develop your skills and communicate confidently in a variety of ways
 Opportunities available to you when you leave school will be greatly
enhanced by having a language at GCSE
The course:
 Lifestyle – students will look in depth at healthy living and, relationships
and the family as well as choices for their future
 Leisure - the topics of new technology, free time and the media will be
studied, alongside holidays and travel abroad
 Home and environment - students will learn about issues in French
speaking towns as well as environmental issues affecting the world today
 Work and education – students will gain an understanding of life in French
schools and will be able to make the comparison between the two school
systems. They will also study various aspects of working life
Assessment
Listening and reading
These skills are assessed as a formal examination in May/June of Year 11.
Students are entered at either Foundation or Higher level depending on their
ability. Each exam is worth 20% of the final grade.
Speaking and writing
These skills are assessed within the academy. Students have to complete a
minimum of two speaking coursework tasks. They are recorded and marked by
the class teacher. The best two are then sent to the exam board. For the written
element of the course, as with the speaking, students complete two assignments
under controlled conditions. The writing and speaking coursework is not tiered
as the tasks are open tasks. Speaking and writing are both worth 30% of the
final grade.
Geography
GCSE Level 1 & 2
Why pick Geography? Do you want to:
 Learn about and understand the world you live in?
 Develop skills that will help you in other subjects and in employment, such
as ICT and research?
 Complete practical work away from the classroom?
 Learn how to work in a team with other students?
 Learn through investigating, not just listening and reading?
Content
Unit 1: Managing Places in the 21st Century (37.5%)
This exam consists of two topics:
The Coastal Environment: This unit focuses on the issues of coastal areas and
the rapidly growing number of people living within these regions. Coastal areas
are one of the most dynamic global environments and are being constantly reshaped by both natural processes and the demands of economic development.
The Urban Environment: This unit focuses on the world becoming increasingly
urban with an expected 70% of the world’s population living in urban areas by
2020. The topic looks at the challenges faced by urban planners in relation to
housing and the supply of basic services in developing countries.
Unit 2: Hostile World and Investigating the shrinking world (37.5%)
This exam consists of two topics:
Living with natural hazards - Many people now live in hostile areas of the
world. Areas close to plate boundaries and areas that suffer from tropical storms
or wildfires can pose dangers for the people who live there. You will look at
understanding the causes and effects of these hazards in order to prepare for and
respond to them.
Investigating global tourism - Tourism is a rapidly growing industry. Increased
opportunities to travel mean that many people have become global consumers of
tourism. This growth has impacts on people and places and requires careful
management in order to ensure that it is sustainable.
Unit 3: Local investigation including fieldwork and Geographical issue
investigation (25%)
1) The Geographical Issue task (worth 10%) asks you to explore either Energy in
the 21st Century or Water – a precious resource. The project will require you to
conduct some research around the issue and write a report approximately 800
words in length.
2) The second piece of controlled assessment (worth 15%) is based on one of the
following themes:
◊
The Globalisation of Industry
◊
Global Tourism
◊
The Urban Environment
◊
Coastal Environments
This piece of work requires you to undertake both primary and secondary research
that you can use in examined conditions to write a report approximately 1,200
words in length.
Assessment Method
For the core Units 1 and 2, exam papers are resource based. You will have maps,
photographs and diagrams to help you answer the questions. Questions will range
from short answer questions up to larger extended-writing questions. There will
be two tiers of entry: Foundation Tier – Grade C-G / Higher Tier – Grade A*-D
Unit 3: Researching Geography is the controlled assessment (coursework) unit.
You will complete field work and data collection for this unit, and analyse and
write up your results in class.
Progression: What could you do next with GCSE Geography?
A good grade at GCSE will help you move on to any A level or vocational course. If
you enjoyed your Geography GCSE, you might want to continue with this subject,
or study a related subject such as Biology, Geology or Environmental Science.
Employment opportunities where your geographical skills will be particularly
valued include journalism and the media, law, engineering, business
management, ICT, environmental management, teaching, economic planning,
marketing, leisure, recreation and tourism.
Additional Information
The course will involve a field trip to help students to collate data for their
coursework. The destination is yet to be decided.
Support:
The following resources are available:
 AQA – Specification B
 Controlled Assessment – How to write your Controlled Assessment guidance
booklet
 Unit 1, 2 and 3 revision guides
 Access to examiner mark scheme criteria
 Examination technique guidance and advice provided through lesson
materials
 Advice on useful websites to extend your knowledge and understanding
further
History
GCSE Level 1 & 2
Why study GCSE History?
History is the story of humanity - of us. History is about people and events that
have shaped the world we live in today and are shaping our tomorrow. In this
sense, History is a subject that never stops being relevant to our daily
experience. History is about real people whose lives could often be exciting or a
struggle or frightening, like being so poor you needed to steal bread to eat but if
you were caught would be transported to Australia or hanged. You will examine
the often fascinating, and sometimes tragic stories behind people’s lives and
events in History. History will also help you to develop skills that are useful in a
wide range of careers and valued by universities.
How could it help with my future?
A study of History teaches the following skills, which will be useful in most
careers:
 How to interpret and evaluate pieces of information (i.e. sources)
 How to communicate and apply knowledge
 How to describe and analyse the key features of the period studied
 Critical thinking and problem solving
How will my work be assessed?
The GCSE we follow is OCR A – Schools History Project. This GCSE has a
combination of exams and controlled assessment. Controlled assessment means
coursework you do in a supervised environment (in class). You’ll have:
 1 hour 30 minutes decision-making exam based on the topic of Crime and
Punishment Through Time using historical sources. This is worth 30%
of your total mark
 2 hour exam based on the topics of Crime and Punishment Through Time
and Nazi Germany worth 45%
 controlled assessment task on History around us based on Kenilworth
Castle which is worth 25% in total
What grades could I get?
You could achieve any grade from A* to G, depending on how you do.
Examination technique and practise is built into the course, preparing you for
examination success from day one.
If you think this GCSE is right for you, why not have a chat with your History
teacher? You could also check out the Schools History Project website at
www.schoolshistoryproject.org.uk
Additional information:
Subject to student interest, possible trips could include a trip to the Tower Of
London and/or a visit to the Galleries of Justice in Nottingham.
Support –
The following resources are available:
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OCR Crime and Punishment Through Time textbook
OCR Nazi Germany textbook
Controlled Assessment History around us pack
Access to examiner mark scheme criteria
Examination technique guidance and advice provided through lesson
materials
Advice on useful websites to extend your knowledge and understanding
further
Health & Social Care
GCSE
GCSE Health and Social Care is a vocational award worth 1 GCSE. The course is
made up of one externally examined unit and one controlled assessment.
Unit Title and Description
Unit A911: Health, Social Care and Early Years Provision
This unit is completed under controlled assessment conditions and investigates
services available for different client groups. It covers the range of care needs of
different groups; how services can be accessed; barriers to accessing services
and how these can be overcome. The unit also covers the main work roles and
skills of people who provide health, social care and early years services and how
the principles of care are promoted.
Unit A912: Understanding Personal Development and Relationships.
This unit investigates the stages and pattern of human growth and development;
the different factors that can influence / affect growth and development; the
development of self-concept and different types of relationships and major life
changes and sources of support. This unit is assessed in a written examination.
Assessment Method
Students will need to complete a portfolio of work in their controlled assessment
for unit A911. They will need to undertake extensive research and apply this to
their work. Unit A912 is assessed by a one-hour written examination. All units
are demanding and students must be able to work consistently throughout the
course to be successful. The learners are awarded a single grade based on an
average score in the two units.
Progression
This award provides a background in health and social care and students
achieving grade C or above could progress to study Health and Social Care at AS
and A2 level. If students have decided upon a career within the caring
professions they could apply to study a BTEC National Diploma or a National
Vocational Qualification in a specific area of health, social care or early years
services.
AQA - GCSE IT
GCSE IT gives emphasis to the development of transferable skills, such as
thinking creatively, logically and critically and, in particular, to problem solving
and collaborative working skills. The subject content of this specification covers
the Programme of Study for Key Stage 4 of the National Curriculum Order for
Information and Communication Technology (ICT).
Course Content
The GCSE IT course is made up of 3 units;
Unit 1 - Systems and Applications in ICT - (40% of the qualification)
100 marks, 1 hour 30 minutes externally assessed exam paper. The exam includes
a variety of structured questions from short-answer, to essay style questions.
Unit 2 – The Assignment: Applying ICT – (30% of the qualification)
100 marks, 25 hours of controlled assessment. A description of a situation is
given by AQA each year; students will work independently to solve one or more
tasks using their knowledge of ICT.
Unit 3 – Practical Problem Solving in ICT - (30% of the qualification)
100 marks, 25 hours of controlled assessment. The purpose of this unit is to ask
students to solve practical problems they may find in education, the community
or in the workplace.
Assessment Objectives
Studying GCSE IT, students will cover the following content;
Current and emerging technologies
 Computer Systems and mobile technology
 Input/output devices, storage devices and media
 Communications and entertainment
ICT tools and techniques
 Application software, Microsoft Office package
Mathematics
Society’s use of ICT
 Legal issues
 Social and economic issues
 Political, ethical and environmental issues
ICT systems and applications
 Assistance
 Banking systems
 Control systems
 Database systems
 Information systems
 School issues
GCSE Level 1 & 2
What will students study?
Number
 Working with numbers and the number system
 Fractions, decimals and percentages
 Ratio and proportion
 Indices and standard form
Algebra
 Expressions and equations
 Sequences and linear functions
 Coordinates and graphs
 Problem solving
Geometry
 Properties of angles and shapes
 Geometrical reasoning and calculations
 Measures and construction
 Graphical methods
Statistics
 The data handling cycle
 Data collection
 Data presentation and analysis
 Data interpretation
 Probability
How is the course assessed?
GCSE Mathematics consists of two examination papers; one calculator and one
non-calculator.
Students will enter the exam in year 10. During year 11 students can continue
with the GCSE mathematics course to improve their grade, or they can study
Level 2 Further Mathematics to help prepare them for A-Level mathematics.
Support
The mathematics faculty expects students take advantage of
www.mymaths.co.uk to complete homework and to work independently on the
booster packs.
The mathematics faculty offers extra lessons and intervention during school
holidays and in after school clubs.
Music
GCSE Level 1 & 2
Course Overview
During your GCSE you will be expected to complete 3 units:
 Performing Music (30%)
 Composing Music (30%)
 Listening and Appraising (40%)
Students who wish to do music must:
 Already be able to play an instrument
 Be able to read music
 Be interested in all types of music, from classical to jazz to pop.
Performing Music:
You will need to perform both as a soloist and as part of a group to grade 3
standard. Each half term, you will perform and be assessed in these areas and
your best of each will be submitted to the exam board for assessment.
Performances may be on any instrument or sung and you will need to provide a
score of the music you have performed.
You will be marked on your accuracy of pitch and rhythm, and sense of
interpretation in your solo performance. Your ensemble performances will be
marked in the same way but with additional marks for ensemble skill.
Composing Music:
You need to write in musical rotation two compositions in different styles drawn
from those we study. The combined length of the 2 pieces needs to be between 2
and 4 minutes.
You will be marked on the following things:
 Use and development of ideas
 Exploitation of the medium
 Structure and form
 Melody
 Harmony and accompaniment
 Texture
 Tempo and rhythm
 Dynamic contrasts
Listening and Appraising:
You will have a 1 hour 30 minute exam in the summer of Year 11 which is set and
marked externally. The questions will be about the set works (listed below) and
their style of music.
In the first half of the exam there are listening questions. You will hear the
extract a number of times. There will be a range of question types such as
multiple choice, melody or rhythm completion, grid completion, one-word
responses, or one-sentence responses.
The second half of the exam will ask you to write an essay on either one set work
or comparing features across a few set works.
Listening and Appraising - The Set Works:
Area of Study 1 – Western Classical Music (1600 – 1899)
Baroque Music - Handel: And the Glory of the Lord from Messiah
Classical Music - Mozart: 1st Movement from Symphony no 40. in G minor, K550
Romantic Music - Chopin: Prelude No 15 in D flat major, Op. 28
Area of Study 2 – Music in the 20th Century
Expressionism and Serialism - Schoenberg: ‘Peripetie’ from 5 Orchestral Pieces
Musicals - Bernstein: Something’s Coming from Westside Story
Minimalism - Reich: 3rd Movement from Electric Counterpoint
Area of Study 3 – Popular Music in Context
Jazz – Miles Davis: All Blues
Rock - Jeff Buckley: Grace
Club Dance - Moby: Why does my heart feel so bad
Area of study 4 – World Music
Folk - Capercaillie: Skye Waulking Song
Indian Classical - Anoushka Shankar: Rag Desh
African - Koko: Yiri
Music
BTEC First, Level 2 Extended
Certificate
Course Overview
During your BTEC course you will be expected to complete 4 units
 Working in the music industry (1/6)
 Professional development in the Music Industry (1/6)
 Solo musical performance (1/3)
 Rehearsal techniques for musicians (1/3)
Students who wish to do music must:
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
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Already be able to play an instrument or sing well
Be willing to perform as a soloist
Be committed to improving as solo performer
 Be interested in working in the music industry
Unit 1 – Working in the music industry
You will need to research and write about a music organisation, regarding its
function and relation to other areas of the industry. You will then need to
explore two contrasting job roles within the music industry.
Unit 2 – Professional development in the music industry
You will need to choose a career path within the music industry that you wish
to follow. You will then design, follow and monitor a professional development
plan to work towards achieving this.
Unit 3 – Solo musical performance
You will work towards performing 4 pieces of music in a concert by yourself.
These need to be to a good standard with excellent accuracy. You will have to
write about why these 4 pieces are a good choice. Each half term you will
perform by yourself in front of the class and be assessed.
Unit 4 – Rehearsal techniques for musicians
In preparation for your solo performance, you will need to practice. This unit
requires you to write why practicing is important, undertake a practise
routine, writing it up and evaluating it.
Physical Education
GCSE
Summary:
Why study GCSE PE?
For students who are wanting a career in the sport sector, this course is perfect
preparation for a range of job roles and careers within the sports industry. This
qualification can also be used as a stepping stone to both Further and Higher
Education, with progression routes to A Level PE and BTEC Sport Level 3 courses.
This course is ideal for students who enjoy PE and want to learn more about the
theoretical background that underpins physical activity.
Course outline:
What will students study?
The course is split into 3 aspects and students will study these across the 3 year
course.
1. Theory of PE. This includes a range of topics, such as benefits and reasons
for taking part in sport, methods and principles of training, diet and drugs,
as well as developing a physiological understanding of the body and how it
works during exercise.
2. Practical PE. This will include a range of practical activities across the 3
year course.
3. Analysis of Performance. This allows students to develop their
observation and evaluation skills, as well structuring improvement plans in
a sport of their choice.
Assessment:
How is the course assessed?
The assessment for this course is split into 2 parts.
1. Theory of PE Exam – Worth 40% of total grade.
1 and ½ hour exam at the end of the course, using a range of multiple
choice, short and long answer questions to test students’ knowledge on the
theory of PE studied during the course.
2. Practical Performance – Worth 60% of the total grade.
This is assessed through controlled assessments that are made up of 2
parts.
1) Practical assessment. Students assessed in their 4 strongest sporting
activities during an assessment week in the final year of the course
that the students will have prepared for.
2) Analysis of Performance. Students will complete a 6 week Personal
Exercise Programme that will focus on improving an aspect of their
performance. Students will also create a presentation for a sport of
their choice, outlining their knowledge of the rules, observation and
analysis skills.
Princes Trust
Level 1 & 2
Princes Trust uses an informal approach to learning, Prince’s Trust xl clubs
provide young people with the space and attention they need to develop their
confidence as well as form a sense of ownership over their work and own
development. With the emphasis on youth-led learning, this is a programme
designed and led by young people themselves. The young people work together as
a team to deliver enterprise and community projects, developing a culture of
mutual respect and co-operation.
Course Content
This is made up of five areas which can support the two elements of the course:
Employability and Personal development.
Enrichment
Citizenship
Entrepreneurship and Enterprise
Interpersonal skills
Work related skills.
Assessment
The assessment of this course is done through building up evidence through
personal portfolios. The evidence can range from emails/letters/annotated
photographs/DVD’s/witness statements/Power-point
presentations/products/application forms/logbooks etc. This is not an exhaustive
list.
Units available: these are listed below. Young people can complete units at
any time during their time on the xl programme.
Employability Units:
You have to complete one of these units
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Career planning
Interpersonal and self-management skills
Planning for personal development
Personal development units:
You choose a variety of these units throughout the course.
 Community projects
 Managing Money
 Participating in sports
 Preparing for a healthy active lifestyle
 Presentation skills
 Supporting others in the community
 Teamwork
 Undertaking an enterprise project
 Work experience
Science
GCSE Level 2
Content
All students study GCSE science.
This course builds on the knowledge, understanding and skills of the National
Curriculum KS3 Science course. Its primary objective is to interest and engage
candidates in science by linking activities and experiences to scientific ideas and
their implications for society. It also provides the opportunity for students to
acquire the scientific skills, knowledge and understanding necessary for life as a
citizen.
‘Science’
The science course develops basic scientific skills, knowledge and understanding
about the living, material and physical worlds and provides an insight into, and
experience, of how science works. It enables students to develop their
understanding of the effects of science on society, considering moral, ethical,
economical and cultural issues.
One controlled assessment of three tasks is undertaken and two written external
examinations assess the understanding of the following areas:
B1: Understanding Organisms
Environment
C1: Carbon Chemistry
P1: Energy For The Home
B2: Understanding Our
C2: Chemical Resources
P2: Living For The Future
Assessment Method
Controlled assessment: 25%
Examinations: 75%
Progression
Science GCSE enables students to study additional science GCSE. It does not
allow for progression to the science subjects at KS5.
Additional Information
For further information, please contact: Miss I Weaver