Gillotts
Year 9
Options Booklet
2013-14
Telephone:
01491 574315
Fax:
01491 410509
E-mail:
office.4055@gillotts.oxon.sch.uk
In addition to tutors, the following members of staff are available to provide advice on the
GCSE options process.
Heads of House
Mrs J White-Zamler
Mr T Burnett
Mr R Keeble
Mr A Wheeler
Mr R Jansen
Mrs T Laughton
Subject Leaders and Contacts
Mrs H Driver
Mr A Thomas
Mrs P McBain (contact)
Miss S Cronin (contact)
Mrs C Alder (contact)
Mrs E Dunstan
Dr E Newbold (contact)
Mr R Rea (contact)
Miss K Stepney
Mr P Yeatman
Mr A Thomas
Mrs J Fenn
Ms H Waelend (contact)
Mr A Sykes
Athena
Brigantia
Calliope
Itzamna
Morrigan
Zephyrus
Miss C Richards
Miss H Rogers
Mr K McDonald
Mrs G Silk
Ms L Sadler
Ms Angela Walker
Art & Design
Business studies
Children’s Play, Learning & Development
Dance
Drama
English
Enrichment (BTEC Workskills)
Food Technology
Geography
History and Sociology
ICT and Computing
Mathematics
Media studies
Modern Foreign Languages (French,
German and Spanish)
Music
Physical Education
Resistant Materials
Religious Studies
Science
Adviza (Careers)
Leadership Team
Ms C Darnton
Dr E Newbold
Ms E Torres
Mrs S McHugh
Mr R Keeble
Mr P Yeatman
Headteacher
Deputy Headteacher
Deputy Headteacher
Assistant Headteacher
Associate Member
Associate Member
2
Contents
Page
Introduction letter
4
Key Stage 4 – An Introduction
5
The Key Stage 4 Curriculum
6
English Baccalaureate subjects at GCSE
7
Routes at Key Stage 4
9
Possible Subject Combinations for each Route
10
Options Timetable
12
The Core Subjects
Citizenship, Personal, Health, Social & Enterprise Education
English Language and English Literature
ICT – Certificate in Digital Applications (CiDA)
Mathematics
PE – Core PE
Religious Studies
Science – Additional Science & BTEC Science
The Option Subjects
14
15
17
21
22
23
24
26
GCSE Subjects (Single Award)
Art & Design
Business studies
Computing
Dance
Drama
Food Technology
Geography
History
Media studies
Modern Foreign Languages – French, German and Spanish
Music
PE
Resistant Materials
Separate Sciences
Sociology
Vocational Courses at Gillotts
BTEC Art &Design
BTEC Children’s Play, Learning & Development
28
30
32
35
36
38
39
41
42
44
46
48
50
51
53
56
57
59
Vocational Courses at Henley College
BTEC Engineering
62
Other Courses
Skillforce
Enrichment Studies (BTEC Workskills)
65
66
3
January 2014
Dear Student,
What Next?
For the first time in your education you are able to have some choice in the subjects that you will study in
years 10 and 11. Part of the curriculum is fixed; the remainder of your timetable will be made up of areas you
can choose which could include GCSEs, BTECs, Skillforce or other courses at the college.
This booklet and the Year 9 GCSE Options Evening on Thursday 9th January 2014, when further information
will be given on the options process, are to help you decide the most appropriate choices for your future. It
is important that you seek advice and talk to people who can help you with these decisions. They include
Adviza, your subject teachers, Subject Leaders, Heads of House and tutor as well as your parents and older
students who are taking the course already.
We are committed to ensuring that you enjoy your experience of learning at Key Stage 4 and that you strive
to achieve the best that you can be. You should aim to choose courses that suit your needs that will
challenge you and develop your life skills to prepare you for your future after Gillotts.
On the next few pages you will find:
 Examples of the possible different opportunities available to you and examples of the choices you could
make for learning at Key Stage 4.
 A timescale of when you need to make your decisions by.
 Examples of styles of learning that might help you to decide what choices to make.
The remainder of the booklet contains information about all of the courses available to you at Key Stage 4 and
an Options Form. You need to read through each page carefully and ensure that you keep this booklet safe.
When you have made your decisions you will need to return the Options Form to Student Services by
Monday 10th February 2014.
Yours sincerely,
Miss K Stepney
Advice and Guidance
4
Key Stage 4
An Introduction
Key Stage 4 officially begins in September at the start of year 10 although in some subjects (RS, science and
ICT) you will already have started your GCSEs. At Gillotts we already offer a wide range of GCSEs as well as
other accredited courses.
In many subjects you will begin preparatory work in year 9 and the transition between Key Stages should be a
smooth one. In some cases, however, you may have chosen to study a completely new subject and it may take
a little while to acclimatise.
As you begin to consider the opportunities available at Key Stage 4 it is important that you consider some
very important factors to help you choose a broad and balanced curriculum:

The world is a rapidly changing place. The skills that are needed when you enter the labour market
could be very different from the ones needed today. It is therefore important to make sure you have
good skills in core subjects (particularly English, maths and ICT) and that you develop thinking skills,
problem-solving skills and other transferable skills that will be in demand in the future.

The government, employers and universities are placing increased focus on a relatively narrow range
of more academic subjects which, together, have been termed the ‘English Baccalaureate’ subjects.
These place renewed emphasis on the importance of achieving A*-C grades in English Language,
mathematics, two sciences, a humanity subject (geography or history) and a modern foreign language.

You might consider how much you want to specialise in one route at this stage. Choosing the BTEC
art & design might suit you if you wish to be a graphic designer, but you may change your mind about
your career and so a more general choice of GCSE art & design, history and French might broaden
your experience.

Further education requirements are also important. Most local Sixth Forms and Colleges require a
grade C in up to 9 subjects for advanced level study. The main programme at Gillotts would allow you
to study for at least 10 GCSEs and so meet these criteria.

Assessment criteria are also important. You may prefer to study subjects with high levels of
coursework, controlled assessment or practical assessments. You may prefer subjects where
assessment is based solely on examinations.
5
The Key Stage 4 Curriculum
Introduction
At Gillotts our aim is that all of our students follow a broad and balanced curriculum that prepares them for
their post-16 studies, the world of work and adult life. We believe that our Key Stage 4 curriculum is flexible
enough to meet the individual needs of all our students in years 10 and 11. Some subjects (the core) are
compulsory, but we offer the opportunity for students to make choices about subjects to study to support
their core curriculum.
Core Subjects
Subject
CPHEE
English
ICT
Mathematics
PE
Religious Studies
Science
Description
This is mainly delivered through five off-timetable CPHEE days. As part of a whole school
approach, CPHEE education develops the qualities and attributes pupils need to thrive as
individuals, family members and members of society.
All of our students take English Language GCSE and the vast majority are also entered
for a GCSE in English Literature.
Students will continue with the CiDA qualification which they started in year 9.
All of our students take a GCSE in mathematics
Core PE is non-examined – students receive two hours of PE per week
All students start the Full Course RS GCSE in year 9 and will complete this at the end of
year 11.
Those students who do not opt for triple science (separate GCSEs in biology, chemistry
and physics) all take core science plus additional science.
Option Subjects
GCSEs
Art and Design
Business studies
Computing
Dance
Drama
Food Technology
Geography
Vocational Courses
BTEC Engineering (Level 2)
BTEC Art and Design (Level 2)
BTEC Children’s Play, Learning &
Development (Level 2)
Other Courses
Skillforce (Level 2)
History
Media Studies
MFL – French
MFL – German
MFL – Spanish
Music
PE
Resistant Materials
Separate Sciences
Sociology
Enrichment Studies
(BTEC Workskills
(Level1 & Level2)
6
English Baccalaureate subjects at GCSE
At Gillotts School, we are committed to offering a curriculum which provides a broad, balanced, relevant and
personalised learning experience for all our students. It should also help to deliver outstanding achievement
for all. However, we also need to ensure that it provides as strong a foundation as possible for future
progression.
The government, employers and universities have recognised that while it is important to offer students a
curriculum which meets their needs and interests, it also crucial that doors are not closed off to them in
terms of future progression; for example, for students hoping to go to university.
The Russell Group of top universities has identified ‘facilitating subjects’ at A Level i.e. subjects which are most
likely to be required or preferred for entry to degree courses and ones that will keep the most options open.
The subjects the Group identifies are those which the government has included in a group of subjects at
GCSE which it has termed the ‘English Baccalaureate’ (EBacc) subjects. These include:





English language
Mathematics
Sciences (core and additional science; separate sciences - biology, chemistry or physics; computer
science)
Geography and history
Languages (classical and modern).
The government has created a performance measure for schools which records the proportion of students
who achieve a good grade (C or above) in the following subjects: English, mathematics, sciences (two or
more), history or geography and a language. This reflects the importance which it, along with employers and
universities, place on these subjects.
At Gillotts School, we are committed to ensuring that our students are prepared as fully as possible for their
adult life. The governors have therefore taken the decision that almost all students will be required to opt for
at least one additional EBacc subject (as well as the core curriculum of English Language, mathematics and
double science). The option form which is enclosed with this booklet therefore requires students to choose
at least one subject from the following list:





Computer Science
Separate Science (biology, chemistry and physics)
Geography
History
Modern Foreign Language (French, German or Spanish)
Students will be able to use choose freely for their remaining three options. They are, of course, able to
choose further EBacc subjects as part of these remaining choices. It should be noted, as outlined below, that
all students currently studying two languages at Key Stage 3 (French and German or French and Spanish) will
be required to opt for a language at GCSE.
While we believe that this requirement is appropriate for the vast majority of students at Gillotts School, we
are aware that it may not be suitable for everyone. We have therefore identified a small number of students
for whom an alternative curriculum provision may be more appropriate to their needs and interests. These
students will have received a letter with their options booklet outlining what we believe is the most
appropriate combination of subjects for them. The final decision, as to which students will be offered such
alternative provision, is the School’s, to be reached following consultation with the students/parents/ guardians
as appropriate.
7
Languages at GCSE
We believe that it is in the best interests of students that they continue to study a foreign language at GCSE
level. As a result, all students who are currently following dual language courses in year 9 (French and Spanish
or French and German) will be required to continue at least one of their current languages at GCSE level. In
addition, we would encourage students who have a talent for languages to continue to study both French and
German or Spanish. Students who are currently studying one language in Year 9 are equally encouraged to
continue to study French as a GCSE option.
Students who are required to choose a language at GCSE can choose this as their ‘EBacc’ subject choice in
part 2 of the options form.
‘Achieving the EBacc’
While the EBacc collection of subjects is not a qualification in itself it is increasingly recognised as a measure
of student achievement both by employers and universities. These are the subjects most likely to be required
of preferred for entry to degree courses and ones that will keep the most options open.
As explained above, the EBacc will be achieved by students who achieve A*-C grades in English Language,
mathematics, two sciences, a modern foreign language (French, German or Spanish) and a humanity subject
(geography or history).
We would therefore strongly encourage students who are taking a language also to take a
humanity subject (geography and/ or history).
The above policy (relating to English Baccalaureate subjects at GCSE), in the same way as any policy relating
to the commitments of Gillotts School towards its students (and others), will be considered and applied
giving due regard to the School’s goals of eliminating unlawful discrimination, advancing equality of
opportunity and fostering good relations. To this end, the application of the policy will always be subject to
the Gillotts Equality Duty Statement (and the principles set out therein) and in the event of any conflict
between that Statement and this policy, the former will prevail.
8
Routes at Key Stage 4
The subjects which a student will choose to take depend on the route that they choose to follow through Key
Stage 4. At Gillotts we offer our students five different routes through years 10 and 11:
1.
Four GCSE Options
This route will involve studying the core subjects of maths, English, science, ICT, PE and RS (which are
all compulsory) and then to choose four further options from the subjects in the brochure. Students
who are currently following a dual language course in year 9 are required to select at least one
language as an option. We would also strongly recommend that they also opt for either geography or
history to enable them to achieve the ‘English Baccalaureate’. You will find the examples below helpful
in seeing how this works.
2.
Three GCSE Options (plus enrichment studies)
Students might decide to choose three GCSE options and select the enrichment course as their fourth
option. In this case, students will focus on a smaller number of GCSE options in order to gain the
highest grades possible. The enrichment course is based around the BTEC Workskills qualification. It
will involve a range of activities to complement their other studies and to ensure that they are as fully
prepared as possible for life after school. The course will operate for five hours per fortnight and will
address skills such as:
 Leadership
 Problem-solving
 Team-working
 Negotiation
 Financial planning
 Job applications
3.
Vocational Courses at Gillotts
We will be offering 2 vocational courses based at Gillotts – BTEC Art & Design and BTEC Children’s
Play, Learning & Development. These will each count as one option subject. Please note that you may
only choose one of these courses.
4.
Vocational Courses at Henley College
In order to make more choices available we have linked up with our partner Henley College to
provide a BTEC engineering course. This will count as two option choices.
5.
Skillforce
This is a practical course that runs for one day per week. Students will be taught be ex-members of
the armed forces who will guide them through the Duke of Edinburgh scheme, the ASDAN scheme,
the Key skills units, First Aid qualifications and more. This will count as three option choices.
9
Possible Subject Combinations for each Route
Some possible combinations of subjects for each of the five routes are shown below:
Route 1:
Four GCSE Options
Core:
Maths, English Language, English Literature, core science, additional science, RS, CiDA, PE (not accredited)
Options:
Any four GCSE choices (year 9 dual linguists will need to choose a language)
e.g. history, German, geography, separate science
Note: All students are required to take at least one EBacc subject as part of this route. All students studying two
languages in year 9 are required to opt for a language – this can count as the EBacc subject.
Total: 11 GCSEs (or equivalents)
Route 2:
Three GCSE Options (plus Enrichment Studies)
Core:
Maths, English Language, English Literature, core science, additional science, RS, CiDA, PE (not accredited)
Options:
Any three GCSE choices (or equivalent) plus enrichment studies (year 9 dual linguists will need to choose a
language)
e.g. art, German, history, enrichment studies
Note:
Almost all students will be required to take at least one EBacc subject as part of this route. Students who will be
exempted from this requirement will have received details in the letter enclosed with their options booklet. All students
studying two languages in year 9 are required to opt for a language – this can count as the EBacc subject.
Total: 10 GCSEs (or equivalents)
Route 3:
Vocational Courses at Gillotts
Core:
Maths, English Language, English Literature, core science, additional science, RS, CiDA, PE (not accredited)
Options
BTEC Art & Design and three single GCSE choices (e.g. media studies, French, geography)
Or
BTEC Children’s Play, Learning & Development and 3 single GCSE choices (e.g. German, geography, dance)
Note:
Almost all students will be required to take at least one EBacc subject as part of this route. Students who will be
exempted from this requirement will have received details in the letter enclosed with their options booklet. All students
studying two languages in year 9 are required to opt for a language – this can count as the EBacc subject.
Total: 11GCSEs (or equivalents)
10
Route 4:
Vocational Course at Henley College
Core:
Maths, English Language, English Literature, core science, additional science, RS, CiDA, PE (not accredited)
Options
BTEC Engineering (The Henley College), enrichment studies and two single GCSE choices (e.g. Geography,
French)
Note:
Almost all students will be required to take at least one EBacc subject as part of this route. Students who will be
exempted from this requirement will have received details in the letter enclosed with their options booklet. All students
studying two languages in year 9 are required to opt for a language – this can count as the EBacc subject.
Total: 10 GCSEs (or equivalents)
Route 5:
Skillforce
Core:
Maths, English Language, English Literature, core science, additional science, RS, CiDA, PE (not accredited)
Options
Skillforce (Duke of Edinburgh Award, ASDAN award, Key Skills), enrichment studies and one single GCSE
choice (e.g. drama)
Note: Students following this route will not be required to opt for an EBacc subject as their final choice. They can, of
course, choose to opt for an EBacc subject.
Total: 8 GCSEs (or equivalents)
11
Options Timetable
The aim of the Options Evening on Thursday 9th January 2014 is to outline the different routes available in Key
Stage 4 and to explain the options’ process in detail. In addition, there will be an opportunity to ask questions
and to talk informally with a representative of Skillforce and the Adviza advisor. You will also be able to
discuss your child’s option choices at the Year 9 Parents Consultation Evening on Thursday 30th January 2014.
Students are required to complete their Options Form (at the back of this brochure) and return it to Student
Services by Monday 10th February 2014.
Subjects will be placed into option blocks for timetabling purposes after students have
expressed their preferences; not all combinations of option choices will be possible. We do our
best to meet all our students’ first choices but, inevitably, this cannot be guaranteed.
If a subject is undersubscribed we may have to withdraw it. If a subject is oversubscribed we
may ask some students to consider taking a different subject.
In cases where we are not able to offer a student all his/ her choices, parents will be contacted
and students will be advised about the alternatives available to them.
Provisional choices will be confirmed by the end of April. Although students will be given the opportunity to
change their option choices after this date, we cannot guarantee that they will be able to switch to a subject
which they want to study.
Key Dates
Date
Activity
th
Thursday 9 January 2014, 7pm
GCSE Options Evening - Options booklet issued
Thursday 30th January 2014, 5pm
Year 9 Parents’ Consultation Evening
Monday 10th February 2014
Options form due in
Late April 2014
Confirmation of options
12
THE CORE SUBJECTS
Subjects taken
by all students
13
Subject:
Citizenship, Personal, Health, Social and Economic Education
Why study Citizenship, Personal, Health, Social and Economic Education?
Citizenship, Personal, Health, Social and Economic Education covers many topics that are essential to you in
life. Learning how society works, developing points of view on key issues and learning how to be an effective
citizen will stand you in good stead for the future. CPHEE education can be defined as a planned programme
of learning through which children and young people acquire the knowledge, understanding and skills they
need to manage their lives, now and in the future.
Aptitudes Needed
All students do CPHEE so there are no special requirements. However, a willingness to join in discussion
and to respect the views of other speakers will enrich your experience of the subject.
Course Outline
The course covers careers education, citizenship, study skills, sex education, drugs education, discussion on
peer pressure and relationships and training for increased awareness of the world outside school, including
economic awareness.
You will be taking part in five of days spent off your normal timetable studying different areas of citizenship
and personal issues a year with specialist groups. The subjects will also be discussed in tutor groups. Your
experience will be varied and enlightening, with outside speakers frequently invited into school.
School Contact
Subject Leader: Mr Britten
E-mail: tom.britten@gillotts.oxon.sch.uk
14
Subject:
English Language GCSE and English Literature GCSE
Why study English Language and English Literature?
English Language
English Language is one of the most important subjects. It gives you confidence for life and offers you a
passport for success. It is essential to be a good reader, writer, speaker and listener. When studying English
Language, you are shown how to improve in all of these areas.
Reading
You will be taught how to comprehend what you read and given strategies that will enable you to get the
most out of every text.
Writing
You will develop a wide range of writing skills. You will get experience in writing for many different purposes
and to different audiences.
Speaking and Listening
You will continually be improving your verbal communication skills. Whether it’s delivering a formal speech,
working as part of a team or taking on a role, you will have the opportunity to express yourself and grow as
a result of listening to what others have to say.
Spoken Language
You will get the opportunity to explore how dialect, accent and context impact on the way people
communicate.
English Literature
English Literature is a really enjoyable subject. You will be introduced to many key figures from Britain’s
literary heritage and have the opportunity to explore literature from different cultures. You will learn more
about the nature of humans, social and historical contexts of work and the power of the written word whilst
studying some brilliant novels, plays and poems.
Possible Careers
Media-related careers, publishing, law, marketing, advertising, theatre-related careers, teaching, careers
including communication skills generally. English qualifications are very important for entry to all courses in
Higher Education and to employers.
Aptitudes Needed
An interest in reading and writing. Clear expression on paper and orally. Good listening skills. Willingness
to contribute to discussions and to develop arguments. Ability to keep to deadlines.
Course Outline
The study of English Language and English Literature leads to two separate GCSE qualifications, which are
taught in 6 units over the course of year 10 and 11.
Most students are entered for English Language and English Literature; some students may be entered for
English (one GCSE) or Entry Level Certificate in English, if appropriate.
15
Assessment - % Controlled Assessment – format of exams
English Language
Type of Assessment
Controlled Assessment (40%)
Exams (60%)
Details of Assessment
Unit 1: English Today (20%)
Unit 3: The Spoken Language (20%)
Unit 2: The Writer’s Voice (60%)
English Literature
Type of Assessment
Controlled Assessment (25%)
Exams (75%)
Details of Assessment
Unit 3: Shakespeare and Contemporary Drama (25%)
Unit 1: Understanding Prose (50%)
Unit 2: Understanding Poetry (25%)
Additional Equipment/ Trips (and costs)
Theatre trip £20 approx
English Language/ Literature novel £7 approx
English Literature novel £7 approx
School Contact
Subject Leader: Mrs E Dunstan
Email: emily.dunstan@gillotts.oxon.sch.uk
16
Subject:
ICT - Certificate in Digital Applications (CiDA)
Aims
This qualification aims to:
● equip young people with the knowledge, understanding and skills they need to design and make, effective
digital products for others to use
● enable young people to use digital tools as a means of expression to inform, persuade and entertain
● foster young people’s creativity and develop their independent learning
skills
● challenge young people to reflect on what they produce and strive for excellence
● increase young people’s awareness of their responsibilities in the digital world and their respect of other
people’s rights
● equip young people with professional, real-world skills in planning, project management and communication
● give young people the knowledge, understanding and skills they need to support future learning and exploit
the creative digital industries.
Progression
This qualification provides a broad and solid foundation for further study of various aspects of creative
computing, such as graphic design, web design, computer games design and interactive media.
It supports progress to further study, including:
● GCE in Media: Communication and Production
● Level 3 BTECs in Creative Media Production
● Level 3 BTECs in IT
● Level 3 Principal Learning in Creative and Media.
It also enhances young people’s overall digital literacy and gives them a solid foundation for further study and
employment.
Edexcel Level 2 Certificate in Digital Applications
(CiDA)
The Edexcel Level 2 Certificate in Digital Applications (CiDA) is taught over120 guided learning hours (GLH)
and comprises two units.
1. Mandatory unit
Students must complete this unit.
‘Developing Web Products’ 30 GLH.
2. Optional units
Students must complete one of the two optional units which we are likely to make available. These are likely
to be:
‘Creative Multimedia’ 90 GLH
‘Artwork and Imaging’ 90 GLH
17
Assessment summary
The units will be assessed as follows:
1. External examinations – developing Web Products (2.5hrs)
2. Project – either: Creative Multimedia Summative project or Artwork and Imaging Summative project
Possible Careers
Almost all jobs nowadays, require candidates to have both ICT qualifications and a high level of practical ICT
skills. CiDA is an ideal qualification to demonstrate this.
Aptitudes Needed
A sound knowledge of applying ICT skills is essential. As indeed are good digital organisational skills and time
management. Students are reminded that they must meet fixed exam board deadlines, which are not
negotiable.
Course Outline
All students have to complete the compulsory Unit One examination in web design. This involves a two and
a half hour examination which involves designing a micro website according to a customer brief. Students
will be taught the necessary web editing skills to achieve this.
To achieve the award of CiDA students will either complete a second module on artwork and imaging or
creative multimedia.
18
1. Mandatory: Developing Web Products
When your attention is captured by a web page advertising a competition, promoting an event or
launching a new product, what makes you stop and look?
Don’t be fooled by technical wizardry. It may have spectacular images, eye-catching animation or attention
grabbing text, but what makes it effective is the way the components work together. This unit aims to give
you the knowledge and skills you need to produce attention grabbing web products using web authoring
software, multimedia assets and navigation features. You will demonstrate your ability to design, build and test
a web product in a practical computer-based examination set by Edexcel.
2. Optional Unit: Creative Multimedia
Digital tools can be used to communicate information using any combination of text, images, sound, video and
interactive components such as buttons and hyperlinks. Products that use these different components at the
same time, such as websites, presentations and games, are multimedia. This unit aims to give you the skills to
use the tools and techniques provided by multimedia authoring software to design and create effective
multimedia products for specified purposes and audiences. You will investigate a range of existing multimedia
products to find out how different components are used to convey a particular message. You will discover
that you like some of these products more than others and you will need to consider why this is the case.
Once you have a good understanding of the possibilities offered by multimedia, you will learn how to design
multimedia products of your own. This will involve detailed designs setting out exactly how you want each
screen to look, the components you need and how the user will interact with the product. In some cases, you
will be able to use existing components but you will also need to know how to create new components
yourself, such as recording a sound or taking a photograph. Finally, you will learn how to combine all the
components you have collected into a multimedia product and how to test it thoroughly, making any
necessary changes as a result of feedback. You will demonstrate your ability to plan, design, build and test
interactive multimedia products through your work on a major project set by Edexcel. This will include the
development of an e-portfolio that exhibits your achievements and is in itself an effective multimedia product.
3. Optional Unit: Artwork and Imaging
Images of one sort or another are all around us, often influencing what we do and how we think. They are
used to communicate messages in many different contexts including advertising, music, fashion, interior design,
computer games and architecture. We see them everywhere – as we work or study, out shopping or on
holiday. This unit aims to give you the skills to use the tools and techniques provided by artwork and imaging
software to design and create effective graphic products for specified purposes and audiences. You will
investigate a range of graphic products to find out how images are used to convey a particular message. You
will discover that you like some of these products more than others and you will need to consider why this is
the case. Once you have a good understanding of the possibilities offered by artwork and imaging, you will
learn how to produce images that communicate effectively onscreen and in print and how to combine them
with other components to produce graphic products. You will need to consider the medium, purpose and
audience as well as file format and size. You will demonstrate your ability to create effective images and
graphic products through your work on a major project set by Edexcel. This will include exhibiting your work
and supporting evidence in an e-portfolio.
19
Assessment - % Controlled Assessment – format of exams
Type of Assessment
Unit 1 – 2.5 hour exam 25%
Unit 2 or 3 coursework 75%
Details of Assessment
Exam Board Information
The exam board is Edexcel who produce briefs for units each September.
All units last for two years and a term with two exam entry points each
year in May and December.
Coursework Requirements
Unit 2 and Unit 3 are both 100% coursework based, they represent 75%
of the overall assessment
Additional Equipment/ Trips (and costs)
None.
School Contact
Subject Leader: Mr A Thomas
Email: allan.thomas@gillotts.oxon.sch.uk
20
Subject:
Mathematics
Why study Mathematics?
Maths is a subject that you all have to study, but even so it is worth thinking about why this is and how it can
be useful to you.
While studying maths you will learn about a range of techniques and methods, develop your problem-solving
skills and improve your ability to think logically. You will be given opportunities to develop your IT skills and
your communication skills. All of these are attributes potential employers will look for, as well as being
useful to you if you choose further and higher education.
Possible Careers
Almost all jobs and careers require you to have maths GCSE but there are also many careers in which you
would make a lot of use of your mathematics. These include business management, psychology, banking, ICT,
engineering and medicine, to name just a few. You will also find that you will need an A*-C grade for entry
to most university courses.
Aptitudes Needed
A willingness to persevere with an activity when you feel unsure of your ability is essential. You need to be
prepared to work and think hard (but the buzz you get when things suddenly fall into place is worth waiting
for!).
Course Outline
The course is a continuation of the work covered in KS3, with new topics introduced when appropriate. It
covers a wide range of basic mathematical knowledge and skills, grouped into five main areas:
 Number
 Algebra
 Geometry
 Statistics and probability
 Using and applying mathematics
Maths has a two-tier structure, in line with the majority of other subjects – Foundation (C – G grades) and
Higher (A*- D grades).
Assessment – format of exams
Type of Assessment
Exams (100%)
Details of Assessment
Paper 1 – non-calculator (Foundation and Higher papers – 1hr 45mins)
Paper 2 – calculator (Foundation and Higher papers – 1hr 45 mins)
Any of the topics on the specification can appear on either of the papers.
Many of the questions are placed in context and involve problem-solving
(functional maths) and students’ quality of written communication is also
assessed in specific questions.
Additional Equipment/ Trips (and costs)
Equipment – a ruler, protractor and compasses. A scientific calculator (you can continue to use one bought
for KS3 provided it is scientific) £5.25 and revision guide £4.50, both available from school.
Further Information
Subject Leader: Mrs J Fenn
E-mail: jane.fenn@gillotts.oxon.sch.uk
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Subject:
PE – Core PE
Why study Core PE?
Fitness and Health are important. PE helps you to stay active, teaches you the importance of physical exercise
and leads to good habits for the future.
Possible Careers
PE teacher
Fitness Instructor
Sports Development officer
Physiotherapist
Aptitudes Needed
With the introduction of some new activities including trampolining and weight-training, the only
requirement is enthusiasm!
Course Outline
In Core PE students are able to participate in a number of activities. All students will continue with major
games and athletics where they can decide to pursue performing, coaching or officiating in greater depth.
Alongside this students will be able to take part in other activities such as trampolining, badminton,
basketball, volleyball as well as developing their knowledge of “Health Related Fitness” issues using the Gym
in Henley Sports Centre.
Additional Equipment/ Trips (and costs)
Gillotts School PE and games kit.
School Contact
Subject Leader: Miss H Rogers
Email: hayley.rogers@gillotts.oxon.sch.uk
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Subject:
Religious Studies
Why study Religious Studies?
Do you want to understand why people do the things they do? Do you want to analyse religious teaching on
issues such as creation, abortion, poverty and war? Do you want to evaluate the importance and influence of
religion today? Completing a course in RS is the answer. Religious Studies looks at different religious
responses to many of today’s ethical issues, causing you to think about your own responses to these issues
and evaluate the current role that religion plays in society.
Possible Careers
RS is valuable to have in medicine, the media, teaching and areas involving psychology and sociology, the law
or working in a faith community. By completing the Religious Studies course, you will open yourself up to
many possibilities.
Aptitudes Needed
Students who achieve well in this subject are those who enjoy learning other people’s opinion/beliefs on
religious and global issues and those who display a keen interest in questioning the world around us.
Course Outline
Over the course you will study the following topics:
Religion and Relationships
Matters of life
Religious attitudes to the elderly and death
Religion and human rights
Religious attitudes to drug abuse
Assessment - % Controlled Assessment – format of exams
Type of Assessment
Exams (100%)
Details of Assessment
The course will be assessed by completing 4 exams at the end of Year 11
- 25% each
Additional Equipment/ Trips (and costs)
It is not necessary to purchase additional equipment.
Students will be provided with revision materials in preparation for all exams.
School Contact
Subject Leader: Mrs G Silk
Email: gemma.silk@gillotts.oxon.sch.uk
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Subject:
Science – Core Science and Additional Science
Why study Science?
The core and additional science course provides good preparation for further science studies such as the Alevel and the International Baccalaureate. However, we suggest that keen scientists who are sure that they
wish to pursue science-related further studies and/or science careers should choose the separate sciences
course. This is because the separates sciences course covers more subject areas. We feel that the separate
science course is appropriate for students who will achieve a high level 6 or better by the end of Key Stage 3.
Students not opting for separate science will follow the core and additional science route. These courses will
be run in parallel throughout Y10 and Y11.
Possible Careers
Medicine; veterinary practice and nursing; engineering; pharmaceuticals; physiotherapy; sports science;
nursing; marine biology; geology; and surveying.
Aptitudes Needed
Many careers require GCSE science, and students may find that the core science course puts them in a great
position to pursue these careers successfully. Studying the core science course provides students with a
variety of skills that can be applied to many areas of work, such as analysing and problem solving.
Course Outline
Core Science is made up of 9 modules which are listed here:
Biology:
Module B1: You and your genes
Module B2: Keeping healthy
Module B3: Life on Earth
Chemistry:
Module C1: Air quality
Module C2: Material choices
Module C3: Chemicals and our lives
Physics:
Module P1: The Earth in the Universe
Module P2: Radiation and life
Module P3: Sustainable energy
In Year 11, students will study the GCSE Additional Science course or a BTEC first in Applied Science. These
include the following modules/units:
GCSE Additional Science:
Biology:
Module B4:
Module B5:
Module B6:
Chemistry:
Module C4:
Module C5:
Module C6:
Physics:
Module P4:
Module P5:
Module P6:
The processes of life
Growth and development
Brain and mind
Chemical patterns
Chemicals of natural environment
Chemical synthesis
Explaining motion
Electric circuits
Radioactive materials
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Assessment - % Controlled Assessment – format of exams
Core Science:
Type of Assessment
Details of Assessment
Controlled Assessment (25%) A quarter of the final grade will be assessed in school in the form of data
analysis and a case study on a topical scientific issue decided each year by
the exam board.
Exams (75%)
There will be three 1hour exams at the end of Y11. There will be a
biology exam, a chemistry exam and a physics exam
Additional Science:
Type of Assessment
Controlled Assessment (25%)
Exams (75%)
Details of Assessment
A quarter of the final grade will be assessed in school in the form of a
practical investigation assessed under 8 strands.
There will be three 1hour exams at the end of Y11. There will be a
biology exam, a chemistry exam and a physics exam
Additional Equipment/ Trips (and costs)
We envisage each double scientist requiring 2 revision packs covering Y10 and 11, costing approximately
£7.00 for each pack. The packs consist of a revision guide, a revision workbook and an answer book. The
revision packs are available from Student Services.
The Science Department aims to offer an opportunity to extend learning beyond the classroom at least once
for each GCSE, and these trips may incur a small additional cost.
School Contact
Subject Leader: Ms L Sadler
Email: louise.sadler@gillotts.oxon.sch.uk
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THE OPTION SUBJECTS
The subjects from which you
should make your option
choices
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GCSE Subjects
(Each worth 1 option choice)
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Subject:
Art and Design
Why study Art and Design?
You should consider studying art & design at GCSE if it is a subject you enjoy. It will give you a qualification
that could lead to a career in the creative industries or it may give you knowledge and skills that will be an
enhancement in your adult life as a consumer of images in this highly visual world.
You will be able to explore a wide range of creative skills and develop ideas in a personal manner. You will
work to express yourself visually and gain a deeper understanding of how the world of art and design impacts
society.
Possible Careers
The creative industries in the UK are considered amongst the best in the world. Your ability to be
imaginative and original will serve your well in the following careers where art and design is a good starting
qualification.
Architect, set designer, graphic designer, gallery curator, film director, sculptor, media arts correspondent,
artist in residence, art therapist, fashion designer, advertising consultant, costume designer, teacher, museum
education officer, fine artist, community art worker, art critic, ceramicist, textile artist, occupational
therapist, illustrator, film animator, picture editor, jewellery designer, mural artist, and many more just look
in the job sections of the newspapers under creative and media.
Aptitudes Needed
It is essential that you have a keen interest in art and design. You will have to be prepared to complete a
minimum of 1-2 hours homework every week. You will need to be organized and at times work
independently. You must be prepared to take risks and work outside your comfort zone in order to
progress. You should also be able to evaluate your own work and the work of others, learning from
achievements and mistakes.
Course Outline
The course is in two parts. Unit 1-60% will be a portfolio of your art and design work. All the work you do
will count towards your final grade. The portfolio will comprise of several projects. Initially these projects will
be very prescriptive then as you become a more independent learner; you will be given freedom to choose
your themes and media.
You will start the course in year 10 with a project based on natural forms; you will be able to develop your
art and design work to a final outcome. At the end of year 10 you will complete an exam project where you
are given the choice of theme and media, you will have several weeks to prepare for a final artwork, which
you complete in a five hour exam; this project will also include a visit to a Gallery such as the Tate in London
In year 11 you will complete a mock exam project again choosing your theme from the previous year’s exam
paper and working in a variety of media.
Finally you will complete Unit 2-the practical externally set exam, worth 40% of the grade. In the exam you
are given themes to choose from and several weeks to prepare and explore ideas for the making of a final
artwork in a 10 hour practical exam (over 2 days).
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Assessment - % Controlled Assessment – format of exams
Type of Assessment
Unit 1
Portfolio 60% of the grade
Details of Assessment
Assessment will be ongoing with weekly homework tasks and interim and
final grades given for each project. Self assessment, peer group marking
and teacher assessment will be used. There will also be ongoing,
intermittent one to one tutorials.
Exam board marking criteria will be used at all times.
Unit 2
Externally Set Exam
40% of the grade
The same criteria are used as for the portfolio. Teachers advise and
assess work until the final 10 hour exam where students must work
unaided.
The final exam assessment will be done by staff and moderated by the
exam board.
Additional Equipment/ Trips (and costs)
There will be a gallery visit in year 10, where costs will be kept to a minimum for a day trip.
The basic equipment and materials for art are provided at school. However for homework and extended
coursework it would be advisable to have the following:
Basic requirements
1. Drawing pencils including 2b
2. A sketch pad / paper for each terms project (provided by school)
3. Basic water based paints – watercolour set
4. Two brushes, medium and small
5. Eraser / putty rubber
6. Set of coloured pencils.
7. Glue
8. Scissors
9. A3 plastic portfolios (can be purchased from Student Services)
Suggested extras
1. Set of acrylic paint
2. Watercolour pencils
3. Oil pastels
4. Chalk pastels
5. Coloured inks
6. Water based black fine liner pen
7. Digital camera
8. Memory stick
A small copy of ‘The Art Book’ or ‘The 20th Century Art book’
School Contact
Acting Subject Leader: Ms H Driver
Email: hannah.driver@gillotts.oxon.sch.uk
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Subject:
Business studies
Why study Business studies?
 What makes Richard Branson a successful businessman?
 How does Tesco make sure it is the most popular supermarket?
 How did e-bay become so successful?
 How do phone companies provide video & TV on their phones?
 Why is China making and selling so many of the things we buy?
An understanding of how business works will help you to make sense of the world you live in. It also
provides you with skills regardless of the path you choose for the future. You might be interested in setting
up your own business one day or in working for a large company and want to know how they work. Or you
simply have an enquiring mind and want to know what makes a great entrepreneur. If this is the case, then
this is the course for you.
Possible Careers
This course will help you in higher and further education courses. It will also be helpful in careers such as
accountancy, law, marketing, leisure and tourism or management.
Aptitudes Needed
This course is both active and enjoyable. You need to be good at communicating and explaining your ideas
and not afraid of learning new things and working with numbers to solve business problems. You will learn
how to be a creative thinker and how to make decisions. What’s more you will also learn about the world
of business through research and investigation, as well as through practical tasks.
Course Outline
The Business studies GCSE course consists of three units.
Unit 1 – Introduction to Small Business
 Spotting a business opportunity
 Showing enterprise
 Putting a business idea into practice
 Making the start up effective
 Understanding the economic content
Unit 2 – Investigating a Small Business
 This is a controlled assessment in which students will use the content from Unit 1 to research,
analyse and evaluate a task on enterprise issues. The tasks which are changed annually will be one
choice out of a possible five.
Unit 3 – Building a Business
 Marketing
 Meeting customer needs
 Effective financial management
 Effective people management
 The wider world affecting business
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Assessment - % Controlled Assignment – format of exams
Type of Assessment
Controlled Assignment (25%)
Exam 1 (25%)
Exam 2 (50%)
Details of Assessment
Choice of one task out of five, tasks are changed annually.
Six hours for research, three hours for write-up. Taken in Term 1 of Year
11
This is a 45 minute multiple choice exam based on testing the students
knowledge of key terms and basic business studies concepts. This exam
will be taken at the end of Year 11 usually in Term 5 (May).
This is a written exam of 1 hour and 30minutes with the primary focus of
developing student written answers. Student will need to use connective
phrases to make analytical conclusions about key business issues. This
exam will be taken at the end of Year 11 usually in June.
Additional Equipment/ Trips (and costs)
No additional equipment will be required.
There will be several trips planned over the two-year course. These will be dependent on subject content,
venue availability, cost and student interest. Suitable trips may include Thorpe Park and Cadbury World
where students will look at a range of aspects surrounding each individual business model.
School Contact
Subject Leader: Mr A Thomas
Email: allan.thomas@gillotts.oxon.sch.uk
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Subject:
Computing
Why study Computing?
 The course will give learners a real, in-depth understanding of how computer technology works.
 The course provides excellent preparation higher study and employment in the field of computer
science.
 The course will develop critical thinking, analysis and problem-solving skills through the study of
computer programming.
The course will give students a real, in-depth understanding of how computer technology works. Students
will no doubt be familiar with the use of computers and other related technology from their other subjects
and elsewhere. However, the course will give them an insight into what goes on ‘behind the scenes’, including
computer programming, which many find absorbing. The course provides excellent preparation for higher
study and employment in the field of computer science. The increasing importance of information
technologies means there will be a growing demand for professionals who are qualified in this area. Students
who’ve taken a GCSE in Computing and who then progress to study the subject at A Level or university will
have an advantage over their colleagues, who are picking up the subject at these levels for the first time. The
course will develop critical thinking, analysis and problem solving skills through the study of computer
programming. For many learners, it’ll be a fun and extremely interesting, way to develop these skills, which
can be transferred to other subjects and even applied in day-today life.
This is a new GCSE option run by the OCR exam board, now in its third year. It has been introduced in
Gillotts as a result, of, a loud and clear demand from the student body to offer a computing course. So if you
are planning to study computing at college or are fascinated in this area this could be the course for you.
Possible Careers
Skilled computer programmers are very much sought, after by all types of employers. The course will make
an excellent preparation for those who want to study or work in areas that rely on these skills, especially
where they are applied to technical problems. These areas are many and include engineering, financial and
resource management, science and medicine.
Aptitudes Needed
This course is both active and enjoyable. You need to be good at communicating and explaining your ideas
and not afraid of learning new things and of working with computer code. However, it is not just about
computer programming it covers a much wider breadth of computer science. As such you must be good at
English and Mathematics and have a logical approach to learning and problem solving.
We feel that the computing GCSE course is appropriate for students who will achieve a high level 6 or better
in mathematics by the end of Key Stage 3.
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Course Outline
The GCSE Computing course consists of three units:
Unit One: Computer systems and programming
This unit covers the body of knowledge about computer systems on which the examination will be based.
Unit Two: Practical investigation
An investigative computing task, chosen from a list provided by OCR, which assesses the following:
- research,
- technical understanding,
- analysis of a problem,
- historical perspective,
- use of technical writing skills,
- recommendations
- evaluation
Unit Three: Programming project
Learners will need to:




Understand standard programming techniques
Be able to design a coded solution to a problem including:
- Develop suitable algorithms
- Design suitable input and output formats
- Identify suitable variables and structures
- Identify test procedures.
Create a coded solution fully annotating the developed code to explain its function
Test their solution:
- To show functionality
- To show how it matches the design criteria
- Identifying successes and any limitations.
Assessment - % Controlled Assessment – format of exams
Type of Assessment
Exam 40%
Details of Assessment
Unit 1
You will take a written paper lasting 1 hour 30 minutes and worth 80
marks. This will provide 40% of your overall marks.
Controlled Assessment 30%
Unit 2
Controlled Assessment 30%
This is a controlled assessment Investigative task. OCR will provide a set
scenario with a choice of research tasks and is worth 45 marks.
Unit 3
This is a controlled assessment programming task where you will design,
develop and test a solution to a problem within the OCR-set scenario and
is worth 45 marks.
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Additional Equipment/ Trips (and costs)
No additional equipment will be required.
School Contact
Subject Leader: Mr A Thomas
Email: allan.thomas@gillotts.oxon.sch.uk
Entry Requirement
This course requires a high level of numeracy to support the computer programming elements. Students
who would like to opt for computing need to achieve a high level 6 or better in maths at the end of Key
Stage 3. You will also need to get your option form signed by Mr Thomas.
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Subject:
Dance
Why study Dance?
It is an opportunity to be creative and imaginative in a practical way. You study a variety of dance styles and
professional works. You have the chance to see live performances as well as perform yourself. You also learn
how to improve and develop your own skills and choreography as well as learning how to be a healthy
dancer. The work includes learning set technical studies and choreographing your own pieces using a variety
of starting points. There are opportunities to work in groups sharing ideas and work individually to really
challenge yourself.
Possible Careers
Dance teacher; professional dancer; performing arts career; dance movement; therapy; dance/performing arts
administrator.
Aptitudes Needed
You need to be enthusiastic about dance and a willingness to learn and develop your ideas. You need to be
prepared to work independently in your own time as well as that in class and at lunch times. You don’t need
to have studied dance out of school but you do need to have an interest in it. You also need to be
committed to doing practical activity every lesson and organised enough to remember your kit and exercise
book every lesson.
Course Outline
You will cover 4 professional works studying their dance style, costume, lighting, set design and
accompaniment. These works will be used to develop performance skills and choreography skills. You will
learn the main principles of dance and choreographic devices required to compose an exciting and interesting
piece of work using a range of styles and stimuli. You will be involved in performances for school shows and
displays. You will also cover the theoretical side of dance and learn how to apply this to the practical aspects.
We have recently introduced the level 1 award in dance leadership. This is a practical qualification and will
develop your leadership skills in dance. Students will be given the opportunity to lead small groups of
younger students in dance. The course will be taught throughout year 10 as part of the dance GCSE.
Assessment - % Controlled Assessment – format of exams
Type of Assessment
Controlled Assessment
Exams
Exam Moderation
Details of Assessment
Choreography = 40% (Solo = 15% and another solo or group = 25%)
Performance of Set Technical Study = 20%
Performance in Duo/Group = 20%
JSLA Dance Level 1.
Written Exam = 20%
Choreography = 40% (Solo = 15% and another solo or group = 25%)
Performance of Set Technical Study = 20%
Performance in Duo/Group = 20%
Additional Equipment/ Trips (and costs)
None, but must have correct dance kit of leotard and leggings
School Contact
Teacher i/c: Ms S Cronin
Email: sophie.cronin@gillotts.oxon.sch.uk
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Subject:
Drama
Why study Drama?
GCSE Drama is an exciting, creative and challenging course. Students learn to:




work imaginatively and creatively in collaborative contexts, generating, developing and communicating
ideas;
reflect on and evaluate their own work and the work of others;
develop and demonstrate competence in a range of practical, creative and performance skills;
engage actively in the process of dramatic study in order to develop as effective and independent
learners and as critical and reflective thinkers with enquiring minds.
During the course, students have the opportunity to interpret and perform various productions from
scripted plays. They also create their own devised pieces of drama, one of which will be performed to a
specific audience.
A Drama GCSE qualification can support students on a journey to many exciting careers. It is a good option
for anyone who will have to present to an audience as part of their career since the course builds students’
confidence and improves their clarity when addressing others.
Possible Careers
Actor, director, producer, stage manager, writer, journalist, translator, presenter, lawyer, set design, costume
design, curator, entertainer, sales, camera person, researcher, architect, animator, publisher, teacher,
choreographer, coach, lecturer, theatre manger, buyer, broadcaster, public relations officer, editor,
developer, designer, and the list goes on.
Aptitudes Needed
An enthusiasm for drama and the ability to commit to lunchtime and after school rehearsals.
Dedication to your group and piece.
Course Outline
Year 10
Basic Skills;
Scripted performance;
Theatre in Education performance.
Year 11
Devised Thematic;
Scripted performance 2. (In front of an external moderator)
In addition to the above, the written exam which is worth 40% will also be taken. The exam is a reflection of
work seen and work done so students are asked to keep a working diary of their lessons.
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Assessment - % Controlled Assessment – format of exams
Type of Assessment
Details of Assessment
Controlled Assessment (60%) Practical work.
Scripted and unscripted performances.
NO WRITTEN CONTROLLED ASSESSMENT.
Exams (40%)
A and either B or C
A – Writing about a production you were involved with.
B – Writing about a scripted piece.
C – Writing about a live production you have seen.
Additional Equipment/ Trips (and costs)
Theatre trip in Y10 and Y11 (£30 approx)
School Contact
Teacher i/c: Mrs C Alder
Email: charlotte.alder@gillotts.oxon.sch.uk
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Subject:
Food Technology
Why study Food Technology?
The course is project based, using practical work as the basis for learning. You will improve your basics skills
including cakes, pastry, sauces, menu planning and gain a fuller understanding of nutrition. You will also
develop new, more advanced practical skills and will be able to enter the annual Young Chefs competition.
Possible Careers
Success in the Food GCSE can lead many careers in catering, hospitality, food science, working in the retail
industry testing and purchasing at huge quantities ……a range of careers is possible.
Aptitudes Needed
A love of food and willingness to experiment with recipes; organisational skills; willingness to work hard on a
range of practical tasks and design work. Keen to have a go at new skills and try out ideas; working to
achievable targets. And also wanting to do well!!
Course Outline
Who should do this course?
Do you enjoy investigating food; problem solving; designing food for the future; making; testing and tasting
recipes? If you have said yes to any of the above – then Food is for you.
What will you study?
GCSE Food Technology covers a wide range of topics, including special diets, sports nutrition, multi-cultural,
celebration and sustainability. Over the two years you will develop a whole range of creative designing and
making skills, learning to cook and understand food.
The skills you will learn in food are transferable and directly linked to GCSE PE and Science this GCSE will
help you with time management and problem solving.
How will you learn it? Is it practical?
Yes! It is very hands-on, learning in a practical way. For example, to learn about larger scale production to
make food products. Year10 focuses mostly on practical skills along with theory work to build your
knowledge. You will also design a range of food products using your knowledge of equipment and processes.
During this year you will start the controlled assessed coursework which takes up about 40 hours over two
years, so not much pressure. The course is not controlled assessment intensive. We will teach you to work
effectively and to produce what is needed to help you achieve your target.
Assessment - % Controlled Assessment – format of exams
Type of Assessment
Controlled Assessment (60%)
Exams (40%)
Details of Assessment
Exam Board Edexcel.
Coursework accounts for 60% of your GCSE grade but not 60% of
the course lessons. This is a design and make project that consists of
a folder containing your design work and a products you make. This is
aimed to be a rewarding and enjoyable course.
Written paper externally marked.
Additional Equipment/ Trips (and costs)
Students are expected to provide their own ingredients for all their food product recipes (the cost will
therefore vary with the nature of the materials chosen)
School Contact
Teacher i/c: Mr R Rea
Email: richey.rea@gillotts.oxon.sch.uk
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Subject:
Geography
Why study Geography?
GCSE geography is topical and relevant involving a wide range of skills and concepts.
Geography provides you with the opportunities to:





find out more about the challenges and opportunities the world offers, and how to get involved?
investigate issues of sustainability - will the earth’s resources be able to provide for the world’s population in the
future?
explore the way different landscapes developed and the great natural forces involved.
learn more about natural processes and how people shape the planet on which we live.
understand the way today’s global industries are influenced by geography.
Possible Careers
As a result of the broad spectrum of skills you gain while studying geography there is a wide range of career
options available to you which could include:
Economic developer, location analyst, eco-tourism advisor, media researcher, cartographer, GIS specialist,
remote sensing analyst, planner, estate agent, social worker, air-worker, diplomat, charity co-ordinator, flood
prevention officer, weather presenter, hydrologist, coastal manager, conservation officer, pollution analyst,
forestry ranger and estate manager.
Aptitudes Needed
 Good communication skills
 Ability to work independently and as part of a team
 Conscientious
 Good at problem solving and decision making
Course Outline
AQA Specification A 4032
Unit 1: Physical geography – 1 hour 30 mins – 75 marks – 37.5%
Section A
 The restless earth
 Rocks, resources and scenery
 Challenge of weather and climate
 Living world
Section B
 Water on the land
 Ice on the land
 The coastal zone
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Candidates answer three questions, one from section A and one from section B plus free choice of one
other
Unit 2: Human geography – 1 hour 30 mins – 75 marks – 37.5%
Section A
 Population change
 Changing urban environments
 Changing rural environments
Section B
 The development gap
 Globalisation
 Tourism
Candidates answer three questions, one from section A and one from section B plus free choice of one
other
Unit 3: Local Fieldwork Investigation – Controlled assessment – 60 marks – 25%
The geography department will select a task from a choice of 11 provided by AQA. Candidates will work
under the direct supervision of a teacher at all times, with the exception of research involving primary and/or
secondary data collection.
Assessment - % Controlled Assessment – format of exams
Type of Assessment
Controlled Assessment (25%)
Details of Assessment
The controlled assessment will be submitted at the end of year 10 or 11
depending on the topics available for that year.
Exams (75%)
Students will take the Unit 1 and Unit 2 exams at the end of year 11.
Additional Equipment/ Trips (and costs)
Potential voluntary contribution to be requested of up to £350-00 for the whole course for fieldtrips.
AQA Geography A GCSE New Edition by Judith Canavan, Alison Rae and Simon Ross. Publishers Nelson
Thornes ISBN – 978-1-4085-1708-6
School Contact
Subject Leader: Miss K Stepney
Email: katie.stepney@gillotts.oxon.sch.uk
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Subject:
History
Why study History?
Do you want to understand how the past has created the world we live in today? Do you want to improve
your thinking skills? Do you want to be able to analyse, evaluate and reach conclusions? Then history is for
you.
Possible Careers
History focuses on analytical skills and therefore is ideal preparation for a number of careers such as Law,
Teaching, Accountancy, Management, economics, psychology, Politics and many more. Universities and
colleges highly respect history as an academic subject.
Aptitudes Needed
History students need to be dedicated to the pursuit of knowledge, read widely and take an interest in
current affairs. Good English skills will be of obvious benefit whilst completing coursework, as would basic
ICT skills.
Course Outline
 Over the course you will study events that have helped shape the twentieth century world. These
include world conflicts, development of democracies and dictatorships, and the Cold War.

You will gain an overview of America from the “booming twenties” and gangsters to the golden era of
the 1950s, ending at the twenty-first century.

You will study the impact of competing political ideologies such as Communism and Fascism and
explore human perseverance within the American Civil Rights movement.
Assessment - % Controlled Assessment – format of exams
Exam Board: WJEC
Type of Assessment
Controlled Assessment (25%)
Details of Assessment
An investigation into an issue of historical debate or controversy
Exams (75%)
2 depth studies = 50% (combined)
 Russia in Transition 1914-1924
 Germany in Transition 1929-1947
Outline study (25%)
 The development of the USA 1929-2000
Additional Equipment/ Trips
A joint trip with Languages to Berlin takes place in Y11 will be offered to students. This will support students
learning of Germany and the Cold War in general.
School Contact
Subject Leader: Mr P Yeatman
Email: philip.yeatman@gillotts.oxon.sch.uk
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Subject:
Media studies
Why study Media studies?
Because studying the media enables us to:
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

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Explore and criticise aspects of modern culture that dictate how we live our everyday life.
Define how we communicate with each other and think about how this shapes our relationships.
Realise that the media are as big a part of our everyday environment as are trees, rivers, cities and
oceans.
Interpret our world, its values and ideals.
Understand how the media helps us (mis)understand ourselves and others.
Explain how media products are carefully planned, designed and constructed.
Experience the arts as no other age has ever done.
Debate how the media brings us political and ideological messages all the time - yes - all the time.
Find out that the media uses special codes, conventions and language that we need to understand.
Get our own back – the media goes to great length to study us, year 10 is the time to get empowered
and study it back.
Possible Careers
Radio, TV, Film, new technologies, journalism, advertising.
Aptitudes Needed
The course is a mixture of analytical and practical work. You will critically examine the different ways that
media products are put together; the manner in which they represent people, their organisation, control,
finance and the ways in which they target their audiences. You will also make media products of your own,
usually in collaboration with other students. In the past, students have produced music videos, internet
websites, film treatments, radio advertisements and promoted bands. The course is intellectually demanding
and highly structured. Please do not choose this course in the belief that it is all about watching videos!
Written assignments are essential for success on this course.
Course Outline - Examination
Examination
The written exam for GCSE Media studies is a single 1 ½ hour paper. Students are allowed to prepare and
research the exam topic during the course and are then given information about the exam paper three weeks
before the exam itself to allow research and planning.
Course Outline – Controlled Assessment
Controlled Assessment counts for 50% of the final GCSE grade and is divided into the two following areas:
Coursework assignments: At least THREE analytical assignments comprising a short essay and also some
production work. Areas of study are currently: advertising, film, TV drama, the music industry.
Practical Production work: A large media product which demonstrates your accumulated knowledge of
the subject. The Project can be print, computer or film based.
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Assessment - % Controlled Assessment – format of exams
Type of Assessment
Controlled Assessment
Exams
Details of Assessment
3 controlled assessments - 50%
1 exam - 50%
Additional Equipment/ Trips (and costs)
Students will be given opportunities to visit institutions such as Pinewood Studios (Approximate cost per trip
- £20)
School Contact
Teacher i/c : Ms H Waelend
Email: hazel.waeland@gillotts.oxon.sch.uk
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Subject:
Modern Foreign Languages: French, German, Spanish
Why study Modern Foreign Languages?
Languages were vocational long before the word was invented to describe other areas of study!
Top 10 reasons to study a foreign languages:
1. Tomorrow’s World - In most countries it’s the norm to speak another language. In the EU, such
people are well placed to take advantage of the single market. 52.7% of Europeans are fluent in two
languages.
2. Job Opportunities - A language will give you the edge over monolingual applicants. You are a
potential bridge to new customers. 94% of employers think that foreign language skills are important.
3. Other Cultures - Learning a language opens the door into other cultures. 75% of the World’s
population speak no English at all.
4. Better English & Maths - Research shows that learners who have developed analytic and
interpretive abilities through the study of a foreign language, have enhanced levels in English and
Maths.
5. Critical & Creative - Learning a language increases your problem-solving skills, improves memory,
self-discipline and self-esteem.
6. Higher Education - Foreign language skills are a requirement for some degrees. In many fields
(science, medicine, law, politics, journalism…), a reading knowledge of a foreign language is expected.
7. Travel - Language abilities let you see and appreciate things that monolingual visitors cannot.
“The most important trip you may take in life is meeting people halfway” (Henry Boye).
8. Study Abroad Options - All current year 9 students met “Erasmus” students from different parts
of Europe at Gillotts earlier this year: students who are experiencing a new culture and learning a
new language while having a great social life to boot!
9. A Richer Life - Graduates with languages skills earn more than those who do not. But richness in
life is not measured in pounds and pence. Studying a language, learning about different cultures,
engaging with new people all lead to a richer, more fulfilling life.
Possible Careers
Every possible job you can think of can be done better if the person in that line of work has developed
language skills!
From a receptionist in an office block who welcomes foreign clients to a train manager who needs to help
foreign tourists. From a sales person who needs to wine and dine a potential customer to a police officer
who needs to give some directions to a foreign driver. From a soldier who needs to communicate with
foreign soldiers on a joint exercise to…. The list is endless.
Some language learners may end up as translators, interpreters or, dare I say, teachers, but the majority
don’t! Most do the job they are trained to do whether it be an accountant or a zoo-keeper, they just do it
better because they are able to do it using their language skills.
Aptitudes Needed
An open mind, a willingness to “have a go” and an understanding that fluency in a language is not the most
important thing: it’s all about communication!
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Course Outline
The qualification allows scope for students to explore the kind of language that is relevant to them and their
future studies and working lives. In addition to everything that you would normally expect to be included in a
GCSE in French, German or Spanish (personal information, relationships, holidays, school life etc…), the
courses will allow students to develop communication skills in areas such as
 Media & culture
 Sport & leisure
 Travel & tourism
 Business
Speaking and writing make up 60% of the total marks, but there is no longer a stressful end of year 11 “now
or never” speaking exam: a portfolio of speaking evidence will be built up over the course of the two years
and then the best bits will be cherry-picked to be submitted for the final exam. The situation is similar for the
writing element of the course: no stressful end of year 11 exam, but “controlled assessment”.
Assessment - % Controlled Assessment – format of exams
Type of Assessment
Controlled Assessment (60%)
Details of Assessment
Speaking (30%) and writing (30%)
Exams (40%)
Listening (20%) and reading (20%)
Additional Equipment/ Trips (and costs)
An open mind and a willingness to “have a go” are very cheap!
A bi-lingual dictionary is obviously useful and a decent one can be picked up for well under £10.
School Contact
Subject Leader: Mr A Sykes
Email: andrew.sykes@gillotts.oxon.sch.uk
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Subject:
Music
Why study Music?
If you enjoy playing music, enjoy making up your own music or even just really enjoy listening to music then
this could be this course for you. Music GCSE provides you with opportunity to develop each of the skills of
performing, composing and listening through a variety of different mediums. You will have the opportunity to
develop your skills on your chosen instrument and also to explore the world of music technology by using it
to compose your own music. You will study a range of different music ranging from Mozart to Moby,
Bernstein to Buckley and use these pieces to help inspire your own compositions and performances
Possible Careers
Instrumental Performance: Armed Forces Musician, Dance, Rock or Jazz Band, Orchestral Musician
The Recording Industry: Producer, Engineer/Mixer, Studio Arranger, Music Copyist
The TV and Radio Industry: Radio/TV Commercial Musician, Music Researcher, Administrator.
Music Technology Sound and video editor, Technology –based Music Instruction Designer
Music Librarianship College/university or Orchestra Librarian
Vocal Performance: Dance Band/Nightclub vocalist, concert/opera soloist
Conducting: Choir, Orchestra, Opera Conductor
Composing: Film Score Composer, Commercial Jingle Composer, TV Show Composer
Music Therapy: Hospitals, Special Education, nursing Home, Clinic for Disabled Children
Retail: Sheet Music Sales, Instrument Sales, CD Sales
Music Education Early childhood Music Teacher, School Music Teacher.
Aptitudes Needed
Most importantly, an enjoyment of music! Curiosity about how music is put together and a creative interest
in developing musical ideas of your own. Ideally you should have a particular instrumental (or vocal) study
that you wish to offer for performance coursework.
Course Outline
Examination Board: Edexcel
There are 4 Areas of Study:
1. Western Classical Music 1600-1899
2. Music in the 20th Century
3. Popular Music in Context
4. World Music
Each area of study includes 3 set works that will be the subject of the examination in the Listening exam. The
composition coursework will also be inspired by various aspects of each of the set works
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Assessment - % Controlled Assessment – format of exams
Type of Assessment
Performing Music (30%)
Details of Assessment
One solo performance
One ensemble performance
The performance can be given on any instrument including voice. Both
the ensemble and the solo performances can be given on the same or
different instruments.
Composing Music (30%)
2 compositions
A score or written commentary of the composition must be submitted as
well as a recording of the composition on CD.
Each piece must be based on a different Area of Study.
The overall length of both compositions should total between 2 and 4
minutes.
The final recording and score or commentary must be completed in the
centre under teacher supervision (controlled conditions).
Listening to and Appraising
Music (20%): 1 hour
1 hour and 30 minutes Listening Paper
All questions relate to the set works
The paper will be in 2 sections:
Section A: 8 questions in response to listening extracts played in a CD
during the examination
Section B:1 question from 2 optional questions requiring extended
writing
Additional Equipment/ Trips (and costs)
The GCSE Anthology of Set works: £18.00
The students’ own music for Solo and Ensemble Performance
Students must have their own instruments
School Contact
Subject Leader: Miss C Richards
Email: celia.richards@gillotts.oxon.sch.uk
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Subject:
PE
Why study PE at GCSE?
Physical exercise is an important part of a healthy lifestyle. It is a growing area and can lead to
careers in:
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
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Leisure Industry
Teaching
Coaching/instructing
Physiotherapy
Possible Careers
 Leisure Industry
 Teaching
 Coaching/instructing
 Physiotherapy
Aptitudes Needed
An enthusiastic approach towards all sports with a willingness to learn and improve your own ability and skill
level. You need to be organised and bring the correct kit for every lesson and complete all the homework
set. You need to have a sound level of sporting ability in most sports and be able to play in at least one
school team.
Course Outline
GCSE PE requires you to work hard academically as well as practically.
The written paper covers three main areas, all of which help you to understand how the body reacts to
physical activity:
Section 1.1= Healthy Active Lifestyles
Section 1.2 = Your Healthy Active Body
These areas are examined in a theoretical paper at the end of Year 11. There is considerable academic
content within the course and regular homework will be set.
The practical skills component allows us to assess you in the practical and theoretical aspects of physical
activities. You will study a range of physical activities and this is considered as the controlled assessment
component of the course. You will be graded in all sports and at the end of year 11 you will be moderated
in your best four which is chosen by the department. You can also be assessed as a performer, referee and
coach in one area as part of your final grade. All of the practical skills percentage of 60% is awarded during
an external moderation day. Students will also be expected to complete a 6-week training schedule (PEP)
done under controlled assessment conditions in year 11 and complete an analysis of performance
moderation on their strongest sport. This is worth 12% of their practical grade.
Students who have failed to participate practically, on a regular basis, throughout KS3 PE lessons, must realise
that this is essentially a practically based course. At times you will be required to take part practically for up
to six hours per timetable cycle.
Students will be able to gain a Junior Sports Leader Award during Year 10.
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Assessment - % Controlled Assessment – format of exams
Exam and coursework information
1 x one hour 30 minutes final exam paper
The scheme of assessment
The assessment of the course is split up into two areas:
Paper 1 - written paper 40%
Paper 2 - practical skills 60% (12 % of which is analysis)
Junior Sports Leader Award
Course requirements
 Training schedules
 Practical participation with enthusiasm
Type of Assessment
Controlled Assessment
Details of Assessment
PEP and Analysis of performance = 12%
External moderation in chosen 4 sports = 48%
Exams
Theory paper consisting of multiple choice and short answer questions =
1hour 30 minutes.
Additional Equipment/ Trips (and costs)
Only an enthusiasm to participate for the practical aspects and an interest in the theoretical side of PE.
Revision guide and work book £3.00 each.
School Contact
Subject Leader: Miss H Rogers
Email: hayley.rogers@gillotts.oxon.sch.uk
49
Subject:
Resistant Materials
Why study Resistant Materials?
For the foreseeable future the some of the best career opportunities may lie in the engineering, and
technology sectors. Other post-university academic careers could be limited until the economy recovers. It is
vital for the recovery that these sectors secure the talents of young people equipped with the knowledge,
practical problems solving capabilities and transferable skills essential to deal with the challenges. The rewards
will be there for those that commit to careers in these sectors. Resistant Materials offers exciting
opportunities to develop your skills and talents. You will gain from a wide use of practical work as the centre
of your learning with links to maths, science, business and computing with some experience of robotics. This
opportunity enhances your career potential in sectors where your talents will be welcome and rewarded.
Possible Post 16 Routes
Success in Resistant Materials helps you to go study it at A-level and then degree Level. This can also be a
route to engineering at university or direct into an engineering company leading to wider career
opportunities.
Aptitudes Needed
Ability to work hard on a range of practical learning experiences as well as designing.
Willingness to try new skills and ideas and taking risks.
Organisational skills and working to achievable targets is also important but an enthusiasm to be creative is
uppermost.
An understanding that the course involves significant amounts of non-practical activity.
Course Outline
What will you study?
Designing and manufacturing processes, product evaluation, social and moral issues, environmental issues.
What skills will you learn?
The design and manufacturing skills needed to create 3D products using a range of materials. Using specialist
tools, equipment and computer software for CAD/CAM manufacturing.
How will you learn it? Is it practical?
It is very hands-on, learning in a practical way. For example, to learn about batch production you will work in
teams to make a batch of products. However, be warned that the activities are not all practical. You will be
Expected to keep knowledge records and write up your manufacturing work.
Assessment - % Controlled Assignment – format of exams
Type of Assessment
Controlled
Assessment(60%)
Exams (40%)
Details of Assessment
Exam Board: EDEXCEL. The GCSE includes controlled assessment that
represents 60% of the grade [but not 60% of the course] and is a design
and make project comprising a folder and a 3D product. Your work will be in
more depth with a more advanced product, using more equipment with more
time to practise and improve.
In Year 11 you sit the exam; it accounts for 40% of your grade. The exam
covers design, manufacturing, materials and manufacture, ICT and social
issues.
School Contact
Teacher i/c: Mr K McDonald
Email: karl.mcdonald@gillotts.oxon.sch.uk
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Subject:
Science - Separate Sciences
Why study separate sciences?
The separate sciences course provides thorough preparation for further studies in science, including A-levels
and the International Baccalaureate.
Extra topics are covered on the separate sciences course, which is a help to students who are certain they
wish to pursue further education in Sciences.
Many careers require GCSE science, and students may find that the separate science course puts them in a
great position to pursue these careers successfully. Examples of these careers include: medicine; veterinary
practice and nursing; engineering; pharmaceuticals; physiotherapy; sports science; nursing; marine biology;
geology; and surveying.
Studying the separate science course, as with many scientific qualifications, provides students with a variety of
skills that can be applied to many areas of work, such as analysing and problem solving.
Possible Careers
Medicine; veterinary practice and nursing; engineering; pharmaceuticals; physiotherapy; sports science;
nursing; marine biology; geology; and surveying.
Aptitudes Needed
On the separate sciences course students take three GCSEs, one in each of the sciences: biology, chemistry
and physics. They gain a separate GCSE grade for each of these three sciences at the end of year 11. This
differs from the other science courses where students gain 2 science GCSEs. Students who really enjoy
science and find it interesting and motivating, often choose to take the separate sciences course at GCSE.
There is an expectation that students who will follow this course will have achieved a high level 6 or above at
the end of key stage 3 in science. Students seeking to opt for the separate science course will need to get Ms
Sadler’s signature on their option form to confirm that she believes they have the potential to be successful
in this course.
Course Outline
Each course is broken into 6 small modules and one final longer module.
Biology:
Module B1: You and your genes
Module B2: Keeping healthy
Module B3: Life on Earth
Module B4: The processes of life
Module B5: Growth and development
Module B6: Brain and mind
Module B7: Further Biology
Chemistry:
Module C1: Air quality
Module C2: Material choices
Module C3: Chemicals and our lives
Module C4: Chemical patterns
Module C5: Chemicals of natural environment
Module C6: Chemical synthesis
Module C7: Further Chemistry
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Physics:
Module P1:
Module P2:
Module P3:
Module P4:
Module P5:
Module P6:
Module P7:
The Earth in the Universe
Radiation and life
Sustainable energy
Explaining motion
Electric circuits
Radioactive materials
Further physics - studying the Universe
Assessment - % Controlled Assessment – format of exams
Type of Assessment
Controlled Assessment (25%)
Exams (75%)
Details of Assessment
A quarter of the final grade will be assessed in school in the form of a
practical investigation assessed under 8 strands.
Currently there will be a three 60 minute exam for each science in June
of Year 11. Each exam will constitute one quarter of the final grade for
that subject.
Additional Equipment/ Trips (and costs)
We envisage students will require one revision pack for each of the 3 GCSEs, approximately £7.00 for each
guide. The packs consist of a revision guide, a revision workbook and an answer book. The revision packs are
available from Student Services.
The Science Department aims to offer an opportunity to extend learning beyond the classroom at least once
for each GCSE, and these trips may incur a small additional cost (£10-20 per trip).
School Contact
Subject Leader: Ms L Sadler
Email: louise.sadler@gillotts.oxon.sch.uk
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Subject:
Sociology
Why study Sociology?
Sociology is the study of society and the world around us. It is a fascinating and stimulating examination of
how society, and the individuals and groups within it, function. Sociology is an academic subject and whilst
debate and discussion plays a large part in the course it is a subject that will require essay writing and some
creative thinking!! Students will reflect on their own experience of the social world in which they live. The
content of the course is very relevant to young people with use of material and teaching resources ranging
from TV and film clips to National Statistics websites. Students will be expected to come in with open minds
ready to be transformed into budding sociologists!
Possible Careers
Sociology opens many doors…police, social work, teaching, public service, criminology, psychology,
counselling and the health service to name but a few. Sociology is an ideal GCSE to take in preparation for
AS levels and higher education.
Aptitudes Needed
An open mind, an ability to listen to others and to question everything! It is important to know that
sociology is not just about discussion work and is an academic subject that does require serious note-taking
in class and essay style exam practice and response.
Course Outline
Sociology GCSE incorporates a range of teaching methods, including formally taught elements and student
centred activities. There is no coursework. The final grade will be judged on two exam papers both lasting
one and a half hours. All modules taught on the course will be examined.
The topics to be covered will include:
 Studying Society
 Education
 Family
 Crime and Deviance
 Media
 Power
 Social Inequality
Assessment - % Controlled Assessment – format of exams
The Course is 100% exam. There is no coursework or controlled assessments.
Type of Assessment
2 Written Exams
(1h 30mins each)
Details of Assessment
Each student will be required to sit 2 written exams at the end of year 11.
Additional Equipment/ Trips (and costs)
Students are required to access a newspaper on a regular basis. The course requires students to keep up to
date with current affairs by watching television news programmes and topical documentaries. Student ideally
will need access to the internet. At this point a trip is likely in year 10 although is as yet unconfirmed.
School Contact
Subject Leader: Mr P Yeatman
Email: philip.yeatman@gillotts.oxon.sch.uk
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Non GCSE Options
54
Vocational Courses at Gillotts
(One GCSE option)
55
Subject:
Vocational Courses at Gillotts
Vocational Course at Gillotts (BTEC L2 Art and Design) and (BTEC Children’s Play, Learning
& Development)
BTEC qualifications are all equivalent to GCSEs. They are designed to provide students with an insight into a
broad range of vocational areas, allowing them flexible progression routes to move on to advanced level
courses, training or employment.
Vocational courses provide students with the opportunity to explore the world of work in a distinctive and
innovative way. Their objectives are to develop knowledge, understanding and skills relevant to a vocational
area and sharpen research, creative and entrepreneurial skills.
The BTEC art & design course and BTEC Children’s Play, Learning & Development course will both take
place at Gillotts School. They will each take up one of you option choices. You can only select one of these
courses.
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Subject:
BTEC Level 1/Level 2 First Award in Art and Design
Why study the BTEC Level 1/Level 2 First Award in Art and Design?
Because you enjoy Art and Design and want to develop and explore ideas and practical work in this area.
You will develop a range of skills and abilities that will help you mature as an imaginative learner and find your
own creative direction. The skills you will acquire will equip you for further studies or the challenging world
of work where inventive and resourceful people stand a better chance of employment.
You will gain experience of the way the visual world functions in society, through working with real
organisations and applying your Art and Design to actual briefs and scenarios. This understanding and
experience will make you attractive to employers and give you a good insight into which career direction you
could follow.
Possible Careers
Careers are not limited to specifically art and design jobs. The lateral thinking that goes with your creative
background could see you move into areas in which you have not specialised, but where there is a need for a
creative problem solver. Here is a taste of some of the careers:
In the art world
Working artist
Gallery assistant
Gallery curator
Artist in residence
Art therapist
Art tutor lecturer or teacher
Artist agent
Auction house valuer
Art restoration technician
Art acquisition / purchaser
Gallery explainer
Art education officer
Community artist
Mural artist
Framing and presentation of art
Art centre executive
In the world of design
Graphic designer
Product designer
Interior designer
Textile designer
Fashion designer
Shoe, Hat and Jewellery
designer
Costume designer
Special effects designer
Theatre set designer
Stained glass designer
Landscape architect
Garden designer
In the wider creative industries
Film model maker
Web designer
Picture editor
Copywriter
Window dresser
Professional photographer
Photographers assistant
Promotional event organiser
Interior decorator
Fashion colourist
Beauty and fashion stylist
Film maker
Photo journalist
Media advisor
Fashion correspondent
Aptitudes Needed
A keen interest in Art and Design and an ability to be open to exciting explorations of ideas, media and
processes.
Course Outline
The Edexcel BTEC Level 1/Level 2 First Award in Art and Design is taught over
120 guided learning hours (GLH). It has core and optional specialist units.
Learners must complete the two core units, and a choice of optional units to reach
a total of 120 GLH.
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Unit
number
1
2
3
4
5
6
Core units
GLH
Introduction to Specialist Pathways in Art and Design
Creative Project in Art and Design External
Optional Units
Investigating Contextual References in Art & Design
Communicating Ideas in 2D
Communicating Ideas in 3D
Developing an Art & Design Portfolio
30
30
Assessment
method
Internal
External
30
30
30
30
Internal
Internal
Internal
Internal
Assessment
All assessment is criterion referenced, based on the achievement of all the specified learning aims.
Each unit within the qualification has specified assessment and grading criteria which are to be used for grading
purposes. A summative unit grade can be awarded at pass, merit or distinction:
To achieve a ‘pass’ a learner must have satisfied all the pass assessment criteria
To achieve a ‘merit’ a learner must additionally have satisfied all the merit grading criteria
To achieve a ‘distinction’ a learner must additionally have satisfied all the grading distinction criteria.
Additional Equipment/Trips (and costs)
The course will include opportunities to visit Art and Design works in the environment they were made for,
this can include a range of places from galleries to sculpture parks and museums.
Art materials and equipment will be provided for school work, but basic art materials will be needed at home
for extended activities and homework (see GCSE Art and Design materials list).
School Contact
Subject Leader: Ms H Driver
Email: hannah.driver@gillotts.oxon.sch.uk
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Subject:
BTEC Leve1/Level 2 First Award in Children’s Play, Learning & Development
Why study the BTEC First Award in Children’s Play, Learning and Development
BTECs are vocational based courses which help you prepare for the world of work. This course can act as a
direct route into employment in the children’s play/care sector but can also provide a stepping stone onto
children’s play/care related Level 3 courses and beyond.
There are lots of jobs involving young children and a BTEC in Children’s Play, Learning and Development
would be an excellent qualification to offer. If you had thought of becoming a nurse, working with early year’s
children or in a nursery this could be the course for you. It will also be of interest to students who have
simply found that they are good with small children and want to find out more about them in order to
understand them better.
It will support progression onto other level 2 vocational qualifications or onto level 3 vocational qualifications
such as the BTEC Level 3 Nationals in Children’s Play, Learning and Development or the BTEC Level 3
Nationals in Health and Social Care. It could also support progression onto apprenticeships within the early
years and health & social care sectors.
This is a module based course which is assessed through a combination of external assessment (60 minute
exam) and building up a portfolio of evidence over the two years. The final qualification is equivalent to one
GCSE grade (A*-C).
It is a very interesting, interactive and challenging course which gives you the opportunity to study a child and
possibly do work experience in this field too.
As it is a single option it will take up one of your option choices.
Possible Careers
Nursery care, children’s play, learning support, teaching [with other qualifications], nursing.
Aptitudes Needed
Ability to cope with a rigorous course of study; organisational skills; being able to work to targets; good
literacy and written skills; interested in young children.
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Course Outline
The course includes two core units (30 GLH each) and one mandatory specialist unit (60GLH).
Unit 1: Patterns of Child Development (30GLH)
- Growth and development of children
- Characteristics of children’s development (0-8 years)
- How adults in early years settings can support children’s development
Unit 2: Promoting Children’s Development Through Play (30 GLH)
- How play promotes children’s development in early years settings
- How different play opportunities promote children’s development
- How play is structured in early years settings to promote children’s development
Unit 3: The Principles of Early Years Practice (60 GLH)
- The importance of inclusive practice in early years
- Explore ways in which early years settings implement inclusive practice
- How children are empowered in early years settings
- The importance of the key person approach in supporting children’s development
It is likely that you will spend at least part of your course on work experience in early years establishments
(e.g. nurseries, primary schools). This will take place within the normal school day.
Assessment
Type of Assessment
Unit 1: Patterns of Child Development
Unit 2: : Promoting Children’s Development
Through Play
Unit 3: The Principles of Early Years Practice
Details of Assessment
External (60 minute exam)
Internal (portfolio of work)
Internal (portfolio of work)
Additional Equipment/Trips (and costs)
You will be helped to find your placements (if used) by the school. You may need to arrange transport if the
placement is not within walking distance of the school.
School Contact
Teacher i/c: Mrs P McBain
Email: patricia.mcbain@gillotts.oxon.sch.uk
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Vocational course
at Henley College
(Two GCSE options)
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Subject:
Vocational Course at Henley College
Vocational Courses at Henley College (BTEC L2 Engineering)
BTEC qualifications are all equivalent to GCSEs. They are designed to provide students with an insight into a
broad range of vocational areas, allowing them flexible progression routes to move on to advanced level
courses, training or employment.
Vocational courses provide students with the opportunity to explore the world of work in a distinctive and
innovative way. Their objectives are to develop knowledge, understanding and skills relevant to a vocational
area and sharpen research, creative and entrepreneurial skills.
The BTEC engineering course will take place for half a day each week (8.45am-12.15pm) each week and all
the teaching will take place at Henley College.
Why study Engineering?
Engineering is a well respected profession. It is well paid, and with skills in Science, Technology, Engineering
and Mathematics (STEM) in short supply, there are plenty of career opportunities available.
You will learn to harness your creativity and to design new products. You will gain experience in the
understanding and use of engineering information.
You will build your confidence in making decisions and learn to work in teams as well as on your own.
This course allows you to develop your practical skills through the manufacture of workshop tools and
equipment using both manual and automatic methods in a well equipped workshop.
Although this course is manufacturing-based the skills you learn are very transferable and give a good
grounding to enter any discipline of engineering.
Possible Careers
If you are considering a career that requires a practical approach, creativity, problem solving or design then
this course would be an excellent introduction.
Possible career areas include:
Mechanical Engineering, Electrical Engineering, Motor Sport, Marine Engineering, Civil Engineering or Armed
Forces.
Aptitudes Needed
You must have a keen interest in practical work and enjoy working in a workshop environment where you
will be making many interesting products. You will be expected to follow strict Health and Safety rules and
regulations when working in the workshop to ensure you and your fellow workers remain safe. You will
explore several drawing/sketching techniques as well as Computer Aided Drawing and you will need to be a
confident mathematician.
Our expectation is that you will be aiming for level 5 or above in mathematics by the end of
year 9.
You will develop your understanding of engineering information and how this can be applied to your work.
You must be committed to the course and complete 1-2 hours of homework each week. This course
requires you to work independently outside of the college and manage you time to complete coursework to
the highest standard.
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Course Outline
The engineering course involves studying for a BTEC Level 2. This is equivalent to a single GCSE (A*-C). You
will complete the following units over the 2 years
 The engineered world (externally assessed)
 Investigating and engineered product
 Interpreting and using engineering information (externally assessed)
 Mathematics for engineering
 Machining techniques
 Engineering design
Please note: In addition to your time studying engineering at Henley College, students opting
for this course will also spend three periods per fortnight following the BTEC Workskills course
(see separate entry for details)
Assessment - % Controlled Assessment– format of exams
Type of Assessment
Project Work
Details of Assessment
Assignments both written and practical achievement of set tasks will
be completed throughout the two years.
Single Examination
There will also be an examination which will be taken towards the
end of year 10.
Additional Equipment/Trips (and costs)
Students are required to supply:
-
their own safety work boots/shoes (approx. £40) and cotton overalls (approx. £20) - either a full
boiler suit or lab coat
scientific calculator
A4 lined pad or book for note taking
pens and pencils
Transport Arrangements:
The course will start at 8.45am and finish at 12.15pm. Students will either need to make their own way
there or use one of the Henley College buses.
If a Henley College bus is used, it is possible that a £2.50 per week charge will need to be made to parents. If
you have any concerns about this potential cost, please contact Dr Newbold (Deputy Headteacher). Students
will be required to make their own way back to school in time for lunch and afternoon lessons.
(Please note - We are investigating the possibility of arranging a minibus to return the students back to
school at the end of the morning session.)
Further Information
Contact: Julian Brinsford - JBRI@henleycol.ac.uk
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Other Courses
 Skillforce
(3 GCSE option choices)
 Enrichment - BTEC Workskills
(1 GCSE option choice)
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Subject:
Skillforce
Why follow the Skillforce programme?
The programme includes a motivational mix of classroom based and outdoor activity sessions, engaging young people in
sport, environmental studies and community awareness and preparing students to make post 16 progression choices.
At the end of the course under the new curriculum C3, successful students will attain:
 ASDAN Certificate of Personal Effectiveness (Level 1 or 2)
 Wider Key Skills (Problem Solving, Improving Own Learning and Working With Others at Level 1 or 2)
 ASDAN Employability Award (Level 1 or 2)
 Duke of Edinburgh Bronze Award
 St John Ambulance Young Life Saver Award
Possible Careers
Uniformed services and any career involving people.
Aptitudes Needed
A willingness to try new things, a good sense of humour, enthusiasm, effort and spirit, determination, respect and the
ability to forge relationships.
Course Outline
Skillforce students are given the opportunity to undertake a varied curriculum that leads to a number of
widely recognised Awards and Qualifications. These awards, while being challenging and fun to undertake,
have been selected to allow the students to demonstrate key skills and competencies that are highly
applicable to the modern workplace. These competencies such as Team Building and Working with Others
are skills that employers have highlighted as being essential to the workforce. Working closely with schools,
we provide personalised learning experiences that help young people to understand, embrace and achieve
success…success that is meaningful, relevant, useful and of value to their communities. Students are also
encouraged to understand their part in supporting their local community by taking part in a number of
community related challenges
The qualifications are also very valuable: a student who completes the Level 2 programme could achieve grades
equivalent to 3 B grade GCSEs.
Please note: In addition to your time following the Skillforce programme, students opting for
this course will also spend five periods per fortnight following the BTEC Workskills course (see
separate entry for details)
Assessment - % Controlled Assessment – format of exams
Type of Assessment
Details of Assessment
Coursework (100%)
100% Coursework. Students produce a portfolio of evidence to
demonstrate successful completion of a range of tasks and competencies.
Additional Equipment/ Trips (and costs)
One two day overnight camping trip for the practice expedition for DoE award.
A three day residential which includes the final expedition for the DoE award and adventurous activities such as sailing,
climbing and kayaking; map reading and orienteering in local area; community / conservation project; various external
trips are undertaken to encourage team building and community awareness
School Contact
Skillforce instructor: Kim Scott
Email: kim.scott@skillforce.org
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Subject:
Enrichment (BTEC Workskills)
Why study Enrichment (BTEC Workskills)
Enrichment (BTEC Workskills) provides students with the opportunity to earn a BTEC qualification which is
equivalent to a GCSE. It involves a series of units each of which deal with developing skills which are relevant
to the world of work.
Each unit is worth a certain number of credits – the total number of credits which they achieve will
determine the final level of qualification which is awarded.
The overall Level 2 BTEC qualification (equivalent to a C grade at GCSE) is awarded if the student completes
a minimum of 13 credits.
This course can either be taken as a single option (instead of other courses or is followed alongside the
Skillforce and engineering courses).
Possible Careers
Opportunities to develop a wide range of skills (time management, planning, organisation, teamwork, finance
and preparing for the job market).
Students will work on a volunteering project, plan, create and produce an enterprise project, balance a
budget, and lead various teambuilding and leadership activities. Students will leave the course with a wide
range of skills which will help them prepare for the world of work.
A wide range of careers and post 16 studies.
Aptitudes Needed
An ability to create a portfolio of work related and life skills involving the units taught from each teacher.
Students will need to show willingness to participate in a range of activities, the desire to learn new skills and
try new things.
Course Outline
Workskills
This includes:
 Managing Your Own Money (2 credits)
 Searching and Applying for a Job (2 credits)
 Preparing for an Interview and Interview Skills (2 credits)
 Working in a Team (3 credits)
 Planning and Running an Enterprise Activity (2 credits)
 Producing a Product (1 credit)
 Investigating Rights and Responsibilities at Work (1 credit)
School Contact
Contact: Dr E Newbold
Email: edward.newbold@gillotts.oxon.sch.uk
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