KEY STAGE 4
CURRICULUM
YEARS 10 AND 11
2014 – 2016
DOROTHY STRINGER HIGH SCHOOL
LODER ROAD, BRIGHTON, BN1 6PZ
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INTRODUCTION
Dear Parent
Welcome to Dorothy Stringer School’s option booklet, which describes the subject choices available
to pupils in years 10 and 11. We believe our options scheme is one of the most exciting and
original available. It mirrors perfectly our intention to try to offer an appropriate curriculum for all
pupils. All pupils will have to follow some ‘Core Subjects’ but they can then choose exciting and
different subjects on top of this. This gives all our pupils the chance to do subjects they want in the
upper school.
The Options process can be confusing. I hope that this booklet explains everything that you need to
know, but I would also like to invite you to attend a special ‘Options’ Parent’s Evening. This will be
held in the Main Hall on Thursday 23rd January 2014 starting at 6pm. During this I will explain
the process and outline of options. I will not be able to answer detailed questions on specific
subjects, but these can be answered at the normal Year 9 Parents evening. This presentation will
be similar to the one I will make to pupils and therefore it is for parents rather than pupils.
R Baker
Deputy Head
(Curriculum)
CONTENTS
Introduction
1
How to choose
2
Guidance
4
How to get help
7
Important Dates
8
Examination Entries
9
Compulsory Subjects
10
Option Subjects
18
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How to choose which subjects your child would like to take in years 10
and 11
Compulsory subjects
This ‘Core’ of subjects must be studied by all pupils:
English Language (and Literature for most pupils) (GCSE)
Mathematics (GCSE)
Additional Science (2 GCSEs)
Religious Studies (GCSE)
Physical Education (non-examined)
Careers/PSHE (non-examined)
Citizenship (non-examined, taught mainly through RS)
Optional subjects
All pupils do the ‘Core’ subjects, but they then choose a further THREE subjects to
complete their curriculum from the list below. They must also choose a reserve choice
in case it is not possible to place a pupil in one of their first choices. It is vital they select
the reserve choice as carefully as they do for their first three subjects.
Subject choices are recorded on the separate form which accompanies this booklet, and the form
contains full instructions for completion.
Art & Design
Business
Child Development
Computing
Dance
Drama
Design Technology - Catering
Design Technology - Electronics
Design Technology - Product Design
Design Technology - Textiles
Environmental Science
Film Studies
French (GCSE)
French (Advanced)
Geography
German
Spanish
Health & Social Care
History
ICT
Latin
Leisure & Tourism
Advanced Maths
Media Studies
Music
(AS) Philosophy & Ethics
Physical Education (GCSE)
Textiles (Art)
Psychology
Statistics
Triple Science (three separate sciences)
In addition, pupils may wish to be considered for the Work Related pathway (see under “The
Pathways” on page 4).
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The following restrictions apply:
a.
All pupils must complete at least one EBacc subject (History, Geography or a Language)
in addition to Science by the end of Year 11. Completing Fast Track French in Year 9 will
meet this requirement and therefore pupils need not choose another EBacc subject. The
language could include Latin.
b.
Three separate Sciences will only be allowed for the most able scientists. Students
choosing this will have to complete the three qualifications in the time everyone else does the
two sciences and will need to pick up concepts quickly and do additional work on their own.
c.
Pupils should think very carefully before dropping a modern foreign language. The
school believes it is an essential component of a broad and balanced curriculum for most
pupils. For many courses in Higher Education, it is a distinct advantage to have a language
qualification.
d.
Fast-track language pupils who are considering taking A level languages at College
MUST continue their study of a modern foreign language into years 10 and 11, otherwise
they might not be accepted onto a languages course
e.
Advanced French is reserved for fast-track pupils only
f.
No more than TWO of French, German, Spanish and Latin may be taken
g.
No more than TWO of Geography, Leisure & Tourism and Environmental Science may be
taken
h.
No more than one DT subject (Product Design, Textiles or Electronic Processes)
i.
Either Media Studies or Film Studies
j.
Either Computing or ICT
k.
Advanced Maths is limited to pupils in set 1a for Maths and is subject to an interview
with the student and their parent/guardian.
l.
Latin and AS Philosophy & Ethics may only be taken by very able, highly motivated
pupils.
m.
Choosing both Art and Textiles results in a high amount of project work, and should be only
chosen after careful consideration
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Guidance
In this booklet there are details about all the subjects you child can study. There is also a list of teachers who will
be able to give further information. Final choices may be difficult, however, so it may help to consider the
following Pathways:
The General pathway
This is the pathway that most pupils follow. This pathway will be suitable for pupils who will achieve
best through a full curriculum of broadly academic subjects. Pupils follow the core subjects and
then choose 3 Options from the many on offer. These pupils may well follow the entitlement
curriculum detailed on page 4, but this is not compulsory.
The General pathway (vocational theme)
This pathway might be best for pupils who will still want to choose three GCSE’s but want those
options to have a vocational flavour.
These subjects might include the Double GCSEs in Leisure & Tourism or Health & Social Care
(which are worth 2 GCSEs A*-G). They give a more practical approach to learning and give pupils
the opportunity to experience elements of the world of work. Other subjects which are considered
to have a vocational flavour include Media Studies, Child Development, Drama and Design
Technology. Here pupils follow a mixture of an academic vocational.
The Work-Related pathway
Pupils who choose this pathway will study a smaller number of subjects. They will choose 2 options
and study those subjects in school for only four days a week. On the fifth day they will go to ‘City
College’ to study a vocational course. They will gain a qualification there and at school.
At City College pupils can choose a specific work-related qualification from a range of areas. Some
pupils may be accepted onto a Young Apprenticeship scheme in Construction. There are also
possibilities that some students may spend time on a work placement to support their course.
Instead of their third optional subject, pupils will have some time in school to catch up on the work
they miss whilst at City College.
Further details about this pathway will be found in the subject section of this option booklet under
‘work-related curriculum’
The entitlement curriculum
All schools must provide the opportunity for pupils to take a course from the four entitlement areas,
should they wish to do so. It is important to emphasise that these four areas are NOT
compulsory However, any pupil who chooses one subject from each area will end up with a broad
and balanced curriculum at Key Stage 4, which is an important consideration.
1.
2.
3.
4.
The Arts: Art & Design, Music, Drama, Dance and Media Studies
Design & Technology: Textiles Technology, Electronic Products and Product Design
Humanities: History and Geography
Modern Foreign Languages: French, German and Spanish, Advanced French (broadly
speaking, bridging course in preparation for A level)
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Reasons for Choosing a Subject
Here are some questions to help you consider which subjects might be best to study
- What subjects are pupils good at? They are more likely to be successful in these subjects.
-
What subjects do they like? They will probably try harder at the subjects they like and gain
more enjoyment from them.
-
What subjects do their teachers recommend?
-
New subjects are always attractive! If they are considering taking a new subject, pupils should
find out as much as possible about the subject so that they can be sure it will be suitable for
them
-
Unbelievably, some pupils choose subjects solely on the basis that their friend will be studying
the same subject. This is very rarely a good idea!
-
What a potential university might require as an entry requirement
A thoughtful, considered list of preferences is most important. Discussion at home, at school and at
the parents’ evening should enable the right decisions to be made.
You are asked to note the following points:
1.
2.
3.
4.
5.
6.
There is no guarantee your child will obtain all his/her first choices (this is why the reserve
choice is so important).
There is no guarantee that those pupils wishing to be considered for the work-related pathway
will be successful. This is why they must choose 3 option subjects, just in case.
In some subjects, numbers are restricted. Where this subject becomes oversubscribed, I shall
consult with the appropriate member of staff to decide on the final composition of the group.
It is possible that a subject may not run due to insufficient numbers opting for it.
When I have confirmed your child’s options, no changes are then possible except in
exceptional circumstances.
When option decisions are finalised, you will be sent an options confirmation letter in which
the following points will be made:
a.
b.
c.
By accepting the subject placements (core curriculum plus option choices) the pupil
undertakes to complete the course whether or not it culminates in entry for external
examinations in any particular subject. Pupils are, therefore, not allowed to drop
subjects, once they become part of their curriculum for in years 10 and 11.
Decisions about entering for external examinations will normally be taken in January
of Year 11 and will be dependent upon the standard of work attained by the individual
pupil
Entries for external examinations are made and paid for in advance by the school.
Failure to complete coursework or to sit the written papers without good reason will
make parents liable to refund the full amount of fees paid
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Moving on to College
For pupils who wish to embark on a study of A or AS levels at College, the basic requirement to
study 3 AS or A levels is to achieve 5 A*-C grades (inc. En & Ma). To study 4 AS or A levels the
requirement is 6 A*–Cs grades (inc. En & Ma).
One factor you must consider when making your choices is to think ahead to what you might want (or
need) to study at college. If you want to continue with a subject at college it would be sensible
(although not always essential), to have taken it as a GCSE first and achieved a good grade.
Based upon advice received from our local colleges we have listed below the AS courses which have
entry requirements. However this information is subject to change so please check with colleges
yourself for the most up to date information.
International
Baccalaureate (IB)
Any Art AS / A Level
Any AS / A level
Science
MFL
AS / A level Maths
AS Maths with
Mechanics
Grade A GCSE in
Maths + Science
GCSE Grade B (Higher
tier)
Drama / Performing
Arts (Lev 3 Diploma /
As / A Level)
Music
minimum at least Six GCSEs at A* - B (inc. English and Maths) [not to be
confused with the E.Bacc]
IBD HL Grade A* in Maths GCSE
IBD SL Grade A in Maths GCSE
IBD Maths Studies Grade B in Maths GCSE
Minimum req. of a B at GCSE Art
Grade B GCSE in that science at Higher Tier (as part of Triple Science)
OR Grade B GCSE Core Science (Higher Tier) + grade B GCSE in
Additional Science (Higher Tier).
At least a B achieved at GCSE in the chosen language
Grade B GCSE in Maths
Grade A GCSE in Maths + Science GCSE Grade B (Higher tier)
Grade A or A* in Maths GCSE
Course requirements differ between BHASVIC and Varndean.
BHASVIC require usual GCSE profile (5 A* - C’s Inc. En & Ma) but don’t
state that Drama GCSE is required although experience in music,
theatre or dance is useful but not essential.
grade C or above in Music at GCSE, ABRSM Grade 5 or equivalent on
an instrument & knowledge of stave notation and theory
For other A & AS Level courses, a GCSE in the same subject is NOT a requirement. There are also
subjects you can take at college that we don’t do at GCSE so you can start those without having
studied them first here (eg: Law, Photography etc).
Most college courses will expect you to have taken English and Maths at GCSE and to have
achieved a reasonable grade (usually C or above).
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HOW TO GET HELP
Your child should ask his or her Form Tutor who will be able to answer on the process, direct them to
someone who can. If they need more information on subjects, they should see:Art & Design
Business
Child Development
Computing
Dance
Design Technology
Drama
English
Environmental Science
Film Studies
Geography
Leisure & Tourism
Health & Social Care
History
ICT
Languages
Latin
Mathematics
Advanced Mathematics
Media Studies
Music
PE
Philosophy & Ethics
Psychology
Religious Studies
Science
Statistics
Work related pathway
Mrs Fahy
Mrs Smedley
Ms Roberts
Mr Eaglestone
Miss Kemp
Miss Daly
Ms Ettinger
Mrs Childs
Dr Danahar/Mr Sandercock
Mr Buchan
Mrs Lloyd/Miss Collins
Miss Gerrett
Miss Emerson
Mr Imrie
Mr Eaglestone
Mrs Revéreault
Mr Shilladay
Miss Taylor/Mr Whitton
Mrs Cumming
Mr Charlesworth
Mr Davison
Mr Lawrence
Mrs Jones/Mr Holtom
Ms Kempt
Mrs Jones
Mr Latham
Miss Taylor/Mr Whitton
Mr Watson
If it is a new subject they are interested in, it is especially important to find out all about it from the
teacher concerned, to make sure it is a suitable subject for them. Once they have been accepted on a
new course they will not be able to ‘drop’ it if it is not what they thought it might be!
If they want career information/advice, they should speak to Miss Emerson (Head of PHSE/Careers) in
L3 before making their final decision. The Careers Adviser, Amanda Carroll is available on Mondays in
L3. Appointments can be made at The Nexus with Francesca Parris. Miss Emerson is available for a
‘drop-in’ chat at lunchtimes Mondays-Thursdays.
If you want advice about the option scheme itself, or indeed if you have questions which cannot be
resolved elsewhere, you should contact either Mr Baker at school. If the problem cannot be resolved
by letter or phone, we will be happy to make arrangements to see you at school.
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Important dates
Thursday 23rd January 2014
Options Evening for Parents
(A chance to hear an explanation of the process and general options,
but not to ask subject specific questions or find out about pupil progress)
Thursday 6th February 2014
Year 9 parents’ evening
(A chance for parents and pupils to talk to
teachers of current and potential subjects)
Wednesday 12th February 2014
Option forms returned to Form Tutor
(Please note: If a form is not handed in, or is handed in late,
we cannot guarantee that you will get any options that you choose)
Textbooks and other external examination resources
Please read the enclosed letter.
External Examination Entry Policy
All pupils are expected to take external examinations in all subjects they begin in Year 10
In exceptional cases, and only in exceptional cases, the school may decide not to enter a pupil for a
particular subject but it must be emphasised that this will be the school’s decision in consultation
with the pupil and parents. Exceptional cases may include pupils whose attendance has been so
poor as to render entry unacceptable to the school.
Even if the school does decide not to enter a pupil for a particular subject, the pupil will be expected
to attend the classes that have been dropped.
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EXAMINATIONS
Most of the subjects studied in the last two years result in a qualification in that subject. In the
individual subject entries there is information to explain the assessment procedure for each subject.
We use all 3 of the main exam boards for various subjects. These boards are:AQA (www.aqa.org.uk)
OCR (www.ocr.org.uk)
EDEXCEL (www.edexcel.org.uk)
Details are available on the school website www.dorothy-stringer.co.uk
GCSE/APPLIED GCSE examinations
Most subjects are examined at GCSE level with grades awarded on a scale from A* to G. Applied
GCSEs (Vocational GCSEs) have a more vocational bias and are worth 2 GCSEs
Advanced Options
Advanced options cover material usually available to students in post-16 education. However,
Dorothy Stringer School will be offering advanced courses in these subject areas:



Mathematics
Philosophy and Ethics
French
The aim of these subjects is to stretch more able pupils and, in the case of Maths and French, to
prepare them to specialise in the subjects at A-level. The jump from GCSE level to A-level in both
Maths and Languages is significant, and these courses have proven to be highly effective in ensuring
students are well prepared to continue with these subjects.
Due to changes to A-levels from 2015, it is no longer always appropriate to enter pupils for an AS level
examination. However, the level of study is equivalent to that covered at AS level. More details about
these courses and any qualifications they offer can be ascertained in the relevant sections of this
booklet.
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Compulsory Subjects
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English Language and English Literature – 2 GCSEs awarded
English Language is a mixture of Reading, Writing and Speaking and
Listening. You will read a wide range of things including non-fiction and
media texts such as autobiographies, diaries, leaflets, magazines,
newspapers, web pages and adverts. You will learn to write in a variety of
styles – to argue, persuade, review, analyse, describe and entertain. You will
speak in lots of different situations such as role play, class debate, and group
discussion and give a presentation on your own or as part of a group. You
will also examine the way you and other people speak, including speech on
television or radio as well as real life.
In English Literature you will read and write about a mixture of plays, poems
and stories including older texts such as Shakespeare and more modern
poetry and novels from living authors. You will also study some literature
which is from other countries.
Over the two years you will complete 8 written assessments – 7 for English
Language and 1 for English Literature. These will be quite long pieces of
writing that have to be done entirely in school, over
a number of lessons and under test conditions. This
work counts towards your two GCSEs.
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Key Facts
How the course is assessed:
English Language:
40% Written Assessments
60% Exam – 2 hours 15 minutes
Speaking and Listening will be assessed separately
English Literature:
25% Written Assessment
75% Two Exams: Poetry 1 hour 15 minutes
Plays/ Novels 1 hour 30 minutes
Exam Board: AQA
Post 16 progression routes:
AS and A2 in English Literature, English Language or
Combined Language and Literature.
Other information:
If you wish to study AS or A2 courses at college in
any subject you will need to have gained at least a C
grade in English Language. Most other courses will
require you to have a GCSE grade of some sort in
English Language.
Mathematics - GCSE
Key Facts
How the course is assessed:
Mathematics is studied by all pupils in the
Upper School. Pupils are taught key
mathematical principles and then apply
this knowledge in problem solving and in
everyday situations. The skills covered in
Maths are also applied in other subjects.
Pupils are encouraged to present their solutions in different forms. These
may include written explanations, diagrams and discussion. They will
develop a feel for number, be able to reason logically and appreciate
patterns and relationships in Mathematics. They will be expected to extend
ideas in practical and investigative situations and work both independently
and in groups.
2 written Exams : 1 calculator and 1 non-calculator
(1hr 45 each).
Each worth 50%
Exam Board: Edexcel
Post 16 progression routes:
AS or A2 Maths
AS or A2 Further Maths
Other information:
If you wish to study AS or A2 courses at college in
Pupils are required to have their own scientific calculator, together with a full any subject you will need to have gained at least a C
grade in Maths.
set of mathematical equipment.
Statistics is studied by all pupils in the upper school and comprises about To study AS or A2 Maths you will need to achieve at
least a grade B in Maths. Further Maths will usually
one fifth of their mathematics course.
require a grade A in Maths
Students who are in set 1a when they reach Year 11 will have their studies
extended and will take GCSE Statistics as a separate subject. The course
aims to increase the students’ ability to present and interpret data and to
select and calculate statistical measures. GCSE Statistics is offered as an
option for other pupils. See Statistics page 48.
Note that pupils who are currently in Set 1a who particularly want to
study Statistics should speak to Mr. Whitton about the option course.
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Some post 16 courses in other subjects will require
pupils to have achieved a grade in the Higher Tier
exam. Some AS and A2 in other subjects (e.g. A level
Physics) may require a specific grade in Maths GCSE
Core and Additional Science GCSE
Key Facts
Core and Additional Science is
compulsory with students taking
the Core Science GCSE in Year 10
followed by the Additional Science
GCSE in Year 11.
How the course is assessed:
Core Science:
Three 45 minute exams (75%) and one Controlled
Assessment (25%)
Additional Science:
Three 1 hour exams (75%) and one Controlled
Assessment (25%)
The course is designed to create scientifically literate young people able to
understand and make informed decisions in this increasingly technological
world and is delivered through a range of theoretical and practical activities
with an emphasis on the latest applications in our modern world.
Exam Board: AQA
The topics you will cover include:
Accepted as a means of entry for most science based
courses
In Biology:
In Chemistry:
In Physics:






Human Biology
Energy and the
Environment
Genetics and
Evolution
Plants as Organisms





Materials
and their uses
Changes in the Earth
and its atmosphere
Atomic structure and
bonding
Chemical
calculations
Chemical reactions
Ions in solution




Post 16 progression routes:
Other information:
Energy and
Efficiency
Electricity
Waves and
Communication
Forces and Motion
Radioactivity
Although accepted as a means of entry it is
recommended that if students are sure they are to
take science based courses post-16 the Triple
science option would be more appropriate
Student voice:
‘Science challenges me, but it is a good challenge’
Holly Lown, Year 11
‘Science isn’t just a theory it’s a way of life!’ Georgie
Harrison Year 11
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Physical Education – Core
Core PE is a subject that is followed by all pupils at Dorothy Stringer.
It is compulsory for pupils in full time education to do 2 hours of
physical exercise every week. At Stringer this is done in an enjoyable,
educational way that allows pupils to experience a wide range of sports
whilst learning the importance of following a healthy active lifestyle.
The pupils will be given a choice of 5 different pathways to choose from
over the duration of the course. Each pathway explores different
avenues in the curriculum and has been designed to ensure that there
is an interesting pathway for all pupils. Every pathway includes a
fitness module for pupils.
Key Facts
How the course is assessed:
The course is 100% practical
Exam Board: n/a
Post 16 progression routes:
Sports Leaders level 1,2 or 3
Coaching qualifications
GCSE, AS, A2 in Physical Education/Sports Science
BTEC National Diploma in Sport and Exercise
Science
The course is split over two years. In year 10 the pupils will study a
Other information:
skill/technique based curriculum ensuring a full understanding of the
topics they are studying. In year 11 the focus changes to tactical/games To take this qualification you will need to enjoy
your sport and PE and you need to be motivated
based activities putting into practice everything previously studied.
and organised.
On top of this, the pupils will also follow a leadership module. In year
10 the pupils will be taught the basics of what a leader is and how to
lead and in year 11 they will get the opportunity to lead and coach
younger children in a topic of their choice.
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Student voice:
‘It has been great fun learning different sports and
understanding the importance of following a
healthy active lifestyle. The leadership module
allowed me to teach other pupils what I had been
taught and I really enjoyed doing this.’
(Year 11 pupil)
RELIGIOUS STUDIES GCSE (Full GCSE Course)
The GCSE in Religious Studies provides the opportunity for all students to learn
about teachings and attitudes and to consider and express their own viewpoints
on a range of issues regarding Life and Society.
Key Facts
How the course is assessed:
2 exams of 1 hour 30 mins at the end of the course.
Students have been very successful in Religious Studies at GCSE level in recent
years.
Exam Board: EdExcel
The TWO parts of the course, called Religion and Life and Religion and Society,
each has FOUR THEMES, based on Christianity and Islam:
Post 16 progression routes:
AS and A2 level Religious Studies. Also useful for AS/A2
courses in Philosophy, Critical Studies and Anthropology.
For Religion and Society, the four units are:
Rights and Responsibilities – including making moral decisions, human and the
nature of Genetic engineering and attitudes about it.
Environmental and Medical Issues – which includes pollution, global warming and
the future of the planet, and the nature of medical treatments, such as infertility.
Peace and Conflict – including causes and attitudes to
war, the Just War theory, bullying and teachings about
forgiveness and reconciliation.
Crime and Punishment – including law and justice,
theories of punishment, capital punishment, also laws
on and attitudes towards drugs and alcohol.
For Religion and Life, the four units are:
Believing in God – which includes arguments for and against the existence of God
Matters of Life and Death – which includes beliefs about life after death, and
issues such as abortion and euthanasia.
Marriage and the Family – which includes the
teachings and attitudes towards marriage, divorce,
family life, homosexuality and contraception.
Religion and Community Cohesion – which includes
roles of men and women, racism and racial harmony
and the UK as a multi-ethnic society.
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Other information:
Religious Studies is a compulsory subject, and is valuable
for you to develop skills in discussion, debating and
understanding opinions and ideas. You will learn the
importance of respecting and tolerating others’ ideas as
well expressing those of your own effectively.
The GCSE course also fulfils most of the Citizenship
requirements.
Student voice:
‘I really enjoy being able to think about and discuss so
many different ideas and issues.’
Year 11 student
‘I enjoy the variety of issues discussed and debated.’
Year 10 student
PSHE and Careers Education
Key Facts
In PSHE lessons students will think about a range of topics to help How the course is assessed:
them in their final years in school, as they leave school and become an This is a non-examinable subject.
adult.
Exam Board:
Topics include:
Careers
Relationship and sex education
Drug education
Mental health
Work experience
Preparing for post 16 options (college or apprenticeships)
NA
Post 16 progression routes:
NA
Other information:
PSHE looks at many of the life skills and
As part of KS4 PSHE students are given an a chance to talk and think about issues knowledge that are not gained through traditional
around drugs, contraception and sexually transmitted infections, positive academic subjects.
relationships, mental health, environmental issues linked to own attitudes and
behaviour, and various aspects of the law, all designed to help students make positive Students will receive a certificate for the
completion of the City Wide Core Programme based
choices in life.
around Sex and relationship and Drug Education.
Lessons are active, engaging and useful.
Student voice:
Students will finish the core RSE and
Drug education programme and will do
some group work presentations as well as
working on their own and in pairs.
Students will engage in independent work
and have several guest speakers over the
two years.
‘It teaches you about life and how to cope with
things that you come across loads in life, such
drugs, smoking, alcohol, sex and relationships’
Yr 10 students
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OPTIONAL SUBJECTS
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Art and Design - GCSE
Key Facts
The world is directly affected by our visual culture. Art is no longer just about
drawing and painting. It encompasses a huge range of approaches and materials.
Every person is creative and within the Art department we aim to nurture the
style particular to each student.
How the course is assessed:
Portfolio of Work = 60%
• No time limit
• Work presented is marked by the centre and moderated by AQA.
Externally Set Task = 40%
• Supervised time 10 hours
• Work presented is marked by the centre and moderated by AQA
Exam Board: AQA
Career Implications – further studies may lead on to a career in:
Film, Television, Theatre, the Media, Graphic Design, Interior Design, Fashion,
Illustration, Jewellery Design, Animation, Ceramics, Photography, Gallery and
Museum Work, Exhibition Work, Teaching, Garden Design etc..
Although not essential it is also really beneficial for architecture.
“The creative industries contribute 6% of GDP, employ over 2 million
people and export over £16bn annually.” C.B.I website.
Other information:
The Art & Design course demands a homework commitment of at least two
hours a week. Working outside school hours and the systematic keeping of
sketchbooks/notebooks form an essential part of the course. Students are
encouraged to use the studios at lunchtimes or after school.
The Art and Design course actively engages students in their own learning. Students are
encouraged to work independently and, wherever possible, from direct observation. This
broad course seeks to acknowledge students' interests, aspirations, aptitudes and culture
by providing opportunities for the development of their creative, imaginative and critical
abilities. Students are introduced to a variety of two and three dimensional experiences
employing a range of media, processes and techniques as a basis for their expressive,
design, and critical ability. This could include drawing, painting, sculpture, textiles,
graphics, photography, animation and printmaking
Visits to museums, galleries and
exhibitions help pupils understand
the role, purpose and function of Art
and Design in society. Students are
helped to develop their individual creativity, to
make informed judgements about their work, as
well as
that of others.
Student voice, Year 10, 2013:
“Art is good because there isn’t a
correct answer; you get to make the
answer”
“Art allows me to express myself in a
way that no other subject can”
“I like Art at Dorothy Stringer because
it provides a positive environment in
which you can improve current skills
and develop new ones”
“Art is a breath of fresh air”
“No matter what’s going on in your life
you can always escape it in your art”
“It allows me to let my imagination
loose”
- 17 -
Art and Design - GCSE - TEXTILES
Key Facts
The Art Textile course explores textiles as a medium in many different
ways. Students will learn many techniques creating imaginative surfaces
and constructing them into a range of outcomes.
How the course is assessed:
Portfolio of Work = 60%
• No time limit
• Work presented is marked by the centre and moderated by AQA.
Externally Set Task = 40%
Supervised
time 10 hours
silk •painting,
,
• Work presented is marked by the centre and moderated by AQA
Exam Board: AQA
Career Implications – further studies may lead on to a career in: Film, Television,
Theatre, Textile Technology - Smart Fabrics - Textile Design - Fashion Costume design - Marketing and Management - Design for Television, Film or
Theatre - Product Development and Innovation, the Media, Interior Design,
Fashion, Illustration, Exhibition Work etc.
Other information:
The Art Textile course demands a homework commitment of at least two hours a
week. Working outside school hours and the systematic keeping of
sketchbooks/notebooks form an essential part of the course. Students are
encouraged to use the studio facilities at lunchtime or afterschool.
They will have opportunities to learn many traditional as well as
contemporary textile techniques including, weaving, printing, appliqué, batik,
fabric manipulation, knitting,
hand and machine embroidery.
Outcomes can be two or three-dimensional. They can be
fashion items, fashion accessories, soft furnishings,
costume design, wall pieces, bags, shoes, masks,
sculptures or a series of textile pieces. Emphasis is
placed on an experimental and highly creative
Approach to design and making.
Visits to museums, galleries and exhibitions help pupils
understand the role, purpose and function of Art and
Design Textiles in society and students are helped to
develop their individual creativity, to make informed judgements about their
work, as well that of others.
- 18 -
Student voice, Year 10, December 2013.
“I like textiles because of the mixture of art and textiles. It can suit
lots of people’s choices.”
“I really love textiles art! I look forward to the days I have textiles
and take a lot of pride over my folder”
“Textiles is important because it gives you the freedom to create
something unique”
BUSINESS GCSE
Key Facts
This is a very popular, active and enjoyable course aimed at students
who are interested in the business world, possibly with ambitions of
owning or managing a company in the future. The course is designed to
prepare students for the world of work, whether as an individual or part of
an organisation.
How the course is assessed:
1 written examination units (40%)
1 controlled assignment unit (25%)
1 computer based assessment (35%)
Through our exciting approach to teaching and learning, guest speakers
and educational trips you will build
your business knowledge and
understanding:
o of how real businesses work,
o of how to communicate
professionally with real
business people.
Exam Board: AQA
There is lots of relevant ICT use to
support your knowledge and understanding of topics and to ensure you
are fully prepared with skills for the predictable world of work. Some
areas we look at are: the business environment, looking at aims and
objectives of business, the success of businesses and failures too, the
influence of stakeholders, people in business, recruitment, and selection
methods, training, health and safety, the law relating to employment and
equal opportunities. A focus on how businesses use the internet—its
purpose, opportunities and risks.
Other information:
Want to make a profit?
Want to have your own successful, business?
Want to know how to set up and run a business?
- 19 -
Post 16 progression routes:
Progression to a range of AS, A-level and level 3
Business Studies, Economics courses and courses in
Leisure, ICT, Financial Studies and Business related
qualifications.
This is a rewarding and challenging subject. Pupils
missing too many lessons will find it hard to keep up.
Pupils should have a keen interest in Business, be
motivated, work independently and be fully committed,
Student voice:
“Lessons are great, we do a variety of activities to help
support our learning. Really glad I opted for this
GCSE. Feel I can run my own business one day
whatever the type of business it is!”
Yr 10 pupil
“I hope to study Economics at college. Lessons make
you think about the future but from a different point
than you would think”.
Yr 11 pupil
Child Development - GCSE
This course is intended for students
who have an interest in an industry
that would involve them working with
children, youths or families.
In the first year we learn about family structures and how it has changed
over the past 50 years. Alongside this you will obtain knowledge about
fostering, adoption and the reasons why children are taken into local
authority care. You will then move onto looking into the different areas of
human development and the activities that can stimulate these in the early
years.
This will be followed by you doing your first controlled assignment – A Toy
Investigation. This is worth 10% if your GCSE mark.
Then you will look at what a person should consider before deciding to
become a parent, preparation for parenthood, antenatal care (care during
pregnancy).
You will then complete your second controlled assignment – An Antenatal
Pack Project. This is worth 10% of your GCSE mark.
Finally you will investigate the different types of child care facilities and
review the positive and negative aspects of these.
You will also embark on your child study – a controlled assignment which
involves you doing six observations of a child under five in order to assess
their development. This is worth 30% of your GCSE mark.
In the second year you will spend a lot of time in the first term on your child
study.
In year 11 you will also study the importance of nutrition in various stages
of life, safety in the home, leisure areas and when travelling, baby
equipment and clothing, children’s clothing and footwear.
This will be followed by you doing your final controlled assignment – A
Baby Equipment Investigation. This is worth 10% if your GCSE mark.
Finally you will discover how to recognize and respond appropriately to
child hood illnesses and accidents and find out about the different
- 20 approaches and options during birth.
Key Facts
How the course is assessed:
One and a half hour written exam (40%) and
Controlled assignment units (course work) (60%)
Exam Board: OCR
Post 16 progression routes:
Child Development Advanced Diploma
Early Years Advanced Diploma
Health and Social Care Advance Diploma
One of your 6 GCSE’s needed to go onto varied A level
courses.
Other information:
As this has a high percentage of course work you
would need to be motivated and organised.
This would be a really good choice if you would like a
careers working with children or are thinking of a
career in sports coaching, youth work, nursing, social
work, midwifery, therapy, teaching or the sports
leisure industry.
This subject would go well with Biology, PE,
Psychology or Business Studies.
Student voice:
“I want to be a teacher when I get older so child
development was and obvious choice. The topics
areas that are taught relate to real life and that makes
lessons more interesting and also easier to
understand. I also love that we get lots of rewards,
like trips for working hard and meeting our targets”.
Year 11 child development student.
Dance GCSE
Key Facts
How the course is assessed:
The GCSE Dance course allows candidates to develop an insight into
and an understanding of a wide range of Dance based activities
including:
 Using movement to express ideas and concepts
 Developing and applying performance skills
 Appreciating professional works
 Exploring contemporary dance technique
“Dance is vital, an activity both exhilarating and
liberating to watch or do. The instinct to dance
is fundamentally joyous and no matter how hard
you try you can’t get away from that for long.”
Unit 1: Written Paper: 1 Hour. 50 marks - 20%
Unit 2: Set Dance. Solo performance 1.5 mins. 30 marks – 20%
Unit 3: Performance in a duo/group 3-3.5 minutes. Controlled
Assessment. 30 marks – 20%
Unit 4: Choreography. Controlled Assessment. Unit total: 60
marks – 40%
Task A: Solo Composition.
1-1.5 minutes. 20 marks – 15%
Task B: Choreography – solo/duo/group.
(Solo – 1.5-2 mins; duo/group – 2.5-3 mins)
40 marks – 25%
Exam Board: AQA
Post 16 progression routes:
AS and A2 Dance or Performing Arts
BTEC Dance or Performing Arts
Candidates are given the opportunity to develop an
understanding and working knowledge in three key areas;

As performers, students develop confidence, technique, self-esteem,
as well as being able to sensitively work with others.

As choreographers, students use their problem-solving and creative
skills. Effective choreography requires imagination and the ability to
organise a number of elements.

As critics, students make informed decisions about the dances they
see. They articulate their knowledge, opinions and preferences.
- 21 -
Other information:
Whilst pupils who wish to follow the course do not need to have
had previous experience of performance, this is a challenging
course and they should have enjoyed opportunities in lessons for
performing, choreographing and appreciating. They should also
have a keen interest in dance and be prepared to give time
out of school for theatre visits and rehearsing with your
group in preparation for examined performances.
Student voice:
“I am so glad I choose Dance because while doing something I
love, I get to have a great time developing as a dancer. It is my
favourite subject option.” Year 10 Dance Student
Drama GCSE
The GCSE Drama course allows
candidates to develop an insight into
and an understanding of a wide range
of Drama based activities including:






Improvisation
Acting from script
Physical Theatre
Theatre in Education
Non-naturalism
Realism
Key Facts
How the course is assessed:
Unit 1: Written Paper: 1 Hour 30 minutes. 80 marks40%
Unit 2: Practical Work: 120 marks- 60%
Candidates are required to present practical work for
2 controlled assessment options, each with a
weighting of 30% .
Exam Board: AQA
Post 16 progression routes:
Drama is an exciting, creative and challenging course and has been
designed to help candidates meet the challenges of developing creative,
performance and reflective skills.
AS and A2 Theatre Studies or Performing Arts
BTEC Performing Arts
Candidates are given the opportunity to develop an understanding
and working knowledge of:
 Different genres and styles of theatre.
 A range of stage and performance techniques.
 Appropriate Drama vocabulary and how to use it.
 How to create devised and scripted theatre for a range of
audiences and purposes.
 How to create, interpret and communicate a variety of characters
in performance.
Whilst pupils who wish to follow the course do not need
to have had previous experience of performance, this
is a challenging course and they should have enjoyed
opportunities in lessons for role-playing, play reading
and acting. They should also have a keen interest
in theatre and drama and be prepared to give time
out of school for compulsory theatre visits and
rehearsing with your group in preparation for
examined performances.
Are you a creative thinker? Can you work with other people?
Are you willing to take risks? Are you determined and hard working?
Do you find live theatre exciting?
- 22 -
Other information:
Student voice:
“Drama offers a refreshing change to conventional
learning. It has put me in touch with a creative side
that I didn’t know I had! Drama lessons are
challenging but exciting; I have learnt to collaborate
and compromise when working with others.”
Design Technology: Catering - GCSE
Catering is an excellent stepping stone for practical and creative students to realise
their flair for making fabulous food products and pursue a career in food related
industries. It is a natural progression from KS3 Food Technology and allows students to
take their knowledge and skills to a higher level.
The course offers a unique opportunity for candidates to develop their knowledge and
extend their skills within catering, including a range of practical skills as well a good
foundation in nutritional knowledge. Students will be given the opportunity to:
 Work on a wide range of highly skilled practical tasks to improve their knowledge
and understanding of different ingredients and equipment.
 The opportunity to investigate the Catering industry and the roles within it.
 Develop their creativity and confidence to produce their own recipe ideas.
 Develop a deep understanding of the ingredients they are using and how they
can be adapted for the needs of different consumers.
 Practice high quality presentation of dishes, developing a knowledge of how
restaurants create menus for their customers.
 Put their knowledge into practice by setting up their own restaurant.
 Putting all of the above together to plan and make quality products that meet a
given brief for controlled assessment.
Key Facts
How the course is assessed:
1 one and a quarter hour single tier written exam (40%)
2 controlled assignment units (60%) to include 1 short task
which focuses on Afternoon Tea and a longer piece
focusing on International Cuisine.
Exam Board: WJEC
Post 16 progression routes:
GCSE Catering is a starting point for many career options and
is a good foundation for further education courses
concerned with nutrition and diet, food safety, quality
control, product development, food science and catering.
They can advance to : AS, A2, HNC/HND, Foundation
courses, BA/BSc Degree, BTEC/CAA/NVQ’s
Other information:
Those who wish to progress further into Catering or the
food industry would very much benefit from the vital
knowledge and skills this qualification provides you with.
The qualification gives you the broad background
Typical dishes you may make might include: soufflés, fondants, Swiss rolls, choux pastry knowledge you will need to progress onto further
education in this area.
éclairs, risotto, pasta dishes and many more.
So if you are passionate about food and enjoy being
creative and experimental this course is the course for you.
In Year 10, Students will start to develop the foundation knowledge needed to be
You should be aware that you will also be expected to
successful in the controlled assessment short task (15 hours) based on Afternoon Tea
provide your own ingredients for practical lessons.
which includes a practical and written element. They will learn the key areas of Catering
Does the thought of producing quality food excite you?
through a restaurant based project before starting their controlled assessment.
Are you really enthusiastic and willing to work hard to
produce great food products?
In Year 11, students, in general, will be completing their controlled assessment long task
Are you willing to make mistakes and take risks? Then this is
(30 hours) which will be based on International cuisine and again includes both a
the course for you!
practical and written element.
- 23 -
Design Technology: Electronics - GCSE
Key Facts
The Electronics course aims to encourage students to design and make electronic How the course is assessed:
products and assumes a good understanding of scientific and mathematical
principles.
In Year 10 emphasis is placed on pupils learning theory work to aid them in their
understanding of Electronics. They design and make circuits for Electronic Dice,
Light Following Robots and Remote Controlled Devices. They learn about
combining materials to create an interesting case for their products.
1 two hour single tier written exam (40%)
1 controlled assignment task (60%) to include a design
portfolio and practical product.
Exam Board: AQA
Post 16 progression routes:
AS, A2, HNC/HND, Foundation, BA/BSc Degree,
Engineering, Product Design, Computer science
BTEC/CAA/NVQ’s in trades courses such as Electrician,
Plumbing, car maintenance.
Other information:
In Year 11 the pupils use their knowledge to programme PIC microelectronic
chips for one of many uses eg:

Robots that can follow a series of commands to move around a room.

Display that can sense heat or light and show the information.

Alarm system with a siren to deter thieves.

Money box to count the amount put into it.

Light display which changes with the ambient lighting and mood of the room.

Electronic game – steady hand or stop the LED game.
All students will eventually design and make individual
products and need to be organised, independent problem
solvers and makers. Hard work and determination are
essential skills to make high quality marketable products.
Student voice:
‘It’s just great when you finish and it works!’
Are you a problem solver?
Are you determined and hard working?
Are you excited by innovative design?
- 24 -
Design Technology: Product Design - GCSE
Product Design is a great opportunity for creative students and practical
individuals to realise their flair for design and making in 3D.
Through this course students will gain good design and production skills and will
develop an understanding of how design is influenced by markets, the need to
solve real problem and work with materials in an efficient and economical way.
In Year 10 Students are encouraged to respond to given design briefs and to
develop viable well-made products. Emphasis is placed on modelling and
development and building a repertoire of making skills in the key materials
plastic, wood, metal and textiles.
Examples of lamps made by year 10 students
Key Facts
How the course is assessed:
1 two hour single tier written exam (40%)
1 controlled assignment unit (60%) to include a design
portfolio and practical product.
Exam Board: AQA
Post 16 progression routes:
AS, A2, HNC/HND, Foundation, BA/BSc Degree, Product
Design, Architecture, Engineering, Visual arts, Stage/Theatre
Design, , Fabric/Textile design
BTEC/CAA/NVQ’s in trades, courses such as carpentry and
apprenticeships.
Other information:
All students will eventually design and make individual
products and need to be organised, independent problem
solvers and makers. Hard work and determination are
essential skills to make high quality marketable products.
In Year 11 Student will choose their own brief and work independently to
develop an innovative new product.
Examples of Year 11 projects :
Year 10 students on a trip to the London Design Museum
Student voice:
Are you a creative thinker?
Are you willing to take risks? Are you determined and hard working?
Are you excited by innovative design?
- 25 -
‘My mum couldn’t believe the quality of the product that I
had made and insisted I came back to school to pick it up
to show her friends’
Design Technology: Textiles GCSE
Key Facts
Product Design Textiles is a great opportunity for creative students and practical individuals to How the course is assessed:
realise their flair for design and making in fabric to produce finished textile products. Students
must note that as this is product design textile, fabric products can be made combined with other materials such
as wood, metal and plastic.
Through this course students will gain good design and production skills and will develop an
understanding of how design is influenced by markets, the need to solve real problem and
work with materials in an efficient and economical way.
In Year 10 Students are encouraged to respond to given design briefs and to develop viable
well-made products. Emphasis will be place on sewing machine skills, pattern cutting and
product or garment construction and finishing techniques. To make clothing, bags, hats soft
furnishings, shoes, jewellery, costume and props.
In Year 11 Student will choose their own
brief and work independently to
develop an innovative new product.
1 two hour single tier written exam (40%)
1 controlled assignment task
(60%) to include a design
portfolio and practical product.
Exam Board: AQA
Post 16 progression and
career Implications.
AS, A2, HNC/HND, Foundation,
BA/BSc Degree, fashion/Textile
Design, Product Design, Visual
Arts, Stage/Theatre/ Costume Design
Other information:
All students will design and make individual products and
need to be organised, independent problem solvers and
makers. Hard work and determination are essential skills to
make high quality
marketable products.
Student voice:
Are you a creative thinker?
Do you love design?
Are you willing to take risks?
Are you determined and hard working?
Are you excited by innovative design?
- 26 -
‘I love learning real skills to
make really usable stylish
products’
Environmental Science GCSE
Key Facts
An essential course for 21st century as environmental pressures
build around the world. This exciting course studies the relationships
between humans and the natural environment, in the past, the
present and how we need to interact for a sustainable future. The
course will provide the building blocks to make informed decisions
about the issues affecting our global environment and prepare
students for an ever growing ‘green economy’.
Exam Board: AQA
How the course is assessed:
Exam 75% - 1 x 2hr Written Paper
There are separate papers for Foundation and
Higher Tiers. The subject content is common to
both tiers.
A1 Population and Sustainability
Why is the human population increasing so fast? Are some lifestyles
ISA 25% - Assessed during the course. The
more sustainable than others? How may food supplies be increased to provide for the growing best mark from 2 different investigations is
population? Are the developments in world food production sustainable?
submitted
A2 Energy resources
How are energy resources used? How can energy consumption be reduced? Why is the
Post 16 progression routes:
continued use of fossil fuels unsustainable? What alternative energy technologies are
AS, A2 Environmental Science, BTEC level 3
available?
Countryside & Environment, Degrees in
A3 Global Climate Change
Ecology, Environmental Science & Law.
Why is the greenhouse effect important for life on Earth? How may human activities change the
global climate? What are the potential effects of global climate change? Can global climate
Other information:
change be stopped?
This subject is an official additional science and
can be taken in conjunction with double or
B1 The Management of Wildlife resources
triple science. This subject bridges the gap
Why is there a need to manage wildlife? How is wildlife conserved? Can the wild food sources between Geography and Science so could be
of the oceans be exploited sustainably?
the subject for you.
B2 The Management of Water resources
How is water allocated to different uses in the UK? Where do supplies of drinking water come Student voice:
from and how are they treated to make them safe? What happens to waste water?
‘This subject is so real, everyday there is
something in the news about the things we are
Investigations in Environmental Science – Fieldwork & ISA’s
learning in class - Just do it, this is our future,
With an excellent set of resources on campus and extensive links with environmental
we need to be prepared!’ - Yr.10 Pupil
organisations across the city and beyond, there are ample opportunities to make real and
relevant investigations. This work will cover the skills and knowledge of How Science Works: ‘I really enjoyed it when we visited the Centre
for Alternative Technology in Wales and all the
fundamental ideas, observation, investigation design, measurement, data presentation,
identifying patterns in relationships and any social aspects or limitations of scientific evidence. wildlife habitats across Sussex, this is so
If you wish to hone your scientific skills beyond the confines of the laboratory, this course could different from anything we have done at school’
- Yr. 11 Pupil
be for you.
- 27 -
Film Studies - GCSE Award
Key Facts
Dorothy Stringer has been proud to be one of the first school is the area to How the course is assessed:
offer Film Studies as an option for GCSE. It has allowed more academic Paper 1: Hollywood Subgenre – Written Exam (30%)
students, particularly those with a flair for English, to do something which Paper 2: Non-Hollywood – Written Exam (20%)
pushes their creativity and analytical skills.
6 Coursework assignment units (50%)
Pupils are taught how to evaluate film language and look at the ways in Exam Board: WJEC
which the film industry works. As well as this academic side you are also
given a chance to learn film making skills. This will end up with you creating a
Post 16 progression routes:
2 minute film as their final coursework piece.
AS and A2 in Film Studies, Media Studies or
Photography. AS and A2 in English Literature, English
Students who take this course are very motivated and the extra work they put
Language or Combined Language and Literature
in is reflected in the results. Last year, over 60% exceeded the target; some
BTEC Media Production.
by several grades.
You’re given all the skills you need from scriptwriting and editing, to Other information:
As well as being an opening for anyone who wanted
camerawork and sound. You also will be
to work in the film industry, it is also a great outlet for
taught film language and how to break down
anyone who enjoys English language or English
extracts as well as looking at how meaning is
Literature as the skills and knowledge are easily
expressed across whole films. This will lead
transferable.
up to your coursework pieces which will be a
mix of close analysis of a film extract and preStudent voice:
production work for your own film.
‘As someone who studies AS Maths and Triple
Science, I enjoy challenging subjects and Film Studies
As well as the coursework pieces you will also
is one of them. I have experienced films that I would
have to complete two exams at the end of
never have usually watched and learnt lots about the
year 11. The first will be on a particular
film making process. It is not all about watching
Hollywood subgenre and involves writing
movies! It can be a bit difficult sometimes but I have
about unseen response material and an
found it extremely entertaining and educational all the
unseen DVD extract. The second exam will
way through.’
be about a particular non-Hollywood film and
Owen Eastwood – Ex-Film Studies student.
will focus more on your evaluation and
analysis skills.
- 28 -
French - GCSE
The French GCSE is made up of the four language skills of listening,
speaking, reading and writing. We teach many topics, such as sport &
leisure, home life and media & culture, in order to prepare you for your final
exams.
Key Facts
How the course is assessed:
1 x reading exam (20%)
1 x listening exam (20%),
2 x controlled assessments in speaking (30%)
2 x controlled assessments in writing (30%)
During the 2 year course you will work on all four language skills. Learning
vocabulary and speaking with correct pronunciation are a constant focus of Exam Board: Edexcel
the course. You will also learn French grammar such as the use of
adjectives, verb patterns, tenses and word order. You will learn how speech
Post 16 progression routes:
and writing change in different situations.
AS, A2 (At least a B grade required in the GCSE)
We will teach your lessons as much as we can in French. You will hear
and see ‘real’ French throughout the course, using texts in books, CDs and Other information:
ICT to help with learning grammar and vocabulary. In class and at home Some universities now have a GCSE in a language as
you will be asked to produce samples of your own spoken and written an entry requirement.
French as well as completing reading and listening tasks.
GCSE French at a C grade or above will count
towards 1 of the 5 awards needed in order to gain the
The controlled
EBacc
assessments count for
60% of the GCSE. The
preparation phase of each
task lasts for 2 weeks, with
either a spoken or written
assessment at the end.
Key words, structures and
useful grammar will be
covered in class prior to
each of the tasks.
Student voice:
“It’s a really good skill to have and it is good that we
have learnt French from year 7 through to the end of
year 11”
- 29 -
French – Advanced
Bridging course between GCSE and A Level
Key Facts
Please note that this course is only open to pupils in French ‘fast- Post 16 progression routes:
track’ classes
A level
This course is to follow on directly from French GCSE at the end of Year
9. This is an ideal bridging course between GCSE and A level French,
allowing you to continue your French studies to a higher level than would
normally be reached at secondary school.
Other information:
If you are thinking of doing A level this is ideal
preparation.
During this course you will build on your knowledge, understanding and
skills studied for GCSE, giving you a foundation to continue studying
French in further and higher education. The topics that we study are
interesting and topical, such as the environment, education and tourism.
You will often practice the language in ‘real situations’ such as role play
and will use authentic texts to inform you of current affairs.
Whilst we study a lot of the AS
French syllabus, changes in A
levels means that taking the AS
exams themselves now has
little value. Therefore there is
no qualification at the end of
this course, however past
pupils have fed back that
‘Advanced French’ has
allowed them to deal with the
demands of A Level much
more easily than if they were
approaching it directly from
GCSE.
Student voice:
“Advanced French challenges your mind and
stimulates cultural learning. It is a very good stepping
stone to A Level.”
- 30 -
Geography GCSE
Geography is not just about where places are; it helps us answer a whole
range of questions about the modern world: Why does the government want
to change pensions? Why does a volcano in Iceland stop flights in the UK?
Why have we got water shortages in country famous for rainy weather? Why
do so many people want to move to the UK (and is that a bad thing?).
Geography is about earthquakes, volcanoes and tsunamis. It’s about
housing shortages and pollution. It’s about rising sea levels and tourism. In
a nutshell, it’s about our world as it changes around us!
Studies include ‘real life’
examples from around the
world and close to home (e.g.
the 2010 New Zealand
earthquake, birth control in
China; Brighton as a tourist
resort; cliff collapse at Beachy
Head).
We like to include as many
field trips as possible: a trip to
study Brighton city centre, an
exploration
of
coastal
defences at Rottingdean, a
dip into the River Cuckmere
and a trip to Iceland to see a
bit of volcanic action!
Not only it is interesting, geography gives you skills that will be useful when
you leave school. The skills that you learn and practice in Geography give
you a lot to offer future employers. In interviews you will be able to speak
about your ability to: write detailed reports; research, present and analyse
data; solve problems; make decisions; work as part of a team; use ICT.
- 31 With GCSE Geography under your belt you become very employable.
Key Facts
How the course is assessed:


2 x 90minute exams (both taken at the end of Year
11) - 75% of the course
Controlled assessment (one long project at the
beginning of Year 11) - 25% of the course
Exam Board: AQA Specification A
Post 16 progression routes:



AS, A2, HNC/HND, BA/BSc Degree
Geography is a subject that is accepted and
respected by all universities and employers.
Geography bridges the gap between the arts and
sciences, giving you greater choice later in life.
Other information:
To do well you must enjoy the subject, be committed to
hard work and be prepared to get wet - you can’t study
a river properly unless you get in it! (P.S: You can do
Geography AND History!)
Pupils choosing to study part-time at City College will
find it hard to keep up with the Geography controlled
assessment if they miss geography lessons when at
college.
Student voice:
“I love learning about the environment we live in
today. I like learning about volcanoes best because
they’re exciting and naturally destructive which is fun
to learn about in class!” Cherry Waller
German - GCSE
Key Facts
The German GCSE is made up of the four language skills of listening, How the course is assessed:
speaking, reading and writing. We teach many topics, such as sport & 1 x reading exam (20%)
leisure, home life and media & culture, in order to prepare you for your final 1 x listening exam (20%),
exams.
2 x controlled assessments in speaking (30%)
2 x controlled assessments in writing (30%)
During the 2 year course you will work on all four language skills. Learning
vocabulary and speaking with correct pronunciation are a constant focus of Exam Board: Edexcel
the course. You will also learn German grammar such as the use of
adjectives, verb patterns, tenses and word order. You will learn how speech
Post 16 progression routes:
and writing change in different situations.
AS, A2 (At least a B grade required in the GCSE)
We will teach your lessons as much as we can in German. You will hear
and see ‘real’ German throughout the course, using texts in books, CDs Other information:
and ICT to help with learning grammar and vocabulary. In class and at Some universities now have a GCSE in a language as
home you will be asked to produce samples of your own spoken and an entry requirement.
written German as well as completing reading and listening tasks.
GCSE German at a C grade or above will count
towards 1 of the 5 awards needed in order to gain the
The controlled assessments
EBacc
count for 60% of the GCSE.
The preparation phase of each
task lasts for 2 weeks, with
either a spoken or written
assessment at the end. Key
words, structures and useful
grammar will be covered in
class prior to each of the tasks.
Student voice:
“German is fun and interesting and it’s really good to
know another language. It is also the top language
needed for international jobs.”
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Health and Social Care - GCSE Single/Double Award
Key Facts
This course gives you the opportunity to take a double GCSE in a single How the course is assessed:
option block. This qualification is ideal for anyone considering a career in Double: Two one hour written exam units (40%) and
the Health and Social Care fields.
two portfolio controlled assignment units (60%)
Single: One hour written exam (40%) and one
In the first year you will look at what is health, what can affect our health in portfolio controlled assessment (60%)
good and bad ways and examine ways to improve health through Personal (Single award maybe available for some students)
Health Plans. Then you will look at the care industries and examine one in
detail by looking at the care values, needs of clients, barriers to the care Exam Board: OCR
and how to overcome them and professional roles within the care industry.
Both of these units are assessed through portfolios completed in class.
Post 16 progression routes:
AS, A2 and level 3 Health and Social Care related
In the second year you will look at how, as humans, we grow and develop
courses
across all our life stages. You will examine what things affect our growth
NVQ in early years care and education.
and development in both good and bad ways, including things like selfconcept and relationships.
Other information:
You will look at the various groups
of people in health and social care
industries that need help and
looking after. You will look at why
certain groups of people get more
help, what that help might look like
and how that help might go wrong.
You will also look at how infection
can be prevented from spreading
in care settings and how they are kept safe for all users. You will look at
basic first aid in care settings. Both of these units are assessed through
one hour exams at the end of the course.
To do the double award you do need to be motivated
and organised.
This would be a really good choice if you would like a
careers working with children, the elderly, vulnerable
adults or are thinking of a career in nursing, social
work, midwifery, therapy.
This subject would go well with Biology, PE,
Psychology
It would be very beneficial to complete your week of
work experience at the end of year 10 in a work place
linked to Health and Social Care, such as a nursery or
old people’s home.
Student voice:
‘I am really enjoying the variety’ A Student Yr 10
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History - GCSE
Our Modern History course provides students with a good understanding
of some of the most important events and periods of the 20 th century,
which have created the world we live in.
Our students enjoy the subject achieve to a high standard. In 2013, 84%
achieved A*-C and 38% achieved either an A or an A*. History has been a
popular choice and many students are motivated to go on and study
History at college and university.
There are four units of study in the GCSE History course at Stringer:
Germany 1918-39
Pupils will study events in Germany in detail, and be able to answer questions
such as: ‘What was Germany like after losing WWI?’ ‘Why did the German people
elect Hitler as their leader?’ ‘What was it like to live in a Nazi dictatorship?’
International Relations: 1943 – 91
Pupils will take a longer view of History and look at how the two ‘superpowers’ of
America and the USSR controlled the world after WWII. They will answer
questions such as: ‘How and why was Europe divided after WWII?’ ‘How and why
did the USA and USSR get within minutes of destroying the world in 1962?’ and
‘Why did the ‘Cold War’ end peacefully after 45 years?’
War and the Transformation of British Society 1931-51
Pupils will study the major changes in British Society before, during and after
WWII, including the impact of the Depression, Britain at War, the Home Front
during the War, and the Labour government in power. They will answer questions
such as: ‘What was the experience of mass unemployment?’ ‘How did Britain
stand alone during WWII?’, ‘Why did Germany bomb British cities?’ and ‘Why did
the Labour government introduce the NHS?’ This unit is based on examining
evidence.
Civil Rights and Protest in the USA 1945-70 – Controlled Assessment
Pupils will study the Civil Rights movement, Vietnam War protests, and the
Women’s Movement after WWII, and the role of historic figures like Martin Luther
King and President Kennedy. The Controlled Assessment involves three tasks.
Firstly, a historical explanation of the events; secondly, an enquiry into those
events; and finally, evaluating representations of history.
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Key Facts
How the course is assessed:
3 exam units of 1 hour and 15 minutes at the end of
Year 11.
1 Controlled Assessment Unit in Year 11.
All units are worth 25% of the GCSE.
Exam Board: Edexcel
Post 16 progression routes:
AS and A2 in Modern History, Early Modern History,
Politics, Law, Classics and Archaeology are all directly
linked to History GCSE. History is a widely respected
subject by colleges, universities and employers. The
skills of sorting information, judging ideas, and clear
explanation are valuable in nearly every career and
field of education.
Other information:
History is a really valuable subject for understanding
the world around you, analysing events and people,
learning how to make an effective argument and
explaining yourself clearly. There is a very popular four
day trip to Berlin in the Easter of Year 11.
Student voice:
“I love History because it is such an interesting and
diverse subject which is also really fun. It’s great
because it gives you lots of valuable skills whilst
teaching you about History which will help you
understand and appreciate the present."
Year 11 student
ICT (Diploma in ICT Open Systems and Enterprise) Level 1 & 2
Key Facts
How is the course assessed?
This course aims to enable learners to broaden their understanding of technical
The qualifications at both Level 1 and 2 have two
systems so they are better equipped for the technological age. Those seeking
assessment components with each component covering
careers in digital technologies will have an appropriate grounding in computing to the full course content.
enable them to make rational decisions about their progression routes into
employment in this sector.
1. Coursework assessed for competence in practical
areas where knowledge and understanding can be
The course covers the following computing concepts:
applied in real and motivating contexts.
 Abstraction and coding

Logic, binary and processing data

Hardware including the components of an IT system and networks

E-safety, mobile computing and life on the internet

Communicating with IT and producing material for different audiences
2. An externally set and externally marked
examination to assess knowledge and
understanding that underpins user competence.
Exam board: The Learning Machine
https://theingots.org/community/qualifications
Coursework
The coursework element is based on practice in the vocational sector where the
purpose of qualifications is to check that people in the work place have sound
levels of competence.
Post 16 progression routes
The Level 2 Diploma is recognised by the DfE as providing
routes on to further study in IT and computing at Level 3,
or on to training post-16.
Diploma Levels
Do you like using computers? Do you want to get better
and think using the computer could help you with your
other study?
The Level 1 Computing Qualification is
graded Pass, Merit, Distinction, Distinction*.
Level 2 is equivalent to grades A*-C in GCSE.
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GCSE Computing
Key Facts
Computer Science GCSE gives students an in-depth understanding of
how computer technology works. It offers an insight into what goes
on ‘behind the scenes’, including a significant amount of computer
programming, which many students find absorbing.
How is the course assessed?
One written examination 1.5 hours

“Computer systems and programming” (40%)
2 controlled assignments each 20 hours
Students will be covering computer systems including hardware and software.
Understanding the fundamentals of IT systems, Networks, Internet and
programming. Developing and programming their system to solve a real world
problem. The students will have access to a wide variety of software to develop
and advance their current skills.
This course will enable students to develop critical thinking, analysis and problem
solving skills. For many, it’ll be a fun and interesting way to develop these skills,
which can be transferred to other subjects and even applied in day-to-day life.


“An Investigative task” (30%)
“Programming project” (30%)
Exam board: OCR
http://www.ocr.org.uk/download/kd/
ocr_31053_kd_gcse_2010_spec.pdf
Post 16 progression routes
AS, A2 and level 3 computer science and information
technology qualifications. If students want to go on to
The course covers: current and emerging technologies; the use of algorithms in
higher study and employment in the field of computer
computer programs; knowledge and understanding of IT in a range of contexts;
science or engineering, they will find that this course
developing computer programs to solve problems; evaluating the effectiveness of
provides a superb basis on which to apply.
computer programs, and the impact of computer technology on society.
Computer Science is now part of the English Baccalaureate. As such, this
qualification has been approved by BCS (The Chartered Institute for IT) This
course will provide a great stepping stone to higher study or employment in
computer science.
Do you like computers and want to know how they work?
Want to develop software and learn how to code?
Are you interested in technical things and are good at maths?
- 36 -
Other information
Students must be proficient in Mathematics and have an
interest in the technical aspects of computing.
Latin - WJEC (each GCSE eq.): Double Award
Key Facts
This course gives you the opportunity to take a double GCSE in a single option
block. Now fully established as an Option at KS4 the subject has grown in
popularity. Latin is not only an academic exercise in its own right, but also:
 Gives insights into other cultures and the background of our own
 Throws light on contemporary moral and political issues
 Is a sound basis for learning other languages
 Supports study in Ancient History, Classical Civilisation and Archaeology
 Develops vocabulary by exploring the etymology of words
 Is fun and discussions about Harry Potter, football mottos and slogans do
occur, along with lots of discussion about the life of the Romans
How the course is assessed:


Life and Language – one 1 hour 15 minute exam
on ‘Core Language’ and a one 1 hour exam on
‘Life’ topics.
Latin Literature – one 1 hour exam on ‘Literature –
themes’ and 4 hour controlled assessment based
on Virgil’s Aeneid Book 2.
Exam Board: WJEC
Post 16 progression routes:
Latin has traditionally been seen as a ‘gold standard’ subject as far as difficulty is
concerned. Indeed, research has shown Latin to be the hardest GCSE at which to
gain an ‘A’ grade. But now there is an examination course offered by WJEC at
GCSE level (Level 2) for the first time. In this course, pupils are encouraged to
show a personal response to the literature they study. The emphasis on rote
learning has gone!
Pupils study the language, poetry and prose, as well as Roman Life topics
including ‘Town Houses’, ‘Slaves and Freedmen’, ‘Roman Food’, ‘the Forum’ and
‘Schools’.
Book one of the course is based around life in
Pompeii before and around the eruption of
Mount Vesuvius – a series of stories about the
family of Caecilius the Banker.
Book two is about Roman Britain and Book
three is on the Roman Army. Our language
exam requires knowledge of the language
features up to the end of Book three and a
vocabulary list of around 400 words.
Full details can be found at:
http://www.cambridgecscp.com/
http://www.cambridgescp.com/Upage.php?p=pe^top^home (For full details about
the WJEC course)
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Latin AS and A2
Classical Civilisation AS and A2
Ancient History AS and A2
Other information:
As this is a double award you do need to be motivated and
organised. You must be prepared to work hard at home.
A great choice for supporting a career in law, medicine,
archaeology, science and nature (inc. veterinary), politics,
linguistics, ancient history and theatre.
This subject would go well with Philosophy, Psychology,
Science, Languages and Humanities.
Student voice:
‘During my college interviews, I was asked lots of
questions about this course and the interviewers appeared
very impressed’
‘Latin is good because it is challenging and fun’
‘I enjoy Latin because I like learning about the language
and history at the same time’
Leisure and Tourism GCSE
This course is intended for students who have an
interest in the leisure and tourism industry and
wish to develop an understanding of how this
industry contributes to society and the economy.
In the first year we learn about and gain an
understanding of leisure and tourism destinations,
including the range of places people visit in their
leisure time, why they choose them, how they
travel there and why they select their chosen method. We look at visitor
attractions in the UK and abroad and find out about the impact of tourism
on communities and environments and about the importance of
sustainability.
In the second year we use the knowledge that we have gained and apply it
to real life by independently researching and gathering information about
the range of leisure and tourism facilities provided in a town or city. In this
controlled assessment students investigate these facilities as businesses,
thinking about how they have to adapt to changing customer needs and
how they promote and sell their products and services.
GCSE Leisure and Tourism is an engaging subject about a rapidly
changing and expanding industry, it combines theory and applies this to
real life examples and gives students opportunities to develop their
investigative skills.
- 38 -
Key Facts
How the course is assessed:
A one hour written exam (40%) and one controlled
assessment (60%) This involves researching and
gathering information with the help of the teacher over a
set period of time, and then a series of tasks is given
where students complete their own work under
supervision in lesson time.
Exam Board: AQA
Post 16 progression routes:
A range of BTEC, Diploma, AS, A2 and level 3 courses
in Travel and Tourism
Other information:
The UK Leisure and tourism industry is huge and
rapidly expanding, offering many career opportunities
for today’s young people. It employs over 3 million
people; more than 13% of UK employees, therefore
gaining a GCSE in this is the first step onto the career
ladder.
Student voice:
‘I really enjoy the fact that we get to research current
leisure and tourism facilities for ourselves. We get to
work on the computers a lot and the trips have been
fun’ Current year 11 student.
Advanced Mathematics
Key Facts
Do you enjoy solving problems and puzzles? Are you confident with
Algebra? Do you prefer subjects that don’t need lots of writing? Are you in
set 1a and expected to achieve a good grade A or A* in Maths? Then
Advanced Maths might be for you.
This course follows components of an A level course. The aim of the course is to
prepare students for the jump to A level. Most pupils who take this course move on
to study double Maths A level in 6th form. Whilst we study the AS Maths syllabus,
changes in A levels means that taking the AS exams themselves now has little
value. Students will therefore be entered for one or more alternative qualifications
including OCR Additional Maths. The programme is largely built on two areas:
Core Maths largely builds on GCSE Maths, and covers a lot of the GCSE A and A*
material but in more detail. It is therefore a good way of
consolidating GCSE Maths and potentially achieving a
higher GCSE grade. The module is predominantly
Algebra and Co-ordinate Geometry (graphs). Additional
topics include sequences and series, differentiation and
integration.
Mechanics - Mechanics is about the mathematics of
the physical world. It is very useful to students studying
Physics or those who want to go on to be engineers or
architects. You will learn about elementary modelling,
vectors, Newton's laws of Motion, Friction, Momentum and Collisions.
In addition, we will explore other areas of Maths covered as part of a full A-level.
Post 16 progression routes:
Most pupils who have completed AS Maths choose to
move onto a double Maths (Maths and Further Maths)
course at 6th Form. Double Maths is a pre-requisite for
a number of degrees at top universities.
A variety of other options are available, depending on
the college.
Other information:
If you are considering this option you must book an
appointment with Mrs Cumming at parents’ evening or
at an alternative time.
Student voice:
“If you really like Maths, especially algebra, and
want to be challenged, then do AS Maths.”
“The course has inspired me and made me
excited about maths”
To consider this course you should enjoy Maths – particularly since you will be doing “It made me more mature and taught me how to
13 lessons of Maths a fortnight including your GCSE Maths! You will be expected to study….and its nice working in a small group”
do some independent working.
The aim of the course is to give you a feel for what ‘real’ maths is about.
This course is only open to pupils with a predicted high grade A or A* in
GCSE Maths. You will already be in the top set for Maths and be in your
‘comfort zone’.
- 39 -
“I wasn’t sure whether I wanted to do Maths at Alevel. Now I can’t imagine life without Maths!”
Media Studies - GCSE Single Award
Key Facts
If you enjoy any aspect of the media - films, pop music, magazines, How the course is assessed:
television, radio - Media Studies is the subject for you. It is a mixture of 1 hour and a half written exam (40%) and 3 controlled
applied skills and analysis work. Half your work will be looking at current assignment units (60%)
Media products. The other half will be creating your own
Over the two years, you will study a wide range of Media. The main focus is
on Magazines, Films and Advertising.
Exam Board: AQA
Post 16 progression routes:
AS and A2 in Media Studies, Film Studies or
You will develop your hands-on skills using video cameras, digital cameras
Photography.
and audio recording tools. Then you can edit your raw materials with easy-toBTEC Media Production.
use editing software such as Adobe Photoshop and Premiere. The course
also includes tasks in poster design, creating advertising campaigns and
Other information:
storyboarding video. Almost all of your coursework will be done on PCs.
This would be a really good choice if you would like a
career in the Media. It is also useful for any subject
As well as the hands-on work you will also study
where you are asked to analyse texts and understand
and analyse the Media that already exists. A
audience reaction such as English, History,
large part of the course will consist of written
Psychology or Sociology.
work and essays. Some of the written work will
require detailed study of aspects of the Media.
Student voice:
‘The best thing about Media is that it teaches you to
understand how it all works and how the audience is
manipulated. I can’t watch an advert now without
thinking about how they are persuading me to buy the
product.’
Year 11 Media Studies student.
You will learn about the way the Media business
works. How it has changed and its appeal to the
audience. You will study the way the media
represents people, groups and events. How it
entertains and informs people and how the media
is controlled and regulated.
- 40 -
MUSIC GCSE
Key Facts
How the course is assessed:
The GCSE Music course
allows candidates to develop
their musical performance,
composition and listening skills.
Broad based skills included
are:




Music analysis and theory
Ensemble work
Performance skills
Music Technology
The course is challenging and exciting, covering a range of topics – from
Mozart’s 40th Symphony to Moby’s Why does my heart?
Candidates are given the opportunity to develop an understanding
and working knowledge of:
 A thorough theoretical background of music and compositional
techniques
 Exploration and development of compositional style and to write
in a chosen genre
 Ensemble and solo performance work
 How to use Sibelius and Cubase software
60% Coursework – this includes 2 compositions and
2 performances
40% Listening exam. This has an essay question
and short form listening questions.
Exam Board: EDEXCEL
Post 16 progression routes:
AS/A Levels in Music and Music Technology as
well as BTEC National Diplomas (in Music, Popular
Music and Music Technology)
Performing Arts BTEC/ A level.
Access to Music
Music Colleges
BIMM
MGA Academy
Brit School
Other information:
It is very important to note that the course requires
students to be able to read music, or have the
intention of being able to read music. It is also
strongly advised that students learn a musical
instrument.
Student voice:
“It’s cool, you get to study Jeff Buckley” Trilby White
Yr 11
- 41 -
Physical Education - GCSE
Key Facts
How the course is assessed:
This qualification is ideal for anyone who is interested in sport and/or
considering a career in the sport industry.
4 practical sports – 50%
2 controlled assessments – 10% (5% each year))
1 exam – 40%
The course is run over a 2 year period. In the first year pupils will submit a
controlled assessment score on Analysing Lifestyles and 2 practical scores
(which can be selected from a huge list of sports!). Pupils will have both
practical and theoretical lessons which cover all aspects of the Physical
Education curriculum, for example, your bodies readiness for sport, diet
and nutrition and how to follow a healthy active lifestyle, to name just a
few.
Exam Board: OCR
Post 16 progression routes:
AS, A2 in Physical Education/Sports Science
BTEC National Diploma in Sport and Exercise Science
Other information:
To take this qualification you will need to enjoy your
In the second year of the course pupils will submit a controlled assessment sport and PE and you need to be motivated and
score on Analysing Performance, and a further 2 practical sports, 4 sports organised.
This would be a really good choice if you are
in total will be submitted, as well as an exam score covering elements
interested in a career working in the sporting industry
studied in both year 10 and 11. Pupils will have both practical and
and/or you would like to take PE and sport further
theoretical lessons which cover all aspects of the Physical Education
after Stringer.
curriculum, for example, developing physical and mental capacity, the
This subject would go well with Biology and
human body in sport and sport psychology, to name just a few.
Psychology.
The course is challenging, both physically and mentally and suits pupils of
all ability levels.
- 42 -
Student voice:
PE is a great subject that allows you to express
yourself in a fun and different way compared to most
subjects. The modular exams/controlled assessment
allow you work towards the grade you want. (Year 10
pupil)
Psychology GCSE
Psychology is the scientific study of the mind and behaviour of humans
and animals. The aim of the course is to provide students with an
understanding of human and animal thought and behaviour. They will
acquire knowledge related to the way psychologists study individuals and
groups. Learners will also develop skills of critically analysing psychological
material.
Key Facts
How the course is assessed:
There are three question papers – all one tier
Unit 1 Applications in Psychology 1
40% of the total GCSE marks - 1 hr 15 mins written paper 80marks
COURSE OUTLINE
Unit 2 Applications in Psychology 2 - 40% of the total
GCSE marks / 1 hr 15 mins written paper - 80marks
SOCIAL PSYCHOLOGY: Obedience, key concepts: defiance, denial of
responsibility,
Unit 3 Research in Psychology - 20% of the total GCSE
marks / 1 hr written paper – 40 marks
Non-verbal communication, key concepts: body language, facial
expressions
BIOLOGICAL PSYCHOLOGY: Sex & Gender, key concepts: masculinity,
femininity, androgyny,
Criminal Behaviour, key concepts, crime, measures of crime, criminal
personality
DEVELOPMENTAL PSYCHOLOGY: Attachment, Key concepts:
separation protest, stranger anxiety, types of attachment, Cognitive,
Development, Key concepts: Universal stages of development
INDIVIDUAL DIFFERENCES: Atypical Behaviour, key concepts: fear,
phobias,
The Self, key concepts: individuals as unique, free will
COGNITIVE PSYCHOLOGY: Memory, key concepts: information
processing, accessibility & availability problems, Perception, key concepts:
sensation, depth cues, linear perspective, relative size, texture gradient
RESEARCH IN PSYCHOLOGY: Planning research, Doing research,
Analysing Research, Planning an investigation.
- 43 -
Exam Board: OCR
Post 16 progression routes:
AS or A2 Psychology
Other information:
Psychology is a useful subject for a number of careers,
particularly those that involve working with people.
Students have progressed from Psychology GCSE to
nursing, teaching, social work, work in the police and
prison service, and many forms of office work.
Student voice:
“It’s fun learning why people behave the way they
do”.
“It’s such an interesting subject I want to be a
Psychologist one day”
Religious Studies (Philosophy & Ethics) AS level
AS Level, normally taken in Year 12, is at a higher standard than
GCSE and counts towards University entrance. The course is
therefore challenging and not suitable for all pupils, while for
others it can provide a stimulating chance to develop skills and lay
foundations for their future academic studies. Pupils considering
this option would be well advised to discuss it with their RS
teacher.
The skills developed in the course are critical and analytical thought, discussion and
formulation of arguments, independent reading and essay writing. Those who enjoy
discussion of big questions, are not afraid of hard work and are doing well in English
and RS could find this subject is for them.
The course is divided into two sections:
Foundations:
This includes topics in both ethics and the philosophy of religion. For philosophy of
religion pupils engage in a detailed study of the design and cosmological arguments
for the existence of God as well as a consideration of the challenge posed to God’s
existence by evil and suffering in the world and a look at the specific issues raised by
miracles. In ethics, pupils will consider the relationship between religion and
morality as well as evaluating the ethical theories of utilitarianism and situation
ethics.
Investigations:
Pupils independently investigate a topic of their own choosing from the areas of
either medical ethics or the relationship between religion and science.
- 44 -
Key Facts
How the course is assessed:
2 exams at the end of Year 11.
Each is worth 50% of the AS level
Foundations paper – 1 hour 45 mins – 3 essays.
Investigations paper – 1 hour 15 mins – 1 essay.
Exam Board: Edexcel.
Post 16 progression routes:
Although local 6th form centres do not offer Religious Studies
AS or A2 courses, it is normal to take more AS levels than are
pursued to full A level standard and many of our pupils do go
on to study AS & A2 Philosophy courses locally. Many have
come back and commented that the Philosophy and Ethics
course has prepared them better than their peers for this and
other A level courses.
Other information:
Choosing an AS Level subject at Key Stage 4 does involve a
likelihood of examination clashes in the Year 11 summer
examinations. This can sometimes mean needing to fit up to
3 exams into a day with short breaks in between. As a school
we do our best to minimise any anxieties to our pupils so
that the exams run smoothly for them.
Student voice:
‘Philosophy has really made me think and given me more
questions about life than answers!’ -Year 10 pupil.
Triple Science GCSE
Key Facts
How the course is assessed:
This course is designed for the most able
scientists who are certain that they wish to
study sciences post 16. You will study for 3
separate science GCSEs in Biology,
Chemistry and Physics.
For each science:
Three 45 minute exams (75%) and one Controlled
Assessment (25%)
There is a considerably more science to cover
than for Core and Additional Science GCSEs,
but no extra lessons are provided. We must
therefore be certain that if you choose triple science you will be able to study at a
much faster rate so that you can cover all the extra material (and understand it
too!)
Exam Board: AQA
You will cover the same material as those doing Core and Additional Science as
well as these extra topics:
This course is for the most able pupils who can keep
up with this accelerated course. To be confident of
this we ask that students gain at least a 6A by the
middle of Year 9 to be considered for the course.
Once the course starts there is not an option to move
back to 2 science GCSEs.
In Biology:




Movement of molecules in and out of cells
Transport systems in plants and animals
Homeostasis
Humans and their environment
Other information:
‘Triple Science is hard but I really enjoy it’ Matt
Robson Year 11
The periodic table
Water
Calculating and explaining energy changes
Further analysis and quantitative chemistry
The production of ammonia
Alcohols, carboxylic acids and esters
In Physics:



AS, A2 Science based courses
Student voice:
In Chemistry:






Post 16 progression routes:
Medical applications of physics
Using physics to make things work
Keeping things moving
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Spanish - GCSE
Key Facts
The Spanish GCSE is made up of the four language skills of listening, How the course is assessed:
speaking, reading and writing. We teach many topics, such as sport & 1 x reading exam (20%)
leisure, home life and media & culture, in order to prepare you for your final 1 x listening exam (20%),
exams.
2 x controlled assessments in speaking (30%)
2 x controlled assessments in writing (30%)
During the 2 year course you will work on all four language skills. Learning
vocabulary and speaking with correct pronunciation are a constant focus of Exam Board: Edexcel
the course. You will also learn Spanish grammar such as the use of
adjectives, verb patterns, tenses and word order. You will learn how speech
Post 16 progression routes:
and writing change in different situations.
AS, A2 (At least a B grade required in the GCSE)
We will teach your lessons as much as we can in Spanish. You will hear
and see ‘real’ Spanish throughout the course, using texts in books, CDs Other information:
and ICT to help with learning grammar and vocabulary. In class and at Some universities now have a GCSE in a language as
home you will be asked to produce samples of your own spoken and an entry requirement.
written Spanish as well as completing reading and listening tasks.
GCSE Spanish at a C grade or above will count
towards 1 of the 5 awards needed in order to gain the
The controlled assessments
EBacc
count for 60% of the GCSE.
The preparation phase of each
task lasts for 2 weeks, with
either a spoken or written
assessment at the end. Key
words, structures and useful
grammar will be covered in
class prior to each of the
tasks.
Student voice:
“I think that it is a fantastic language to learn and to be
able to use in your future”
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Statistics - GCSE
Key Facts
There is considerable overlap between maths and
statistics at GCSE level. This will greatly benefit those
who want to achieve a ‘B’ or higher at GCSE maths.
How the course is assessed:
1 written exam (2 hours) - 75%
Controlled Assessment - 25%
Pupils will study topics covered in maths GCSE but
will have the opportunity to extend these and to use
them in real life situations.
Exam Board: AQA
Data will be collected, presented and analysed using
techniques such as pie charts, cumulative frequency polygons and histograms.
Data will also be analysed by using the mean, mode, median, range, quartiles,
percentiles etc. Probability is also part of the syllabus. In addition, pupils will
learn new ways to interpret data looking at topics such as seasonal trends and
population.
The course then moves on to look at other uses of statistics such as financial
statistics (e.g. cost indices, RPI) and population statistics (birth and death rates)
Knowledge of statistical analysis is also becoming increasingly important in the
work place. Having a GCSE in this subject will greatly benefit those pupils
considering a variety of career options such as computing, business, education
and media.
Note that pupils who are currently in Set 1a who particularly want to study
Statistics should speak to Mr. Whitton about the option course.
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Post 16 progression routes:
AS or A2 Mathematics
AS or A2 Further Mathematics
Other information:
Statistics is used across the curriculum in subjects such
as geography, science, environmental science,
psychology and philosophy. Pupils taking Statistics GCSE
will gain an advantage of a ‘second’ maths qualification at
GCSE and it will aid the transition between GCSE and ‘A’
level. Pupils going on to study subjects including science,
geography, social sciences and psychology at sixth form
college will find knowledge of statistics extremely useful.
Student voice:
“Statistics allows you to use Maths in the real world.”
Work Related Curriculum - incorporating City College
About the courses
Students who choose the Work Related Curriculum will follow a school based curriculum for four
days and for one day each week they will study at City College Brighton at one of the two sites either at the Central Campus in Pelham Street or City College East at Wilson Avenue. There are a
range of courses available either at Level 1 or Level 2 All these vocational courses give students the
opportunity for post 16 progression either onto the next level course at City College or to go onto VI
Form College.
Requirements for the choosing this pathway
Students will need to have some self-motivation and show organisational skills as they will miss one
day each week at school. There will be some opportunity to keep up to date in catch up sessions
but the students must be aware of the need to take responsibility for keeping up to date in the
courses where lessons are missed on the city college day.
Students also need to be responsible about making their own way to and from college and to be
aware of the importance of arriving on time and attending regularly.
Most courses require either a uniform or special clothing.
Subjects available at City College.
City College offers a broad range of practical vocational courses (as shown in the list below). This
pathway usually involves a smaller teaching group than those in school and will be with students
from other schools in Brighton and Hove.
The core curriculum would consist of English, Mathematics, Science, PSHE, Religious Studies
and PE all of which are compulsory for all pupils nationally. Pupils will then choose 3 subjects from
the options list. Pupils who are not successful in the application to City College will follow the
general pathway. They should choose their option subject carefully.
Both the Introductory BTEC qualification and Level 1 NVQ qualifications are nationally recognised
and, depending on the course, are equivalent to either 2 or 4 GCSEs at grades D-G.
Level 1 Qualifications (Level 1 courses are equivalent to 2 or 4 GCSEs at Grade D-G)

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
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Catering level 1 (City & Guilds Certificate)
Construction Skills level 1 (BTEC Certificate/Diploma)
Electrical Engineering level 1 (EAL Certificate - Electrical)
Motor Vehicle Studies level 1 (ABC Certificate)
Hairdressing & Barbering level 1 (VTCT Certificate)
Beauty Therapy level 1 (VTCT Certificate)
Level 2 Qualifications (Level 2 courses are equivalent to 2 or 4 GCSEs A*-C)
Unlike the level 1 courses, the school needs to find alternative funding sources to support level 2
qualifications. If your child is interested in following one of the courses below please contact Mr
Baker at school. There is no guarantee that we will be able to find the necessary money so pupils
choosing this pathway should consider their normal options especially carefully.

Hair & Beauty Services level 2 (VTCT Diploma)
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