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THE PROCESS The Year 9 Options Process is the first time in most student's school careers when they are faced with significant choices to make. The choices that they make will not only affect what they study for the next two years but also open doors to employment and further study. At The Whitby High School we are committed to every student achieving their potential and it is therefore vital that they make informed and sensible option choices. Every child is unique, so at The Whitby High School we offer a Curriculum that is personalised to meet the needs of all our young people. Being a large school we are able to offer an exceptional range of subject choices across four Learning Pathways. Students will be advised as to which Pathway will be most suitable for them to follow so that they can truly achieve their potential.

Please take some time to look through this option booklet to enable you to gain an appreciation of the subjects on offer. I look forward to welcoming you to the forthcoming Year 9 Options Evening where you will be able to gain more information about courses and the options process.


PATHWAYS A ‘Pathway’ is a route through the curriculum. At The Whitby High School, we have four pathways aimed at four different types of learners. Students will receive a different Options Preference Form depending upon the pathway that they will follow. All Students will follow a Core consisting of English, English Mathematics, Statistics, Physical Personal and Social Education / Religious Education and Science.

Curriculum Literature, Education, Citizenship,

In addition to the Core Curriculum, students will make choices from a wide range of optional subjects. One choice must be made from each option block. PATHWAY P This Pathway is for students who aim to progress to Advanced Level study followed by Higher Education and/or employment with training. These students will study the core curriculum which may include Separate Sciences, GCSE Statistics, English Language and English Literature. Studying Separate Sciences will place learners in a strong position to progress into Advanced Level study in the sciences, and for those who wish, graduate studies in science including Medicine, Dentistry, Veterinary Science, etc. Students will also choose from a range of optional subjects and all students will be eligible for the English Baccalaureate (EBacc). The English Baccalaureate is a composite qualification consisting of GCSEs in English Language, Mathematics, Science, History or Geography and a Modern Foreign Language, all at Grade ‘C’ (4+ in English and Maths) or above.

PATHWAY A Pathway A is for students who aim to progress to Advanced Level study followed by Higher Education and/or employment with training. These students will study the core curriculum including Combined Science, English Language and English Literature. Students will follow the core curriculum plus four optional subjects. Students will be eligible for the EBacc if they choose to study a Humanities subject and a Modern Foreign Language. PATHWAY C This Pathway is designed for a small number of students who are motivated by a vocational and practical curriculum. This Pathway prepares students for Advanced Level study, Modern Apprenticeships and Higher Education. PATHWAY E This pathway offers a bespoke curriculum suitable for a very small number of students. Students will follow the Core Curriculum and an Options Curriculum tailored to meet their specific needs. They will study a range of academic and vocational courses such as GCSE’s and BTECs. In addition, they will also spend slightly more time studying English Language and Mathematics. This Pathway prepares students for Further Education or employment with training. Students will follow the core curriculum plus take part in an extended work placement.

ANCIENT HISTORY ABOUT THE COURSE For the second year running, the History department is excited to offer a new GCSE in Ancient History. This qualification will enable students to develop their understanding of the ancient world, including its military, political, religious, social and cultural history. It will also allow students to appreciate the legacy of the ancient world in today’s society. Much as with traditional GCSE History, students will develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context. However, the study of the ancient world presents a unique challenge, as ancient historians today rely on fewer sources than are available for modern history. This means our interpretation of events often relies on very scarce evidence, and students must tread carefully when considering the reliability of sources.


Yet exploring the very roots of western civilisation has its rewards. Students of Ancient History will embark upon two period studies and two depth studies, each with its own fascinating area of the ancient world to uncover.

The Persian Empire: This period study of just over 90 years (559 - 465 BC) traces the rise of the mighty Persian Empire under Cyrus the Great, the subsequent conquest of Egypt, and the momentous conflict that followed between Persia and the ancient Greek city states of Athens and Sparta. Alexander the Great: This depth study of 33 years (356 - 323 BC) follows the legendary life of Alexander the Great, who unified Greece, conquered Persia and forged an empire that stretched as far as India. The foundations of Rome: This period study of over 300 years (753-440 BC) focuses on the origins of Rome from the mythical founder Romulus, through to the foundation of the early Roman Republic. Britannia, from conquest to province: This depth study of approximately 40 years (43 - 84 AD) focuses on the conquest of Britain by the Emperor Claudius and the renowned resistance campaigns of tribal leaders such as Caratacus and Boudicca.

FURTHER OPPORTUNITIES A GCSE in History continues to be highly valued by employers, colleges and sixth forms and is a leading pathway towards successful careers in law, education and many other areas.

ART & DESIGN ABOUT THE COURSE Students will be introduced to a variety of experiences exploring a range of two and three dimensional media, techniques and processes. They will explore relevant images, artifacts and resources relating to a range of art, craft and design from the past and recent times, which should be integral to the investigating and making process. Responses to these examples must be shown through practical and critical activities which demonstrate the student's understanding of different styles, genres and traditions. Students will explore drawing for different purposes and needs, and will use sketchbooks to support their work. Students should produce practical and critical/contextual work associated with both of the endorsements listed. They may also explore and develop ideas by combining and overlapping the areas of study. On this course you will study: Drawing, painting, mixed media, printmaking, photography.

Ceramics, sculpture, card/paper construction, body adornment, environmental art and design. Art is a practical course but it does have a written element and students will have to annotate their drawings and ideas and they will have to analyse the artists with whom they are researching and evaluate their work. Art and design is a good choice at GCSE for a creative person and if you think you might be interested in pursuing a career in the Art and Design industry, early years / primary education, secondary (art) education, architecture, floristry, hairdressing / beauty, computer game design or even running an art gallery!

FURTHER OPPORTUNITIES Students may continue to A Level or other vocational qualifications or apprenticeships. Learners enjoy an inspiring, balanced and progressive programme of learning, building their skills, knowledge and understanding of art, craft and design. They also build transferable skills which underpin progression in the creative and other industries.


BUSINESS & ENTERPRISE ABOUT THE COURSE This qualification is designed for students who want an introduction to business and enterprise that includes a vocational and hands-on element. It has been developed to enthuse and inspire learners about a career in business and enterprise. The qualification will appeal to students who wish to either set up their own business, move into employment, or progress onto further study. This qualification aims to: ●

Develop a broad and comprehensive understanding of business and enterprise

Develop a significant knowledge core which spans the vocational sector

Provide academic and study skills that will support progression within business and enterprise and more broadly.

This qualification replaces the GCSE in Business Studies and comprises four units over two years


On this course you will study: ●

Introduction to Business and Enterprise Portfolio Assessed (Year 10)

Marketing for Business and Enterprise Externally Assessed (Year 10)

Finance for Business and Enterprise Portfolio Assessed (Year 11)

Plan, Develop and Participate in a Business or Enterprise Project Portfolio Assessed (Year 11)

FURTHER OPPORTUNITIES If the subject is pursued further (A Level and possible Degree Level) then careers in the private sector working for retail, banks, insurance, accounting and finance companies are possible, as are careers in government (local and national), lecturing, teaching, the Health Service, Housing and Prison Service to name but a few. For more information visit and search for Level 2 Business and Enterprise Qualification.

CONSTRUCTION ABOUT THE COURSE On this course you will study: In this unit students learn all about the laws and codes of practice which are in place in the construction industry to ensure the safety of the workforce. This unit is externally assessed. In this unit students are taught many of the practical skill needed to work in the construction industry. This includes Carpentry and Joinery, Plumbing, Electrical Installation, Painting and Decorating and where possible other additional skills.

English skills are assessed throughout the course and Mathematics skills are assessed as part of unit 3. At the end of the course all the grades are aggregated and a final mark is given which ranges from Level 1 Pass up to a Distinction. If you require any further details please contact Mr Morby in the Design and Technology Department. WJEC (It is possible that in beginning in September 2018 we may switch to the new Technical Award in Construction. This will be with a different board but the course content will essentially be the same.)

Three of these tasks are planned by the students, written up, carried out, evaluated and this plus photographs of the student’s outcome and tutor reports are the evidence required to pass this unit.

This unit looks at construction projects in the real world. The students learn who is involved in a project, what their roles and responsibilities are and how to sequence a project correctly to ensure its success. This unit is assessed by a formal written assignment.


DANCE ABOUT THE COURSE This course is a fantastic opportunity to explore and develop your passion for dance and gives you the chance to experience different styles of dance. This is a new specification, which has been completely updated and involves studying modern choreographies and exciting, vibrant pieces of dance, including Hip Hop, Salsa and Contemporary genres. On this course you will study:

This area will be full of practice, practice and practice some more! This section allows you to work with professional dancers and work closely with your peers to improve your own dance style and knowledge of moves. This component, for some students, can be the best section as it gives you a chance to make your own piece of dance choreography and be as creative as you like. There are two opportunities to choreograph in Year 11 – The 1st allows you to use a professional dance work to gain movement ideas


and the 2nd allows you to pick your own theme. The 2nd opportunity requires you to be passionate about your theme and must inspire you to want to work hard on your idea. Choosing the right music is your job too and this can be very exciting.

You will see many dance performances and videos over the duration of the course, so that in the short summer examination you will be confident to answer questions and make reference to professional dance works. You will study six exciting pieces of choreography and will see some of these performed live on theatre visits.

FURTHER OPPORTUNITIES This course is a fantastic course that will not only provide you with lots of experience to become a professional dancer, teacher or instructor, but also with a range of skills and a level of confidence that will help you to succeed in any employment sector. This course compliments Drama and Music.


Year 11 will consist of:

AQA GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.

A Non-Exam Assessment

Our GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

All students will sit the unit 1 written paper. Questions may vary from multiple choice questions to extended responses. This is 50%. Some of the questions include applied maths, which is worth 15%.

The Non-exam assessment will contribute towards 50% of the students overall mark. The non-exam assessment project in its entirety should take between 30-35 hours to complete and consist of a working prototype and a concise portfolio of approximately 20 pages. A Written Examination

Through the 2 year course. Students should know and understand that all design and technology activities take place within a wide range of contexts. They should also understand how the prototypes they develop must satisfy wants or needs and be fit for their intended use. For example, the home, school, work or leisure. Students must also demonstrate mathematical and scientific knowledge and understanding, in relation to design and technology.



Facts and Figures:

Level 2 BTEC Engineering is an excellent pathway to a career in Engineering for both boys and girls.

30% of the current Year 11 take Engineering

95% of Year 11 who took Engineering achieved a Level 2 Pass (C Grade) or higher (2017)

30% of Year 11 who took Engineering achieved a Distinction* (A* Grade) (2017)

The course was introduced in September 2013 and replaced the previous extended certificate due to national demands. The award is broadly equivalent to one GCSE and is so far proving to be a very popular and enjoyable course for students who opted in previous years. There is an increased practical element and the course is structured to be an extension to the successful and popular engineering courses at The Whitby High School, where students benefit from excellent resources and experience a high level of success. The course that is offered therefore, is one that will join the family of Engineering courses at The Whitby High that are amongst the most successful courses in the county. Throughout Year 10 and 11 lessons are devoted to:


Numerous practical throughout the course

Examination/theory teaching

Coursework completion







FURTHER OPPORTUNITIES There is currently a shortage of qualified engineers in the country, many companies are seeking to attract and train young engineers of the future. This course continues with ‘The Whitby’ tradition of providing a qualification to cater for the needs of employers or further education. It gives students an excellent learning experience to progress to their desired path after school. Opportunities on successful completion of this course are available at:

ETHICS AND PHILOSOPHY ABOUT THE COURSE Philosophy means 'Love of Wisdom' and is about asking the big questions in life (e.g. Who made the universe? Why do we exist? Is there any such thing as a soul?). Ethics, or moral philosophy, deals with questions of right and wrong (e.g.: Is abortion ever right? Is killing always wrong?). The course is much broader than traditional R.E., so whilst religions have answers to these questions and the views of people such as Christians and Buddhists must be taken into account, there are other groups such as scientists and atheists who must also be studied. If you are naturally a curious person and aren't afraid to ask questions or encounter new ideas then this subject could be for you. Some of the units studied in Ethics and Philosophy include: ●

where did the universe come from? (religion vs science) How should we treat animals and the environment? Are euthanasia or abortion morally wrong? Can proof of God be found through things such as miracles, the Design Argument or the First Cause Argument?

Why are crimes committed? How should criminals be punished and should capital punishment be allowed? Why does terrorism take place? Does religion cause war? Is there any moral justification for war? Is it possible to be pacifist in the 21st century?

At the end of Year 11 there are two exams, each lasting 1 hour 45 minutes.

FURTHER OPPORTUNITIES Philosophy and Ethics apply to almost everyone, they relate to most subjects and career paths. Scientists, businesses and medics must consider the ethical implications of their actions. Police, teachers and journalists frequently encounter viewpoints different to their own. In fact, any profession which involves working with people is likely to make use of the skills you develop. Countless occupations will put your ability to think through problems, consider solutions and provide an answer to the test!


TEXTILES ABOUT THE COURSE On this course you will study:

Students will have the chance to carry out a number of bite sized projects to demonstrate their competency in core practical skills. Their work will be recorded in a portfolio. Skills gained will include: ● ● ● ● ● ● ● ● ● ● ●

Joining and finishing using seams Applying functional components Surface embellishment Combining materials Shaping and control of fullness Edge finishing and facings patch pockets Fabric manipulation Colouring fabrics Developing and modifying pattern Sleeve setting Teamwork and collaboration.#

For this unit, students will undertake and extended project that showcases the skills they have developed in unit 1. They will be marked on their ability to plan


and develop a design, making skills, testing and evaluation and communication throughout the project.

Students will be assessed on the following topics: ● Materials and components ● Skills ● Health and safety ● Tools and equipment ● ICT and CAD/CAM ● Social, environmental, cultural and economic issues ● Commercial practice ● Employment opportunities ● FURTHER OPPORTUNITIES This Technical Award is designed to equip learners with the practical skills in fashion and textiles they need to progress to further general or vocational study. They will develop a broad understanding of the sector so they can make informed decisions about their career opportunities. Students will also develop transferrable skills including communication and collaboration.



This is a practical based course with students cooking most weeks. You are able to select a variety of dishes to make and will become more independent during these sessions as the course progresses. Students complete written work to support their practical work and apply the knowledge gained.

Food is an exciting course to complete, not only will you receive a GCSE qualification and a life skill in cooking but the experience gained will also open up a range of opportunities to work within the catering and hospitality industry. Whether this be full time or part time during your journey through Further Education at Sixth Form and university.

On this course you will study: Students demonstrate understanding of the working characteristics and functions of a variety of ingredients. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. This is worth 50% of the total mark. This is taken at the end of the course and is worth the remaining 50% of the total mark.


GEOGRAPHY ABOUT THE COURSE There are three main areas of Geography: ● Changing Physical and Human Landscapes ● Environmental and Development Issues ● Applied Fieldwork Enquiry

Students will attend two field trips and look at the process of enquiry. They do not complete a controlled assessment but will be asked in the exam about various aspects of fieldwork they have studied. Geography is also an EBACC subject.

Includes the study of rivers and their landforms, coasts, UK landscapes, rural-urban geography, challenges facing our towns, global cities, earthquakes, tsunamis and volcanoes.

We will cover core topics like climate and climate change, ecosystems and environments, development, water resources and economic development. In addition, consumerism and its impact on the environment and managing ecosystems are studied.


FURTHER OPPORTUNITIES Geography will provide you with a whole range of valuable transferable skills that will not only make you a more well-rounded individual, but which are also increasingly sought after by employers, colleges and universities: skills such as the ability to think critically, communicate effectively, solve problems, work well in a team, collect, analyse, present Information and develop written arguments.

HEALTH AND SOCIAL CARE ABOUT THE COURSE Students study four units of work during the course. These cover a range of areas that provide a core of knowledge that ensures that all learners develop to their full potential. Students will study Human Lifespan Development, Health & Social Care Values, Effective Communication in Health & Social Care and Promoting Health & Wellbeing. This course will introduce students to work related learning and provide an overview of this sector.

The test comprises both short and longer questions and is 1 hour in length. The other units are all portfolio based and are made up from a range of activities including: making posters, booklets, presentations, case studies, role play and reports. The use of computers to aid work presentation is encouraged.

Students will be encouraged throughout the course to take responsibility for their own learning. Students will need to: ●

Be focused on their work and be able to keep to target deadlines.

Be prepared to complete guided research at home.

Have regular attendance at lessons

Complete their Year 10 Work Experience in a suitable placement linked to Health & Social Care.


HISTORY ABOUT THE COURSE A GCSE in History encourages learners to develop their interest and enthusiasm for history and an understanding of its intrinsic value and significance as well as extending their knowledge and understanding of specific historical events, periods and societies. It enables students to acquire an understanding of different identities, including their own, within a society and an appreciation of social, cultural, religious and ethnic diversity which builds upon their understanding of the past and the diversity of human experience.

Students should develop an awareness of how aspects of life in the USA in this period have been represented and interpreted.

Students will be required to consider the developments, events and personalities which have shaped the recent history of Germany. Students will be required to examine the major political, social, economic and cultural perspectives which have affected the lives of the German people over the whole of this period.

On this course you will study:

Students will be required to consider the major influences on political and social life during the period as well as the issue of religious controversy.

Students will be required to consider the causes and types of crime, law enforcement, combating and punishment of crime and changing attitudes towards crime and punishment over time.



Students will be required to consider the main problems and challenges facing American society during the period, the major economic problems and the development of American culture and society.

A GCSE in History continues to be highly valued by employers, colleges and sixth forms and is a leading pathway towards successful careers in law, education and many other areas.

INFORMATION TECHNOLOGY ABOUT THE COURSE This course aims to provide students with a unique opportunity to identify and solve real problems by designing information and communication systems in a wide range of contexts relating to their personal interests. The course encourages the investigation and study of Information and Communication Technology in a variety of contexts. Students are given the opportunity to acquire competence and critical skills through creation, implementation and use and evaluation of a range of information and communication systems.

Manipulate and process data and other information, sequence instructions, model situations and explore ideas

Communicate data and information in a form fit for purpose and audience

Adopt safe, secure and responsible practice when using ICT

Develop appropriate and effective ICT-based solutions in a range of contexts

Evaluate their own and others' use of ICT.

This Level 2 qualification will require students to complete coursework and examination elements. This specification in ICT requires demonstrate the ability to:

students to

Think creatively, logically and critically

select, use and integrate ICT tools and techniques to meet needs

Find, select and evaluate information for its relevance, value and accuracy






Students will prepare for the GCSE examinations, developing the four skills of Listening, Speaking, Reading and Writing.

Students will prepare for the GCSE examinations, developing the four skills of Listening, Speaking, Reading and Writing.

All four examinations are at the end of the two year course and students will be entered according to their ability. The Foundation Tier covers grades 1 -5 and the Higher Tier covers grades 4 - 9

All four examinations are at the end of the two year course and students will be entered according to their ability. The Foundation Tier covers grades 1 -5 and the Higher Tier covers grades 4 - 9

Most students continue to study a modern foreign language in Years 10 and 11 and this must be the language they have studied at Key Stage 3.

Most students continue to study a modern foreign language in Years 10 and 11 and this must be the language they have studied at Key Stage 3.

Your present teacher will give you more advice or information or you can ask Mrs Marshall for advice on French.

FURTHER OPPORTUNITIES It is a great advantage to have a qualification in a foreign language and employers see this as a valuable skill.


Your present teacher will give you more advice or information or you can ask Mrs Rawden for advice on German.

FURTHER OPPORTUNITIES It is a great advantage to have a qualification in a foreign language and employers see this as a valuable skill.

MEDIA STUDIES ABOUT THE COURSE Cambridge Nationals in Creative iMedia are media sector-focused, including film, television, web development, gaming and animation, and have IT at their heart. They provide knowledge in a number of key areas in this field from pre-production skills to digital animation and have a motivating, hands-on approach to both teaching and learning. The Cambridge Nationals in Creative iMedia will equip students with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, students will ultimately be creating fit-for-purpose creative media products. On this course you will study:

This examination paper will assess students understanding of pre-production skills used in the creative and digital media sector. It will develop their

understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process.

This controlled assessment consists of a portfolio of work, where learners are expected to understand the basics of digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation. This unit will develop students’ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process. Two additional optional units will be taken which could be on any of the following: ● ● ● ●

Story telling with a comic strip Creating a multipage website Creating a digital animation Creating interactive multimedia products

Students who decide to follow this course need to have an interest in ICT and design and show creativity and understanding of what make a professional media product.


MUSIC ABOUT THE COURSE In BTEC Music you study the Music Business through a range of different research based topics. You will look into the organisations, agencies and service companies that work together within the Music Industry including venue management, agents, promoters and music producers to name a few, plus a wide range of other jobs including the performance roles. There will be the option of choosing some topics which suit a student’s strengths whilst developing skills such as concert organisation, live sound, composition and sequencing, using current professional standard computer software programs. There are many opportunities to enrich your music education through playing, organising events, working in the studio and following your own interests. Music lessons are available in a wide range of instruments. You will be given many opportunities to perform and be involved in making music at the Whitby High School. On this course you will study:


A one hour written examination externally assessed. It is comprised of short multiple-choice style questions and longer questions requiring greater depth of knowledge. This is a group-based project where the students are required to design, produce, promote and evaluate a product such as a CD or Concert. The work is submitted in portfolio format and internally assessed. You will select your other two specialist components (25% each) from a range of areas that develop more practical skills: · · · · ·

Live Sound Music Composition Music Performance Music Recording Music Sequencing

FURTHER OPPORTUNITIES Integration of practical and appraisal skills prepare students well for further education and employment.

PERFORMING ARTS ABOUT THE COURSE This course is for students who wish to acquire technical skills through vocational contexts by studying acting, dance or musical theatre as part of their Key Stage 4 learning. There are four main areas that prove students’ aptitude in performing arts, such as reproducing repertoire or responding to stimulus; process that underpins effective ways of working in the performing arts, such as development of ideas, rehearsal and performance ; attitudes that are considered most important in the performing arts, including personal management and communication and knowledge that underpins effective use of skills, processes and attitudes in the sector, such as roles, responsibilities, performance disciplines and styles. This Award complements the learning in other GCSE programmes such as GCSE Drama and GCSE Dance by broadening experience and skills participation in different types of performance activities, with the opportunity to apply knowledge and skills practically, through project work such as developing ideas and performing for specific audiences.

Component 1 - students will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. To develop as a performer you will need a broad understanding of performance work and influences. To gain a realistic overview of performing arts repertoire, you will learn about the skills and techniques of singing, dancing and/or acting. Component 2 - students will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire. Working as a performer requires the application of skills, techniques and practices that enable you to produce and interpret performance work. Component 3 - students will be given the opportunity to work as part of a group to create a workshop performance in response to a given brief and stimulus. For example, you may perform in a traditional performance space to an audience to communicate ideas about a particular theme or issue, or you may be part of a touring group that takes a performance to a community setting, such as a local school, to teach a young audience a safety message.


PHOTOGRAPHY ABOUT THE COURSE This course uses digital cameras and image editing software to produce creative outcomes from photographic images – it is not a pure photography course. You will learn how to use digital cameras and you will learn how to use a range of imaging editing software. The course links very well with ICT, Media Studies and other Art courses. Component 1 is a personal portfolio and requires students to take a collection of photographs. It is important that anyone taking the course is motivated and prepared to work hard in their private time to learn new skills and to take photographs. The ownership of a camera is not essential as students are allowed to borrow them from the school. However, candidates having their own cameras have the advantage of being able to take photographs at any time and not just when there are cameras available for loan. The course is 100% coursework and it is carried out under controlled conditions. It is made up of two elements.


A portfolio of work responding to a self selected brief or scenario. – this assignment will take approximately 45 hours from research to completion.

An exam board set task taking 10 hours of working time on a given theme. Research and preparation is undertaken in advance.

SPORT ABOUT THE COURSE Students will study the BTEC Sport qualification, which has been developed to give learners a stimulating and engaging introduction into the world of sport. The BTEC includes a combination of theory and practical study, in which learners can gain knowledge, skills and understanding through classroom learning and practical participation in a range of sport, exercise, and health-related fitness activities. This allows them to become familiar with the language, skills and processes required to work in the sport and leisure industry.

outstanding athletes in several sports; however, it is an expectation they have an interest and passion for Physical Education. The BTEC has exactly the same weighting as a GCSE, which will enable students who obtain the required grades to progress to A Levels, BTEC Nationals and post 16 Physical Education and Sport qualifications. There are also several trips and enrichment opportunities, which are only available to those who are studying BTEC Sport, and we strongly encourage every student to complete the Duke of Edinburgh Award.

Presently, students cover the following units: ● ● ● ●

Fitness for Sport and Exercise Practical Sport Training for Personal Fitness Leading Sports Activities

This method of assessment suits a wider-range of students because it involves a leadership element as a fundamental aspect of the course. This means that students opting to study BTEC are not required to be






You will develop your knowledge and understanding of different science ideas and contexts. You will develop your skills and understanding of how science works. You will undertake practical and investigatory activities throughout the course.

you will study Biology, Chemistry and Physics and develop your knowledge and understanding of different science ideas and contexts. You will develop your skills and understanding of how science works. You will undertake practical and investigatory activities throughout the course.

There are six written examinations at Foundation and Higher Level. The course will enable students who obtain the required grades to progress to GCE A Levels, BTEC Nationals and other post 16 Science related programmes.


There are nine written examinations at both Foundation and Higher Level. This route is only suitable for those students who have definitely decided to concentrate on Science. Students will be invited to study this course after Year 10 Assessments.

TRAVEL & TOURISM ABOUT THE COURSE A BTEC in Travel and Tourism provides a practical, real-world approach to learning and develops specific knowledge and skills learners need to work successfully in the Travel and Tourism industry, such as: ●

Understanding travel and tourist destinations and investigating the appeal of UK tourist destinations. Presenting information about the key developments over time and how they have moulded and influenced UK travel and tourism into the sector it is today and an appreciation of the appeal of International destinations. Developing business and customer awareness by understanding the importance of customer service to travel and tourism organisations.

This unit covers what the different types of UK destinations have to offer, as well as locating tourist UK destinations and routes. You will then be able to select your optional specialist units from: ● ●

The Development of Travel and Tourism in the UK International Travel and Tourism Destinations

Factors Affecting Worldwide Travel and Tourism

The Travel and Tourism Customer Experience


On this course you will study:

The BTEC in Travel and Tourism will allow you to progress to a more specialised level 3 vocational or academic tourism course or an apprenticeship.

This unit covers the main types of tourism in the UK, the contribution that travel and tourism makes to the UK economy and the different component industries that make up the UK travel and tourism sector.

This course also gives students the potential opportunity, in due course, to enter employment within a wide range of junior job roles across the travel and tourism sector, for example posts in travel agencies, visitor attractions and the tourist information centre.





The Whitby High School Year 9 Options Guide 2017  

The Whitby High School Year 9 Options Guide 2017

The Whitby High School Year 9 Options Guide 2017  

The Whitby High School Year 9 Options Guide 2017