EA pathways guidance document 2025

2024/2025

YEAR 9

PATHWAY GUIDANCE BOOKLET

CONTENTS: Introduction from Ms Swindon

02

The Curriculum for Examinations in 2027

03

What should you think about when making your choices?

06

Guidance on making your choices

08

Art & Design: 3D Design (GCSE)

10

Art & Design: Art, Craft and Design (GCSE)

11

Art & Design: Graphics Communication (GCSE)

12

Business

13

Child Development and Care (Technical Award)

14

Dance (GCSE)

15

Drama (GCSE)

16

English Language (GCSE)

18

English Literature (GCSE)

19

Food and Cookery (Technical Award)

20

Geography (GCSE)

21

Hair and Beauty (Level 1)

23

Health and Social Care (BTEC Tech Award Level 2)

26

History (GCSE)

27

iMedia (OCR)

28

Mathematics (GCSE)

29

Music (GCSE)

30

Personal, Social, Health, Religious, and Economic Education (PSHRE)

31

Religious Studies (GCSE)

33

Science (GCSE)

34

Spanish (GCSE)

35

Sport Level 1/2 Technical Award in Health & Fitness (Level 2)

37

Sociology (GCSE)

39

Statistics (GCSE)

40

Dear Parents and Carers, This booklet is designed to provide additional guidance for students, their parents and carers to ensure you are fully informed about all of the subjects available to each individual student for GCSE and BTEC and how they can be of benefit to students in the future.

Our students follow a broad curriculum in Year 7, 8 and 9 balancing breadth with some pupil ownership of progression in their curriculum pathway in Year 10. The qualifications gained at the end of Key Stage 4 are essential for every student and they play a significant part in ensuring that they are well prepared for a successful future.

This booklet covers all courses the academy provides, not all the courses are available to all the students. Some of the courses are for selected pathways of students and some courses are limited to smaller numbers due to only one member of staff delivering the course.

Each student will follow a guided pathway; this has been designed to cater to the needs of individual pupils and is based on progress they have made since joining the academy.

This is also a time to reinforce the partnership between the school, parents and students.

We value this partnership as it is instrumental in ensuring that students commit themselves wholeheartedly to the hard work that will enable them to successfully meet the challenges of their new courses. Our staff will be available to offer any further guidance and information that you may require and to discuss the opportunities which are available.

Should you require any further additional support or guidance please contact Ms Swindon through info@excelsiornewcastle.org.uk.

Kerry Swindon

Assistant Principal

INTRODUCTION FROM MS SWINDON

2

Types of Qualification: GCSEs GCSEs are primarily assessed through exams but may involve coursework, practical or oral assessments in some subjects. These will take place throughout Years 10 and 11.

Almost all GCSEs have written examinations taken at the end of Year 11. It is important for students to choose courses which suit their needs and abilities.

BTEC/OCR/City and Guilds/Technical Award - these qualifications are known as “Vocational courses” These courses are made up of units of work. Each unit is assessed and there are fewer written examinations than in most GCSEs. Vocational courses do have an examination component too, but these exams often take place during, rather than at the end, of the course and the marks for these exams form a smaller percentage of the overall qualification marks.

You can achieve a pass, merit, distinction or distinction* on vocational courses. These are the equivalent to good grades at GCSE. Please note that all of our qualifications (GCSEs and all vocational courses) provide progression to further study or an apprenticeship/other training. They have all been accredited under the new accountability framework for students and schools.

THE CURRICULUM FOR EXAMINATIONS IN 2027

4

Pathways at Excelsior Academy The pathways that are offered to students at Excelsior Academy are designed to support our students to achieve success. Students study a range of different subjects that ensure that they have a broad and balanced education, but a degree of personalisation within the timetable remains and students can make choices within their particular pathway.

Students are assigned to one of four pathways depending on a number of key factors achievement at Key Stage 2, achievement in years 7 to 9, and finally, conversations with their current teachers to determine the most appropriate pathway to meet the needs of each individual student. Pathways are designed to help students progress to the next level of their education after Year 11, whether that is in our Sixth Form or onwards to other local colleges or apprenticeships.

Blue Pathway – This is for the most academically able students, with many studying a broad range of GCSEs, including triple science (selected by science subject staff), and Spanish (selected by Spanish subject staff).

Green Pathway – Students in this pathway follow a similar academic curriculum but take combined science (worth two GCSEs) instead of triple science.

Yellow and Orange Pathways – These pathways are designed for students who benefit from a more practical approach to learning. Their options include a mix of GCSEs and vocational courses tailored to their strengths and interests.

Engage Pathway – This pathway supports students who need a more personalised learning experience. With smaller class sizes and a bespoke curriculum, students focus on vocational subjects alongside core qualifications to help them succeed in school and beyond.

THE CURRICULUM FOR EXAMINATIONS IN 2027

When making your choices, take into account: 1. Your strengths and interests • Use your Year 9 report to judge where your strengths lie and think about which subjects you enjoy. Don’t just base it on the teacher, as this is likely to change in Year 10.

• How the course is assessed – is it coursework? Is it practical? Or is it end of course exam?

Each subject page explains how the course is assessed.

• How the course is taught – is there a lot of writing? Is there a lot of practical work?

2. Your future plans • What would you like to do after your GCSEs? There are some subjects that you cannot study at Key Stage 5 (e.g. languages) unless you have studied them at GCSE. In addition, in our experience, there are a number of subjects which are more difficult to pick up at A Level if you have not studied them at GCSE (e.g. Art, History and Geography). For further information about sixth form, please read point 3 below.

• Most university courses do not require particular GCSEs, but we would advise taking certain GCSEs for some courses at university.

• Some apprenticeships would value certain vocational skills gained through GCSE and BTEC/OCR study.

3. Progression into Sixth Form • The Key Stage 5 curriculum we offer is subject to review each year. However, students and parents/carers should find the following information useful.

• All the subjects we offer are valuable in their own right and have been accredited to count for students. There will be a progression route into sixth form for all students with grades at the sufficient level no matter what subjects they take.

WHAT SHOULD YOU THINK ABOUT WHEN MAKING YOUR CHOICES?

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Before you make your choices, please note the following: • Students and parents/carers should note the grade for effort on the Year 9 school report. Students should choose subjects where these grades are A or B. • Students will be asked to make a second set of choices in case your combination of subjects is not possible once the timetable has been finalised.

• Where we are unable to timetable a student’s first or second choice of subjects, we will speak to that individual to allow an additional choice of subjects to be made.

GUIDANCE ON MAKING YOUR CHOICES

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ART & DESIGN: 3D DESIGN (GCSE) COURSE DETAILS: 3D Design has become an extremely popular skill. Virtually every designer in the modern world requires a plethora of 3D Design skills, 3D Design can lead to many vocations in life including: • Product Design • Architecture • Industrial Design • Engineering • Education Whilst studying 3D Design, students will be introduced to a variety of experiences exploring a range of designers, techniques and processes, including both traditional and new technologies.

Students will enrol in a similar design process to that of a designer in industry; beginning with a design brief, design developing, making a prototype, and evaluating/ testing their prototype Students undertaking the 3D Design title are required to demonstrate the knowledge, skills and understanding through areas of study relevant to their chosen title.

Areas of study include: • Refining drawing and design skills • 3D modelling using digital software • Resistant Materials Experimentation • Technical drawing • Working from a Design Brief • Use of machinery and various industrial processes to develop a prototype • Contextual Studies Work is not limited to one area of study.

ASSESSMENT DETAILS: Component 1: Portfolio (60% of the qualification). Set by the centre. The portfolio must include both a sustained project developed in response to a subject, theme, task or brief; and a selection of further work resulting from activities such as trials and experiments, workshops, visits, or independent study. The deadline is at the end of April 2026.

Component 2: Externally Set Assignment (40% of the qualification) Set by EDUQAS. Supervised time of ten hours to produce final outcome. Students respond to their chosen starting point to produce a personal response. The unit begins in January of Year 11 and completes at the end of the ten hours in April - May.

3D DESIGN (GCSE)

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ART & DESIGN: ART, CRAFT & DESIGN (GCSE) COURSE DETAILS: This course provides students with a wide range of creative, exciting and stimulating opportunities to explore their interest in Art in ways that are personally relevant and truly developmental in nature.

Students may • Develop their ideas in an imaginative way • Present their preparation work in sketchbook form • Respond to a range of source material • Attend ‘Art Drop-In’, a popular extra-curricular activity This course provides students with a strong foundation and knowledge to progress their imagination, skills and techniques at A Level and beyond.

And why have artists throughout history felt the urge to draw upon surfaces, from caves to canvas, or place giant sculptures in the built and natural environment?

This title is designed to promote learning across a variety of experiences and through various processes, tools, techniques, materials and resources to generate different kinds of evidence of working and outcomes. The emphasis is on an increased breadth of approach commensurate in demand with the depth of other specialist titles.

It is emphasised that the title ‘Art, craft and design’ is not the same as the title ‘Fine Art’. This title offers flexibility in content and approach and the opportunity to explore and create work associated with areas of study from at least two titles listed below.

Students undertaking the art, craft and design title are required to demonstrate the knowledge, skills and understanding set out in the introduction to Section 2. Students are required to demonstrate the ability to realise creative intentions relevant to areas of study drawn from at least two of the following titles: • • • • • •

Fine art Graphic communication Textile design Three-dimensional design Photography Critical and contextual studies

ASSESSMENT DETAILS: Component 1: Portfolio (60% of the qualification). Set by the centre. The portfolio must include both a sustained project developed in response to a subject, theme, task or brief; and a selection of further work resulting from activities such as trials and experiments, workshops, visits, or independent study. The deadline is at the end of April 2026.

Component 2: Externally Set Assignment (40% of the qualification). Set by EDUQAS. Supervised time of ten hours to produce final outcome. Students respond to their chosen starting point to produce a personal response. The unit begins in January of Year 11 and completes at the end of the ten hours in April - May.

ART, CRAFT & DESIGN (GCSE)

ART & DESIGN: GRAPHICS COMMUNICATION (GCSE) COURSE DETAILS: This course provides students with a wide range of creative, exciting and stimulating opportunities to explore their interest in Graphics in ways that are personally relevant and truly developmental in nature.

Students may • Develop their ideas in an imaginative way • Present their preparation work in sketchbook form • Respond to a range of source material This course provides students with a strong foundation and knowledge to progress their imagination, skills and techniques at A Level and beyond.

This title is designed to promote learning across a variety of experiences and through various processes, tools, techniques, materials and resources to generate different kinds of evidence of working and outcomes. The emphasis is on an increased breadth of approach commensurate in demand with the depth of other specialist titles.

Students are required to demonstrate the ability to realise creative intentions through incorporating graphical processes and techniques. Students undertaking the Graphic Communication title are required to demonstrate the knowledge, skills and understanding through areas of study relevant to their chosen title.

• • • • • •

Digital Graphic Design Printing Techniques Working from a Design Brief Design Development Digital Development Contextual studies

ASSESSMENT DETAILS: Component 1: Portfolio (60% of the qualification). Set by the centre. The portfolio must include both a sustained project developed in response to a subject, theme, task or brief; and a selection of further work resulting from activities such as trials and experiments, workshops, visits, or independent study. The deadline is at the end of April 2026.

Component 2: Externally Set Assignment (40% of the qualification). Set by EDUQAS. Supervised time of ten hours to produce final outcome. Students respond to their chosen starting point to produce a personal response. The unit begins in January of Year 11 and completes at the end of the ten hours in April - May.

GRAPHICS COMMUNICATION (GCSE)

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BUSINESS (GCSE) COURSE DETAILS: Why choose the CNAT in Enterprise & Marketing?

You might have an interest in running your own business one day, or would like to work in a business setting such as marketing or finance. This course will help you to develop all of the practical skills and knowledge you would need to help achieve this goal. The course is equivalent to one GCSE and the full range of levels 9–1 can be achieved.

What will I learn?

This course involves understanding key business and enterprise concepts such as legal structures, marketing, market research, funding, finance and business and enterprise planning.

We focus on the applied study of business and enterprise and you will gain a broad knowledge through the completion of a business proposal project.

COURSE STRUCTURE: RO68- Design a business proposal • Entrepreneurship, business risks and rewards • Market research • Developing a customer profile and design mix • Developing a business proposal • Internal & External influences R069- Market and Pitch a business proposal • Research competitors • Create a brand for your proposal idea • Marketing and creating a promotional campaign • Planning a pitch and developing presentation skills • Reviewing your proposal R067- Enterprise and Marketing concepts • Entrepreneurship, marketing and market research, financing a business, funding a business and legal structures of a business

ASSESSMENT DETAILS: R067 - Externally assessed written exam - 40% weighting R068 - Internally assessed non-examined assessment - 30% weighting R068- Internally assessed non-examined assessment - 30% weighting

BUSINESS (GCSE)

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CHILD DEVELOPMENT & CARE (TECHNICAL AWARD) COURSE DETAILS: Why choose child development and care?

This course provides the opportunity to gain a vocational qualification in child development and care. It is suitable for those young people that may wish to work with children 0-5 years. It provides an introduction into the sector, includes knowledge and understanding of child development and well-being necessary for working with children in a variety of settings.

What will I learn?

• • • • • • •

An understanding of holistic child development Identify factors that influence child development Understand legislation in the early years Promote care routines and activities to support the child Provide an understanding of the expectations of an early practitioner and their roles and responsibilities in a childcare setting Provide an understanding of the importance of observations in the early years childcare Understand the purpose of planning in early years childcare

COURSE STRUCTURE: Externally set • •

Non-exam assessment (NEA) Examined assessment (EA)

ASSESSMENT DETAILS: Non-exam assessment (NEA) Weighting (50%) Externally-set, internally marked and externally moderated Examined assessment (EA) Weighing (50%) Externally-set and externally marked Written Exam Total 100% Overall qualification grades: Level 1 pass/merit/distinction. Level 2 pass/merit/distinction

CHILD DEVELOPMENT & CARE (TECHNICAL AWARD)

DANCE (GCSE) COURSE DETAILS: The Pearson BTEC Level 2 Tech Award in Performing arts is for learners who want to acquire sector specific applied knowledge and skills through vocational contexts by studying professionals’ work and processes used, the skills and techniques used in different roles, and how to contribute to the creation of a performance.

The qualification enables learners to develop their sector specific skills, such as refining work and applying skills for a performance using realistic vocational contexts and personal skills, such as working with others, working to deadlines, and responding to feedback through a practical and skills –based approach to learning and assessment. This qualification will broaden learners’ experience and understating of the varied progression options available to them.

COURSE STRUCTURE: • • • •

The development of key skills that prove aptitude in performing arts, such as reproducing repertoire and responding to stimuli.

Processes that underpin effective ways of working in the performing arts industry, such as development of ideas, rehearsal and performance.

Attitudes that are considered most important in the performing arts, including personal management and communication.

Knowledge that underpins effective use of skills, processes and attitudes in the sector, such as roles, responsibilities, performance disciplines and styles.

ASSESSMENT DETAILS: 1. Exploring the Performing Arts Coursework (30%) 2. Developing Skills and techniques Coursework (30%) 3. Responding to a brief External (40%)

DANCE (GCSE)

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DRAMA (GCSE) COURSE DETAILS: GCSE Drama is an extremely creative and practical course. Over the two years students will learn about and develop skills in creating both original performances and scripted performances.

You will explore not only the role of an actor, but also directors and designers looking at staging, lighting, set and costume. Students will be pushed and challenged in new ways to look at the work of established theatre practitioners and how they approach creating and performing theatre.

Not only will students develop their theatre knowledge, but also wider skills such as criticalthinking, problem solving, presentation skills and collaboration. Skills essential to most, if not all, careers.

Alongside their course of study, students will be exposed to live theatre productions to support and develop their understanding of professional standard productions.

The course comprises three components which will fully prepare students to not only be successful performers, but to also critique theatre and confidently create their own productions.

ASSESSMENT DETAILS: Component 1: Devising Theatre Performance 40% of GCSE • Creating a piece of original drama based on a stimulus. You will develop your material in the style of a practitioner. This unit you also are marked on a creation of a portfolio which records your ideas and the development of the piece. After your performance you will evaluate your acting skill, contribution and how your ideas were used in the piece.

Component 2: Text Performance 20% of GCSE • Practical Unit to bring to life a script from a play. You will showcase how you have Developed performance skills - aiming for a professional production. This performance is marked by a visiting examiner. You will perform for them and be marked on performing ability alone.

Component 3: Written Exam 1 hr 30 minutes 40% of GCSE Section 1: Multiple choice questions about staging and theatre roles Section 2: The set text: One from a choice determined by the exam board. This is the text that you will study for your examination in the Summer of Year 11. You will be asked to write about a section of the text commenting on the acting, motivation of characters and the design of the piece.

Section 3: Live Theatre Review. You will attend a live theatre performance. You will study the design and performance skill used in what you have watched. In your GCSE you will answer a question on what you saw as an audience member.

DRAMA (GCSE)

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ENGLISH LANGUAGE (GCSE) COURSE DETAILS: As a core subject, many of the skills taught in KS3 apply to the study of GCSE English Language in KS4. At the end of Year 11, you will have two exams. In both exams, you will be expected to demonstrate a range of reading and writing skills. Spoken language skills will be assessed separately in Year 10. The skills you are taught in GCSE English Language are skills you will use for the rest of your life.

READING:

WRITING:

SPOKEN LANGUAGE:

You will read a range of texts, including short stories, extracts from novels and literary nonfiction. These will be from the 19th, 20th and 21st century.

This will develop your reading and critical thinking skills.

Key reading skills will include language and structural analysis of texts, making inferences from language, evaluating ideas about a text and comparing the viewpoints of different writers.

You will also develop a range of writing skills, including descriptive, story, opinion and persuasive writing. There will be a specific focus on structuring different types of writing for different purposes, as well as considering how to use different language features for certain effects. You will also explore ways in which to write using Standard English, punctuate accurately and use accurate grammar and spellings.

You will have many opportunities to develop formal presentation and spoken language skills.

In Year 10, you will write a speech about a chosen topic and will present this to a group.

You will develop ways in which to present to others in formal situations, ways in which to listen and respond appropriately to questions and feedback about your speech and will examine ways in which to use spoken Standard English.

ASSESSMENT DETAILS: There will be two separate exams, both of which are equally weighted (worth 50% each).

Each exam will be 1 hour 45 minutes long.

Spoken Language will be assessed by your teacher in class. This is assessed separately – you will be awarded either a pass, merit or distinction for this.

PAPER 1 - EXPLORATIONS IN CREATIVE READING AND WRITING:

PAPER 2 - WRITERS’ VIEWPOINTS AND PERSPECTIVES:

Section A (Reading) – read a literary fiction text in order to consider how established writers use narrative and descriptive techniques to capture the interest of readers.

Section A (Reading) – read two linked sources from different time periods in order to consider how each presents certain perspectives or viewpoints.

Section B (Writing) – write your own creative text, inspired by the topic you have written about in section A. Here, you will demonstrate your narrative and descriptive skills in response to a written prompt or visual image

ENGLISH LANGUAGE (GCSE)

Section B (Writing) – write your own speech, letter or article in order to present your own viewpoints and perspectives about a certain issue. Here, you will demonstrate your ability to present a clear line of argument using a range of rhetorical language devices.

ENGLISH LITERATURE (GCSE) COURSE DETAILS: GCSE English Literature is designed to inspire, challenge and motivate you to think about different issues across a range of set texts. Throughout the course, you will develop your ability to read more analytically in order to understand a range of key themes, ideas and attitudes presented in literature. You will read a wide range of texts, including poetry, prose and drama, all taken from different time periods. You will also be expected to develop essay writing in order to present your ideas about the texts.

ASSESSMENT DETAILS: Paper 1: Shakespeare and the 19th century novel, 1 hour 45 minutes - 64 marks

Section A Macbeth by William Shakespeare (30 marks + 4 SPAG): Shakespeare’s Scottish tragedy is a play about Macbeth’s rise to power following the murder of King Duncan. You will explore themes such as power, gender, the supernatural and guilt. You will also consider how Jacobean context, such as attitudes towards witches at the time, shapes the text and contributes to meaning.

Section B A Christmas Carol by Charles Dickens (30 marks): Dickens’ festive tale explores how the miserable and selfish protagonist, Ebenezer Scrooge, is visited by a series of ghosts one Christmas Eve. They guide him towards redemption and reveal to him the true meaning of the Christmas spirit. You will also consider how Victorian context, such as attitudes towards the poor and destitute at the time, are presented throughout the novella.

Paper 2: Modern texts and poetry, 2 hours 15 minutes - 96 marks

SECTION A:

SECTION B:

SECTION C:

An Inspector Calls by JB Priestley (30 marks + 4 SPAG)

Power and conflict poetry (30 marks)

Unseen poetry (32 marks)

Priestley’s play revolves around the apparent suicide of a young woman. The unsuspecting Birling family are subsequently visited by a police inspector, who explains how each member of the family contributed in some way to her tragic death. You will also explore JB Priestley’s ideas about social responsibility, as well as develop contextual understanding of Edwardian attitudes to social class and gender.

You will explore fifteen poems, all of which are different forms, styles and from different time periods and cultures. All of the poems are related to themes of power or conflict. You will explore different conflicts from different time periods, as well as consider how concepts of power often infiltrate society. You will be expected to compare two poems from the anthology are presented throughout the novella.

ENGLISH LITERATURE (GCSE)

You will be provided with two poems you have not studied before. The first part of this section will be an essay style question about one poem. The second part of this section will ask you to compare the first poem with a second.

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FOOD AND COOKERY (TECHNICAL AWARD) COURSE DETAILS: This course is designed for learners who want an introduction to food and cookery that includes a vocational and project-based element. This course will be suitable for students who want to pursue a career in the food industry or go on to further study in the subject.

The qualification aims to focus on the study of food and cookery and provide opportunities to acquire a range of practical and technical skills.

The objectives of this qualification are to: • • • • • • • • • •

Provide an understanding of health and safety relating to food, nutrition and the cooking environment.

Provide an understanding of legislation in the food industry.

Identify and understand food provenance.

Provide an understanding of the main food groups, key nutrients and what is required as part of a balanced diet.

Identify factors that can affect food choices.

Explore recipe development and how recipes can be adapted.

Understand how to cater for people with specific dietary requirements.

Demonstrate menu and action planning.

Be able to evaluate and consider how to improve completed dishes.

Demonstrate the application of practical skills and techniques through all aspects of the qualification.

COURSE STRUCTURE: This course consists of one unit - Understanding Food and Cookery. The unit is made up of multiple content areas: 1. Health and safety relating to food and cookery 2. Food legislation and food provence 3. Food groups, key nutrients and a balanced diet 4. Factors affecting food choice 5. Food preparation, cooking skills and techniques 6. Recipe amendment, development and evaluation 7. Menu and action planning for completed dishes

ASSESSMENT DETAILS: The qualification has two assessments: • •

An externally set project completed internally at school - 60% of the qualification Written Exam - 40% of the qualification

This qualification is graded at Level 1 pass/merit/distinction, Level 2 pass/merit/distinction. It is equivalent to GCSE 1-8.5

FOOD AND COOKERY (TECHNICAL AWARD)

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GEOGRAPHY (GCSE) COURSE DETAILS: Why Choose Geography? Geography bridges the natural and social sciences, providing insights into the processes shaping our planet and the complex relationships between people and their environments. It cultivates analytical skills, spatial awareness, and an informed perspective on global issues, all of which are invaluable in various career paths and everyday decision-making.

COURSE STRUCTURE: The course is structured into three main components: Component 1: Changing Physical and Human Landscapes Written examination (1 hour 30 minutes) – 35% of qualification.

• • •

Landscapes and Physical Processes: Study of distinctive landscapes in the UK, focusing on coastal and river landforms, processes, and management strategies.

Rural-Urban Links: Examination of the urban-rural continuum, urbanization trends, and associated challenges in contrasting global cities.

Coastal Hazards and Their Management: Exploration of coastal vulnerabilities and approaches to managing coastal hazards.

Component 2: Environmental and Development Issues Written examination (1 hour 30 minutes) – 35% of qualification.

• • •

Weather, Climate, and Ecosystems: Insights into climate change, weather patterns, and ecosystem dynamics.

Development and Resource Issues: Analysis of global inequalities, development challenges, and resource management with a focus on water.

Environmental Challenges: Study of consumerism’s impact on the environment and sustainable practices.

Component 3: Applied Fieldwork Enquiry Written examination (1 hour 30 minutes) based on fieldwork enquiry – 30% of qualification.

•

Engagement in fieldwork to apply geographical concepts in real-world contexts, involving data collection, analysis, and evaluation.

Future Pathways A qualification in Geography opens doors to diverse fields such as environmental management, urban planning, disaster response, and education. The analytical and research skills developed are also highly valued in business, law, and public policy sectors.

GEOGRAPHY (GCSE)

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HEALTH & BEAUTY (LEVEL 1) COURSE DETAILS: Why choose hair and beauty?

This course provides the opportunity to gain an understanding of the expectations within the Hair and Beauty industry and give you a flavour of treatments and services offered. This is a great first step onto a vocational pathway into a industry that has endless possibilities. With a high demand for skilled Beauty and Hair professionals, you could go on to do a apprenticeship and find work in salons, spas, or as a freelancer, offering flexible career options. Additionally, you could focus to specialise in niche areas like eyelash extensions, make up or nail extensions, just to name a few.

What will I learn?

Introduction to the Hair and Beauty Sector Personal presentation Health and safety Styling ladies hair Make up application Basic pedicure

COURSE STRUCTURE: Modules- Portfolio evidence

ASSESSMENT DETAILS: Non-exam assessments- Assessments are a mixture of written portfolio based evidence and practical observations.

HEALTH & BEAUTY (LEVEL 1)

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HEALTH & SOCIAL CARE (BTEC AWARD LEVEL 2) COURSE DETAILS: Are you considering a career in the caring sector? Do you want a course that is flexible enough to lead to further study, apprenticeship and employment? This may be the course for you!

Mandatory Units Component 1: Human Lifespan Development You will study how people grow and develop over the course of their life, from infancy to old age, this includes physical, intellectual, emotional and social development, and the different factors that may affect them. An individual’s development can be affected by major life events, such as marriage, parenthood or moving house, and you will learn about how people adapt to these changes, as well as the types and sources of support that can help them.

Component 2: Health and Social Care Services and Values Providing good health and social care services is very important and a set of ‘care values’ exists to ensure that this happens. Care values are important because they enable people who use health and social care services to get the care they need and to be protected from different sorts of harm.

This component will give you an understanding of health and social care services and will help you develop skills in applying care values that are common across the sector (some of which are transferable to other sectors that involve interactions with clients or customers).

Component 3: Health and Well-being You will look at the factors that can have a positive or negative influence on a person’s health and wellbeing. You will learn to interpret physiological and lifestyle indicators, and what they mean for someone’s state of health. You will learn how to use this information to design an appropriate plan for improving someone’s health and wellbeing, including short and long-term targets.

This course is ideally suited to those who enjoy helping others and might wish to progress into employment or training in health or social care. It can also lead to specialised further education courses and successful students can progress to Sixth Form study at Level 3 that, in turn, could lead to higher education.

ASSESSMENT DETAILS: Component 1: Human Lifespan Development Centre assessed tasks, verified by BTEC. Component 2: Health and Social Care Services and Values Centre assessed tasks, verified by BTEC Component 3: Health and Well-being Externally set and marked exam. 60 marks, 2 hour exam.

HEALTH & SOCIAL CARE (BTEC AWARD LEVEL 2)

HISTORY (GCSE) COURSE DETAILS: After graduating, history students go on to anything and everything. History graduates have forged careers in academia, research, civil service, politics, journalism, consultancy, banking, business, PR, marketing, retail, accountancy and more. History trains transferable skills which can lead to the most varied career paths. So, History is a highly desirable qualification to colleges, universities and employers. Apart from studying a wide range of exciting historic periods, you’ll learn a range of handy skills that will help you with your future in both education and work.

THE SYLLABUS: At GCSE, students study 4 topics: 1. Medicine through time with a focus on the trenches in the First World War. You will study changes in surgery - what it was like to do surgery in the muddy trenches with bullets whizzing past and compare disease like the Black Death with modern disease – potentially Covid 19!

2. Anglo-Saxon and Norman England with a focus on the impact that William winning the Battle of Hastings had on Anglo-Saxon England and William’s struggle to conquer and control his new territory. You will study battles, castles, law and order and more.

3. Superpower Relations: with a focus on the causes, crises and end of the Cold War from the end of WW2 until the fall of the Berlin wall – this was a time of constant threat between America and Russia. The world lived in fear of nuclear war.

4. Weimar and Nazi Germany with a focus on the impact of WW1 on Germany, the rise of Hitler and the Nazi’s and what it was like to live in 1930s Nazi Germany.

ASSESSMENT DETAILS: Paper 1: 1 hour 20 minutes 52 marks 30% of overall mark : Medicine in Britain, c1250–present and The British Sector of the Western Front, 1914–18: injuries, treatment and the trenches Paper 2: 1 hour 45 minutes 64 marks 40% of overall mark Anglo-Saxon and Norman England, c1060–88 and Superpower Relations and the Cold War, 1941–91 (each section out of 32 marks and worth 20%) Paper 3: 1 hour 30 minutes 52 marks 30% of overall mark Weimar and Nazi Germany, 1918–39

HISTORY (GCSE)

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iMEDIA (OCR) COURSE DETAILS: Cambridge National Certificate in Creative iMedia is aimed to develop knowledge, understanding and practical skills that would be used in the media industry, developing independence and confidence in using skills and software.

The qualification will help you to develop learning skills that can be used in other life and work situations, such as thinking about situations and deciding what is required to be successful, exploring different options and choosing the best way forward, exploring and generating original ideas to find imaginative solutions to problems, selecting the best tools and techniques to use to solve a problem, in an organised way which meet deadlines.

UNITS: R093 - Creative iMedia in the Media Industry (mandatory) This is assessed by taking an exam. In this unit you will learn about the media industry, digital media products, how they are planned, and the media codes which are used to convey meaning, create impact and engage audiences.

R094 - Visual Identity and Digital Graphics (mandatory) This is assessed by completing a set assignment (NEA). In this unit you will learn how to develop visual identities for clients and use the concepts of graphic design to create original digital graphics to engage target audiences. Topics include: • • •

Developing a visual identity Planning a digital graphic Creating a visual identity and digital graphic

R097 - Interactive Digital Media (optional) This is assessed by completing a set assignment (NEA). In this unit you will learn how to plan, create and review interactive digital media products. Topics include planning interactive digital media, creating interactive media and reviewing interactive digital media.

ASSESSMENT DETAILS: •

R093 exam; - 40% of total GCSE

•

R094 NEA; - Centre assessment coursework - 25% of total GCSE

•

R097 NEA; - Centre assessment coursework - 35% of total GCSE

iMedia (OCR)

MATHEMATICS (GCSE) COURSE DETAILS: As mathematics is a compulsory subject, we have the luxury of beginning the GCSE course content early in KS3. We have developed a curriculum where pupils study. a range of different topics which include numeracy, geometry, algebra, statistics and ratio. All students will learn the key skills and concepts in each area and then apply a range of mathematical methods to solve real life problems.

The skills developed in maths include: • A fluent understanding of mathematical methods • The ability to select and apply different techniques to solve problems • The ability to interpret and communicate mathematical information in a variety of ways

TOPIC AREAS

FOUNDATION

HIGHER

NUMBER ALGEBRA RATIO GEOMETRY PROBABILITY & STATISTICS

25% 20% 25% 15% 15%

15% 30% 20% 20% 15%

SUMMARY OF AVAILABLE GRADES: HIGHER - 9, 8, 7, 6, 5, 4 FOUNDATION - 5, 4, 3, 2, 1 It should be noted that students who fail to achieve the mark for the lowest grade available at each tier will be recorded as unclassified. This makes entry at the most appropriate level critically important.

ADDITIONAL INFORMATION: As we can offer the course over KS3 and KS4, it allows us to revise in detail at the end of Year 11, preparing the students for their GCSEs. There will be revision sessions that we encourage all students to attend.

ASSESSMENT DETAILS: Paper 1 (331⁄3% of the qualification) - Non-calculator paper, 1 hour 30 minutes (80 marks).

Paper 2 (331⁄3% of the qualification) - Calculator paper, 1 hour 30 minutes (80 marks).

Paper 3 (331⁄3% of the qualification) - Calculator paper, 1 hour 30 minutes (80 marks).

MATHEMATICS (GCSE)

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MUSIC (GCSE) HOW WILL GCSE MUSIC HELP ME IN THE FUTURE? This is an immensely creative and fulfilling course with a number of pathways to suit a wide range of musicians. It builds on the knowledge and skills from music lessons in Year 7-9.

We are often asked why students would want to take Music at GCSE if they don’t want to be a musician when they leave school. You could ask that of any subject, but people rarely do.

Breadth and balance is really important at any stage of learning, and this course encompasses the demands of academic rigour, and joys of creativity.

The most important thing is that students choose to take Music because they love it. It’s a fantastic way to experience the challenges of responding to a brief, working to external deadlines, and seeing a project through to completion.

In the future, Creativity is going to be one of the most important and in-demand skills at work.

When business leaders across the world were surveyed, they voted creativity as the most important workplace skill to help their businesses survive and grow. This means that the study of creative subjects, like Music, is becoming even more important and relevant to young people to give you the chance to succeed – whatever your ambitions. At the same time, you will find many opportunities to develop and improve your personal wellbeing both independently and as part of a wider community.

5 MAIN AREAS OF STUDY: 1: My music 2: The concerto through time 3: Rhythms of the world 4: Film music 5: Conventions of pop

ASSESSMENT DETAILS: 60% coursework controlled assessment, 40% examination.

Unit 1 Listening (40%): Exam paper with listening exercises and written questions using excerpts of music.

Unit 2 Performance (30%): 1 solo, 1 group piece (15% each) Unit 3 Composition (30%): 2 Compositions. 1 to a brief, 1 free Examination board: OCR

MUSIC (GCSE)

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PERSONAL, SOCIAL, HEALTH, RELIGIOUS & ECONOMIC EDUCATION (PSHRE) This subject is compulsory for all students and does not lead to a qualification.

COURSE DETAILS: The Key Stage 4 PSHRE curriculum gives students opportunities to: • • • • • •

• • • •

Assess their personal qualities, skills and achievements and use them to set future goals.

Present themselves confidently verbally. Offer argument and criticism. Pupils will learn how to use critical thinking effectively.

Identify the range of post-16 options available to them and use careers advice and support networks. Pupils will consider how to write an outstanding curriculum vitae (CV).

Identify and describe the importance of human rights in Britain and across the world.

Identify and describe the short and long-term consequences of sexual health choices and make decisions based on this knowledge.

Identify some of the causes, symptoms and treatments of mental and emotional health disorders such as stress and depression, including the link between eating disorders and self image. Pupils will identify strategies for preventing and addressing these issues.

Pupils will consider LGBT issues and how to access support and advice if required.

Assess the risks and benefits associated with lifestyle choices such as alcohol, tobacco and illegal drugs, and make safer choices.

Consider the importance of consent, and the consequences when consent is not given to both victim and perpetrator. Pupils will consider how consent impacts different types of relationship.

Identify why people have belief and spirituality and consider why people use religion to justify their actions and behaviour.

PERSONAL, SOCIAL, HEALTH, RELIGIOUS & ECONOMIC EDUCATION (PSHRE)

35

RELIGIOUS STUDIES (GCSE) COURSE DETAILS: In Religious Studies, you will explore the relationship between religion and life in the United Kingdom. The course includes the study of Christian and Muslim beliefs and holy texts in order to gain an understanding of what people of faith believe and how their religion impacts on their lives and the decisions they make. A range of ethical issues and themes such as war, abortion, capital punishment and euthanasia will also be covered. You will consider the arguments surrounding these issues before formulating your own opinion.

ASSESSMENT DETAILS: Paper 1: Religion and ethics. 1 hour 45 mins. 50% This paper focuses on Christianity: · Beliefs · Marriage and the family · Living the religious life · Matters of life and death Paper 2: Religion, peace and conflict. 1 hour 45 minutes. 50% This paper focuses on Islam: · Muslim beliefs · Crime and punishment · Living the Muslim life · Peace and conflict

RELIGIOUS STUDIES (GCSE)

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SCIENCE (GCSE) COURSE DETAILS: Students on this course gain two GCSEs. The Combined Science course develops practical skills alongside knowledge and understanding. The practical tasks allow students to collect, select, analyse and interpret data in a range of contexts. Examination questions use examples that are both familiar and unfamiliar to students but are linked directly to the course content.

ASSESSMENT: There are six exam papers, all 1 hour and 10 minutes long and worth 60 marks (16.7% each).

They contain multiple choice, structured, closed short answer, and open response questions.

Students will have to complete 18 required practicals’ during the course which are set by the Examination Board.

ASSESSMENT: BIOLOGY:

CHEMISTRY:

PHYSICS:

1.

2.

3.

4.

1. Key concepts in Chemistry 2. States of Matter & Separating Techniques 3. Chemical Changes 4. Metals & Equilibria 5. Groups of the Periodic Table 6. Rates of Reaction & Energy Change 7. Fuels & Earth Science

1.

2.

3.

4.

5.

6.

5.

6.

7.

8.

9.

Key concepts in Biology Cells and Control Genetics Natural Selection & Genetic Modification Health & Protection Plant Coordination of Homeostasis Exchange & Transport Ecosystems & Cycles

Motion, Forces & Energy Waves & EM Spectrum Radioactivity Forces & Energy Electricity in Circuits Magnetism & Electromagnetism 7. Matter

ASSESSMENT DETAILS: Biology Paper 1: Biology topics 1–5 (see above), 1 hour 10 minutes, 60 marks (16.7%).

Paper 2: Biology topics 6–7 & 1 (see above), 1 hour 10 minutes, 60 marks (16.7%).

Chemistry Paper 1: Chemistry topics 10–13 (see above), 1 hour 10 minutes, 60 marks (16.7%).

Paper 2: Chemistry topics 14–16 & 10 (see above), 1 hour 10 minutes, 60 marks (16.7%).

Physics Paper 1: Physics topics 17–19 (see above), 1 hour 10 minutes, 60 marks (16.7%).

Paper 2: Physics topics 20–23 & 17 (see above), 1 hour 10 minutes, 60 marks (16.7%).

SCIENCE (GCSE)

SPANISH (GCSE) COURSE DETAILS: Our aim is to equip students to use their languages effectively in a variety of contexts, by developing the four language skills (speaking, listening, reading and writing) in order to maximise achievement. By focusing on these key communication skills, students are able to obtain a useful qualification and simultaneously enhance their literacy skills in their own language.

Students will have the opportunity to develop their understanding of the language through a range of challenging and exciting activities, as well as learn about the culture behind the language; food, festivals, traditions and many other aspects of real life.

The course is divided into a number of interesting topics including family, free time, celebrity culture, travel and tourism, education, the environment and media and technology.

Students are encouraged to express their own ideas, take responsibility for their learning and develop independent study skills, all of which contribute to achieving a high level of success.

The Spanish department promotes enjoyable language learning and helps students to recognise that their linguistic knowledge will allow them to take their place in a multilingual, global society.

The course also provides students with a sound basis for further study, makes them more marketable in a challenging economy and inspires a practical use of language.

ASSESSMENT DETAILS: All of the assessments in Spanish are exam-based.

• Listening (25% of the qualification) • Reading (25% of the qualification) • Speaking (25% of the qualification) • Writing (25% of the qualification) Students will take either higher or foundation papers.

SPANISH (GCSE)

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SPORT LEVEL 1/2 TECHNICAL AWARD IN HEALTH & FITNESS (LEVEL 2) COURSE DETAILS: In your Health and Fitness lessons you will build on the skills that you have been developing since Year 7 expanding your knowledge of fitness testing and training, improving your skills and knowledge of both team and individual sports, and developing your skills as a Sports Leader.

You will also increase your experience of different roles in Physical Education to include being an official, a performer, and a Young Leader or Coach.

You will learn about the different body systems and how they are used in health and fitness activities. You will also learn what constitutes an active, healthy lifestyle and know how to exercise safely, following a self-designed training programme.

KNOWLEDGE AND SKILLS DEVELOPED: • • • • • • • •

Develop a broad understanding of the structure and function of body systems Identify the effects of health and fitness activities on the body Understand health and fitness and the components of fitness Apply the principles of training Understand the impact of lifestyle on health and fitness Test and develop components of fitness Apply health and fitness analysis and set goals Plan, develop and take part in a health and fitness programme and understand how to prepare safely

ASSESSMENT DETAILS: Health Related Training Programme - NEA Synoptic Assessment - 60% Written Exam - External Assessment - 40%

SPORT LEVEL 1/2 TECHNICAL AWARD IN HEALTH & FITNESS (LEVEL 2)

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SOCIOLOGY (GCSE) COURSE DETAILS: Why Study Sociology?

Sociology teaches the learner how to think critically about social issues and problems in modern Britain.

Sociology helps develop skills sought by employers and universities.

Sociology enriches students’ lives, preparing them for careers in an increasingly diverse world.

Sociology teaches students to understand why events happen and their impact on society.

Studying Sociology helps gain knowledge about society, social groups, institutions, and their functions.

The Syllabus At GCSE, students study 5 topics: • • • • •

The Sociology of the family – Focuses on the role of the family in society and how the Family is organised. You will study Marxist, Feminist and Functionalist views on how the family affects its different people.

The Purpose of education – Focuses on the different reasons for Educational success and failure and the causes of this.

Sociological theory and methodology – Focuses on the different theories of sociology: Marxism, Feminism, Functionalism and The New Right The Sociology of crime and deviance – Studies the reasons people commit crime and deviance and its effects in modern society. Focuses on why certain genders, ethnicities and social classes appear more likely to commit crime.

Social class in The United Kingdom – Studies the reasons for poverty in the UK and its effects on different people. Studies also focus on the concept of power and control by certain groups in society.

ASSESSMENT: Paper 1: 1 hour 30 minutes 50% of overall mark: Education and family and households in Britain.

Exam consists of multiple choice and a range of short and extended written responses.

Paper 2: 1 hour 30 minutes 50% of overall mark: Crime and deviance and social stratification.

Exam consists of multiple choice and a range of short and extended written responses.

SOCIOLOGY (GCSE)

STATISTICS (GCSE) COURSE DETAILS: Statistics gives you the opportunity to broaden your knowledge in a key component of mathematics that is relevant to everyday life. We live in a world where data is being collected all the time and quite often you may not even realise it. The demand for statisticians who can collect, process, analyse and interpret that data is currently very high and growing. Statistics is a desirable subject for employers because of the many cross-subject links.

The key 3 areas covered are: • The collection of data • Processing, representing and analysing data • Probability You will study a variety of statistical techniques, using real-world data in contexts such as, but not limited to, populations, climate, sales, etc. You will identify trends through carrying out appropriate calculations and using data visualisation techniques. Through this you will understand ways that data can be organised, processed and presented. This includes using statistical measures to compare data and therefore make accurate conclusions.

ASSESSMENT DETAILS: SUMMARY OF AVAILABLE GRADES: HIGHER – 9, 8, 7, 6, 5, 4 FOUNDATION - 5, 4, 3, 2, 1 ADDITIONAL INFORMATION: GCSE Statistics crosses many subjects such as geography, psychology, business, economics, law, amongst others. It will also help consolidate skills at GCSE alongside bridging the gap to year 12 if you are planning to study Mathematics at A-Level.

ASSESSMENT DETAILS: Paper 1 – Calculator paper, 50% of grade, 1 hour 30 minutes (80 marks).

Paper 2 - Calculator paper, 50% of grade, 1 hour 30 minutes (80 marks).

STATISTICS (GCSE)

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