GCSE Options Booklet

Oxted School Key Stage 4 Curriculum Choices 2025-2027

Contents Summary of Key Points

3

Things to Consider

4

Frequently Asked Questions

5

The Core Curriculum • GCSE Combined Science • GCSE English Language • GCSE English Literature • GCSE Mathematics • Life Skills and Citizenship • Physical Education • Religion, Philosophy and Ethics

6 7 8 9 10 11 12 13

GCSE Options EBaac • GCSE French • GCSE Geography • GCSE History • GCSE Spanish

14 15 16 17 18

GCSE and Vocational Options • GCSE Art , Craft & Design • GCSE Art - Fine Art • GCSE Art - Photography • GCSE Art - Textiles • GCSE Business • NCFE/Cache Child Development • GCSE Computer Science • GCSE Dance • GCSE Design Technology • NCFE D&T - Engineering • GCSE D&T - Graphic Communications • GCSE Drama • BTEC Enterprise • GCSE Food Preparation & Nutrition • NCFE/Cache Health & Social Care • Hospitality & Catering • GCSE Media Studies • GCSE Music • GCSE Physical Education • GCSE Religious Studies • GCSE Separate Science

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 37 39 40

Summary of Key Points

Students are expected to continue with History and/or Geography.

If students have not studied French or Spanish in Year 9, it is not permitted to start a new language in Year 10.

We will review the current progress of all literacy students and offer guidance on the best options going forward. A further letter will be sent to parents of these students separately.

RE GCSE is available as an option choice and examined in Year 11 along with all other subjects.

Separate Science (three Separate GCSEs) is available as an option in addition to the core curriculum. All students will complete Combined Science (two GCSEs). The additional content that allows students to sit separate GCSEs in Biology, Chemistry and Physics will be covered in the option class. This course will be studied at Higher level only and will provide our high attaining Science students with the opportunity to develop their scientific understanding.

Things to consider DO Talk to parents, Tutor, Subject Teachers about the courses and careers – they are here to help.

Read the subject details in this booklet carefully and ask if you want to know more.

Opt for a balanced choice of subjects to keep open future careers and study options.

Consider the progress you are making in your subjects - choose subjects you think you will be successful in.

DON’T Choose a subject just because you like a particular teacher.

Avoid a subject because you dislike a teacher – you may well have a different teacher next year.

Choose a subject because your friends are choosing it. You are deciding about your future and they may not be in the same group as you.

Be misled by the title of a subject into thinking you need it for a career.

Choose a subject because you enjoy the practical lessons - all courses include theory work.

In general, select subjects which you enjoy and in which you are successful.

Frequently Asked Questions Why do I pick four Option subjects?

We want everyone to make positive choices for subjects they really want to study. We recognise the importance of traditional academic subjects. It is not that we don’t value other subjects or vocational courses as highly, it’s more that we recognise that core subjects provide students with vital knowledge for life after school and valuable qualifications for further/higher education and employment. This leaves room for four options choices in your curriculum.

Can I change my mind?

Yes. If you want to change your decision before the end of Year 9 it will be possible to switch your choices, but the choice of subjects you can move into might be more limited. There is also a short window during September of Year 10 where you may request to change one of your subjects if you can demonstrate a good reason for doing so. This will involve discussions with your Head of Year, your teachers and your parents. You will not be able to make changes after 30 September unless there are exceptional circumstances. This is why we really want you to make good choices at this stage.

What happens if a subject is full?

Places are not allocated on a first-come first-served basis, but it is important that you meet the deadline of Friday 14 March 2025 to return your options form to allow us to plan classes effectively. Forms that are returned late do have less chance of getting their first choices. If a subject is very popular we try to put on extra classes but this is not always possible due to staffing. It is important that you carefully consider your reserve choices.

What happens if only a few people choose a subject?

If a class size is too small to be viable then the course will not run. If this happens you will receive your reserve choice. It this course is full/not running either we will discuss your options with you.

Can I study Separate Sciences (Triple Science)?

We know that Science is becoming increasingly popular. All students will study Biology, Chemistry and Physics in Key Stage 4. This gives everyone the chance to excel in science and keep their career options open for as long as possible. The final level of entry in these subjects (Higher/Foundation) will be decided later in Key Stage 4.

The Core Curriculum

GCSE Combined Science GCSE English Language GCSE English Literature GCSE Mathematics Life Skills and Citizenship Physical Education Religion, Philosophy and Ethics

COMBINED SCIENCE

7

QUALIFICATION AQA GCSE COMBINED SCIENCE TRILOGY

What we study

Key Features

Science investigations / experiments are an essential part of student understanding of scientific theory. Parts of the course content are taught through 21 required core practicals; these will be examined in the final examinations.

Every student will follow the Combined Science GCSE course which covers the three Science disciplines in the traditional fashion, now known as Trilogy. The Combined Science is worth two GCSEs.

The course is 100% examined, with Foundation tier covering grades 1-5 and the Higher tier covering grades 4-9.

It builds on the Key Stage 3 curriculum and covers the National Curriculum Programme of Study for Science and Key Stage 4. It encourages students to explore, explain, theorise and model in science and develops a critical approach to scientific evidence. At Oxted School, students start studying towards their GCSE Combined Science in Year 9.

The qualification has a total of six examination papers at the end of the course – two each for Biology, Chemistry and Physics – all 1 hour 15 minutes in length.

The exams are equally weighted, each being worth 16.7% of the total mark.

Post-16 Choices Success in GCSE Combined Science can provide access to AS/A2 Science courses, including BTEC Level 3 Applied Science and Psychology. In the long term, if you decide to pursue your scientific studies, it can lead to an almost limitless number of job opportunities.

Highly qualified scientists are very much in demand and their skills are required in many jobs.

Staff Contacts: Mrs L Bond: lisa.bond@oxted.thpt.org.uk Mrs K Edwards: katie.edwards@oxted.thpt.org.uk

ENGLISH LANGUAGE

8

QUALIFICATION AQA GCSE ENGLISH LANGUAGE

What we study Students will be taught to: • • • • •

read fluently and write effectively demonstrate a confident control of Standard English be able to write grammatically correct sentences deploy figurative language and analytical skills craft transactional writing for a variety of different purposes and forms

Students will: •

read a wide range of texts, fluently and with good understanding

•

read critically, and use knowledge gained from wide reading to inform and improve their own writing

•

write effectively and coherently using Standard English appropriately

•

use grammar correctly and punctuate, and spell accurately

•

acquire and apply a wide vocabulary use and understand grammatical terminology

•

listen to and understand spoken language, and use spoken standard English effectively, specified to purpose

Key Features This course aims to guide students to acquire a variety of language skills through the analysis of fictional and non-fiction texts, helping foster their development as an articulate and empathetic member of society.

Post-16 Choices The course prepares students to continue with English Language or English Literature at A-Level at Oxted. It is also a valuable preparation for other courses with a high written content.

Staff Contacts: Miss A Harman: abigail.harman@oxted.thpt.org.uk Mrs A Emney: adele.emney@oxted.thpt.org.uk

ENGLISH LITERATURE

9

QUALIFICATION AQA GCSE ENGLISH LITERATURE

What we study Students will study: • Shakespeare’s ‘Macbeth’ • Poetry • ‘Love and Relationships’ poems from an AQA anthology • Unseen Poetry • Nineteenth Century Prose - ‘A Christmas Carol’ by Charles Dickens • A Modern Text - ‘An Inspector Calls’ by J B Priestley

Key Features This course aims to introduce students to a wide range of literature through which they will analyse how writers use language to achieve specific effects, evaluate their purpose in these choices as well as exploring contextual cultural and historical influences.

In studying the set texts, students have the opportunity to develop the following skills: Reading comprehension and reading critically Post-16 Choices This will include: • understanding words, phrases or sentences The course prepares students who would in context like to continue English Language or English • exploring aspects of plot, characterisation, Literature at A-Level at Oxted events and settings • identifying themes and supporting points of view by referring to evidence in the text • evaluating a writer’s choice of vocabulary, descriptive techniques and grammatical and structural features • drawing links between text through comparative analysis Writing Students will be taught to: • produce clear and coherent analysis, writing effectively about literature and using accurate standard English • create thoughtful and developed responses to texts and understand the writer’s purpose and effect on the reader Staff Contacts: • foster empathic abilities by exploring Miss A Harman: abigail.harman@oxted.thpt.org.uk characters in different situations, settings and contexts Mrs A Emney: adele.emney@oxted.thpt.org.uk

MATHEMATICS

10

QUALIFICATION EDEXCEL GCSE

What we study The exam is divided into two tiers. The Foundation tier is sat by students covering Grades 1-5. The Higher tier is a stretch and challenge paper, which is aimed at students who are aiming for grades of 4 or above. It is possible to obtain Grades 4-9 on the Higher tier.

The examination comprises of three 1½ hour examinations, all equally weighted and the first paper is non-calculator.

The new GCSE Mathematics Curriculum covers: • • • • •

Number Algebra Ratio, Proportion and Rates of Change Geometry and Measure Probability and Statistics

For more information on the content within these topics, please refer to the specification using the following link: http://qualifications.pearson.com/en/ qualifications/edexcel-gcses/mathematics2015.html

Key Features The GCSE Mathematics Course enables students to further explore mathematics and solve problems in a variety of situations. They continue to build on the knowledge and skills covered in Key Stage 3.

The curriculum is a natural progression of the Mastery curriculum that students have been following over Key Stage 3 and will continue to develop knowledge, problem solving and mathematical reasoning.

Post-16 Choices To study Mathematics at A-level, students are required to attain a minimum of a Grade 7 at GCSE. GCSE Mathematics prepares students to make informed decisions about the use of technology and management of money; it is an entry requirement for many A-Level subjects such as Science, Psychology and Economics.

Specific grades in GCSE Mathematics can be required for a wide variety of colleges and apprenticeships.

Staff Contact: Mr S Stodart: steven.stodart@oxted.thpt.org.uk

LIFE SKILLS AND CITIZENSHIP

11

QUALIFICATION CORE NON-EXAMINED

What we study Year 10 Autumn Term • Mental health • Financial decision making Spring Term • Healthy relationships • Exploring influence Summer Term • Addressing extremism • Preparing for work experience Year 11 Autumn Term • Building for the future • Next steps Spring Term • Communication in relationships • Independence Summer Term • Family relationships

Key Features Life Skills and Citizenship (LSC) is considered paramount to our students’ personal development, health and well-being. LSC helps students to develop life skills to ensure they are well prepared to respect and contribute to the wider society and life in Britain. High expectations are set for the promotion of tolerance, understanding and appreciation of the diverse communities in which we live.

As part of the statutory curriculum we teach RSE which is an important part of lifelong learning about the emotional, social and physical aspects of growing up, relationships, sex, and sexual health.

The concepts and skills are covered within our LSC curriculum under the three main themes: ‘health and wellbeing’, ‘relationships’ and ‘living in the wider world’, as recommended by the PSHE Association.

Staff Contact: Mrs U Codling: urszula.codling@oxted.thpt.org.uk

PHYSICAL EDUCATION

12

QUALIFICATION CORE NON-EXAMINED

What we study Physical Education helps students develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations.

Students should tackle complex and demanding physical activities. They should get involved in a range of activities that develop personal fitness and promotes an active, healthy lifestyle.

Students will be taught to: •

• •

•

•

use and develop a variety of tactics and strategies to overcome opponents in team and individual games develop their technique and improve their performance in other competitive sports take part in further outdoor and adventurous activities in a range of environments which present intellectual and physical challenges and which encourage students to work in a team, building on trust and developing skills to solve problems, either individually or as a group evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best continue to take part regularly in competitive sports and activities outside school through community links or sports clubs

Key Features All students follow a programme of Physical Education in Key Stage 4. At Key Stage 4 students build upon the broad foundation of skills, techniques and principles learnt at Key Stage 3.

What we aim to do A high-quality physical education curriculum inspires all students to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for students to become physically confident in a way which supports their health and fitness.

Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Physical Education develops students’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school.

A high-quality PE curriculum enables all students to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. When they are performing, they think about what they are doing, analyse the situation and make decisions. They also reflect on their own and others performances and find ways to improve them. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles.

Staff Contact: Mrs L Levy: louise.levy@oxted.thpt.org.uk

RELIGION, PHILOSOPHY & ETHICS

13

QUALIFICATION CORE NON-EXAMINED

Key Features

What we study At Key Stage 4 we aim to provide a broad understanding of the beliefs and practices of many faiths as well as promoting religious literacy, critical thinking, and the contemplation of ultimate questions.

Students will be able to reflect on and develop their own values, beliefs, and attitudes considering what they have learnt. There are a range of relevant and contemporary themes to study that promote awareness of modern-world issues and engagement.

Students of all abilities will be challenged and inspired, whilst developing valuable skills sought after by higher education and employers.

This will be taught once per fortnight, linking heavily with our LSC and Character curriculums.

The national curriculum states that all schools must offer a curriculum which is balanced and broadly based, and which: • promotes

the spiritual, moral, cultural, mental and physical development of students

• prepares students at the school for the

opportunities, responsibilities, experiences of later life

and

It is our intent for the Religious Education element of our school curriculum to engage, inspire, challenge, and encourage students, equipping them with the knowledge and skills to answer challenging questions, explore different religious beliefs, values and traditions, beliefs and practices that are followed in our multi-cultural society.

We want them to know how religious education promotes discernment and enables students to combat prejudice, preparing them for adult life, employment, and life-long learning.

Staff Contact: Mrs G Williams: gemma.williams@oxted.thpt.org.uk

GCSE Options EBacc

GCSE French GCSE Geography GCSE History GCSE Spanish

FRENCH

15

QUALIFICATION EDEXCEL GCSE FRENCH

What we study The focus of the new GCSE is on providing you with the ability to construct the foreign language for yourself, and therefore you will learn both the grammatical structures and the vocabulary to enable you to produce language either in writing or speaking and to understand the language that you read or hear.

The contexts within which we will do this will be: • • •

• • •

My personal world: family, friends, relationships and equality Lifestyle and Wellbeing: physical and mental wellbeing, food and drinks, sports My neighbourhood: places in town, shopping, the natural world, environment issues Media and technology: music, tv, films, social media, gaming Studying and my future: school and future opportunities Travel and tourism: transport, accommodation, tourist attraction

Through the course you will also learn about the culture of the target language country. You will also develop skills in translation and dictation.

You will be assessed through four examinations taken in the Summer of Year 11:

Key Features The GCSE in French is a linear course, which will all be assessed by formal exam at the end of Year 11. The exam is divided into two tiers: the Foundation tier covering grades 1-5 and the Higher tier covering grades 4-9.

Why study Languages?

We live in an international society and languages are all around us. Studying a foreign language opens doors to opportunities that would otherwise not exist, whether that is travel, study or work. Learning a foreign language also provides a valuable insight into the way language is constructed and can often help students to improve their English skills!

Through learning a foreign language, you will also have ample opportunity to develop your transferable communication skills.

Post-16 Choices Study of a language at GCSE could lead to A-level qualifications, as well as more vocational language courses. In an increasingly global market, the ability to communicate in a foreign language is a highly-prized skill in the world of work.

Students will be entered for either Foundation OR Higher across all four skills. The Speaking exam will be conducted in April of Year 11 by the class teacher, recorded and then marked by the exam Staff Contact: Mrs M Gonzalez Del Solar: board.

melania.gonzalezdels@oxted.thpt.org.uk

GEOGRAPHY

16

QUALIFICATION AQA GCSE GEOGRAPHY

What we study Paper 1: Living with the Physical Environment • The challenge of natural hazards (earthquakes, hurricanes, volcanoes, flooding, climate change) • Physical landscapes in the UK (coasts and rivers) • The living world (ecosystems, tropical rainforest, hot deserts) • Geographical skills

Key Features

Paper 2: Challenges in the Human Environment • Urban issues and challenges • The changing economic world (development, poverty, world trade, globalisation) • The challenge of resource management (the challenge of supplying a good quality and quantity of water) • Geographical skills

Geography helps you to make sense of the world around you. Geography is not only current and relevant, it is one of the most exciting, adventurous and valuable subjects to study today. The course will give you the chance to get to grips with some of the big questions which affect our world and understand the social, economic and physical forces and processes which shape and change our world. It is very practical with opportunities to develop transferrable skills such as interpreting photographs, map skills, fieldwork skills, delivering presentations, role play and debating techniques which are transferrable to other subjects and will be of benefit to you in the world of employment.

How it is assessed: Written Exam (Duration: 1 hour 30 minutes Weighting: 35% of GCSE)

Post-16 Choices

How it is assessed: Written Exam (Duration: 1 hour 30 minutes Weighting: 35% of GCSE)

Paper 3: Geographical Applications • Issue Evaluation (pre-release which means you see the resource that you will use in the exam in advance of the exam) • Geographical fieldwork skills How it is assessed: Written Exam (Duration: 1 hour 15 minutes Weighting: 30% of GCSE) Therefore students will complete three exams, all with a combination of multiple choice, smaller marked and more extended writing answers.

The A-Level course builds upon topics studied at Key Stage 4 where students go on to explore geographical processes and concept in more depth, This is a course designed for students that have an interest in the ways in which humans interact with the natural environment.

Geography also supports the development of a wide range of literacy and numeracy skills, developing students into well-rounded young people.

Students will also complete two fieldwork days; one at Hove/Brighton looking at coastal fieldwork and one in Staff Contact: Stratford, London looking at urban fieldwork.

Miss M Kaisharis: melanie.kaisharis@oxted.thpt.org.uk

HISTORY

17

QUALIFICATION EDEXCEL GCSE HISTORY

What we study Medicine in Britain, c1250 - present and The British sector of the Western Front, 1914-18: injuries, treatment and the trenches Students will look and change and continuity across a long sweep of history. Investigation of people, events and developments will show wider changes in society over the years.

Early Elizabethan England, 1558-88 Elizabeth I is one of England's greatest monarchs – perhaps the greatest. Her forces defeated the Spanish Armada and saved England from invasion, she reinstated Protestantism and forged an England that was a strong and independent nation.

Weimar and Nazi Germany, 1918-39 The failure of democracy in Germany after the First World War and the rise of the Nazi Party is one of the defining periods in modern history. The German people voted Hitler into power, after he had attempted a violent uprising.

The Cold War and Superpower Relations 19411991 In the aftermath of the Second World War a power vacuum emerged with the Soviet Union and USA competing to become the dominant superpower.

Nuclear weapons, proxy wars, espionage and sporting events were their chosen arenas for this conflict to evolve. Study key events such as the Berlin Blockade and Airlift, The building of the Berlin Wall and how the world nearly came to an end in the Cuban Missile Crisis.

Exams Students will sit three exams with most questions in the form of extended writing.

Key Features Students will develop an understanding of the major themes and turning points over the past 2000 years of British History and be able to explain how countries dramatically change in a short period of time. In doing so, students will develop their essay writing skills and an understanding of how to critique a wide range of sources.

Post-16 Choices The GCSE History course feeds into AS and A2 History, where students go on to explore, in more depth, themes in 20th century British, European and World History.

History is an excellent subject fit with both RE and Geography. For example, we discuss the religious divide under Elizabeth and discuss issues of Geography and how they affect politics through the Cold War unit.

Finally, many of the question types in the exams are very similar to those in RE in History; the creation of a balanced argument looking at two sides of the argument before drawing a conclusion is standard practice across all three subjects.

Staff Contact: Mr A Harney: adam.harney@oxted.thpt.org.uk

SPANISH

18

QUALIFICATION EDEXCEL GCSE SPANISH

What we study The focus of the new GCSE is on providing you with the ability to construct the foreign language for yourself, and therefore you will learn both the grammatical structures and the vocabulary to enable you to produce language either in writing or speaking and to understand the language that you read or hear.

The contexts within which we will do this will be: • • •

• • •

My personal world: family, friends, relationships and equality Lifestyle and Wellbeing: physical and mental wellbeing, food and drinks, sports My neighbourhood: places in town, shopping, the natural world, environment issues Media and technology: music, tv, films, social media, gaming Studying and my future: school and future opportunities Travel and tourism: transport, accommodation, tourist attraction

Through the course you will also learn about the culture of the target language country. You will also develop skills in translation and dictation.

You will be assessed through four examinations taken in the Summer of Year 11:

Key Features The GCSE in Spanish is a linear course, which will all be assessed by formal exam at the end of Year 11. The exam is divided into two tiers: the Foundation tier covering grades 1-5 and the Higher tier covering grades 4-9.

Why study Languages?

We live in an international society and languages are all around us. Studying a foreign language opens doors to opportunities that would otherwise not exist, whether that is travel, study or work. Learning a foreign language also provides a valuable insight into the way language is constructed and can often help students to improve their English skills!

Through learning a foreign language, you will also have ample opportunity to develop your transferable communication skills.

Post-16 Choices Study of a language at GCSE could lead to A-level qualifications, as well as more vocational language courses. In an increasingly global market, the ability to communicate in a foreign language is a highly-prized skill in the world of work.

Students will be entered for either Foundation OR Higher across all four skills. The Speaking exam will be conducted in April of Year 11 by the class teacher, recorded and then marked by the exam board.

Staff Contact:

Mrs M Gonzalez Del Solar: melania.gonzalezdels@oxted.thpt.org.uk

GCSE and Vocational Options GCSE Art , Craft & Design GCSE Art - Fine Art GCSE Art - Photography GCSE Art - Textiles GCSE Business NCFE/Cache Child Development GCSE Computer Science GCSE Dance GCSE Design Technology NCFE D&T - Engineering GCSE D&T - Graphic Communication GCSE Drama BTEC Enterprise GCSE Food Preparation & Nutrition NCFE/Cache Health & Social Care Hospitality & Catering GCSE Media Studies GCSE Music GCSE Physical Education GCSE Religious Studies GCSE Separate Science

ART, CRAFT & DESIGN

20

QUALIFICATION AQA GCSE ART, CRAFT & DESIGN

What we study

Key Features

Component 1 - 60% Coursework Coursework 1 - Year 10 Food and drink - Students will develop a project in different media including drawing, a variety of printing techniques, mixed media, 3D and digital art Coursework 2 - Year 11 Thematic project – three titles to choose from exploring themes, media, artists and design which will culminate in a 10 hour controlled exam to produce their final piece Component 2 - 40% Exam Exam project culminating in 10 hour exam to produce their final piece Assessment Objectives The projects are assessed in four areas which allow candidates to develop a personal response and work with increasing independence.

All projects are marked on four assessment objectives which are worth 25% of the project mark.

• • • •

Developing ideas Experimenting and refining Recording Final piece

Sketchbook and loose portfolio of work will be developed throughout Year 10 and Year 11, both in class and their own time.

This engaging and creative course covers a wide range of Art and Design skills and is appropriate if you enjoy working with a range of media and techniques. Drawing, painting, collage, printmaking, computer graphics, photography, clay and wire sculpture are some of the areas that you are likely to cover during the course whilst developing and learning from artists and designers.

Projects involve different themes and can have a strong design focus. Research in work journals (sketchbooks) and exploring the work of other artists, designers and crafts people form essential background to all of your project work.

Students will spend the first term learning and refining their skills and complete three projects which include two units of coursework and one exam unit.

Post-16 Choices Typical career paths include: Illustrator, architect, interior designer, fashion designer, product design, police sketch artist, medical illustrator, printmaker and art consultant.

Staff Contact: Ms N Garstang: Natalie.garstang@oxted.thpt.org.uk

ART - FINE ART

21

QUALIFICATION AQA GCSE FINE ART

What we study

Key Features

Coursework - Component 1 (60%) Coursework 1 - Year 10 Messages - Students will develop a project exploring different techniques and artists to produce a personal outcome Coursework 2 - Year 11 Thematic Project - students develop a personal project exploring themes and artists which will culminate in a 10 hour controlled exam to produce their final piece Exam - Component 2 (40%) Year 11 term 2 : Externally set project culminating in 10 hour exam to produce their final piece Assessment Objectives All projects are marked on four assessment objectives which are worth 25% of the project mark.

• • • •

Developing ideas Experimenting and refining Recording Final piece

Sketchbook and loose portfolio of work will be developed throughout Year 10 and Year 11, both in class and their own time.

This exciting course is for students who want to develop their creative skills using a variety of media and explore their ideas visually. They will experiment with different ways of recording from drawing and painting to sculpture and print and use contextual influences to inform their work and inspire them. They will study and write about artists work and develop ideas. We enable students to work with increasing independence, producing their own responses which have been developed over a period of time.

Students must work consistently and take risks with their work and ideas.

Students will spend the first term learning and refining their skills and complete three projects which include two units of coursework and one exam unit.

Students are provided with starting points for each unit of work and are expected to use a wide range of materials for each final outcome.

Post-16 Choices Typical career paths include: artist, designer, illustrator, interior designer, textile designer, theatre set designer, art therapist, artist-inresidence, printmaker and book illustrator.

Staff Contact: Mrs K Sowerbutts: kirsty.sowerbutts@oxted.thpt.org.uk

ART - PHOTOGRAPHY

22

QUALIFICATION AQA GCSE PHOTOGRAPHY

What we study Coursework - Component 1 (60%) Coursework 1 - Technical Studies and Distortion Project Students will investigate a series of techniques and skills in Technical studies and then develop work into a project in the theme of distortion. It is not essential that students have their own digital camera but it will help. As with any of the other art options students will need to demonstrate the process of how to develop and explore their ideas.

Coursework 2 - Year 11 Thematic Project - students develop a person; project exploring themes and photographers which will culminate in a 10 hour controlled exam to produce their final piece.

Exam - Component 2 (40%) Externally set project culminating in 10 hour exam to produce their final piece. All projects are marked on four assessment objectives which are worth 25% of the project mark.

• Developing ideas • Experimenting and refining • Recording • Final piece Process Photographic digital and practical skills including darkroom and wet photography techniques will be developed throughout Year 10 and Year 11 and creatively presented in a sketchbook.

Homework – students are expected to take photographs in their own time and undertake artist research.

From September to December of Year 11 students complete a practice timed test. Students will hand in approximately 45 hours of work for the coursework which is completed during the course.

Key Features In this exciting option students explore creative ideas which involve using the camera as well as the computer. Students will learn about shutter speed, depth of field, lighting and composition.

Students will explore creative ways to develop their photography work through digital, darkroom and creative techniques. Students will be expected to learn about visual and graphic design and explore creative ideas through photography.

Students will need to approach the subject with a broad mind and be able to think creatively in how they explore photographic skills and techniques. They will present their work in a sketchbook.

Students considering this option will be invited to attend a taster session before completing their option form online.

Post-16 Choices Typical career paths include: fashion photographer, special effects artist, news/ editorial/fashion photographer, film director, and advertising designer.

In April of Year 11, students complete a 10 hour test in exam conditions in the classroom. Students use the preparation materials they have developed since January.

Staff Contact: Ms K Potter: kate.potter@oxted.thpt.org.uk

ART - TEXTILES

23

QUALIFICATION AQA GCSE TEXTILES

What we study

Key Features

Coursework - Component 1 (60%) Coursework 1 - Year 10 Technical skills - Students will develop a series of mini projects exploring different textile techniques and artists to produce a variety of outcomes including stich, machine work, felting, silk painting and applique.

Coursework 2 - Year 11 Thematic project - students develop a personal project exploring themes and artists which will culminate in a 10 hour controlled exam to produce their final piece Exam - Component 2 (40%) Year 11 term 2 : Externally set project culminating in 10 hour exam to produce their final piece Assessment Objectives All projects are marked on four assessment objectives which are worth 25% of the project mark.

• Developing ideas • Experimenting and refining • Recording • Final piece

Sketchbook and loose portfolio of work will be developed throughout Year 10 and Year 11, both in class and their own time.

Students will hand in approximately 45 hours of work for the Controlled Assessment which is completed during the course.

GCSE Art Textiles is a vibrant and dynamic course which teaches skills such as weaving, felting, stitching, appliqué, construction methods, and printing. It give students the freedom to express themselves using techniques and materials they enjoy using. It inspires and equips them with the skills to continue the subject with confidence at A-level.

Students will spend the first two terms learning and refining their textile skills as mini projects then complete two projects which include one unit of coursework and one exam unit. Each project consists of 12 weeks (approx.) development and experimental work and a final piece.

Students are provided with starting points for each unit of work and are expected to use a wide range of materials for each final outcome.

Post-16 Choices Typical career paths include: textile artist, designer, interior designer, textile designer, fashion designer, theatre set designer, art therapist, artist-in-residence, printmaker and book illustrator.

Staff Contact: Ms N Garstang: Natalie.garstang@oxted.thpt.org.uk

BUSINESS

24

QUALIFICATION OCR GCSE BUSINESS

What we study What does the course consist of?

• Business activity and how businesses are

structured • Business Marketing • Human Resources • Operations • Finance • External Influences on business activity

External Examinations Paper 1 - Business , Marketing and People (50%) Paper 2 - Operations, Finance, Influences and the Independent Nature (50%) Both papers will be taken at the end of Year 11.

Key Features Business is a subject looking at how and why events happen in the real world, with a focus on students working to develop their views and opinions. It teaches you about how the real world outside of school works. You will develop critical analysis, decision-making and problem-solving skills that are transferable across many areas of study and professions.

To be successful you need to have a business-like approach to your studies, attending lessons punctually and being motivated to explore every option and consider all perspectives. Most important of all, you need to ensure you read around the subject and have a good knowledge of current affairs.

Post-16 Choices Business opens up many routes for students.

Business prepares students to continue with Business and many other subjects at A-Level, especially Social Sciences and Humanities. The subject also can lead to employment and a wide variety of apprenticeships including (but not limited to) accountancy, banking, business consultancy/management, finance & risk management with a variety of companies from international blue chip to independent start-ups (small businesses), as well as starting your own business.

Staff Contact: Mr T Edwards: tim.edwards@oxted.thpt.org.uk

CHILD DEVELOPMENT

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QUALIFICATION NCFE/CACHE LEVEL 1/2 AWARD

What we study Course Content and Assessment details: The Level 1/2 Technical Award in Child Development and Care consists of one unit with multiple content area which include: Child development Factors that influence the child development Care routine, play and activities that support the child • Early years provision • Legislations, practice and procedures • Expectations of the Early years practitioner • Roles and responsibilities within early years • The importance of observation in child care • Planning in early years • • •

Key Features Child Development is a course for those students who would like to work with children.

It is also a valuable course for anyone who wants to have a family in the future or who wishes to go further in the caring professions – e.g. children’s nurse, early years teacher, health visitor or if you aspire to work in a playgroup or nursery.

This qualification is a vocational qualification and is aimed at introducing learners to working in early years education.

This qualification has two assessments both externally set by the exam board.

Assessment 1: Examined Assessment (50% of total qualification) Assessment 2: Non-Examined Assessment Portfolio (50% of qualification) The qualification is awarded at L1/L2 Pass, Merit and Distinction

Post-16 Choices Students can progress to a Level 3 course in Child Care, Early Years Education or Health and Social Care Qualifications.

With further study, this course would be suited to anyone who has an interest in working with children in a range of professions.

Staff Contact: Mrs G Ojekwe-Uche: gloria.ojekwe-uche@oxted.thpt.org.uk

COMPUTER SCIENCE

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QUALIFICATION OCR GCSE COMPUTER SCIENCE

What we study Process The GCSE Computer Science qualification is split into two components of practical programming, computational thinking and computing fundamentals: Component 1 - Computer Systems (50% of qualification) The first component is an exam focused on computer systems covering the physical elements of Computer Science and the associated theory Component 2 - Computational Thinking, Algorithms and Programming (50% of qualification) This component is focused on the core theory of computer science and the application of Computer Science principles Computer Systems

• Systems architecture • Memory • Storage • Wired and wireless networks • Network topologies, protocols and layers • Network security • System software • Moral, social, legal, cultural and environmental concerns

Computation Thinking, Algorithms and Programming • • • • •

Translators and facilities of languages Algorithms High and low-level programming Computation logic Data representation

Programming Project • • • • • •

Programming techniques Design Development Effectiveness and efficiency Technical understanding Testing, evaluation and conclusions

Key Features GCSE Computer Science allows students to study a mixture of theory (in order to understand the enduring principles and abstract concepts of computer science), and computational thinking and practice (to learn how to solve problems, write efficient code and build working systems). It provides opportunities for students to explore the wider social and ethical issues associated with computer science and to develop as responsible practitioners.

This course is best suited to students who enjoy coding, developing computer programs and learning about the theoretical side of computers and the importance they play in our digital world. In this digital world, qualifications in IT and Computer Science are becoming essential. The OCR Computer Science course is a stepping stone towards that.

Post-16 Choices Students may progress on to study A-Level Computer Science where they can further develop their computational thinking and programming skill sets. Computer Science as a subject is looked upon highly by many universities and is highly regarded by Russell Group universities for many of their more academic subjects such as Medicine, Physics and of course Computer Science.

Staff Contact: Mr N Towler: niall.towler@oxted.thpt.org.uk

DANCE

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QUALIFICATION AQA GCSE DANCE

What we study The three main strands of the course are choreographing, performing and appreciating professional dance pieces. Students are encouraged to use their body as an instrument of expression to convey creatively their own ideas and express emotions and meanings in their work.

Non-Exam Assessments 60% - Component 1: • Performance in a Duet/Trio (in any style) choreographed by the teacher and students • Set phrases solo performance choreographed by AQA • Solo or Group Choreography created by the student based on a selected stimulus.

Students are encouraged to work creatively and originally to explore their chosen idea to create a dance which connects and communicates to the audience Examination 40% - Component 2: Written Exam Dance Appreciation of Dance (40%) This exam is based on their own practice and experiences in the studio and on the GCSE Dance anthology - a set of professional works which explore a range of dance styles Students will be expected to attend Theatre trips to see live Dance performances, take part in workshops and events and perform in the annual Dance Showcase.

Key Features Dance is a powerful, unique form of communication and social interaction that can change the way students feel, think and act. It brings together intellect, feelings and enables personal expression, reflection and emotional development through movement. As an established part of culture, past and present, it helps students understand themselves and relate to others, forging important creative links between themselves and the wider world.

GCSE Dance is an inspiring qualification, which develops students' ability to choreograph, perform and appreciate dances through observing, discussing and actively exploring a wide variety of dance styles.

Self-reflection, interpersonal skills and teamwork are also central to dance in addition to the development of creative, artistic, social, technical and physical skills. Students are taught to choreograph and perform both solo and group pieces which communicate a theme to the audience and they will explore professional works through the new GCSE Dance Anthology. Dance encompasses a range of key life skills to encourage personal and emotional maturity, making a ‘thinking’ dancer. It further encourages physical involvement and benefits students’ general health and well being.

Post-16 Choices Students may progress to study AQA A-Level Dance or BTEC Level 3 in Performing Arts (Dance or Musical Theatre) at KS5. The A-Level course provides students with the opportunity to gain experience of performance and choreography and to develop detailed, critical thinking and appreciation skills of Dance. These transferrable skills are valued and can be applied to many area of study/courses for further study into Higher Education. The BTEC Level 3 in Performing Arts is a more vocational course enabling performers to gain relevant experience of dance and performing to help them into employment.

Dance is open to all students with a love for dance, whatever their previous experience! This is a really enjoyable, fun subject, in which you can improve your physical fitness and use your energy and imagination.

There is theory and written work that runs alongside the practical lessons. Be prepared and willing to try everything and give everything a go with your whole Staff Contact: heart!

Mrs L Newman: lucy.newman@oxted.thpt.org.uk

DESIGN & TECHNOLOGY

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QUALIFICATION EDUQAS GCSE DESIGN TECHNOLOGY

What we study What is assessed Component 1: Design and Technology in the 21st Century Written examination: 2 hours (50% of qualification) A mix of short answer, structured and extended writing questions assessing candidates' knowledge and understanding of: • •

technical principles designing and making principles along with their ability to analyse and evaluate design decisions and wider issues in design and technology

Component 2: Design and make task non-exam assessment: approx. 35 hours (50% of qualification) A sustained design and make task, based on a contextual challenge set by WJEC, assessing students’ ability to: • • •

identify, investigate and outline design possibilities design and make prototypes analyse and evaluate design decisions and wider issues in design and technology

NEA Assessment Criteria:

Key Features The WJEC Eduqas GCSE in Design and Technology offers a unique opportunity in the curriculum for students to identify and solve real problems by designing and making products or systems.

Through studying GCSE Design and Technology, students will be prepared to participate confidently and successfully in an increasingly technological world; and be aware of, 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.

Our GCSE allows students to study technical principles 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.

Post-16 Choices

If you were to take Design Technology further then you can take on the Eduqas Product Design A-Level . You could then take this on to university to do various courses in Design, Architecture and Engineering.

NB: This is best route to the Eduqas Product Design A-Level course that is offered here at Oxted School

Staff Contact: Ms D Sebe-Ankra: davinia.sebe-ankra@oxted.thpt.org.uk

D&T ENGINEERING

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QUALIFICATION NCFE LEVEL 1/2 TECHNICAL AWARD

What we study What is assessed Internal Assessment (Coursework): Practical tasks, projects, and written assignments External Assessment (Exam): A written test assessing theoretical knowledge and problem-solving skills How it is assessed The qualification has two assessments externally set by NCFE: one non-exam assessment and one written examined assessment.

How it is assessed Internal Assessment (Coursework) – 60% This consists of non-examined assessments which are practical and written tasks set by NCFE but completed under controlled conditions.

Students work on practical projects where they design, make, and evaluate an engineered product.

They complete written assignments demonstrating their understanding of engineering principles, materials, and processes.

The work is assessed by teachers and externally moderated by NCFE.

Key Features The Level 1/2 Technical Award in Engineering is designed for students who want an introduction to engineering that includes a vocational and project-based element.

The qualification will appeal to students who wish to pursue a career in the engineering industry or progress onto further study.

Students could progress into employment or on to an apprenticeship. The understanding and skills gained through this qualification could be useful to progress on to an apprenticeship in the engineering industry through a variety of occupations that are available within the industry, such as in technical writing or technical sales, or as an engineer in one of the many different sectors across the industry, such as pharmaceuticals, aerospace or construction.

Post-16 Choices Students who achieve at Level 2 might consider progression to Level 3 qualifications post-16, such as: • • •

Level 3 Applied General Level 3 Technical Level A-level Engineering

Staff Contact: Ms D Sebe-Ankra: davinia.sebe-ankra@oxted.thpt.org.uk

D&T GRAPHIC COMMUNICATIONS

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QUALIFICATION OCR GCSE GRAPHIC COMMUNICATION

What we study What is assessed Portfolio of Work (01) - 120 marks non-exam assessment (internally assessed and externally moderated). This is worth 60% of the total GCSE How it is assessed This portfolio will consist of a project, theme or course of study. It may be presented in appropriate formats for the specification title and areas of study chosen. For example, sketchbooks, digital presentations, prototypes, animated work, scale models or illustrated written work.

What is assessed Externally set task (02) - 80 marks 10 hours non-exam assessment (internally assessed and externally moderated).

How it is assessed Students will have a choice of five themes, each with a choice of written and/or visual starting points or stimuli. From this, students are expected to choose one option for which they will generate an appropriate personal response of one or more artefacts / products/ personal outcomes within a 10-hour supervised time period.

Who would this course suit?

If you have an interest in computers, designing, marketing and have a creative mind this is a great course for you to do. You need to be able to sketch as well as be competent in using computer programmes like sketch up, photoshop and illustrator.

Key Features This course encourages students to: • actively engage in the creative process of art, craft and design in order to develop as effective and independent students, and as critical and reflective thinkers with enquiring minds • Develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products • Become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques • Develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills • Acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies • Develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures, and the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries • Demonstrate safe working practices in art, craft and design This specification is 100% non-exam assessment. All components are internally marked and externally moderated. This qualification is split into two components. The externally set task offers students the opportunity to respond to a choice of themes, written and visual starting points and stimuli and gives students an opportunity to provide an extended practical responses.

This will allow students to demonstrate their ability to construct and develop a sustained line of reasoning which is of sufficient length to be coherent, relevant, substantiated and logically constructed. Students may work entirely in digital media or entirely in non-digital media or a combination of both. This specification encourages students to select, organise and present work that represents the best of their achievement in response to the assessment objectives.

Post-16 Choices If you were to take D&T Graphic Communication further then you can take on the following courses at post-16: Eduqas Product Design A-Level or Graphic Communication A-Level. You could then take this on to university, you could do courses in Graphic Design, Illustration and Graphic Staff Contact: Communication, Design Studies.

Ms D Sebe-Ankra: davinia.sebe-ankra@oxted.thpt.org.uk

DRAMA

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QUALIFICATION OCR GCSE DRAMA

What we study Component 1: Devising Drama (30% of GCSE Grade) Students will create their own original performances in groups based on a powerful stimulus. Students can be assessed as either a performer (acting) or designer (sound, lighting, costume or set). Their performance will be supported with a written portfolio that reflects and evaluates the process.

Component 2: Scripted Performance (30% of GCSE Grade) Students will perform two sections of a script to an external examiner. Students can be assessed as either a performer (acting) or designer (sound, lighting, costume or set). We explore a wide range of genres from comedy to serious, including plays such as Find Me, Two, Girls like that and DNA Component 3: Written Examination (40% of GCSE Grade) The written exam focuses on our set text Blood Brothers and a live theatre review. Students will practically explore Blood Brothers and be questioned on how they will bring the play to life through acting and design.

They will also watch a professional performance such as National Theatres ‘The Curious Incident of the Dog in the nigh time’ and write a theatre review evaluating what they have seen.

Key Features We offer a rich and varied GCSE curriculum that will inspire students to create imaginative work as well as teaching key life skills. It will build students confidence, self-esteem, and develops communication. Students will gain experience both as a performer and as a designer of sound, lighting costume and set. If they have a passion for Drama and a love of films, TV and theatre, then they will excel in GCSE Drama.

Text: Students explore in a practical way a whole variety of texts including play scripts, extracts from novels, students own original work, poems and even newspaper articles.

Devising: Students study how to work effectively with others to create original pieces of drama by learning how to experiment with different forms of drama, space, sound, light and costume to communicate meaning and ideas to an audience Performance: Students develop their performance skills acting in their own productions and in a variety of play extracts and other texts. Most performances will be to students in the class but some will be to invited audiences.

Students will gain experience of performing in a wide variety of different types of drama.

Post-16 Choices This course is an excellent preparation for A-level Drama and Theatre Studies or BTEC Level 3 in Performing Arts. Career opportunities include actor, presenter, community arts worker, teacher, drama therapist, arts administrator, and media researcher. However the transferable skills students learn at GCSE Drama will enhance any students future opportunities.

Staff Contact: Mrs L Newman: lucy.newman@oxted.thpt.org.uk

ENTERPRISE

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QUALIFICATION PEARSON EDEXCEL BTEC LEVEL 2

What we study What does the course consist of?

You will study three mandatory units, covering key aspects that underpin all business and the development of business models: Mandatory Units • • •

Unit 1: Introduction to Enterprise Unit 2: Creating your own Enterprise Unit 3: Finance for Business

Assessment Details You will carry out tasks/assignments throughout the course. Your teacher will mark these, so you will receive feedback as to how you are getting on.

Unit 3 is externally assessed via a test set and marked by Pearson.

For the assessment for Unit 3 you will be able to draw on the knowledge, skills and understanding you have developed in the qualification as a whole.

Key Features Business is a subject looking at how and why events happen in the real world, with a focus on students working to develop their views and opinions. It teaches you about how the real world outside of school works. You will develop critical analysis, decision-making and problem-solving skills that are transferable across many areas of study and professions.

To be successful you need to have a business-like approach to your studies, being organised to complete your work independently as well as contributing to class discussion, attending lessons punctually and being motivated to explore every option and consider all perspectives. Most important of all, you need to ensure you read around the subject and have a good knowledge of current affairs.

Post-16 Choices Business opens up many routes for students.

Business prepares students to continue with Business and many other subjects at A-Level and vocational qualifications, especially in the Social Sciences and Humanities.

The vocational nature of the subject also can lead to employment and a wide variety of apprenticeships including (but not limited to) accountancy, banking, business consultancy/ management, finance & risk management with a variety of companies from international blue chip to independent start-ups (small businesses), as well as starting your own business.

Staff Contact: Mr T Edwards: tim.edwards@oxted.thpt.org.uk

FOOD PREPARATION & NUTRITION

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QUALIFICATION OCR GCSE FOOD PREPARATION & NUTRITION

What we study How it is assessed Food Preparation and Nutrition (01) - 100 marks, 1 hour 30 minutes written examination paper worth 50% of the total GCSE It is weighted up to 150 marks to equal the total marks combined for the two tasks. Students will be expected to answer questions based on content studied across sections A, B, C and D. The following types of question will be asked: ten compulsory questions including structured and free response questions, some questions that include stimulus material, synoptic questions are included.

Students should complete two non-examined assessment tasks both set by the examining board. In these, students should demonstrate their ability to: make and justify suitable choices in response to their task, review all aspects of their work, identifying strengths and weaknesses in each area of the content, refer to and justify any changes they have made whilst carrying out the task, suggest and/or justify improvements to their work, draw conclusions referring back to their task title.

Food Investigation Task (02 or 03) 45 marks Non-Examined Assessment This task is worth 15% of the qualification and assesses the scientific principles underlying the preparation and cooking of food. Students will be expected to draw on knowledge from content studied across Sections A, B, C and D. Examples include, how enzymic browning affects foods and why, the role of raising agents in baked goods.

Food Preparation Task (04 or 05) - 105 marks Non-Examined Assessment This task is set by OCR and is worth 35% of the qualification and assesses the planning, preparation, cooking and presentation of food. Students will be expected to draw on knowledge from content studied across Sections A, B, C and D.

Key Features This course aims to equip students with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It will encourage students to cook and make informed decisions about a wide range of further learning, opportunities and career pathways as well as develop life skills that enable students to feed themselves and others affordably, now and in later life.

The heart of the qualification is the development of strong practical cookery skills and techniques as well as a good understanding of nutrition. In turn allowing students to make better food choices and understand healthy eating.

Additionally, they will discover the essentials of food science and how this impacts on methods and food nutrition. Students will also understand the huge global challenges to supply the world with nutritious and safe food, providing students with the expertise and skills to feed themselves and others better. Setting some students on the path to careers in the food, catering and hospitality industries.

Content Overview:

• • • •

Section A: Nutrition Section B: Food: Food Provenance and Food Choice Section C: Cooking and Food Preparation Section D: Skills Requirements: Preparation and Cooking Techniques

Post-16 Choices If you were to take Food Preparation and Nutrition further then you can take on the following courses at post-16: WJEC Level 3: Food Science and Nutrition. You could then take this on to university such as in the areas of: Nutrition, Health, Medicine, Product Development, Food Chemistry and Biochemistry, Microbiology, Food processing and New Product Development.

You could also develop up to Catering Colleges in London e.g. Westminster or more locally with Crawley College.

Staff Contact: Miss S Djemil: sevgin.djemil@oxted.thpt.org.uk

HEALTH & SOCIAL CARE

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QUALIFICATION NCFE/CACHE LEVEL 1/2 AWARD

What we study Course Content and Assessment details: The Level 1/2 Technical Award in Health and social care consists of one unit with multiple content area which include: Health and social care provision and services • Job roles in health and social care • Legislations, policies and procedures • Human development across the life span • The care needs of the individual • Accessing health and social care services • Partnership working in health and social care • The care planning cycle •

This qualification has two assessments both externally set by the exam board.

Assessment 1: Examined Assessment (50% of total qualification) Assessment 2: Non-Examined Assessment Portfolio (50% of qualification)

Key Features Health & Social Care gives students the opportunity to gain a broad understanding of health and social care services. Students develop a range of practical and transferable skills relevant to different areas of the health sector and the basics of caring for others. It provides excellent career opportunities for those who wish to work in the area of Health and Social Care and other careers.

Post-16 Choices Level 3 Health & Social Care can lead to nursing - adult and child, learning disability, mental health; social work, teaching and work in the caring service industry. The subject offers a wide opportunity for careers in areas of the health services and social services, Sociology and Psychology.

Staff Contact: Mrs G Ojekwe-Uche: gloria.ojekwe-uche@oxted.thpt.org.uk

HOSPITALITY & CATERING

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QUALIFICATION WJEC LEVEL 1/2 VOCATIONAL AWARD

What we study Content Overview: • Hospitality providers, establishments and how they operate • Hospitality and Catering Operations • Health and Safety • Food Poisoning and Ill Health • Be able to Propose Hospitality Provision • Practical: Preparation and Cooking Techniques across a range of nutritionally balanced dishes How it is assessed Unit 1 40% of grade = Written paper (90 marks), taken in June of Year 11: The Hospitality and Catering Industry This is a 1 hour 20min written paper. This component consists of short and extended answer questions.

Students will be required to use stimulus material presented in different formats to respond to questions.

This test assesses students’ ability to recall, select and communicate their knowledge and understanding of factors affecting the Hospitality and Catering Industry and their ability to analyse evidence provided to support their answers. It is externally marked.

Unit 2 60% of grade = Non–exam Assessment (NEA) / Controlled Assessment: Hospitality and Catering in Action In Year 11, students are required to safely plan, prepare, cook and present a 2 course meal for a specific restaurant / menu / establishment. You will have a total of 12 hours to complete the task, with 9 hours of supervised assessment time and then a 3 to 4-hour practical exam. This will assess technical skill and appropriateness of choices in response to the brief and client group. This unit is internally marked and externally moderated.

Key Features This course equips students with practical and transferable skills in food preparation, design, and the hospitality industry. Through a combination of a written exam and a non-examined assessment (NEA), students develop skills in planning, organising, and executing a variety of dishes and building a portfolio that showcases their knowledge and in doing so allow students to develop their style and flair with food.

It is similar, but not the same, as the Food Preparation and Nutrition (FPN) GCSE as they both have theory and practical elements. This exciting and wide ranging course is for students who enjoy working with all aspects of food preparation, catering business/industry processes and the understanding and application of nutrition/dietary needs. This allows opportunities and career pathways, such as work in Hotels and Restaurants as it is the first step to become a chef, but also students could continue their study into Nutrition and work as a dietician, nutritionist in gyms and the health industry or as food technologists in food manufacturing. There are many opportunities in recipe development for the major food manufacturers and food writers for health magazines. This course also will develop life skills that enable students to feed themselves and others affordably, now and in later life.

Post-16 Choices WJEC Level 3: Food Science and Nutrition, Level 3 NVQ Diploma in Advanced Professional Cookery, Level 3 Advanced Diploma in Food Preparation and Cookery Supervision. You could also develop up to Catering Colleges in London or Crawley College.

This is not a fully practical, life skills ‘cookery’ course where students only get to cook dishes they like themselves.

Student behaviour and attitude to others in the kitchen must conform to safe working practises, as in a professional kitchen. As with the GCSE FPNT, theory lessons will inevitably outweigh practical lessons in number, in order to cover Staff Contact: the learning and knowledge requirements.

Miss S Djemil: sevgin.djemil@oxted.thpt.org.uk

MEDIA STUDIES

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QUALIFICATION EDUQAS GCSE MEDIA STUDIES

What we study Students explore the key concepts of: • • • • • •

Media Language and Representation Media Industries and Audiences Ownership structures and ideologies The Television Industry The Music Industry Online (Website and Social Media)

Process Controlled Assessment will be held in lessons when each class has made sufficient preparation in line with Eduqas guidelines.

The Controlled Assessments of one class may, as a result, take place at a different time from other classes. It is our intention, however, for each Controlled Assessment to be completed by the end of the term in which it is set.

External Examination Component 1: Exploring the Media (40%) Component 2: Understanding Media Forms and Products (30%) Controlled Assessment Component 3: Creating Media Products (30%)

Key Features Media Studies is the exploration, analysis and interrogation of the mass media. The subject develops critical thinking and allows students to understand and evaluate design choices across a full range of media platforms. The curriculum explores key concepts including media language, audience, and institutional values along the overarching topic of audience. In doing so, it also refers to ideological theoretical perspectives, drawing connections with English, Sociology, Politics and Product Design.

The study of Media also enables students to develop as academics and creators. The new course structure allows students to develop a broad understanding about a range of institutions including; the magazine industry; product advertisement; film promotion; and the newspaper industry. Students are also given the opportunity to study television through the examination of a variety of genres.

The course allows students to consider the impact of techniques throughout the industry to attract and mould viewers. The curriculum offers students the opportunity for expression as they are able to research, plan and create their own product that targets a specific audience.

Staff Contact: Javean Miller: Javean.miller@oxted.thpt.org.uk

MUSIC

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QUALIFICATION EDUQAS GCSE MUSIC

What we study What do I need in order to take GCSE Music?

Students should be able to play an instrument or sing. This could be having lessons outside of KS3 Music lessons or if they would like to continue with keyboard or ukulele skills from their Year 7-9 music lessons. Students ideally should be around grade 3 by March of Year 11 when taking their GCSE performance exam (not at the start of Year 10).

Performances which are grade 4 or higher receive extra marks for their level of demand. You do not have to have taken the grade exams. Reading music is beneficial but can be taught in Year 10. Students are expected to embrace all styles of music and types of musicians, as they will need to have knowledge of classical music styles as well as popular music, fusion and music for film. It does not matter what instrument you play or if you sing and do not play an instrument. There is no type of instrument more suited to GCSE than another. There is also the option to perform via technology and all compositions are done through using music technology.

Key Features Music is an excellent choice for students who wish to extend their knowledge of performance, composition and the history of music. All styles of music from classical music, ensemble music, film and popular music styles are studied during this two year course.

Students will also learn to analyse familiar and unfamiliar music. Music is a fantastic qualification which shows motivation, dedication to rehearsals and practice as well as transferable skills such as organisation, teamwork, independent study and the confidence to perform or speak in public as well as developing creativity. This can be applied to any career in or out of the Arts.

Over the GCSE course students learn to compose music in various styles and have access to computer software called Sibelius 7 and GarageBand which notates and plays back your compositions in notation or tab.

Students will develop ensemble and solo performing skills as well as their knowledge of musical history, theory and analysis of music.

All music students are expected to take part in the concerts for their GCSE year group (non-public performances but compulsory – for assessment accuracy) and the Music Department termly concerts.

Students should attend a music enrichment activity, particularly if they would like solos etc in our termly concerts. These could be Senior Choir, Vocal Harmony, The Crescendudes, Concert Band, or Oxted Rocks/ Sounds (students form their own bands and rehearse once a week). Being part of an enrichment group will enhance performing abilities as some students only practise alone but do not perform as an ensemble (15% of final grade). Harmony and composition skills will also improve.

Ideally students should be having lessons on their instrument or voice. The Music Department can help you with arranging lessons if needed.

Process Unit One: Performance (30% internally marked, externally moderated) 4-6 minutes Students are to perform two pieces of music and one must be an ensemble. The ensemble needs to last for at least one minute. The other piece could be another ensemble or a solo performance. This can be a traditional performance or live with use of music technology - such as loop pedals etc Unit Two: Composition - Controlled Assessment (30% internally marked, externally moderated) 3-6 minutes Two Controlled Assessments in two tasks to complete two final compositions. A free composition for any instruments in any style of music and a composition to a brief where students write a piece of music based around a choice of four questions: Free composition is done in Year 10 and the composition to a brief in Year 11 Unit Three: Listening and appraising - exam (40% externally marked exam) 1hr 15 minutes Students study two set works chosen by the exam board in Post-16 Choices detail as well as wider listening of different musical styles.

GCSE Music is an excellent qualification in Students sit an exam where they are asked questions on preparation for A-Level Music, BTEC Performing Arts or these set works and some unfamiliar music. Exam is in June Music Production of Year 11. The focus is on the elements of music, context and musical language. These will be studied through popular music, music for ensembles, film music and other styles Staff Contact:

Mrs S Homewood sally.homewood@oxted.thpt.org.uk

PHYSICAL EDUCATION

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QUALIFICATION OCR GCSE PHYSICAL EDUCATION

What we study How will you be assessed?

• Non-Exam Assessment (NEA) - Three practical performances (30%) • NEA - One performance analysis task (10%) • A total of two hours assessment split over two examination papers (2 x one hour); taken at the end of the three year course (60%) Practical (30%) • Performance practical in three activities (1x Team, 1x Individual and 1x Free choice), equally weighted at 20 marks each. A list of the approved practical activities can be found on the OCR website • To improve practical grades students should aim to be regularly taking part in training, practising and playing competitively both within school and for local clubs • Students should attend and meet members of the school sports teams to improve their practical grades

Controlled Assessments (10%) Analysing Performance – Research/analysis of your own or others’ performance in sport, identifying the strengths and weaknesses and implementing an action plan to improve the weaknesses - February / March in Year 11.

Exam Papers - two exams in June Year 11 (60%) 1 hour long and comprises of both theory units: Component 1 (30%) Physical Factors affecting performance Component 2 (30%) Socio-Cultural Issues and Sports Psychology There is no opportunity to re-sit either of the exams

Key Features The GCSE Physical Education course requires students to have a genuine interest in physical education and sport. They must have a good sporting ability in a range of activities. It is best suited to students in the upper PE sets in Year 8 and Year 9 who have achieved at least a Grade 5 in PE at the end of Key Stage 3, with a minimum of two sports at grade 6. Students are also required to have a minimum of grade 6 in English and Science.

We expect each students to be an integral part of a school sports team and to participate in two or three different physical activities/sports out of school hours. The PE Department will specify the most appropriate sports course for individual students.

The majority (3 out of 5 per fortnight) of lessons will be spent in theory lessons in classrooms.

Process Studying GCSE (9-1) Physical Education will open your eyes to the amazing world of sports performance. Not only will you have the chance to perform in three different sports through the non-exam assessment component, you will develop wide ranging knowledge into the how and why of physical activity and sport.

The combination of the physical performance and academic challenge provides an exciting opportunity for students. You can perform, and then through the academic study learn how to improve your performance through application of theory.

Staff Contact: Mrs L Levy: louise.levy@oxted.thpt.org.uk

RELIGIOUS STUDIES

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QUALIFICATION AQA GCSE RELIGIOUS STUDIES FULL COURSE

What we study The course will bring together the controversial issues in the world that we feel passionately about, and consider why this is so.

In a world where the majority of people have a personal faith it is important to know about religion and the effect that it has on individuals and different societies.

Exam Papers (100%) Component 1: The study of religions: beliefs, teachings and practices Component 2: Thematic Studies The course is made up of 6 units: Component 1: The Study of Religions • Beliefs, teachings and practices in Christianity • Beliefs, teachings and practices in Islam Component 2 - Thematic Studies • Relationships and families • Religion and life • Religion, peace and conflict • Religion, crime and justice

Key Features The Religious Studies GCSE provides an opportunity to study an exciting and varied course.

The structure is not only varied, but covers a range of topics which are guaranteed to provoke your thoughts. The syllabus content is controversial and up-to-date with the world we live in today, but most importantly it explores how religion influences our opinions, moral codes, values and traditions through the religions of Christianity and Islam.

You will discover the power of religious influence and beliefs and will gain a genuine understanding of the influence it has on our lives. From knowledge comes an understanding of world events, and tolerance towards others.

It is varied, it is interesting and it is well respected by employers as an indicator of social skills for tolerance, understanding and communication. The course also contributes to cross-curricular areas of health education, personal and social education, gender, sexuality and multi-cultural issues.

Post-16 Choices The GCSE in Religious Studies feeds into A-Level Philosophy and Ethics, where students go on to explore, in more depth, these theories and philosophies. This course is designed for students who have a real interest in philosophy and ethics and want to develop their own thoughts and opinions on some of the ultimate questions that are out there.

Staff Contact: Mrs G Williams: gemma.williams@oxted.thpt.org.uk

SEPARATE SCIENCE

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QUALIFICATION AQA GCSE BIOLOGY, CHEMISTRY, AND PHYSICS

What we study Examinations Science investigations/experiments are an essential part of student understanding of scientific theory. Parts of the course content are taught through 8 required core practicals; these will be assessed in the final examinations.

The course is 100% examined, with Foundation tier covering grades 1-5 and the Higher tier covering grades 4-9.

Each separate qualification has a total of two examination papers at the end of the course : two each for Biology, Chemistry and Physics – all 1 hour 45 minutes in length.

The exams are equally weighted, each being worth 50% of the total mark for that subject.

This course is most appropriate for those in set 1-3 in Year 9

Please note that all students must take all three GCSE subjects if given this option.

Key Features For a select group of higher performing students, this will be an option to take alongside the Combined Science. Students will gain three independent GCSEs by studying Biology, Chemistry and Physics separately. It is well suited to students who have demonstrated a keen interest and aptitude for the subject in KS3.

The course is considered a beneficial way of preparing students for careers in STEM (Science, Technology, Engineering and Maths) because it has a broader curriculum than Combined Science.

However, it is not a pre-requisite for the study of A-level Sciences.

Separate Science aims to encourage you to explore, explain, theorise and model ideas, develop a critical approach to scientific evidence and build more links between real-life and theoretical concepts. The course will include all of the elements from Combined Science (Trilogy) but additional units in Biology, Chemistry and Physics are studied, leading to separate Biology, Chemistry and Physics GCSEs. Post-16 Choices Triple Science is an academic course. It provides an excellent choice if you are intending to study Science at Advance level, for example AS/A-Level Biology, Chemistry, Physics, Environmental Science and Applied Science. It will also provide the basis for future study of the Sciences at degree level and extensive employment opportunities.

Staff Contacts: Mrs L Bond: lisa.bond@oxted.thpt.org.uk Mrs K Edwards: katie.edwards@oxted.thpt.org.uk Mrs A Driver: amber. Driver@oxted.thpt.org.uk Ms S Picard: sade.picard@oxted.thpt.org.uk