Year 9 Pathways Booklet

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Contents Section 1-General Information

Programme of Events Key Stage 4 Qualification Vocational Subjects at Key Stage 4 Student Services-Information, advice and guidance Bishop Challoner Sixth Form College

4 5 6 7 8

Section 2-Core Curriculum

English Language

English Literature Mathematics Science

Religious Studies

10 11 12 13 14

Section 3-Option Subjects

Art and Design

Business and Enterprise: NCFE Level 1/2 Tech Award Business

Hospitality and Catering: WJEC Level 1/2 Award

Computer Science

Design and Technology French Geography

Health & Social Care: BTEC Level 1/2 Tech Award History

ICT-Creative iMedia Level 1/2 Certificate

Media Studies Music

GCSE Physical Education

BTEC Level 1/2: First Award in Sport

BTEC Level 1/2: Personal Growth and Wellbeing

BTEC Level 1/2 Tech Award: Performing Arts

Further Information (Contact Details)

16 17 18-19 20 21 22-23 24-25 26-27 28-29 30-31 32 33 34-35 36-37 38 39 40 41-43

SECTION ONE

01

GENERAL INFORMATION

Programme of events

February-March 2021

1

Focus on Pathways and Careers during some lesson time and assembly time

Week beginning 22nd February 2021

2

Virtual Pathways assemblies

3 Thursday 4th March 2021

Thursday 4th March 2021 Virtual Year 9 Careers Event

4

Virtual Pathways Evening

5

4

Monday 15th March 2021 Pathways Choice Form submission deadline

Key Stage 4 Qualification: Recent developments The KS4 curriculum has undergone a significant amount of reform in recent years.

At Bishop Challoner Catholic College we continue to evaluate our curriculum offer at KS4 and given the recent climate of change we continue to undertake a review of our curriculum in Key Stage 4 to reflect any major developments.

The English Baccalaureate measure will continue to play an important part in performance measures as well the ‘Progress 8’ measure. The significant amount of reform at KS4 in a very short period of time presents schools across the country with the challenge of trying to design a curriculum that matches government thinking whilst at the same time best serving the interests of all their children.

At Bishop Challoner we absolutely value the study of a modern foreign language. We believe that it can assist employment opportunities in the future and allow students the opportunity to develop skills essential in today’s everchanging workplace. A modern foreign language GCSE is highly regarded. Indeed, several of the Russell Group of universities are suggesting that applicants ought to have completed a GCSE in a modern foreign language. We firmly believe in the value of a modern foreign language GCSE although we recognise that the study of a modern foreign language is not suited to all of our students.

Central to the programme of reform has been the introduction of an ‘English Baccalaureate’, designed to encourage schools to offer a broad set of academic subjects to age 16. The ‘English Baccalaureate’ is awarded to students who secure good GCSE passes in: • English • Mathematics • Two Sciences • Modern Foreign Language • Geography or History

The main examination boards provide detailed information on all of their courses, together with past examination papers and mark schemes on their websites.

AQA: Edexcel: OCR: WJEC

The government believe that schools should design a curriculum that allows a proportion of its pupils to complete GCSE’s in ‘English Baccalaureate’ subjects.

The ‘Progress 8’ measure will be based on results in a suite of eight subjects. Within these eight subjects will be:

www.aqa.org.uk www.edexcel.org.uk www.ocr.org.uk www.wjec.org.uk

Further information and qualification criteria are available on the Qualifications and Curriculum Authority (QCA) website: www.qca.org.uk.

GCSEs in English and Mathematics Three additional English Baccalaureate subjects from (sciences, computer science, geography, history and modern foreign languages).

Three additional subjects that can be taken up by further qualifications from the range of English Baccalaureate subjects, or any other ‘high value’ arts, academic or vocational qualification, e.g. Art and Design and BTEC Sport.

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Vocational Subjects at Key Stage 4 In addition to the range of GCSE qualifications we offer as part of our KS4 curriculum, we are also committed to ensuring we offer our students a range vocational based qualifications. This ensures we are able to offer our students a rounded curriculum package that allows them to combine GCSEs with vocational qualifications.

The aims of these qualifications are to:

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Widen participation in vocationally related learning.

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Increase progression routes to Post 16 education and training.

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Raise attainment levels.

Vocational subjects will appeal to students who:

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Have an interest in vocational work-related qualifications.

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Wish to progress to other vocational courses such as OCR Nationals, BTEC National Diplomas,

Apprenticeships and NVQs.

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Want variety in the way they work and are assessed at KS4.

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Are encouraged by working independently.

The school intends to offer vocational subjects in:

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BTEC Level 1/2 Tech Award in Health and Social Care

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BTEC Level 1/2 Tech Award in Performing Arts

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BTEC Level 1/2 First Award in Sport

•

NCFE Level 1/2 in Business and Enterprise

•

WJEC Level 1/2 in Hospitality and Catering

•

OCR Level 1/2 in Creative iMedia

•

BTEC Level 1/2 Personal Development and Well Being

For further information contact: Mrs Choudhury

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Information, advice and guidance This year you will choose the subjects and qualifications you will study during Years 10 and 11. It is a big decision. Not only will it affect how you spend your time at Bishop Challoner Catholic College over the next two years, it will also influence your future further education and employment options.

Choosing your subjects may be one of the first big decisions you will have to make in your life. Where do you start?

It sounds scary, but there’s no need to panic, thinking about the following points is a good place to begin.

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What subjects do I enjoy most?

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What subjects do I do well in?

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What subjects will help in my future career?

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How are the subjects assessed?

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Is a lot of extra time needed outside of normal lesson time?

DO NOT choose a subject because your friends have chosen it.

DO NOT choose a subject because a particular teacher will be teaching the course. This may not be the case anyway.

To help support you with this process you will receive guidance. You also have the option of discussing choices with Miss E McGowan our Careers Advisor.

Arrangements for choosing your subjects1.

Read through the Pathways booklet very carefully.

2.

Look at the information on the website covering the use of Unifrog

3.

Look at the information in the Careers Library and online www.nationalcareersservice.direct.gov.uk

4.

You will have Pathways assemblies in week beginning 22nd February offering guidance on option subjects.

5.

Your personalised Pathways form needs to be handed in by Monday 15th March 2021.

If required, Miss E McGowan, our Careers Advisor is available to discuss the most suitable choices.

REMEMBER

You can’t always get all the subject choices you want and all option subjects are offered on the condition that there are enough interested students to justify running the course, and subject to staffing and timetable constraints.

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Studying beyond GCSE Most university courses will require you to meet specific GCSE conditions.

Maths and English are the GCSEs which will be required in the majority of cases, however, some specific courses, involving Biology, Chemistry, Physics, History, Geography, Foreign Languages, Music and Art and Design, may ask for particular A level choices. In order to take the A level however, you will need to have first studied the GCSE.

Bishop Challoner Sixth Form offer a wide range of A level courses, subject to appropriate numbers. These include:

Art and Design

French

Physical Education

Biology

Further Maths

Physics

Business Studies

Geography

Psychology

Chemistry

BTEC Health and Social Care

Religious Studies

Computing

History

Sociology

Core Maths

Law

BTEC Sport

Economics

Mathematics

BTEC ICT

English Literature

Media Studies

OCR Business

So, if you have a clear idea about the type of course you might like to study at university, look at the entry requirements for these courses on www.ucas.com and work back from there.

If you do not know what you would like to study at university yet, don’t worry. It would make sense for you to select a good mix of GCSE subjects that will interest you and that you will enjoy.

For further information contact: Mr Hetherton

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SECTION TWO

02

CORE CURRICULUM

ENGLISH LANGUAGE What is GCSE English Language all about?

English is everywhere: it’s the television we watch in the evening; it’s the leaflets that come through our letter box; it’s the adverts we see on the side of buses. It’s even more than that: it’s how we communicate and understand each other and this is why it is seen as such an important qualification.

Through the study of English Language, students will follow a varied curriculum where they will hone their analytical and interpretative skills. They will be exposed to a range of texts and also practise their ability to communicate verbally in a variety of contexts. However, at the basis of the course are the key literacy skills that underpin our ability to understand and communicate accurately.

Exam (100%) Paper 1 – Explorations in Creative Reading and Writing Section A: Reading (based on one unseen literary text) Section B: Writing (descriptive or narrative writing)

CASE STUDY

Paper 2 – Writers’ Viewpoints and Perspectives Section A: Reading (one unseen non-fiction text and one unseen literary nonfiction text) Section B: Writing (writing to present a viewpoint) In addition, students will have their speaking and listening skills assessed as a separate endorsement (this will not contribute to their overall grade).

Josephine, Year 11 My favourite part of the course so far has been analysis and contextual learning about pieces of literature, specifically Romeo and Juliet and pieces of poetry. I really enjoy reading into literature and collecting up then organising my ideas into longer, essay style questions.

I am definitely considering taking my study of English further. The GCSE course will therefore be very useful in doing this.

01

I would advise students starting GCSE English to always ask questions and engage in lessons because it helps you learn and enjoy the subject much more.

EXAMINATION BOARD: AQA (8700) ASSESSMENT DETAILS: Examination 100%

For further information contact: Mrs Marsh, Miss Laszlo or Miss R Lloyd 10

ENGLISH LITERATURE What is GCSE English Literature all about?

English Literature GCSE involves responding to poetry, drama and prose texts. In line with our beliefs about inclusion and equal opportunities, every key stage four student at Bishop Challoner will study English Literature, regardless of ability.

Exam (100%)

CASE STUDY Ronan, Year 11 My favourite part of the English course has been learning about An Inspector Calls and in particular how the Inspector impacts the rich and changes their attitudes.

I have also enjoyed learning about the Romantic context of Frankenstein and their progressive way of thinking.

I am planning on doing A-Level English Literature so learning how to analyse a text will be very useful.

01

Year 9 students should try to have an open mind to English instead of thinking negatively and closing your mind to it and you will enjoy it much more.

Paper 1 – Shakespeare and the 19th century novel You will have the opportunity to delve into one of the Bard’s most famous plays namely, ‘Romeo and Juliet’.

You will be taught Shakespeare using an active approach and the department very much subscribes to the ‘Stand up for Shakespeare’ philosophy. Wherever possible, this will be complemented by enjoying watching the play at the RSC or Shakespeare’s Globe (subject to availability).

In addition, rather than focusing on American texts (which previous cohorts tended to do) you will have the chance to study one the most famous novels ever written: Mary Shelley’s ‘Frankenstein’.

Paper 2 – Modern texts and poetry To give you the full scope of English Literature, after reading one of the classics, you will also have the opportunity to read a text that is more modern. You will read the murder mystery, ‘An Inspector Calls’ by J B Priestley.

In addition, you will also study an anthology of poems exploring the theme of power and conflict.

Why not get a head start in your GCSEs, ask for one of these books as a birthday present and start reading it now!?

EXAMINATION BOARD: AQA (8702) ASSESSMENT DETAILS: Examination 100%

For further information contact: Mrs Marsh, Miss Laszlo or Miss R Lloyd 11

MATHEMATICS Students in Year 10 and 11 are currently following the linear GCSE course offered by Edexcel (specification code 1MA1F/H).

CASE STUDY Matthew, Year 11 My favourite part of maths so far has been Trigonometry and Pythagoras theorem as it is very applicable to real life mostly in finding angles and measurement.

I have also enjoyed statistics, ratio and proportion and algebra as they are fun to learn!

In the future I am planning to do medicine and maths would be useful to analyse statistical data and interpret it and to do various calculations.

Maths is a very interesting and a logical subject which is very beneficial for all other subjects especially sciences. Try to work hard and understand clearly during the lesson from the start as that is the best way to get good at it

01

Aims of the Course Students who study for GCSE Mathematics will be expected to: • Develop fluent knowledge, skills and understanding of mathematical

methods.

• Acquire, select and apply mathematical techniques to solve problems.

• Reason mathematically, make deductions and inferences, and draw conclusions.

• Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

Content The content of the GCSE Mathematics specification has been grouped into the following topic areas: • Number • Algebra • Ratio, proportion and rates of change • Geometry and measure • Probability • Statistics Students will be familiar with some topic areas, as it will build upon knowledge learnt at Key Stage 3. New topics will also be introduced across Years 10 and 11. Some of these new areas of maths will include: surds; trigonometry; advanced probability; direct and inverse proportion; and solving simultaneous and quadratic equations.

Assessment The GCSE is assessed at the end of the two-year programme of study. It is assessed by three examination papers, all equally weighted and each lasting 90 minutes. There are two tiers of entry: higher tier and foundation tier. The higher tier awards grades 4 – 9, and the foundation tier awards grades 1 – 5. Pupils will be entered for the tier that is most appropriate for them, and will provide them the best opportunity to fulfil their potential.

We anticipate that the following sets will be undertaking the tiers stated: 10M1 to 10M4: Higher tier 10M5 to 10M8: Foundation tier There will be regular assessment across Key Stage 4. Students will sit formal assessments in November, February and May of Year 10, as well as bi-monthly assessments in Year 11. The assessment and feedback is used to inform students of their learning, and areas that they need to improve.

For further information contact: Mr Sarcevic or Miss Stone

12

SCIENCE Courses being offered:

All students study science, either Combined Science (double award) or the separate 3 sciences, Biology, Chemistry and Physics.

What does a GCSE in Science involve?

GCSE study in the sciences provides the foundation for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity. All students should learn essential aspects of the knowledge, methods, processes and uses of science.

They should gain appreciation of how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas that relate to the sciences and that are both inter-linked and of universal application.

GCSE Biology, Chemistry & Physics Students will study all 3 individual sciences giving them 3 separate grades (9-1). The students will sit two papers in each science at the end of Year 11. Each paper is 1hr 45 mins long and both are worth 50% of the final GCSE grade.

GCSE Combined Science Students will receive 2 grades at the end of Year 11. Students will study a combination of Biology, Chemistry and Physics topics. There will be two exams in each of the sciences at the end of Year 11. Students will then receive two grades ranging from 9-9 to 1-1. Each exam is worth 16.67% of the final grade.

Some of the key ideas studied in the different sciences are: Biology • Life processes depend on molecules whose structure is related to their function.

• The fundamental units of living organisms are cells, which may be part of highly adapted structures including tissues, organs and organ systems.

• The chemicals in ecosystems are continually cycling through the natural world.

• The characteristics of a living organism are influenced by its genome and its interaction with the environment.

Chemistry • Matter is composed of tiny particles called atoms and there are about 100 different naturally occurring types of atoms called elements.

• Atoms bond by either transferring electrons from one atom to another or by sharing electrons.

• Chemical reactions take place in only three different ways: proton transfer, electron transfer, electron sharing.

Physics • The concept of cause and effect in explaining such links as those between force and acceleration, or between changes in atomic nuclei and radioactive emissions.

• That differences, for example between pressures or temperatures or electrical potentials, are the drivers of change.

• That proportionality, for example between weight and mass of an object or between force and extension in a spring, is an important aspect of many models in science.

Coursework and maths: Coursework has been removed from the new GCSE Science courses so now the grade achieved rests solely on exam performance at the end of Year 11.

Maths plays a very important part in Science. To reflect this, the different science qualifications will have the following percentage of marks on the exam papers assessing maths skills Combined Science : 20 % Biology : 10% Chemistry: 20% Physics: 30 % GCSEs in Biology, Chemistry and Physics are recommended for any student wishing to go on to further study of sciences at A level. A levels in Sciences are required for a wide range of careers including any medical career or a career in engineering.

EXAMINATION BOARD: Edexcel

website:http://qualifications.pearson.com/en/qualifications/ edexcel-gcses/sciences-2016.coursematerials.html

For further information contact: Mrs Shore

ASSESSMENT DETAILS: Examination 100% 13

RELIGIOUS STUDIES Religious Education is concerned with the deep meaning that individuals and groups make of their experiences and how this helps them give purpose to their lives.

CASE STUDY Joel, Year 10 My favourite part of this course was when we looked at theodicies because there are many ideas about Evil and God for decades but still it hasn’t been solved.

I also enjoyed analysing statues like Michelangelo’s pieta because we analysed it very well and I did not know that statues could have a lot of meaning.

I would like to do something with Computing in the future but I know that RE will help because life is tough and there are many obstacles that will be in my way but by praying to God and getting to know him more I will overcome difficult times.

01

When studying RE Year 9 shouId have an open mind and in order to accept and experience other people’s points of view and beliefs.

The aims of the course: • develop learners’ knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism.

• develop learners’ ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject.

• provides opportunities for learners to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life.

• challenge learners to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contributes to their preparation for adult life in a pluralistic society and global community.

• deepen their understanding of the relationship between people.

• become informed about common and divergent views within traditions in the way beliefs and teachings are understood and expressed.

• demonstrate knowledge and understanding of the fact that religious traditions of Great Britain are, in the main, Christian.

• understand that religious traditions in Great Britain are diverse and include the following religions: Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as non-religious beliefs, such as atheism and humanism.

Students will study The Eduqas specification, following route B. Students will be assessed through the examinations of three components.

The breakdown of these components is: Component 1 (Route B) Foundational Catholic Theology Written examination: 1½ hours 37.5% of qualification 90 marks (plus 6 for spelling, punctuation and grammar) For this component learners will study two themes: Theme 1: Origins and Meaning Theme 2: Good and Evil Component 2 (Route B) Applied Catholic Theology Written examination: 1½ hours 37.5% of qualification 90 marks (plus 6 for spelling, punctuation and grammar) For this component learners will study two themes: Theme 3: Life and Death Theme 4: Sin and Forgiveness

For further information contact: Mr Cunnane

14

Component 3 (Route B) Study of a World Faith: Judaism Written examination: 1 hour 25% of qualification 60 marks Learners should be aware that Judaism is one of a diverse range of religious and non-religious traditions and beliefs in Great Britain today that includes Christianity; Buddhism; Hinduism; Islam; Sikhism; Humanism and Atheism, but that the main religious tradition in Great Britain is Christian. This knowledge may be applied throughout the assessment of the specified content Learners must know, understand and express common and divergent views and the basis for beliefs, teachings and practices. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts.

SECTION THREE

03

OPTION SUBJECTS

ART AND DESIGN What is GCSE Art & Design all about?

The skills you will develop doing GCSE Art will be varied. Among them, you will develop a working knowledge of the materials, practices and technology of art and design. You will develop the skills to investigate, analyse and experiment using art, craft and design. You will develop your imaginative powers and the skills to express your ideas, feelings and meanings. Through developing projects based on personal concepts.

CASE STUDY Ethan, Year 11 I chose to study Art because I find it relaxing and felt this would help me through my GCSE years.

I have really enjoyed portraiture because it has very subtke details and it is very interesting to see focus in such a different way.

Learning about lots of different artists has helped me to learn new techniques and use them in my own art work.

In the future I would like to be an art teacher.

I would advise Year 9 students taking this subject to start analysis early, there is more writing than what you think and it will help you towards the end of the course.

You will work in one or more areas of Fine Art such as drawing and painting, sculpture and digital manipulation. alongside photography based work.

You will work in one or more areas of Fine Art such as drawing and painting, sculpture and digital manipulation alongside photography based work.

How does it follow on from what I have learned before?

The GCSE in Art & Design follows on from what you have been doing in Year 7-9.

The emphasis in this GCSE is on the process of developing both ideas and work. If you are interested in art, craft or design and if you have an aptitude for the subject – if you are creative, or ‘good at drawing’ – you may have the basic skills to succeed.

The projects expose you to mixed media, techniques and processes and encourage work on diverse scales.

What about exams?

The examination for GCSE Art and Design is a practical examination. It is worth 40% of the mark.

The tasks are set by AQA, there is a preparatory period and then 10 hours of supervised examination time at the end of Year 11.

What could I do next with a GCSE in Art & Design?

There are many things you can go on to do with a GCSE in Art and Design. If you are unsure about what to do next, the best thing is to speak to Mrs Baptiste or Miss Swingler who will know about the choices on offer.

You could go on to take an AS or A level in Art & Design, or a ASSESSMENT DETAILS: related subject. If you Coursework 60% know the area of art, Practical examination 40% craft and design you want to specialise in, you could For further study for a National Certificate information contact: or National Diploma in Art & Design.

Mrs Baptiste

EXAMINATION BOARD: AQA

16

Is there any coursework?

The 60% coursework part of the GCSE Art & Design includes research, supporting studies and work showing the development of your ideas, leading to one or more outcomes – usually finished pieces of work. Your teacher will set your assignments and tasks initially before you develop them in a personal direction.

What other skills might I develop?

In this course, you will cover the study of art, craft and design and acquire the ability to investigate, analyse and experiment.

You will also develop practical skills to express ideas and use visual language. This course will therefore enable you to develop skills which will be essential to you whatever you go on to do afterwards.

The other skills you can develop during this course will be skills in communication, ICT, research based activities, improving own learning and performance, working with others and problem solving.

You may wish to do a GCSE in Art & Design for its own sake, perhaps to form the basis of a future interest. Or you might wish to go into a job where it is useful to have had experience of art, craft and design, or where you will need to use some of the skills developed during this course.

These might include careers in such fields as Fashion Design, Museum and Gallery Curating, Theatre and Set Design, Costume Design, Game Design, and Surface Pattern, Graphic Design, Photography, Architecture, Jewellery, Animation, Advertising, Teaching, Marketing, Publishing and the Media.

Whichever you choose, the study of Art can help you develop transferable skills which you can take into any career or job.

BUSINESS AND ENTERPRISE:

NCFE Level 1/2 Tech Award

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

The qualification focuses on an applied study of the business and enterprise sector and students will gain a broad understanding and knowledge of working in the sector.

The qualifications have been designed to sit alongside the requirements of core GCSE subjects and are appropriate for students who are motivated and challenged by learning through hands-on experiences and through content which is concrete and related directly to those experiences.

The Level 2 qualification is appropriate for students who are looking to develop a significant core of knowledge and understanding and apply that knowledge through a project.

What will the students study as part of this qualification?

This qualification shows learners: • the many different characteristics of businesses and entrepreneurs • the risks and rewards of business • different aspects of marketing and methods of market research • different sources of funding • Operations management • Customer service and internal influences • External influences • Business and Enterprise planning • HR

CASE STUDY Thomas, Year 11 I chose to study Business and Enterprise because I would like to start up a small company of my own when I am older.

I have enjoyed learning how businesses sell and improve their products. This is something I didn’t know before doing the course.

I have loved every lesson of Business and Enterprise. I would advise any Year 9 students that choose this subject to ask lots of questions.

Assessment and moderation How the qualification is assessed The assessment for the NCFE Level 2 Certificate in Business and Enterprise consists of 2 types of assessment: • external assessment-examination. This will be graded by NCFE and is 40% of overall grade.

The external assessment is administered under specified assessment conditions and will last for 90 minutes.

• internal assessment-portfolio of evidence. This will be graded by school staff and externally moderated by NCFE and is 60% of overall grade.

For further information contact: Miss Sadler 17

BUSINESS GCSE What do I need to know, or be able to do, before taking this course?

It is unlikely that you will have studied business before taking this course, but that does not matter. You might have an interest in business, and want to start your own business one day. You may have an enquiring mind and be interested in learning about the world around you, how businesses are set up, and what it is that makes someone a great entrepreneur.

CASE STUDY Niamh, Year 11 I chose to study this course because I thought that it looked interesting and I was interested in how a business works and wanted to learn more.

My favourite part of the course has to be learning about the different types of businesses and ownerships. I have also enjoyed learning about the marketing side of a business.

This subject will help me because I will know different ways a business works and how they survive and get started.

Is this the right subject for me?

This course is both active and enjoyable. You need to be good at communicating and explaining your ideas, not afraid of learning new things and working with numbers to solve business problems. You will learn how to be a creative thinker and how to make decisions. What’s more, you will also learn about the world of business through research and investigation, as well as through practical tasks.

What will I learn?

While studying the first two units of this course you are likely to learn a lot of new things. You will be introduced to the world of small businesses and will look at what makes someone a successful business person. You will find out how to develop an idea and spot an opportunity, and turn that into a successful business.

You will understand how to make a business effective and manage money well.

You will also see how the world around us affects small businesses and all the people involved. You will learn more about how small businesses are developed and discover how businesses promote themselves and keep their customers happy.

You will learn how businesses manage both their finances and the people who work for them.

Paper 1- Theme 1: Investigating small business • Written exam: 90 minutes, 90 marks.

• 50% of the total GCSE. • Multiple choice, calculation, short-answered and extended-writing questions.

• There are three sections in the paper.

• Each section is ramped, starting with multiple choice questions, moving to short answer questions and ending with extended writing.

• Sections B and C are based on real life, relevant business contexts and examples.

Paper 2- Theme 2: Building a business • Written exam: 90 minutes, 90 marks • 50% of the total GCSE. • Multiple choice, calculation, short-answered and extended-writing questions.

• There are three sections in the paper.

• Each section is ramped, starting with multiple choice questions, moving to short answer questions and ending with extended writing.

• Sections B and C are based on real life, relevant business contexts and examples.

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CASE STUDY What can I do after I’ve completed the course?

This business course can help you prepare for further and higher education. It prepares you for A levels as well as BTEC and NVQ courses in many different subjects. You will become skilled in making decisions, being creative, solving problems, understanding finance, dealing with data, communicating and working as part of a team.

Even if you do not want to go on to study business further, you will have benefited from studying a GCSE Business course because many jobs you do will involve working for a business. However, a GCSE Business course could lead to work in a business-related profession such as accountancy, law, marketing or the leisure and tourism industry.

Tyrees, Year 11 I chose this subject because it is interesting to find out how big businesses such as amazon or tesla work and the smaller businesses in local communities.

My favourite part of the course so far has been finding out about the process of a business and how they produce and sell their product.

Another topic I have enjoyed learning about is business ethics and why businesses have to change to be more ethical, for example a business might have a fleet of electric vehicles to prevent pollution.

Next steps!

If you want to find out more about the skills you might learn or should develop when studying the course, watch BBC programmes like The Apprentice, Dragon’s Den and Working Lunch. You could also look at the following websites to discover the types of things you might learn;

This subject informs you of lots of the general laws which businesses have to follow. Even if you’re not making a business of your own you will know what you are entitled to as a customer.

www.bbc.co.uk/schools/gcsebitesize/business

Year 9 should remember to try and time each question correctly as it is easy to run out of time and always try to use context to get as many marks as possible.

www.businessstudiesonline.co.uk www.thetimes100.co.uk

EXAMINATION BOARD: Edexcel

For further information contact: Mr Woodbridge 19

HOSPITALITY AND CATERING WJEC Level 1/2 Award The hospitality and catering sector includes all businesses that provide food, beverages, and/or accommodation services. This includes restaurants, hotels, pubs and bars. It also includes airlines, tourist attractions, hospitals and sports venues; businesses where hospitality and catering is not their primary service but is increasingly important to their success.

According to the British Hospitality Association, hospitality and catering is Britain’s fourth largest industry and accounts for around 10% of the total workforce. Since 2010, over 25% of all new jobs have been within the hospitality and catering sector with the majority of new roles falling within the 18-24 age group, according to a report by People 1st.

Areas of Content The WJEC Level 1/2 Vocational Award in Hospitality and Catering is made up of two mandatory units: • Unit 1: The Hospitality and Catering Industry (External Examination) • Unit 2: Hospitality and Catering in Action (coursework) Students must complete both units.

This structure has been designed to develop in students the knowledge and understanding related to a range of hospitality and catering providers; how they operate and what they have to take into account to be successful.

There is the opportunity to learn about issues related to nutrition and food safety and how they affect successful hospitality and catering operations.

In this qualification, students will also have the opportunity to develop some food preparation and cooking skills as well as transferable skills of problem solving, organisation and time management, planning and communication.

The WJEC Level 1/2 Vocational Award in Hospitality and Catering has been designed to support students in schools who want to learn about this vocational sector and the potential it can offer them for their careers or further study. It is most suitable as a foundation for further study.

This further study would provide students with the opportunity to develop a range of specialist and general skills that would support their progression to employment.

Employment in hospitality and catering can range from waiting staff, receptionists and catering assistants to chefs, hotel and bar managers and food technologists in food manufacturing. All of these roles require further education and training either through apprenticeships or further and higher education.

Each of the units of the WJEC Level 1/2 Vocational Award in Hospitality and Catering has been designed so that knowledge, skills and understanding are developed through tasks that have many of the characteristics of real work in the sector. Each unit has what is referred to as an applied purpose, which acts as a focus for the learning in the unit. They have been devised around the concept of a ‘plan, do, review’ approach so that students take part in practical activities in different contexts in order to learn the related theories. This approach mirrors many work related activities in the hospitality and catering sector and also provides for learning in a range of contexts. As such, the qualification provides students with a broad appreciation of work in the hospitality and catering sector and wider opportunities for progression into further education, employment or training.

CASE STUDY Alfie, Year 10 I chose food tech because I really liked the idea of cooking and learning all about food and the industry.

My favourite part of the course so far has been hospitality and catering as I now know more about the food industry and we also got to produce some food such as Pastry’s.

In the future I hope to become a pilot and this subject will help me because it will put points towards me getting into flight school !

This course is fun to learn and has a lot of practical lessons.

If you are joining this class make sure you stay ahead of work and as it will make things a lot easier when it come to tests.

This approach also enables students to learn in such a way that they develop: • Skills required for independent learning and development • A range of generic and transferable skills • The ability to solve problems • The skills of project based research, development and presentation • The fundamental ability to work alongside other professionals, in a professional environment

For further information contact: Ms Lynch 20

EXAMINATION BOARD: WJEC ASSESSMENT DETAILS: Coursework 60% Examination 40%

COMPUTER SCIENCE The Computer Science GCSE (previously Computing) is the next step for those pupils who have excelled in and developed a real passion for the subject at Key Stage 3. Whilst learners will no doubt already have strong foundational knowledge of the subject through their work at Key Stage 3 or earlier, this course is designed to give an in-depth and comprehensive understanding as to how computing devices actually work and influence our daily

lives. The effects of Computer Science have been profound and life changing on the way we complete and process every aspect of our daily lives; the future is only going to see this dependency increase. Technology never stands still and having the ability to process and interact with developments and innovations within the field will enable someone to process and engage with the changing digital landscape around them.

As part of their study, students develop their critical thinking in the following areas:

CASE STUDY Malachy, Year 11 I have always had a love for computers and development and programming, therefore it was an easy choice to take Computer Science at GCSE. The programming project was probably my favourite part of the course, it allowed me to freely work on developing my programming skills, as well as be able to get advice and help from my teacher and peers.

I am planning on taking the A-Level course and continuing my passion for game development and will most likely continue my Computer studies into University, I highly recommend this course, especially as the world becomes more technological. As for advice for Year 9, have some fun with it!

• • • • • •

• Algorithms Problem solving • Programming techniques Systems Architecture • Computational logic Networks and network topologies • Translators and facilities of languages System security • Data representation System software Ethical, legal, cultural and environmental concerns

The course is highly demanding but an equally rewarding one that can open many doors for those who complete it. The nature of the course is perfect for those who enjoy being consistently challenged and tested in order to improve their knowledge and ability.

Assessment Breakdown Computer Systems: Exam, 50% Computational thinking, algorithms and programming: Exam, 50% *programming is now assessed through content on the second exam paper.

Where can I go with Computer Science?

A Computer Science GCSE qualification is highly sought after by post-16 educators and complements further study in the following subjects: science and medicine; automotive, aerospace and architectural engineering; finance and banking; software engineering/development and many other fields.

For further information contact: Mr Ravenscroft 21

DESIGN AND TECHNOLOGY From September 2017, there will be a new single title GCSE in Design and Technology.

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

Will I enjoy the course?

This is the right course for you if you enjoy: • Solving real life problems • Using your creativity and imagination • Using ICT as a design tool • Communicating ideas through sketching and modelling • Working with a range of different materials • Working with practical processes How does it follow on from what I have learned before?

You have studied Design and Technology across both KS2 and KS3. The GCSE course builds upon what you have learned but allows you to develop a more in depth, specialist knowledge and understanding of the subject. You are also given the freedom to select your own design problem to solve as part of the NEA (nonexamination assessment).

How it’s assessed • Written exam: 2 hours • 100 marks • 50% of GCSE • Taken at the end of Year 11

CASE STUDY William, Year 10 I chose this subject because I really like learning about how things work.

My favourite part of the course so far has been learning about energy storage. I have also enjoyed learning about fibre reinforced polymers like carbon fibre.

I would like to go to university and study aerospace engineering. I think this subject will help me as it gives you a good knowledge about materials and techniques.

This examination will assess core technical knowledge, specialist technical knowledge and designing and making principles.

Is there any controlled assessment?

Non-exam assessment (NEA): 30–35 hours approx, 100 marks You will complete a substantial single design and make task chosen from a range of contextual challenges provided by the exam board. These will be released on 1st June in Year 10 for submission at the end of Year 11.

The Core technical knowledge Students will be required to develop a broad knowledge and understanding of a range aspects relating to Design and Technology in order to make effective design choices. These include: • New and emerging technologies • Energy generation and storage • Developments in new materials • Systems approach to designing • Mechanical devices • Materials and their working properties.

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If you are in to technology and engineering then this is a good course to take.

Specialist technical knowledge In addition to the core element, students will be required to develop a more in depth knowledge and understanding of the following areas: • Selection of materials or components • Forces and stresses • Ecological and social footprint • Sources and origins • Using and working with materials • Stock forms, types and sizes • Scales of production • Specialist techniques and processes • Surface treatments and finishes.

This must be achieved through the study of at least one material area from papers and boards, timber based materials, metal based materials, polymers, textile based materials, electronic and mechanical systems.

Designing and making principles Students should know and understand that all design and technology activities take place within a wide range of contexts. They should also understand how the prototypes they develop must satisfy wants or needs and be fit for their intended use. For example, the home, school, work or leisure.

CASE STUDY Mairead Year 10 I chose this subject because I enjoyed it in Year 9 and thought it would be interesting and creative.

I have enjoyed the practical work and making our own products. I have also enjoyed learning about mechanisms and textiles.

Before taking this course I didn’t know about the preoperties of many different materials and why this makes then useful.

I would advise Year 9 students to take this subject if they already enjoying doing it now.

What could I do next with a GCSE in Product Design?

This GCSE is designed to progress directly on to the AS and A2 GCE’s in Product Design. It also provides a good foundation for the study of vocational A levels in Manufacturing or Engineering.

Product Design is an important foundation for many jobs and courses such as Product and Industrial Design, Building Trades, Modern Apprenticeships, Manufacturing, Engineering, Materials Science, Graphic Design, Computer Graphics, Architecture, Interior Design, Fashion and Textiles Technology.

For further information contact: Mrs Baptiste 23

FRENCH CASE STUDY Cait, Year 11 I chose to study French because I liked the idea of knowing something not everyone else does – a different language!

Having a language at GCSE is highly respected, even if you’re not working in the field of languages, having studied a language and achieved a good grade shows dedication and intelligence.

I have enjoyed learning about charities and the environment. It’s very relevant to today’s society, and because I was genunienly interested in it, it didn’t seem so difficult to learn.

In learning the language, I’ve also learnt about France itself. You’re not just learning verb endings and negative structures, you’re learning about the culture, the lifestyle, the traditions of France and the French people.

French requires a lot of hard work and determination but if you’re truly willing to put the effort in, it’s definitely worth it!

Languages have a reputation for being difficult and it’s true that a language GCSE is a rigorous qualification, which is why it is so valued in the wider world.

Why should I choose to study French at GCSE level?

Studying GCSE French is not just for students who want to go and work in France in the future: • Yes, a language GCSE will teach you practical use of a language – which could help you in almost any career and open up opportunities at home and abroad.

• You have developed important language skills and knowledge at Key Stage 3 (Years 7-9). The GCSE course will build on this and introduce you to a wider range of language structures and vocabulary. You will learn to recognise these and to apply your new knowledge to different contexts.

• But also, transferable skills are a watch word among employers, who want candidates with strengths that translate to the workplace. The language GCSE curriculum fosters key skills, such as communication, ICT, problem-solving and working with others and will help you in preparation for the world of work.

• Even if you are unsure whether you want to continue with languages past GCSE level, university admissions tutors will often look favorably on applicants with language skills – and some top universities, such as University College London, will actually be demanding a language GCSE for entry.

• EBACC – Depending on which career you are heading towards, you might want to study EBacc subjects: English language and literature, maths, the sciences, geography or history and a language. The EBacc is made up of the subjects, which the Russell Group says, at A Level, open more doors to more degrees.

• Penfriend – at Bishop Challoner, we have been developing connections with international francophone schools and you will be able to improve your French by building a friendship with a French speaking student.

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CASE STUDY What does learning a language at GCSE involve?

The AQA French GCSE consists of 4 skills with equal weight (25% each): Listening, Reading, Speaking, Writing. All 4 skills will be assessed in one exam each at the end of year 11 (Speaking will be a little earlier).

Damien, Year 11 As I can already speak French I decided to puick the subject to enhance my writing and listening, which has indeed improved a lot.

My favourite part of the course has been talking about the foods in France because it was completely different to what I have seen.

The content is divided into 3 main themes: Theme 1: Identity and Culture Sub-Topics: 1.

Relationship with family & friends (marriage/partnership) 2.

Technology in everyday life (mobile/social media) 3.

Free time activities (sport, TV/Cinema/music/eating out) 4.

Customs & festivals in French speaking countries & communities

I have also enjoyed learning about France and the different cities because that knowledge can be used for the future.

Theme 2: Local, national, international and global areas of interest

I am African so I already need to know how to talk French to speak to my uncles and aunts and this will help but also if I ever want to go to a place such as France or Canada it will be a whole lot easier.

Sub-Topics: 1.

Home town, neighbourhood, region 2.

Social issues(charity work/ healthy lifestyle) 3.

Global issues (environment/poverty & homelessness) 4.

Travel & tourism

Even though I could already talk in French I have learned a lot of new words and phrases which could be used in everyday life and which are very easy to use.

I would tell Year 9 students to not get too stressed about not understanding the vocabulary or the texts at first because it does get easier as you learn more.

Theme 3: Current & future study & employment Sub-Topics: 1.

My studies (life at school/college) 2.

Education post 16 3.

Career choice & ambitions

For further information contact: Miss Mazabraud 25

GEOGRAPHY

CASE STUDY

Is this the right subject for me?

GCSE Geography is a challenging GCSE so commitment and a real interest in the subject are needed. The GCSE will give you the chance to get to grips with some of the big questions which affect our world and understand the forces and processes which shape and change the planet.

You will receive excellent learning opportunities from outstanding geography teachers and first rate resources to help you achieve. The Geography Department has been nationally recognised for its excellence in teaching and learning by the Geographical Association and the Prince’s Teaching Institute.

What will I learn?

The world is always changing. We have decided that the specification that gives you the best chance to learn about these changes is the AQA GCSE Geography specification.

Students will travel the world from their classroom, exploring case studies in the United Kingdom, higher income countries, newly emerging economies and lower income countries. Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes. The subject content is split into four areas: Living with the Physical Environment This unit is concerned with the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales.

The aims of this unit are to develop an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments, and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere. The topics studied in this unit are The Challenge of Natural Hazards, Ecosystems, Tropical Rainforests, Hot Deserts, Physical Landscapes of the UK, Coasts and Rivers.

Challenges in the Human Environment This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places at various states of development.

The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments.

The topics studied in this unit are Urban Issues and Challenges, The Changing Economic World and The Challenge of Resource Management.

Joseph, Year 11 I chose to study Geography as I was curious on the relationship between the natural world and humanity, as well as the direct impacts from this relationship, and how it shapes the world we are living in.

My favourite part of the course has been learning about natural hazards, where we learned how a variety of different natural hazards (like hurricanes, flooding etc.) have affected different climates around the world, and how nations have evolved to become better adapted to dealing with these natural issues.

In the future I hope to have a job in which I am able to travel to different continents around the world. Geography is key in my ability to do this.

I feel I have a new understanding of the world, which is exclusively learned in Geography

Geography Applications This section contributes a critical thinking and problem-solving element to the GCSE. The assessment will provide students with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue derived from the specification using secondary sources.

The issue will arise from any aspect of the compulsory sections of the subject content but may extend beyond it through the use of resources in relation to specific unseen contexts. Students will develop a critical perspective on the issue studied, consider the points of view of the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the alternatives.

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CASE STUDY Lucy, Year 11 I am doing the baccalaureate pathway which meant it was compulsory to choose one humanities subject (either history or geography) along with French and triple science. It was a great decision to take this subject as at the time I didn’t realise how highly regarded it is.

My favourite part of the course so far is definitely the case study on Rio de Janeiro because this is a human topic where you evaluate how they funded different things to try and improve people’s lives.

I have also enjoyed the rivers and landscapes topic as it really gives you insight about how coastal and river landscapes are formed.

I would really recommend making your own revision resources right from the first topic, and make sure you confidently understand and know your figures on case studies later on!

Fieldwork Students will undertake two geographical enquiries, each of which will include the use of primary data, collected as part of a fieldwork exercise. The two enquiries will be carried out in contrasting environments and show an understanding of both physical and human geography. In at least one of the enquiries students will show an understanding about the interaction between physical and human geography. There is no controlled assessment of this fieldwork; students will be examined on their fieldwork experiences and findings in Paper 3.

Geographical Skills Students are required to develop and demonstrate a range of geographical skills, including map, graphical, numerical and statistical skills. Skills will be assessed in all three written exams.

How will I be assessed?

You will have three examinations.

Paper 1: Living with the physical environment: 90 minutes Paper 2: Challenges in the human environment: 90 minutes Paper 3: Geographical applications: 75 minutes

What do I need to know, or be able to do, before taking this course?

You will have learned a number of geographical skills and a body of geographical knowledge and understanding at Key Stage 3. These will be developed further during the GCSE course to give you a deeper understanding of the world. Your previous study of geography will have helped prepare you to think like a geographer.

What can I do after I’ve completed the course?

Geography really is an education for life. Employers and universities value the broad range of transferable skills that geography delivers. A GCSE in Geography is excellent preparation for a career in a vast number of areas which includes economics, planning, resource management, tourism, environmental management, development, law, geo engineering, finance, geology, energy, research and education. Geography is a very well regarded academic subject, where you will gain many transferrable skills that can be used throughout your careers.

Next steps!

If you would like to find out more about the issues and topics that modern geographers study visit the following sources: The Geographical Association website: http://www.geography.org.uk/ Royal Geographical Society website: http://www.rgs.org/HomePage.htm

Have a look at some of the things we have done this year on our twitter page: @BCGeogDept

For further information contact: Your subject teacher or Mr Mullins 27

HEALTH AND SOCIAL CARE (BTEC Level 1/2 Tech Award) What is the health and social care sector?

About 3 million people in the UK work in health and social care. In healthcare, this includes jobs such as doctors, pharmacists, nurses, midwives, healthcare assistants and administrators, while social care roles include care assistants, social workers, occupational therapists and counsellors. Demand for both health and social care is likely to continue to rise, so it is sure to continue to play a key role in UK society, and the demand for people to fill these vital jobs will increase.

What do I need to know or be able to do before taking Health and Social Care?

It is important that you have a lively and enquiring mind, an interest in Health & Social Care, a willingness to explore new ideas and an ability to communicate your ideas effectively.

If I take this course I will: • develop an understanding of health and social care • have an opportunity to apply learning in a practical and realistic way • follow a programme of study that enables progression to both further education and employment in health and social care settings • develop Key Skills that are highly valued by employers and further education providers • gain confidence by developing independent learning skills

This course will appeal to students who: • enjoy studying a subject that is relevant to their own lives and experiences • want the opportunity to carry out practical work • enjoy finding out their own answers to questions, not just being told • want to study a course that is active and enjoyable • want to move on to a related career or further training in health and social care

What will I learn?

This course gives you the opportunity to study how people grow and develop over the course of their lives, from infancy to old age, and the factors that may affect this, such as major life changing events like marriage or parenthood. You will learn how people adapt to these changes as well as the types of support available to help them.

You will also learn about the different health and social care services, and about ‘care values’ and their importance in making sure that the people who use these services get the care they need. You will be able to demonstrate these care values practically. You will develop skills in interpreting data about someone’s state of health in order to design a plan that will allow them to improve their health and wellbeing.

This new qualification is the same size and level as a GCSE, and is aimed at everyone who wants to find out more about health and social care. This course will give you the opportunity to develop skills, knowledge and techniques, and to review your own performance in demonstrating ‘care values’.

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CASE STUDY Erin, Year 10 I chose to study health and social care because I wanted to learn about people and their development. The course covers a wide variety of topics that can lead to various job roles in the health and social care profession e.g. nurse, midwife etc.

So far, my favourite part of the course has been learning about human lifespan development and the PIES. I have also enjoyed learning about the barriers people may face when they need to access hospital or any service that offers care and support.

I now know about all the different life stages and what can affect different people physically, intellectually, emotionally and socially.

My advice for Year 9 would be to work hard and keep up to date with their work.

How will I be assessed?

You will carry out tasks during the course. Your teacher will mark these, which will give you an idea of how you are getting on. Towards the end of the course you will do one exam, where you use the knowledge, skills and techniques you have learned to design a health improvement plan. All the work you do throughout the course prepares you for this exam, which is sent away to be marked.

The course comprises three components.

CASE STUDY Matthew, Year 11 I chose to study this GCSE because I have a family that is disabled and I wanted to learn about ways that I could help them and help people in the same situation.

My favourite part of this course so far has been learning about different medical professionals, what they do and how they help people. I have also enjoyed learning about PIES development and how it affects people through their different life stages.

I think that this subject will open many job opportunities to me.

Year 9 students should pick this subject if they are interested in having a medical profession in the future. However, there is a lot of coursework and writing so they would need to be ready and committed to getting the work done.

Component 1, Human Lifespan Development Learners will investigate how people grow and develop throughout their lives, how that development is affected by different factors and that people deal differently with life events.

Internal assessment worth 30% Component 2, Health and Social Care Services and Values Learners study and practically explore health and social care services and how they meet the needs of real service users. They also develop skills in applying care values.

Component 3, Health and Wellbeing Learners will study the factors that affect health and wellbeing, learning about physiological and lifestyle indicators and how to design a health and wellbeing improvement plan.

Internal assessment worth 30%

Synoptic External assessment worth 40%

Can I develop my full range of skills by doing this course?

As well as covering Health and Social Care, you will also develop Key Skills in the following areas: • • • • • •

Communication Problem solving Application of number Working with others Information Technology Improving your own learning and performance

What can I do after I’ve completed the course?

Students gaining a BTEC Tech Award in Health and Social Care will have access to a range of career and further education opportunities.

You learn and use a variety of skills throughout the course, including collecting, analysing and interpreting data, communicating your findings in different ways, and identifying and developing the links between different parts of the subject. These skills are in great demand and are recognised and highly valued by employers and colleges.

For further information contact: Miss Hunter 29

HISTORY Why study History?

“Surely, History is just about the past!”

History most certainly is about the past BUT there’s a LOT more to it than that!!

History is about real people dealing with real situations History is about trying to understand what makes people tick History is about being uncertain when dealing with people and situations History is about being able to explain people and situations to others History is about understanding information, wherever it comes from, whether from a speech, news media or the internet, and picking out from it what may be genuine or misleading History is about making your own judgements, and supporting them History is about successfully communicating these judgements to others

It might get you a job. Think of all the jobs which require you to understand people and their motives, to explain them and work with them: lawyers, personnel officers, managers of all sorts, teachers, social workers, advertisers, broadcasters, reporters and publishers.

History teaches you to communicate your views, assess others’ views and opinions and understand more effectively the world you live in. History can help you live your life. After all, you’re going to live with people, ideas and language, rather than test-tubes, spreadsheets or equations, aren’t you?

Why will I enjoy it?

You will enjoy History GCSE because it is all about the most interesting things in the world – PEOPLE!

Key Content for GCSE History (9-1) The new GCSE is made up of three units, all of which are examined units.

Paper 1: Thematic Study and the historic environment

History GCSE will build upon some of the same content and skills that you are studying and developing in Year 9 plus many more exciting events. Having studied GCSE History you will be able to say the following things about yourself, very positively and confidently: • I can understand how people tick, what motivates them, what they think and feel; • I am able to gather and read different kinds of information; • I am able to look carefully at this information and can check it for bias or propaganda; • I can read maps, graphs and other diagrams; • I am able to communicate clearly and have learned to express myself verbally on paper.

Written examination- 1 hour and 15 minutes (30% of qualification) Crime and punishment through time, c1000–present and the associated historic environment: ‘Whitechapel, c1870– c1900: crime, policing and the inner city’. Includes: • Gunpowder Plot • Witch Trials • Highwaymen and smugglers • Robert Peel and the Police force • Derek Bentley and the abolition of the death penalty • Jack the Ripper, Policing and Whitechapel

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Paper 2: Period Study and British Depth Study Written examination-1 hour and 45 minutes (40% of the qualification) Early Elizabethan England, 1558-88 Includes: • The challenge of religion • The problem of Mary Queen of Scots • Plots and revolts against Elizabeth • The Armada

What other skills might I develop?

History GCSE builds upon and enhances a wide range of ‘transferable’ skills you have already been developing in your studies. These skills will help you progress in many of your other subjects at GCSE and beyond, and they are also skills highly valued by a wide variety of employers so they will be useful to you in the world of work.

Superpower Relations and the Cold War, 1941-1991 Includes: • The Truman Doctrine and the Marshall Plan • Hungarian Uprising • The Cuban Missile Crisis • Gorbachev and the collapse of the Soviet Union Paper 3: Modern Depth Study Written examination – 1 hour and 20 minutes (30% of qualification) Weimar and Nazi Germany Incudes: • The Weimar Republic and the Golden Years • The Rise of Hitler – economic depression and propaganda • Control and dictatorship – The Reichstag Fire and the Night of the Long Knives • Life in Nazi Germany – Women, the young and the Holocaust

EXAMINATION BOARD: Edexcel ASSESSMENT DETAILS:

Paper 1:

30%

(Crime and Punishment)

Paper 2: 40%

(Elizabeth 1 and the Cold War)

Paper 3: 30% (Germany 1918-1939)

CASE STUDY Lola, Year 11 I chose to study history because I’ve always loved learning about it whether it was crime and punishment or Hitler and the Nazis, I’ve always found it really interesting.

I have really enjoyed learning more about the Cold War because there are so many details and events that go into the Cold War even though there was not an actual battle. I have also enjoyed learning about Nazi Germany.

In the future I’m planning to become a media makeup artist so history can work well with this career because there will be times when I will have to create a look based on a time period.

Year 9 students should know that history is a really interesting subject but you do have to be prepared to remember lots of key events, dates and names.

What could I do next with a GCSE in History?

A good grade at GCSE will help you move on to any AS, A level, Vocational A level or BTEC National course. If you enjoy your History GCSE, you might want to continue with History at A level or study a related area such as Sociology, Politics, Law or Economics.

History is useful for work. Here is a list of just some of the occupations and careers for which the skills referred to above are very useful: Accountancy, administration, advertising, archaeology, building and architecture, the civil service, communications, conservation, heraldry, heritage management, journalism, law, leisure and tourism, library work, museum work, personnel, marketing, the police force, publishing, teaching and many more!

History can give you the skills employers want, whatever the job you have in mind.

For further information contact: Miss Watson 31

ICT

Course Full Name: Creative iMedia Level 1/2 Certificate

Why choose ICT? iMedia course focuses on developing skills that are more directly relevant to the world of work today. All businesses now use various forms of media to promote their products and services including digital graphics and web development. The digital media industry is a growth industry in the UK economy and students gaining an insight into how this sector works will be well placed to secure employment within this growth sector in the future. In addition the Creative iMedia qualification will allow pupils to progress onto our ICT provision in the 6th form for those that wish to continue.

What will I do in ICT? The hands-on approach of this qualification has strong relevance to the way young people use the technology required in creative media in today’s society. In addition to developing creative media digital skills and knowledge, students will acquire a number of essential transferable skills such as planning, research and analysis, working with other people and communicating creative concepts effectively; all of which are relevant to work or going on to further study. Students will create graphics using Photoshop, build a website using Dreamweaver and create multimedia products using editing software.

Course Assessment Structure Pre-production skills- students are introduced to a range of essential pre-production techniques used in the creative and digital media, including client brief, time frames, deadlines and preparation techniques.

Assessment Type- 1 hour 15 minutes examination externally assessed by OCR Weighting- 25% (Approx 30 Guided Learning Hours of Teaching) Creating digital graphics-Coursework (10 hours assessed)Building on the skills and understanding that they have developed in the previous unit, students explore where and why digital graphics are used and the techniques that are involved in their creation. They apply their skills and knowledge in creating digital graphics against a specific brief.

Assessment Type- Approximately 10 hours - An assignment set by OCR, marked by teachers and moderated by OCR Weighting- 25% (Approx 30 Guided Learning Hours of Teaching) Creating interactive multimedia products-CourseworkStudents develop their knowledge and understanding of about where and why different interactive multimedia products are used and what features are needed for a given purpose. They learn how to interpret a client brief, and how to use time frames, deadlines and preparation techniques as part of the planning and creation process.

Assessment Type- Approximately 10 hours. An assignment set by OCR, marked by teachers and moderated by OCR Weighting- 25% (Approx 30 Guided Learning Hours of Teaching) Creating a multipage website-Coursework- Students explore the different properties, purposes and features of multipage websites.

They demonstrate their creativity by combining components to create a functional, intuitive and visually pleasing website.

Assessment Type- Approximately 10 hours. An assignment set by OCR, marked by teachers and moderated by OCR Weighting- 25% (Approx 30 Guided Learning Hours of Teaching)

For further information contact: Mr Ravenscroft 32

Where can this course take me?

A GCSE equivalent qualification in ICT is the perfect choice for those who remain unsure as to their future plans but, are confident that they want it to contain technology. The content of the course means learners are exposed to emerging and established trends in technology and are familiar with their common uses.

This GCSE equivalent qualification will keep doors open when selecting options for A Level and assist with the IT aspects of other courses, both at GCSE and A Level.

It is nigh on impossible to produce an exhaustive list of careers that use IT, the modern workplace makes use of technology whether you are a skilled tradesperson or working an office position. Practically any job will make use of technology and this growing dependence will only continue to grow moving forward.

MEDIA STUDIES Why choose GCSE Media Studies?

• Develops critical thinking and decision-making skills • Develops appreciation and critical understanding of the role of the media in daily life • Combines practical and theoretical knowledge and skills through opportunities for personal engagement and creativity • Encourages an understanding of how to use key media concepts to analyse media products and their various contexts • Prepares students for study in a range of disciplines at National Qualifications Framework Level 3 and above.

Units and Assessments Paper 1 Section A– Media language and representation • Newspapers – set newspapers (The Guardian and The Sun) • Advertising - one Pre-1960 text and one contemporary • Bond film posters (1970s vs 2010s) • Magazines (GQ and Pride) Section B – Audience and Industry • Film Industry (Spectre) • Video Games • Newspapers • Radio (The Archers) Paper 2: • TV Crime Drama OR Sitcom ( 2 set texts) • Music Cross media study (musical magazine, music video, online material and a historical piece)

GCSE Media Studies uses four major concepts which form the basis of the subject content: • Media Language: forms and conventions • Audience • Institutions • Representation

You focus on: • Media language • Representations • Industry • Audience

Underpinning the Key Concepts, the subject content is classified according to some of the following media forms/platforms: • Print and Electronic Publishing including newspapers, comics, magazines etc.

• Moving Image: • Television including genre study, franchises, scheduling etc • Film marketing • Video including promotional, training and corporate • Radio including commercial, network, public broadcasting, community etc • Web-based Technologies/New Media including Internet, web design, social networking, weblogs, vblogs, podcasts, gaming etc

Coursework Must be completed individually from a previously subscribed brief. It will include a statement of aims and a fully realised produced e.g. a DVD and film poster for a new Romantic Comedy film.

EXAMINATION BOARD: EDUQAS ASSESSMENT DETAILS: Coursework

Terminal Examinations

30% 70%

What could I do next with a GCSE in Media Studies?

If you obtain a GCSE in Media Studies, you will be well equipped to go on and study Media at A Level.

Overall, the GCSE Media Studies course enables students to develop a creative and imaginative approach to problem solving and analysis. These skills are particularly useful for employment in: journalism, broadcasting, advertising and marketing, arts and cultural bodies or research. The possibilities are quite literally endless!

For further information contact: Miss R Lloyd 33

MUSIC What is GCSE Music all about?

GCSE Music is about making and listening to music. It covers performing, composing and listening in a wide variety of musical styles – popular music, classical music, experimental music and world music. There are numerous opportunities to use music technology such as sequencing and recording.

CASE STUDY Kaliyah, Year 10 I chose this subject because I love playing different instruments and I love listening to different types of music.

My favourite part of the courses so far is the group performing. I have also enjoyed learning about the different eras of music and the anthology and theory behind music.

I want to be a family lawyer however I love music with a passion, and I would love to be a musician so if I change my mind and decide to become a musician I would have the tools to become one.

If you are going to pick GCSE music you need prepared for a change, there is a lot more to learn it is not a simple subject it is quite complex, but it is the best subject ever.

Performing You will perform a recital on your instrument(s) of choice, lasting at least 4 minutes in length.

Composing You will compose two pieces of your own original music.

Listening and appraising In this paper you take a written examination lasting 1 hour 45 minutes.

You respond to questions based on recorded extracts of music on a CD. The questions are based on music in a variety of styles and traditions and are set works, which you have studied, so you know what to expect.

Will I enjoy this course?

You will enjoy this course if you enjoy: • Performing music on any instrument or voice • Listening to different kinds of music • Creating your own music • Using music technology • Playing music as part of a group

How does it follow on from what I have learned before?

In Key stage 3 music you studied many of the musical styles and genres which are included on the GCSE music syllabus. At GCSE, you study Music in much more detail and are given the opportunity to perform much more as classes are smaller and you have five hours of lessons over two weeks, instead of one hour per week.

NB: You need to be attending instrumental lessons at the time of starting the course.

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What about exams?

There is one examination at the end of Year 11. This exam is 1 hour and 45 minutes long and you will listen to extracts of music on a CD and answer questions about them.

CASE STUDY Thomas, Year 10 I chose Music as a GSCE because I enjoy listening to and analysing music as well as playing a musical instrument. Also, I like the composing and performing aspect of music so I thought that this subject would be the best to choose.

I really enjoyed it when the whole class played skyfall together, it was a lot of fun.

In the future I plan to do more songwriting and composing and this subject will teach me how to write sheet music better and use many more things to make my music sound better (e.g. accents and dynamic markings).

Is there any coursework?

Yes. You will compose (create your own) two pieces and perform pieces of your choosing, on any instrument. These are recorded in school and then marked by your teacher.

What other skills might I develop?

As well as covering Music at GCSE level, the course will enable you to develop other key skills which are often looked for by future employers.

Examples of these are: • Listening skills • Creative thinking skills • Independent learning skills • Team-work skills • IT skills • Citizenship skills

What could I do next with GCSE Music?

GCSE Music is a good preparation for further musical study and a solid foundation for the A Levels in Music and Music Technology as well as BTEC National Diplomas (in Music, Popular Music and Music Technology) and the Applied A level in Performing Arts.

You may wish to take a GCSE in Music because you enjoy music and this is absolutely fine! As detailed above, it develops key communication and creative skills which are required in many jobs today. Alternatively, you may wish to pursue a career in the music or entertainment industry or even as a teacher! Whatever you choose, your love and appreciation of Music will always be an asset.

EXAMINATION BOARD: Edexcel

ASSESSMENT DETAILS: Performing 30% Composing 30% Listening and appraising 40%

For further information contact: Mrs Choudhury or Miss Hughes 35

GCSE PHYSICAL EDUCATION The GCSE PE course is suitable for those students who wish to continue to develop the standard of their practical performance, as well as enhancing their understanding of theory topics such as Anatomy and Physiology, Physical Training, Sport Psychology and Health and Fitness. A large majority of allocated lesson time is spent covering theory content. Therefore a full commitment to extra-curricular sporting clubs and activities is essential and is a compulsory requirement of the course. Students must be regularly taking part in a minimum of 2 sports (extra-curricular at Bishop Challoner or at an external club).

The content of the GCSE course is divided into three components.

1. Physical Factors affecting performance (Assessed externally through one, 1hour written exam paper- 60marks- 30% of total GCSE 2. Socio-Cultural issues and sports psychology (Assessed externally through one, 1hour written exam paper- 60marks- 30% of total GCSE 3. Performance in Physical Education, 3 practical activities (20 marks for each) and an Analysing and Evaluating Performance Controlled Assessment (AEP) (20 marks) (Assessed internally over the course of 2 years and through external moderation at the end of the 2 years- 80marks- 40% of GCSE) Performance of three activities taken from the following lists • One from the ‘individual’ list • One from the ‘team’ list • One from either list Some of the theory topics covered are: • Functions of the skeletal and muscular system • Bones, muscles and joints • Effects of exercise on the body • Components of fitness • Media and sponsorship • Methods of exercise and training • Ethics, drugs and violence in sport • Mental preparation • Feedback in sport • Components of a healthy balanced diet

CASE STUDY Maddie, Year 11 I’ve always enjoyed sport, and doing PE at Bishop Challoner made me realise that I want to take my interests further at GCSE, and I’ve really enjoyed the subject so far.

I’ve loved getting to try new sports that you might not have played before, it helps you with your main sports as you might pick up on different techniques or tactical play.

I’m interested in physiotherapy and having PE as a GCSE will enable me to go into that area. I am also planning on choosing it as one of my A-Level options, as I have really enjoyed the subject, and I think I could see myself in a career involving sport.

GCSE PE also massively helped me with some other subjects like Biology, learning about the heart and lungs etc.

EXAMINATION BOARD: OCR ASSESSMENT DETAILS: Practical performance in 3 sports 30% (3 x practical assessments across the 2 years) 1 written controlled assessment tasks 10% (1 x AEP controlled Assessment) 2 theory examinations 40% (2 x 1 hour written examinations sat at the end of Year 11)

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TEAM LIST Acrobatic Gymnastics (cannot be assessed with gymnastics) Association Football (cannot be fivea-side, cannot be assessed with futsal) Badminton (cannot be assessed with singles) Basketball (cannot be street basketball) Blind Cricket Camogie (cannot be assessed with hurling) Cricket Dance (cannot be used as both a team and individual activity) Figure Skating (This can only be used for one activity. Cannot be assessed with dance) Futsal (cannot be assessed with football) Gaelic Football Goal Ball Handball Hockey (must be field hockey) Hurling (cannot be assessed with camogie) Ice Hockey (cannot be assessed with inline roller hockey)

Inline Roller Hockey (cannot be assessed with ice hockey) Lacrosse Netball Powerchair football Rowing (cannot be assessed with sculling, canoeing or kayaking) Rugby League (cannot be tag rugby or assessed with Union or sevens) Rugby Union (can be assessed as 7s or 15 a side, cannot be tag rugby or assessed with league) Sailing Sculling (cannot be assessed with individual sculling, rowing, canoeing or kayaking) Squash (cannot be assessed with singles) Table cricket Table tennis (cannot be assessed with singles) Tennis (cannot be assessed with singles) Volleyball Water Polo Wheelchair Basketball Wheelchair rugby

INDIVIDUAL LIST Amateur Boxing Athletics Badminton (cannot be assessed with doubles) Boccia Canoeing (cannot be assessed with Kayaking, rowing or sculling) Cross Country running (cannot be assessed with Athletics) Cycling (Track or road or BMX (racing, not tricks) only) Dance (cannot be used as both a team and individual activity) Diving (Platform diving) Equestrian Figure Skating (This can only be used for one activity. Cannot be assessed with dance) Golf Gymnastics (Floor routines and apparatus only) Kayaking (cannot be assessed with sculling, canoeing or rowing)

Polybat Rock Climbing (can be indoor or outdoor) Sailing Sculling (cannot be assessed with sculling, canoeing or rowing) Skiing (must take place on snow, indoors or outdoors, cannot be assessed with snowboarding) Snowboarding (must take place on snow, indoors or outdoors, cannot be assessed with skiing) Squash (cannot be assessed with doubles) Swimming (cannot be synchronised, personal survival or lifesaving Table Tennis (cannot be assessed with doubles) Tennis (cannot be assessed with doubles) Trampolining Windsurfing

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CASE STUDY Allyssa, Year 11 I chose to study GCSE PE because I have always been interested in sport. In the furture I am interested in doing a job which is involved with sport such as physiotherapy.

My favourite part of the GCSE PE course so far is learning about the psychology part of sport. I found it interesting that we not only learn about the body and bones but we also learn about mentality and health in sport.

I have also enjoyed learning about different diets that different types of athletes have and how the food you eat can be different for the sport you do.

The advice I would give to a Year 9 student is to enjoy the subject and make sure you are always listening in the lessons as you will need all of the information.

For further information contact: Miss Ellis

BTEC LEVEL 1/2: FIRST AWARD IN SPORT The BTEC Level 1/2 First Award in Sport is a vocational qualification from Pearson, and is a combination of practical and theory based coursework.

The BTEC Level 1/2 First Award in Sport qualification will give you the knowledge, understanding and transferable skills needed when considering entering employment into the sport sector. The BTEC Level 1/2 First Award in Sport is an equivalent to 1 GCSE graded 1-9.

You will be taught: 3x core/mandatory units: • Fitness for Sport & Exercise (external assessment/exam)– Worth 25% of Overall Grade.

• Practical Performance in Sport (internal assessment/coursework/practical)– Worth 25% of Overall Grade.

• Applying the Principles of Personal Training (internal assessment/synoptic)– Worth 25% of Overall Grade.

You will also be taught: 1x specialist/optional unit: Leading Sports Activities (internal assessment/coursework/practical)– Worth 25% of Overall grade.

CASE STUDY Joyce, Year 11 I chose to do BTEC Sport as I wanted to choose a subject that related to P.E. My favourite part of the course has definitely been the engaging practical’s that I have taken part in. They have helped me to enjoy the lessons more and develop a deeper understanding of what we may be learning in lessons.

I have also enjoyed learning about fitness tests. They allowed me to know how we can test for specific components of fitness such as speed.

4x Units all at 25% each in worth equates to 100% (Overall Qualification).

How will it be taught and assessed?

The Fitness for Sport & Exercise unit is assessed externally via an onscreen demand test which is worth 25% of the student/s overall grade. The onscreen demand test covers the components of physical and skill related fitness and the principles of training. It also explores different training methods for developing components of fitness, as well as the administration of fitness tests. The Practical Sports Performance unit and the Leading Sports Activities unit are both assessed internally, practically and through written coursework; each worth 25% of a student/s overall grade. The Applying the Principles of Personal Training unit is assessed internally, and is synoptic so students will be required to draw on knowledge gained from all 3 other units, in addition to new knowledge, in response to theory based assessment/s. Again, this unit is worth 25% of the student/s overall grade.

Year 9 should bear in mind that there is a lot of coursework and you need to stay on top of it; It is an interesting course with knowledge that you can use in your every day lives.

Each unit will be graded by the various assessment strategies below: EXAMINATION BOARD: Pearson ASSESSMENT DETAILS: Teacher assessment External assessment Peer assessment Practical work

Coursework Oral presentations Role-plays Video-recording and analysis

For further information contact: Mr Wilson 38

Where can my qualifications take me?

Further qualifications include Level 3 - OCR Cambridge Technical in Sport & Physical Activity (available at Bishop Challoner Sixth Form College).

BTEC LEVEL 1: PERSONAL GROWTH AND WELLBEING (PGW) The BTEC Level 1 Award in Personal Growth and Wellbeing qualification has been designed to engage learners through practical activities, encourage learning ownership, provide opportunities for personal reflection and promote progression to further study and future employment. This course is 100% coursework.

This qualification has been developed to recognise and reward the practical skills and knowledge learners have in obtaining and sustaining job roles. It has been designed to support and encourage learners to access employment opportunities under supervision.

Throughout the Key Stage, you will complete 4 units. Below is an example of the type of units you may be taught: • Improving Physical Health and Wellbeing • Developing Personal Identity • Understanding your Rights and Responsibilities • Finding ways to be Resilient • Financial Commitments Assessment details: Teacher assessment What will the units entail?

Peer assessment Below is an outline of what some of the units studied throughout Practical work the course will focus on: Coursework Oral presentations Improving Physical Health and Wellbeing Role-plays In this unit, learners will consider both positive and negative Video-recording and analysis factors that may influence their lifestyle choices. They will spend time gathering information about aspects of their lifestyle that influence their health. They will then use their knowledge of appropriate food and drink, sleep patterns and their choice of physical activities, to create a routine for a day. They will then carry out the routine and review it. Learners will also examine the effect that drugs, alcohol, smoking and diet can have on levels of physical health and wellbeing.

Finding ways to be resilient In this unit, learners will consider what resilience is and the factors that help people become more resilient. This unit will also help them to focus on how they can develop skills to increase their own confidence in dealing with difficult and challenging situations and ultimately improve their health and wellbeing.

Financial Commitments In this unit, learners will find out how to make financial decisions.

They will explore different financial products and services that are available to them and look at their advantages and disadvantages.

They will understand how debt can occur, and how to manage it safely and access support if required. By the end of this unit, they should be able to prioritise their financial needs based on their goals and make realistic financial decisions based on these.

Where can my qualifications take me?

On completion of the qualification, pupils have the opportunity to progress to other vocational qualifications or employment in a particular vocational sector.

For further information contact: Mrs Choudhury 39

BTEC LEVEL 1/2 TECH AWARD: PERFORMING ARTS This course is designed to give learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the: • development of key skills that prove your aptitude in performing arts such as reproducing repertoire or responding to stimuli • process that underpins effective ways of working in the performing arts, such as development of ideas, rehearsal and performance • attitudes that are considered most important in the performing arts, including personal management and communication • knowledge that underpins the effective use of skills, processes and attitudes in the sector, such as roles, responsibilities, performance disciplines and styles.

The course is subdivided into three units: 1. Exploring the Performing Arts In this unit learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. They will examine live and recorded performances to develop their understanding of practitioners’ work in acting, dance and musical theatre. Learners will also examine the roles of actors, dancers, singers, choreographers, directors, writers and designers.

This will culminate in a written report/presentation based on their exploration.

2. Developing Skills and Techniques in the Performing Arts In this unit learners will develop their skills as a performer through the rehearsal of musical theatre work. They will take part in workshops which will allow them to develop their acting, dancing and musical theatre skills. Learners will constantly review their progress and consider how to make improvements. They will provide evidence of their exploration through: recordings of workshops/classes, teacher and peer observations, a rehearsal logbook of their development and target setting documents.

3. Performing to a Brief In this unit learners will work as part of a group to create a performance in response to a brief set by the exam board. This brief will be aimed at a specific audience and learners can use any of the art forms they have studied throughout the course to create their performance. They will be externally assessed on the creation of their piece of theatre and their individual performance skills.

ASSESSMENT DETAILS: Coursework, Internally Assessed

60% Performance and Coursework, Externally Assessed 40% Candidates will be set regular assignment briefs which will allow them to achieve a pass, merit or distinction. This criteria broadly equates to the following: Pass = C Merit = B Distinction = A

For further information contact: Mrs Choudhury or Miss Williams 40

CASE STUDY Olivia Year 10 I chose this for GCSE because I love performing arts and the history behind it. It is also a really good subject to improve confidence as well as acting, singing and dancing.

My favourite part of the course so far is the performing and learning about the roles and responsibilities in musical theatre and in musicals.

In the future I definitely want to have a job in performing arts, whether it is performing on stage or on screen.

This subject will help me because it will improve my performance skills and improve my confidence in certain areas.

My advice to Year 9 is that I would say that learning about musical theatre isn’t easy and you’ll have to focus a lot but it’s really fun and rewarding.

FOR FURTHER INFORMATION CONTACT: Section 1-General Information Programme of Events Key Stage 4 Qualification Vocational Subjects at Key Stage 4 Student Services-Information, advice and guidance Bishop Challoner Sixth Form College

Mr Hetherton

Miss McGowan

Mrs Choudhury

g.hetherton@bishopchalloner.bham.sch.uk

Section 2-Core Curriculum

e.mcgowan@bishopchalloner.bham.sch.uk

English Language/Literature

l.choudhury@bishopchalloner.bham.sch.uk

a.marsh@bishopchalloner.bham.sch.uk g.laszlo@bishopchalloner.bham.sch.uk r.lloyd@bishopchalloner.bham.sch.uk Mrs Marsh

Miss Laszlo

Miss R Lloyd

Maths

s.sarcevic@bishopchalloner.bham.sch.uk l.stone@bishopchalloner.bham.sch.uk

Miss Stone

RE

Science

Mr Sarcevic

Mrs Shore

e.shore@bishopchalloner.bham.sch.uk

Mr Cunnane

j.cunnane@bishopchalloner.bham.sch.uk

Business

Art and Design

Section 3-Option Subjects

Mrs Baptiste

Mr Woodbridge

d.woodbridge@bishopchalloner.bham.sch.uk

Design Tech

Computing/ICT

j.baptiste@bishopchalloner.bham.sch.uk

Mr Ravenscroft

Mrs Baptiste

j.baptiste@bishopchalloner.bham.sch.uk

French

Geography

l.ravenscroft@bishopchalloner.bham.sch.uk

Mr Mullins

Miss Mazabraud

l.mullins@bishopchalloner.bham.sch.uk

History

H & S Care

c.mazabraud@bishopchalloner.bham.sch.uk

Miss Hunter

h.hunter@bishopchalloner.bham.sch.uk

Miss Watson

r.watson@bishopchalloner.bham.sch.uk

For further information on Business and Enterprise contact Miss Sadler: c.sadler@bishopchalloner.bham.sch.uk 42

Music

Media Studies

Miss R Lloyd

Mrs Choudhury

l.choudhury@bishopchalloner.bham.sch.uk

Music

GCSE PE

r.lloyd@bishopchalloner.bham.sch.uk

Miss Hughes

Miss Ellis

Mr Wilson

Mrs Choudhury

l.choudhury@bishopchalloner.bham.sch.uk

BTEC PA

BTEC PA

d.wilson@bishopchalloner.bham.sch.uk

s.ellis@bishopchalloner.bham.sch.uk

PGW

BTEC Sport

s.hughes@bishopchalloner.bham.sch.uk

Mrs Choudhury

l.choudhury@bishopchalloner.bham.sch.uk

Miss Williams

l.williams@bishopchalloner.bham.sch.uk

For further information on Hospitality and Catering contact Ms Lynch: c.lynch@bishopchalloner.bham.sch.uk 43

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BISHOP CHALLONER CATHOLIC COLLEGE

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BISHOP CHALLONER CATHOLIC COLLEGE Institute Road, Kings Heath, Birmingham, B14 7EG Tel: 0121 444 4161 Fax: 0121 441 1552 e-mail: enquiry@bishopchalloner.bham.sch.uk www.bishopchalloner.org.uk

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