Year 9 Guide to Options 2023

Subject choices

Dear Year 9 Student,

Year 9 is an important year for you as now is the time for you to choose your subjects for GCSE. The results of these decisions will take you into Years 10 and 11, Post 16, higher education and employment.

In order to help you in this decision process, a comprehensive programme of guidance has been put in place. This includes an Options Evening for parents and students, subject videos, taster lessons, tips from Year 10 students, a one-to-one interview with an experienced member of staff, Personal Development & Wellbeing (PDW) sessions on making choices and use of a careers website, and of course, the ongoing advice and support from your form tutor.

Education continues to undergo a period of considerable change and reform. In putting together these choices we have worked hard to ensure that our curriculum addresses these changes, but at the same time offer a great range of courses to suit the individual needs, interests and abilities of our Year 9 students.

This booklet is intended to give you information about the opportunities available at Chessington School. It includes an outline of the routes and pathways available to you and each subject page provides information on the relevant course and where it might lead once you leave Chessington.

When choosing your options there are three main points to consider:

•Do you enjoy the subject?

•Do you think you could be successful in this subject?

•Will this subject be useful to you in later life?

If you are unsure about your future career direction it is important to choose a wide range of subjects, so as not to close the door on a further academic course or employment.

The Year 9 Students have recently been introduced and asked to register to a careers website called START https://www.startprofile.com/ which includes a questionnaire about interests and skills, where they can investigate a variety of Post 16 options and career pathways. Parents will find this careers link very useful: http://www.parentalguidance.org.uk

When you are ready to complete your option choices, having gathered all the information and asked all of your questions you will complete a Google Form which will collate your choices.

Please do not hesitate to contact me if you have any further queries. I wish you all the best in your next phase of your education.

Ms S. Wilson, Deputy Headteacher

Options Process: Key Dates

Autumn Term 2022

•PDW sessions on types of qualifications and Post 16 routes

•Initial Student survey to gather information

March 2023

•Options Evening: Thursday, 9th March 6:00pm

• Subject taster sessions for Business Studies, Media Studies, Dance and Child Development

•One to one interviews begin Friday, 10th March

•The Options Choices Google form for you to complete will be issued on Friday, 24th March

•Deadline for the Options Choices Google form to be completed by Wednesday, 29th March 2022

June 2023

•Thursday, 8th June Year 9 Parents Evening and confirmation of option choices, however we aim to communicate these via email prior to this date.

Should you have any questions, please click the link to submit them

National Qualifications: Paths & Choices

4 TO 6

LEVEL 3 Advanced

Higher education (University) and professional/management qualifications and higher and degree level apprenticeships.

ACADEMIC

AS & A-Levels

Entry requirements: 5 GCSEs at Grade 5 including English and Maths. Usually Grade 6 in subjects you are wanting to study at A-level.

GCSE Grades 9 to 4

Previously A*-C LEVEL 2 Intermediate

GENERAL VOCATIONAL

BTEC Level 3 Extended Diploma, Diploma, Subsidiary Diploma, Certificate Entry requirements: 5 GCSEs at Grade 4 including English and Maths.

BTEC Level 2 Diploma, Extended Certificate, Certificate Diploma entry requirements GCCEs Grade 3 including English and Maths or Level 1 qualification.

VOCATIONAL NVQ Level 3

Entry requirements: 4 GCSEs at Grade 4 or Grade 5 including English and Maths or a NVQ Level 2.

Level 2

Entry requirements: GCSEs Grade 3 including English and Maths or Level 1 qualification.

APPRENTICESHIPS

Technician Advanced apprenticeship entry requirements: 4 GCSEs at Grade 4 or Grade 5 or above or progress from a Level 2 apprenticeship.

Skilled Apprenticeship entry requirements: Some GCSEs at Grade 3 or above or Level 1 qualification and interview.

GCSE Grades 3 to 1

Previously D-G LEVEL 1 Foundation

Entry Level

BTEC Level 1 Diploma, Certificate, Award Entry requirements: Some GCSE grades & interview and assessment.

Level 1 Traineeships or Foundation Learning

Entry requirements: Interview and assessment.

ENTRY LEVELS 1-3 –ENTRY LEVEL

Semi-Skilled

Traineeships are a stepping stone to an apprenticeship.

CERTIFICATES

What are Qualification Levels?

Vocational

These qualifications provide a more practical, work-related, real-world approach alongside a theoretical background. They are equivalent to GCSEs at Level 2 but are suited to students who prefer portfolio (project and coursework) tasks. There is an externally assessed component and assignments are based on realistic workplace situations.

Vocational Level 3 is equivalent to A levels and can lead to university, high apprenticeships or work.

Vocational Level 2 is equivalent to GCSEs at graces 9-4 (previously A* to C).

Vocational Level 1 is equivalent to GCSE at grades 3 to 1 (previously D to G).

Meeting Individual needs:

We aim to deliver a bespoke options programme with guided choice for students. We want to ensure that students study a wide range of subjects that enable them to progress with ease to the next stage of their education

This will include guiding students to study particular groups of subjects appropriate for their ability which may include studying the Ebacc (English, Maths, Science, French, Spanish and Geography or History) or may include a more vocational selection of subjects.

GCSE (General Certificate of Secondary Education)

This is largely theoretical, rather than a work related course. GCSEs are assessed mainly through written exams and there are still some subjects where a small proportion of the course is assessed through coursework.

The 9-1 grading scheme was brought in alongside a new GCSE curriculum in England. The highest grade is 9, while 1 is the lowest, not including a U (ungraded). Three number grades –9, 8 and 7 –correspond to the old-style top grades of A* and A –this is designed to give more differentiation at the top end.

How the new grades compare with the old ones

What to do now

1.Read through this booklet and discuss it with your parents, teachers and tutor before deciding.

2.If you have any questions please use this Google form via the link below, to submit them. It is better to ask now than make the wrong choice.

3.Talk to Year 10 and Year 11 students, or those who have left the school, about what subjects they did and why they enjoyed them.

4.Make your choices using a blank piece of paper –then leave it a day and come back to it to see if the choices you made still make sense.

5.When you have finally decided on your choices, complete the Google Form we have sent you. Keep a copy for yourselves. Please return these by Wednesday, 29th March. It is very important these forms are submitted time so the school can start to fit everyone’s choices into the timetable.

6.If you submit the form after the date above, you may find that your options have already been chosen for you, as we will have been required to allocate you to an option subject that has space.

7.If you want to change your options after submitting your Google form, then you have to ask your parents/carers to write to Ms. S. Wilson, who will try her best but nothing can be guaranteed. No changes will be considered without a letter/email from your parents/carers. .

Chessington School will try to let you study the options you have chosen, but please remember:

•Not all combinations of subjects are possible

•There is a limit to the numbers in some subjects

•If too few students select a subject then the course may be cancelled

•If too many students choose a course, allocations will be by lottery

See links below for more help choosing subjects:

•National Careers Service: https://nationalcareers.service.gov.uk/

•AFC –Information from Achieving for Children Youth Services: https://kr.afcinfo.org.uk/pages/young-people/ information-and-advice/learning-and-employment/

Should you have any questions, please click the link to submit them

Reasons for choosing

Good reasons for choosing a subject

1.I have discussed it with my parents and we agree it is a good choice for me.

2.I enjoy the subject.

3.I am good at it.

4.I want to get better at the type of skills used in the subject.

5.I have found out all about the subject by talking to my teachers and to students who have studied this –I think it will suit me.

6.I have done a lot of investigation into all of the subjects and this is the one that I think I will enjoy the most.

7.This subject will help me have a broad and balanced range of courses.

8.I know I will work hard at this subject.

9.It will be useful for future studies/ career.

Raising the Participation Age (RPA)

Bad reasons for choosing a subject

1.My friends are doing it (you will probably not be in the same group).

2.I like the teacher (there is no guarantee that you will have that teacher next year).

3.I dislike the teacher (you may have a different teacher in that subject next year).

4.It is too much hard work (all subjects are hard work and there is little difference between them).

5.It doesn’t matter – I just chose any old subject (you will be doing this subject for two years, so it is worth getting it right now).

6.I can always change to a different subject when I get into Year 10 (no, you cannot - groups may be full and you will have missed important work in the first few weeks).

7.My friends want me to take this subject (but what do you want?)

Students need to continue in education or training until their 18th birthday. This could be through:

•Full time study in a school, college or training provider

•Full-time work or volunteering combined with part-time education or training

•An apprenticeship

•Self employment

Schools are responsible for securing independent and impartial careers guidance (ICG) for every student in Year 7 to Year 11 on the full range of post-16 education and training options, including Apprenticeships. You can talk to your form tutor and Mrs. Jackson about what careers guidance is available.

You can find out more information and advice see:

https://www.parentalguidance.org.uk/

Core subjects

These are the compulsory subjects that everyone will study:

English Language

English Literature

Mathematics

Science Combined

Triple Science

English Language

Syllabus: AQA GCSE English Language –Specification 8700

Please consult: Mrs. B. Chedda | bchedda@chessington.kingston.sch.uk

What we aim to do

Our curriculum for GCSE English Language is designed to inspire and motivate students, providing appropriate stretch and challenge whilst ensuring that the assessment and texts are accessible to all. The GCSE curriculum enables students to develop the skills they need to read, understand and analyse a wide range of different texts and write clearly. Students are assessed with two equally-balanced papers, each assessing reading and writing in an integrated way.

What we study

The sources for the reading questions will be nonfiction and literary non-fiction texts. They will be drawn from the 19th century, and either the 20th or 21st century. The curriculum aims to provide students with an opportunity to consider viewpoints and perspectives over time. Choice of genre will include high quality journalism, articles, reports, essays, travel writing, accounts, sketches, letters, diaries, autobiography and biographical passages or other appropriate nonfiction and literary nonfiction forms.

Skills needed

Students are required to read fluently, and with good understanding, a wide range of texts from the 19th, 20th and 21st centuries, including literature and literary non-fiction as well as other writing such as reviews and journalism. Students need to read and evaluate texts critically and make comparisons between texts. They should be able to summarise and synthesise information or ideas from texts and use knowledge gained from wide reading to inform and improve their own writing. Students also need to be able to write effectively and coherently using Standard English appropriately. They should also be able to use grammar correctly and punctuate and spell accurately. We want all students to acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language. Students will also listen to and understand spoken language and use spoken Standard English effectively.

How your work will be assessed

What this subject can lead to after Year 11

GCSE English Language is an important foundation for all future studies and it is fundamental that students obtain a grade to enable them to access opportunities in the future.

A Level English Language and A Level English Literature are a must for those who enjoy reading and immersing themselves in texts and history. This can then lead to studies at university, where English continues to be a solid part of the groundwork to achieving well.

English Language (cont)

Possible Careers

Click to watch the video about English Language

Syllabus: AQA GCSE English Language –Specification 8700

Please consult: Mrs. B. Chedda | bchedda@chessington.kingston.sch.uk

Copywriters, journalists, editors, teachers, advertising, marketing and media are all possible careers for English Language graduates but the skills you obtain through studying English Language are marketable in most sectors.

Additional information/Special requirements

There are no special requirements to study GCSE English Language.

Relevant website links for further information on the course/subject https://www.aqa.org.uk/subjects/english

Should you have any questions, please click the link to submit them

English Literature

Syllabus: AQA GCSE English Literature –Specification 8702

Please consult: Mrs. B. Chedda | bchedda@chessington.kingston.sch.uk

What we aim to do

Our GCSE English Literature Curriculum aims to inspire, challenge and motivate every student, regardless of ability level. A range of texts are studied to cater for the needs of all students. There are texts that will be familiar, as well as new ones that will inspire young readers. At Chessington School, we integrate the curriculum with the GCSE English Language, so students will benefit from the transferable skills.

What we study

At Chessington School, we will read a wide range of classic literature fluently and with good understanding, and make connections across students’ reading. We study Macbeth by William Shakespeare, The Strange Case of Doctor Jekyll and Mr Hyde by R.L. Stevenson, An Inspector Calls by J. B. Priestley, the AQA anthology of Power and Conflict poetry as well as unseen poetry.

The aim is for students to read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas. We also wish to develop the habit of reading widely and often which will help students to achieve highly in every subject –not just English.

Skills needed

In order to be successful, students need to be able to develop their understanding of a word, phrase or sentence in context; exploring aspects of plot, characterisation, events and settings; distinguishing between what is stated explicitly and what is implied; explaining motivation, sequence of events, and the relationship between actions or events.

In order to be evaluative readers, we will also work on identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text; recognising the possibility of and evaluating different responses to a text; using understanding of writers’ social, historical and cultural contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text.

Alongside their GCSE in English Language, students will also develop their evaluation of a writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating how language, structure, form and presentation contribute to quality and impact; using linguistic and literary terminology for such evaluation. Comparing texts:comparing and contrasting texts studied, referring where relevant to theme, characterisation, context, style and literary quality; comparing two texts critically.

How your work will be assessed

Title Details Time %

Paper 1:

Section A: Shakespeare (Macbeth): Answer oneWritten Examination

40 Shakespeare and question on a play of choice. Write in detail 1 hour 45 minutes the 19th-centuryabout an extract from the play and then write novel about the play as a whole.

Section B: The 19th-century novel (Jekyll and Hyde): Answer one question on a novel of choice. Write in detail about an extract from the novel and then write about the novel as a whole

English Literature (cont)

Click to watch the video about English Literature

Syllabus: AQA GCSE English Literature –Specification 8702

Please consult: Mrs. B. Chedda | bchedda@chessington.kingston.sch.uk

Title Details

Time %

Paper 2: Section A –Modern texts (An Inspector Calls): Written Examination40 Modern texts Answer one essay question from a choice of 2 hours 15 minutes and poetry two on a studied modern prose or drama text.

Section B –Poetry (Power and Conflict): Answer one comparative question on one named poem printed on the paper and one other poem from your chosen anthology cluster.

Section C –Unseen poetry: Answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

What this subject can lead to after Year 11

GCSE English Literature is an important foundation for all future studies and it is fundamental that students obtain a grade to enable them to access opportunities in the future.

A Level English Language and A Level English Literature are a must for those who enjoy reading and immersing themselves in texts and history. This can then lead to studies at university, where English continues to be a solid part of the groundwork to achieving well.

Possible Careers

Copywriters, journalists, editors, teachers, advertising, marketing and media are all possible careers for English Literature graduates but the skills you obtain through studying English Literature and English Language are marketable in most sectors.

Additional information/Special requirements

There are no special requirements to study GCSE English Literature.

Relevant website links for further information on the course/subject

https://www.aqa.org.uk/subjects/english

Should you have any questions, please click the link to submit them

Click

Syllabus: Edexcel GCSE Mathematics –Specification 1MA1

Please consult: Miss N. Spink | nspink@chessington.kingston.sch.uk

What we aim to do

Within the Mathematics department, we aim to develop every student's potential mathematical ability. We aim to motivate our students so that they are interested and enthusiastic about their Mathematics lessons.

What we study

Number: apply the four operations, prime numbers, factors, powers, roots and reciprocal. Statistics and probability: data handling cycle, data collection, data presentation and analysis, data interpretation and probability.

Algebra: equations, algebraic expressions, graphical methods, solving problems with algebra and suse algebra to support and construct arguments and proofs.

Geometry and measures: properties of angles and shapes, geometric reasoning and calculation; measures and construction.

Ratio and proportion and rates of change; change freely between related standard units (e.g. time, length, area, volume/capacity, mass) and compound units (e.g. speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts use scale factors, scale diagrams and maps.

Skills needed

There is a progression of materials through all levels at which the subject is studied. Ths new specification builds on Year 7/8/9 Mathematics and reflects the revised Programme of Study for GCSE. There are two Tiers of entry Foundation & Higher. Tier decisions are made towards the end of Year 10 following end of year exams.

How your work will be assessed

3.

4. Geometry and measures

5. Probability

6. Statistics

Paper 21. NumberWritten

Calculator allowed2. Algebra1 hour 30 minutes

3. Ratio, proportion and rates of change

4. Geometry and measures

5. Probability

6. Statistic

Paper 31. NumberWritten

Calculator allowed2. Algebra

3. Ratio, proportion and rates of change

4. Geometry and measures

5. Probability

6. Statistic

What this subject can lead to after Year 11

hour 30 minutes

GCE A/AS Mathematics Advanced subsidiary in core maths or further study at Advanced or Advanced Subsidiary level in other subjects or further study at GNVQ level, or directly into employment.

Mathematics (cont)

Possible Careers

Click to watch the video about Mathematics

Syllabus: Edexcel GCSE Mathematics –Specification 1MA1

Please consult: Miss N. Spink | nspink@chessington.kingston.sch.uk

Maths graduates can go into virtually any area due to their training in problem solving and analytical thinking. Geography, psychology, medicine, teaching and sports science all use advanced mathematics skills.

Additional information/Special requirements

All students are entered for GCSE Mathematics

Some students will have the opportunity to study Further Maths GCSE alongside their mathematics GCSE.

Relevant website links for further information on the course/subject

https://qualifications.pearson.com/ www.mathscareers.org.uk

Should you have any questions, please click the link to submit them

Science Combined

Syllabus: AQA GCSE Combined Science: Trilogy –Specification 84641

Please consult: Mr D. West | dwest@chessington.kingston.sch.uk

What we aim to do

Within the Science department, we aim to teach students to interpret the world around them in a scientific context and take an active role in the world’s development. This course aims to develop a deep understanding of key ideas across the three science disciplines. The course is delivered using a range of practical activities that aim to inspire and challenge students with a range of abilities and interests. Students will also acquire and apply skills, understanding and knowledge of how Science works. They will also have the opportunity to investigate whether scientific claims made are reasonable through reading, research and investigation.

What we study

Topics in Biology, Chemistry and Physics are split into equal units making up the Combined Science GCSE and awarding students with two GCSE qualifications. Practical experimental work is carried out across the Sciences to enable students to collect their own data and supplement the content that is delivered to them. Students will also have the opportunity to problem solve, analyse complex information including Science in the news.

Skills needed

The specification builds on skills acquired in Year 7/8/9 Science. These skills include communication, the ability to collaborate with others, analysing and evaluating data, mathematical skills and practical skills. There are two tiers of entry, foundation and higher. Tier decisions are made towards the end of Year 10 following end of year exams.

How your work will be assessed

and response; Inheritance, variation

Paper 2 and evolution; and Ecology

ChemistryAtomic structure and the periodic table; Bonding,

Paper 1structure, and the properties of matter; Quantitative

hour 15 minutes chemistry; Chemical changes; and Energy changes

ChemistryThe rate and extent of chemical change; Organic

Paper 2chemistry; Chemical analysis; Chemistry of the 1 hour 15 minutes atmosphere; and Using resources

PhysicsEnergy; Electricity; Particle model of matter;

Paper 1 and Atomic structure

PhysicsForces; Waves; and Magnetism andWritten

Paper 2 electromagnetism

What this subject can lead to after Year 11

Good grades of 6-6 or more in Combined Science will allow access to all A-Level Science subjects as well as Psychology, Computer Science and Physical Education. Grades in Combined Science also allow access to college courses including catering, electrician, health and the caring profession and BTEC Science Level 3.

Science Combined (cont)

Possible Careers

Click to watch the video about Science Combined

Syllabus: AQA GCSE Combined Science: Trilogy –Specification 84641

Please consult: Mr D. West | dwest@chessington.kingston.sch.uk

Science is all around us and a good overall scientific knowledge is essential to understand how things work for a variety of careers. Scientific pathways include: Health services such as Medicine, Dentistry and Pharmacy. Mechanical or Electrical engineering, Veterinary Science, Teaching, Forensic Science, Astrophysics and many more.

Additional information/Special requirements

This is a compulsory course and all students are expected to complete this course.

Relevant website links for further information on the course/subject

https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464

Educake

Should you have any questions, please click the link to submit them

Triple Science

Syllabus: AQA GCSE Biology - Specification 8461/AQA Chemistry –Specification 8462/AQA Physics –Specification 8463

Please consult: Mr D. West | dwest@chessington.kingston.sch.uk

What we aim to do

Within the Science department, we aim to teach students to interpret the world around them in a scientific context and take an active role in the world’s development. This course aims to develop a deep understanding of key ideas across the three science disciplines. The course is delivered using a range of practical activities that aim to inspire and challenge students with a range of abilities and interests. Students will also acquire and apply skills, understanding and knowledge of how Science works. They will also have the opportunity to investigate whether scientific claims made are reasonable through reading, research and investigation.

What we study

Students following this course will gain three separate GCSE qualifications in Biology, Chemistry and Physics. Practical experimental work is carried out across the Sciences to enable students to collect their own data and supplement the content that is delivered to them. Students will also have the opportunity to problem solve, analyse complex information including Science in the news.

Skills needed

The specification builds on skills acquired in Year 7/8/9 Science. These skills include communication, the ability to collaborate with others, analysing and evaluating data, mathematical skills and practical skills. Decisions for entering students for the triple Science course are made towards the end of Year 9 following end of year exams.

How your work will be assessed

Using resources

Click to watch the video about Triple Science

Triple Science (cont)

Syllabus: AQA GCSE Biology - Specification 8461/AQA Chemistry –Specification 8462/AQA Physics –Specification 8463

Please consult: Mr D. West | dwest@chessington.kingston.sch.uk

What this subject can lead to after Year 11

Good grades of a 6 or above in Triple Science will allow access to all A-Level Science subjects as well as Psychology, Computer Science and Physical Education with the option of progressing onto degree level.

Possible Careers

Science is all around us and a good overall scientific knowledge is essential to understand how things work for a variety of careers. Scientific pathways include: Health services such as Medicine, Dentistry and Pharmacy. Mechanical/Electrical engineering, Veterinary Science, Teaching, Forensic Science, Astrophysics and many more.

Additional information/Special requirements

Decisions for students being entered for Triple Science are made in Year 9 after the end of year exams.The top achieving students across all three sciences are selected.

Relevant website links for further information on the course/subject

https://www.aqa.org.uk/subjects/science/gcse/biology-8461

https://www.aqa.org.uk/subjects/science/gcse/chemistry-8462

https://www.aqa.org.uk/subjects/science/gcse/physics-8463

Option subjects

GCSE

Art

Computer Science

Dance

Drama

Design and Technology

Geography

History

Music

Physical Education

Religious Studies

Spanish

VOCATIONAL

Business Studies

Catering

Child Development

Digital Information Technology

Media Studies

Music

Sport

Click to watch the video about Art

Syllabus: AQA Art & Design –Fine Art –Specification 8202

Please consult: Miss N. Kavanagh | nkavanagh@chessington.kingston.sch.uk

What we aim to do

We aim to provide a fantastic opportunity to advance skills in developing, researching, experimenting and creating artwork that is both personal and meaningful to the student. We explore drawing, painting, photography and sculpture. Analysing and learning different artistic techniques and styles, with a focus on presenting professional sketchbooks and a body of work.

What we study

In year 10 students create two long portfolio projects one on ‘Natural Form’ and the other on ‘Portraiture & Identity’. Students work in A3 sketchbooks and address the four assessment objectives required for the GCSE in researching and developing, drawing and recording, experimenting and refining and sustained pieces of artwork. In each portfolio project students analyse 3-4 artists, whose artwork is inspired by the theme of the project. Students use this information to develop their own creative ideas and outcomes within the theme.

In year 11 students complete their two portfolio projects and begin their exam project in January. Here they are able to choose their topic from 7 topic titles and build their own personal portfolio project, based on their own ideas, research and artist analysis. They then sit a 10 hour exam at the end of year 11, creating a sustained piece of artwork, based on their exam portfolio.

Skills needed

A certain level of proficiency in drawing, painting and creating is required to be comfortable in creating successful art portfolios. Good knowledge of the formal elements of art (line, shape, tone, colour, texture, pattern and composition) is also required. The ability to analyse images and artwork and be able to write about visual language is also an advantage. Basic aesthetical understanding of layout and presentation is also beneficial.

How your work will be assessed

Component 1: A portfolio that in total shows explicit

assessment (NEA)

Portfoliocoverage of the four assessment set and marked by the school/ objectives. It must include a sustained college and moderated by project evidencing the journey from initialAQA during a visit. engagement to the realisation of intentions and a selection of further work undertakenNo time limit during the student’s course of study.

Component 2: You will respond to your chosen starting Preparatory period followed

40 Externally setpoint from an externally set assignment by 10 hours of supervised time assignmentpaper relating to your subject title, evidencing coverage of all fourNon-exam assessment (NEA) assessment objectivesset by AQA; marked by the school/college and moderated by AQA during a visit.

What this subject can lead to after Year 11

GCSE art is your first professional portfolio. After GCSE you may go on to study Art, Photography, Graphics or Textiles at A Level or BTEC. This gives you the platform needed to take an art Foundation Course or other Art diplomas, that is usually required to study art at university. There are many different types of art based degrees, so it is worth doing your research on what interests you and what is available to study, if you are wanting to go down a specialist route.

Art (cont)

Click to watch the video about Art

Syllabus: AQA Art & Design –Fine Art –Specification 8202

Please consult: Miss N. Kavanagh | nkavanagh@chessington.kingston.sch.uk

Possible Careers

Artist, Commercial Artist/Layout Artist/Graphic Artist or Designer, Advertising Artist, Creative Art Director, Gaming Artist, Concept Artist, Storyboard Artist, UX Designer, VFX artist, GCI Artist, VFX Supervisor, Animator, Cartoonist, Character Artist, Multimedia Artist, Make-up Artist, Fashion Designer, Costume/ Wardrobe, Set Design, Antique Art Restorer, Architectural Designer, Art Auctioneer, Art Director, Art Gallery Curator, Art Historian, Art Librarian, Art Professor, Art Teacher, Art Therapist, Artist Agent, Courtroom Artist, Courtroom Artist, Craft and Fine Artists/Painters/ Glassblowers/Potters, Illustrator, Logo Designer, Portrait Artist, Tattoo Artist, Car Designer, Engineer Artist.

Additional information/Special requirements

There are no special requirements to study GCSE Art.

Relevant website links for further information on the course/subject

https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content/fine-art

Should you have any questions, please click the link to submit them

Computer Science

Click to watch the video about Computer Science

Syllabus: OCR GCSE Computer Science –Specification J277

Please consult: Mr. B. Cosgrave | bcosgrave@chessington.kingston.sch.uk

What we aim to do

This GCSE in Computer Science is engaging and practical, encouraging creativity and problem solving. It encourages students to develop their understanding and application of the core concepts in computer science. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs.

What we study

By the end of this course you will be able to:

• Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation

• Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs .

• Think creatively, innovatively, analytically, logically and critically

• Understand the components that make up digital systems, and how they communicate with one another and with other systems.

• Understand the impacts of digital technology to the individual and to wider society

• Apply mathematical skills relevant to Computer Science.

Skills needed

Logical thinking and computational thinking skills are a must. You will also build upon the programming skills you have learned in lower school and apply these to GCSE level scenarios to solve problems by coding a solution.

How your work will be assessed

Computer systems• Memory and storage

• Computer networks, connections non-calculator and protocols

• Network security

• Systems software

• Ethical, legal, cultural and environmental impacts of digital technology

• Algorithms

50 Computational thinking,• Programming fundamentals1 hour 30 minutes algorithms and• Producing robust programsnon-calculator programming• Boolean logic

• Programming languages and Integrated Development Environments

What this subject can lead to after Year 11

This qualification can lead to A level Computer Science or IT qualifications. Eventually this can lead to studying a wide array of computing courses at third level such as games design, software development, cyber security etc.

Computer Science (cont)

Click to watch the video about Computer Science

Syllabus: OCR GCSE Computer Science –Specification J277

Please consult: Mr. B. Cosgrave | bcosgrave@chessington.kingston.sch.uk

Possible Careers

You could consider studying computer science at A Level and university if you want to begin a computer science career in roles such as:

• Computer programming

• Software engineering

• Website/app design/development

• Computer Games Development

• Cybersecurity

Additional information/Special requirements

Opportunities for trips such as the national Museum of Computing and Emirates Aviation Experience

Relevant website links for further information on the course/subject https://www.ocr.org.uk/qualifications/gcse/computer-science-j277-from-2020/

Should you have any questions, please click the link to submit them

Dance

What we aim to do

Syllabus: AQA GCSE Dance –Specification 8236

Click to watch the video about Dance

Please consult: Mrs Rowden | lrowden@chessington.kingston.sch.uk

Dance is a powerful and expressive subject which encourages students to develop their creative, physical, emotional and intellectual capacity, whatever their previous experience in the subject. The practical component of the course enables students to study dance by ‘doing’ and the anthology of professional works will provide a springboard for the development of creative and engaging practical tasks.

What we study

Students will study a range of dance styles and style fusions. Apart from the solo performance, they can choose any style in which to perform and choreograph, providing it meets the assessment criteria. You will have 3 GCSE Dance lessons per week. This will consist of two dance practical and one dance theory lesson per week.

Skills needed

• Interest and passion for Dance

• Confidence to complete solo and duet performances

How your work will be assessed

Component 1: Performance

60 Performance and•Set phrases through a solo performanceAssessment: (Performance 30 and choreography (approximately one minute in duration)internally marked andChoreography 30)

•Duet/trio performance (three minutesexternally moderated in a dance which is a maximum of five minutes in duration)

Choreography

•Solo or group choreography –a solo (two to two and a half minutes) or a group dance for two to five dancers (three to three and a half minutes)

Component 2: •Knowledge and understanding of Written Examination: 40 Dance choreographic processes and 1 hour 30 minutes appreciationperforming skills

•Critical appreciation of own work

•Critical appreciation of professional works

What this subject can lead to after Year 11

• A Level Dance

• BTEC Level 3 Performing Arts (Dance).

• University Degree in Dance

Dance (cont)

Possible Careers

Professional dancer

Choreographer

Theatre director

Dance teacher

Syllabus: AQA GCSE Dance –Specification 8236

Click to watch the video about Dance

Please consult: Mrs Rowden | lrowden@chessington.kingston.sch.uk

Additional information/Special requirements

N/A

Relevant website links for further information on the course/subject https://www.aqa.org.uk/subjects/dance/gcse/dance-8236

Should you have any questions, please click the link to submit them

Syllabus: GCSE Drama –Pearson specification

Please consult: Miss J. Twomey | jtwomey@chessington.kingston.sch.uk

What we aim to do

Explore the world of theatre in both a practical and theory manner. This gives you the skill set and knowledge to be able to pursue further education and a career in the theatre world.

What we study

We look at set text in detail, breaking down the different components of it from the character development to social context. This gives you the knowledge you need to be able to write in depth about the play in the written exam.

We look at a piece of live theatre and everything that is needed to put that piece from the page to the stage. During this exploration we look into what the role of a director is and how we are able to show the artistic intentions of a director and an actor on stage. We look at the relationship of the actor and the audience and how it feels to be on both sides of this relationship.

We look at devising our own performance and the different styles and practitioner influence that we can use to create a performance piece. We also create a piece of scripted performance or design element which is assessed by an external examiner in year 11.

Skills needed

In order to succeed and get the most out of the drama GCSE course you need to be able to work as part of a team and to be able to both listen to others opinions and contribute as part of a group. You need to be able to work independently when required to do so as there will be times that you need to develop parts of work alone. However, the most important thing you require is you need to have a passion for the theatre world and be ready to explore all areas of it.

How your work will be assessed

• Process of creating devised drama

Devising drama• Performance of devised drama (you mayby teachers and moderated contribute as performer or designer) by Pearson

• Analysis and evaluation of own work

Component 2: Knowledge and understanding of drama and Performance of Extract 1 (24 marks) 20 Texts in practicecontribute as performer or designer)and Extract 2 2 (24 marks) (practical) (Marked by Pearson)

Component 3: • Knowledge and understanding of drama and Written Paper

40 Understandingtheatre 1 hour 45 minutes drama

• Study of one set play from a choice of ten

• Analysis and evaluation of the work of live theatre makers

What this subject can lead to after Year 11

Drama will develop your confidence and ability to work as part of a team in a way that not many other subjects can. Studying drama can open many different avenues in both your personal development and your academic journey.

Possible Careers

There are a plethora of different roles within the creative industry that studying drama will help you with, from the stage actor, to the radio presenter to the sound engineer. However, it doesn’t stop there, any job that requires confidence and the ability to work as part of a team, drama is going to benefit your journey in that career.

Click to watch the video about Drama

Drama (cont)

Syllabus: GCSE Drama –Pearson specification

Click to watch the video about Drama

Please consult: Miss J. Twomey | jtwomey@chessington.kingston.sch.uk

Additional information/Special requirements

You will need to have a love of theatre and the ambition to succeed to do well on this GCSE.

Relevant website links for further information on the course/subject

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

https://www.bbc.co.uk/bitesize/examspecs/zrnjwty

Should you have any questions, please click the link to submit them

Design and Technology

Click to watch the video about Design Technology

Syllabus: AQA Design and Technology –Specification code: 603/7050/6

Please consult: Mrs. S.Poppe | spoppe@chessington.kingston.sch.uk

What we aim to do

Our Design and Technology GCSE qualifications enable students to participate in an increasingly technological world, it is a practical and valuable subject, teaching how to take risks and become more resourceful, innovative and enterprising. The courses cover core technical and designing and making principles, including a broad range of design processes and materials. Students will also have the opportunity to study specialist technical principles in greater depth through a chosen material area, such as textiles or product design.

We hope to make some visits out of school to relevant museums or venues.

What we study

Students will use their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values. In order to make effective design choices students will learn a breadth of core technical knowledge and understanding that consists of:

• Core technical principles (General D&T knowledge)

• Renewable energy sources, Sustainability, CAD/CAM

• Specialist technical principles (Specific timbers knowledge)

• Timber and its properties, bending, laminating and joining timber or

• Specialist technical principles (Specific Textiles knowledge)

• Fabric qualities, joining and shaping fabrics

• Designing and making principles (How to design and make)

• Exploring the work of designers, designing using CAD and traditional drawing techniques, making products using a laser cutter and 3D printer, and silk screen/felt/pattern cutting/plastic/wood etc

In addition to the core technical principles, all students will develop a knowledge and understanding of the following: 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, andsurface treatments and finishes.

Each specialist technical principle should be delivered through at least one material category or system. Not all of the principles outlined above relate to every material category or system, but all should be taught.

The categories through which the principles can be delivered are:

• papers and boards

• timber based materials

• metal based materials

• polymers

• textile based materials

• electronic and mechanical systems.

Skills needed

• Problem solving, creativity, working with a client, Maths and Science

• Enthusiasm – D&T projects often last a few weeks so you need that tenacity

• Leadership –you have to be in charge of your own work in D&T

• Organisation –without this in D&T you will not finish your project

• Respectfulness –listening to your client and others is vital in a D&T project

• Multitasking –being able to manage all the paperwork AND practical work in a D&T project

• Teamwork –working in a D&T workshop and group projects

Design and Technology (cont)

Syllabus: AQA Design and Technology

How your work will be assessed

•

•

Click

watch the video about Design Technology

–Specification code: 603/7050/6

Non-Exam• Identifying and investigating design possibilities (10 marks)Work will be marked50 Assessment• Producing a design brief and specification (10 marks) by teachers and

• Generating design ideas (20 marks) moderated by AQA

• Developing design ideas (20 marks)

• Realising design ideas (20 marks)

• Analysing and evaluating (20 marks)

What this subject can lead to after Year 11

DESIGN OUTDOORS MANUFACTURING ENGINEERING

Product Landscape Design Graphic Mechanical Interior Architecture Web Marine Exhibition Surveyor Games Civil

Furniture Construction CAD Industrial

DIGITAL TEXTILE OTHER

Graphic Clothing

Fashion Designer Medicine

Web Textile Technologist Textile Designer Law

Games Colour Technologist Further Education TeacherAstrology

CAD Interior and Spatial Designer

Additional information/Special requirements

The course is best suited to students who are able to complete the research assignments independently and mark off work completed on a spreadsheet.

Relevant website links for further information on the course/subject

https://qualifications.pearson.com/en/qualifications/btec-techawards/digital-information-technology-2022.html

Geography

Syllabus: AQA GCSE Geography – Specification 8035

Please consult: Mrs. A. Coates | abetts@chessington.kingston.sch.uk

What we aim to do

This exciting and relevant course studies geography in a balanced framework of physical and human themes and investigates the link between them. Students will travel the world from their classroom, exploring case studies in the United Kingdom (UK), higher income countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs). 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.

What we study

Living with the physical environment

The challenge of natural hazards – volcanoes, earthquakes and weather hazards

The living world – tropical rainforests and hot deserts

Physical landscapes in the UK – coasts and rivers

Challenges in the human environment

Urban issues and challenges – cities

The changing economic world –development

The challenge of resource management – water and food

Geographical applications

Issue evaluation – students will complete a decision making activity based on a pre-released resource.

Fieldwork

Geographical skills

Skills needed

Mathematical skills

Evaluation skills

Map skills

How your work will be assessed

Paper 1

• The challenge of natural hazards

• The living world physical environment• Physical landscapes in the UK

Living with the

• Geographical skills

Paper 2:1. Urban issues and challengesWritten Paper35

Challenges in the2. The changing economic world1 hour 30 minutes human environment3. The challenge of resource management

4. Geographical skills

Paper 31. Issue evaluationWritten Paper30

Geographical2. Fieldwork1 hour 15 minutes applications

3. Geographical skills

Click to watch the video about Geography

Geography (cont)

Syllabus: AQA GCSE Geography – Specification 8035

Click to watch the video about Geography

Please consult: Mrs. A. Coates | abetts@chessington.kingston.sch.uk

What this subject can lead to after Year 11

A Levels Courses –Geography & Chemistry

Vocational Courses –Leisure and Tourism

Duke of Edinburgh

Possible Careers

Studying Geography can open up opportunities in a number of exciting career choice, here are some geography compliments:

Military careers

Teacher

Police Climatologist

Cartographer

Urban Planner

Councillor

Additional information/Special requirements

There will be two one-day field trips. River study at Beverley Brook –investigation into the velocity of the river at various depths

Urban regeneration investigation –visit to Stratford to see the regeneration of the area after the Olympics and how it has changed the diversity of people in the area

Relevant website links for further information on the course/subject

Students will be using the AQA GCSE Geography book published by Oxford Press

Revision Guides will be available from school at the start of the course

Students will be using the AQA GCSE Geography book published by Oxford Press Revision Guides will be available from school at the start of the course.

Should you have any questions, please click the link to submit them

History

What we aim to do

Syllabus: Edexcel GCSE History –Specification 1H10

Click to watch the video about History

Please consult: Mr B. Forsyth | bforsyth@chessington.kingston.sch.uk

Apart from being very interesting and inspiring you with the topics we cover, history is useful for a host of different careers, and life too! In fact, history is very practical and teaches you vital skills that employers want.

What we study

Paper 1: Medicine Through Time; 1250-Present & The Western Front

A thematic study of medicine through time, in how it has developed and in some cases, stayed the same. The Western Front then serves as a case study to see how medicine developed through the First World War.

Paper 2: American West & Elizabethan England

Two depth studies with very different areas of content. American West explores the study of migration from the East of America in the 1800s to the West Coast, and the conflict that ensues with the Native Americans. Elizabethan England is an intriguing depth study into the Tudor Queen’s reign from coronation in 1558 to 1588. Including the trials and tribulations with her cousin, Mary, and the Spanish Armada.

Paper 3: Weimar & Nazi Germany

A depth study into the rise of the Nazi Party, following the end of the First World War. This topic goes into detail of how Hitler was able to rise to power and the implications for Germany, once in power.

Skills needed

Good written communication, analytical reasoning, critical thinking, gathering material, investigating and assessing, condensing or expanding on facts, ideas and arguments, basing conclusion on statistical research, being organised, detective skills and essay writing skills.

How your work will be assessed

Paper 2:American West,

British depth study

Paper 3:Unit 31: Weimar and Nazi Germany, 1918-39Written

Modern depth study

What this subject can lead to after Year 11

Further study in History, Law, Politics, Religious Studies and English. Part time/full time employment, voluntary or unpaid work.

Possible Careers

Studying history can lead on to some exciting career options, including: • Archivist

Heritage manager

Relevant website links for further information on the course/subject

Edexcel GCSE History (2016) | Pearson qualifications

Click

Syllabus: Edexcel GCSE History –Specification 1H10

Please consult: Mr B. Forsyth | bforsyth@chessington.kingston.sch.uk

Our very own piece of history from the school archives

Should you have any questions, please click the link to submit them

Music

What we aim to do

Syllabus: AQA GCSE in Music 8271

Click to watch the video about GCSE Music

Please consult: Mr. J. DuBock | jdubock@chessington.kingston.sch.uk

This GCSE qualification offers our students the chance to study a wide range of musical genres, with more opportunities for practical learning. This GCSE brings theory, listening and composition to life in new and engaging ways, and links to the world around us like never before. We know that every student has different learning styles and musical tastes, which is why this GCSE values all music styles, skills and instruments. Broaden our students’ minds and to foster a love of all music with a qualification that students of all abilities and backgrounds will enjoy.

What we study

There are four areas of study for the exam:

1. Western classical tradition 1650-1910

2. Popular music

3. Traditional music

4. Western classical tradition since 1910

–Pupils will also study composition skills and performance skills including use of music technology

Skills needed

• High quality verbal and writing skills –Internet research skills and independent study skills

• High motivation to rehearse your instrument regularly

–Basic music technology skills

Grade 3 capability preferred

• Some instrument or singing skills including keyboard (must be able to coordinate both hands on the keyboard)

How your work will be assessed

Understandingquestions: Music Section A: Listening –unfamiliar music (68 marks) Section B: Familiar study pieces( 28 marks)

2: Solo performance and ensemble performancesInternal

Performing (as an instrumentalist/vocalist/via technologyExternal

Component 3: Composition 1: Composition to a briefInternal

Composing Composition 2: Free composition

What this subject can lead to after Year 11

• Music A-Level Music

• Music technology A-Level

• Music BTEC level 3

• Music Technology BTEC Level 3

Music (cont)

Possible Careers

Syllabus: AQA GCSE in Music 8271

Click to watch the video about GCSE Music

Please consult: Mr. J. DuBock | jdubock@chessington.kingston.sch.uk

Musician performing live –bands, orchestra, soloist

Session or recording musician

Live event management

Sound engineer (live or studio)

Record producer

Mastering engineer

Record label/artist management

Music critic/journalist

Luthier or instrument technician

Additional information/Special requirements

Basic keyboard skills and skills on Apple Mac computers required. Taking lessons on instruments is highly desirable. Relevant website links for further information on the course/subject

https://www.aqa.org.uk/subjects/music/gcse/music-8271/introduction

Should you have any questions, please click the link to submit them

Physical Education

Syllabus: AQA GCSE Physical Education –Specification 8582

Please consult: Mrs L. Rowden | lrowden@chessington.kingston.sch.uk

What we aim to do

GCSE PE aims to develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge and understanding to improve performance. It shall support a developed understanding of physiological and psychological performance alongside technical and tactical awareness associated with practical sport.

What we study

You will have 3 GCSE lessons per week alongside your core PE lessons. At least two of your lessons will be classroom/ theory based and will consist of the below topics covered in component 1 and 2. At the end of year 11 students will partake in two externally assessed exams that consist of questions worth between 1-9 marks. Questions surround knowledge and understanding of a range of health, exercise, fitness and performance related topics, inclusive of interpretation of data and application to real sporting contexts.

Throughout the 2 years students will be assessed in 3 practical sports (one team, one individual and one other). Students will be scored out of 10 for the completion of skills and out of 15 marks for their performance in a competitive format in each of the 3 sports. Ideally, they should compete regularly outside of school for consideration of acceptable standards.

Skills needed

• A consistent and developed sporting background that includes performance at club level as a minimum in at least one sport

• A strong sports performance in at least 2 sports (including one individual and one team)

• A keen enthusiasm for the theoretical elements of sport

• Ability to analyse and evaluate to improve performance in physical activity and sport

How your work will be assessed

Topic 1: Applied anatomy and physiology

Topic 2: Movement analysis 1 hour 15 minutes and movement in• Topic 3: Physical training physical activity• Topic 4: Use of data and sport

human body

Component 2: • Topic 1: Sport psychology Written examination: 30 Socio-cultural• Topic 2: Socio-cultural influences 1 hour 15 minutes influences and• Topic 4: Health, fitness and wellbeing wellbeing in physical activity and sport

Component 3:

• Practical performance in three different Non-examined assessment: 40 Non-exam ● physical activities (one in a team activity, internally marked and assessment

● one in an individual activity and a third in externally moderated

● either a team or in an individual activity)

● performance in one selected sport

Physical Education (cont)

Click to watch the video about Physical Education

Syllabus: AQA GCSE Physical Education –Specification 8582

Please consult: Mrs L. Rowden | lrowden@chessington.kingston.sch.uk

What this subject can lead to after Year 11

• A Level Physical Education

• Level 3 BTEC Sport extended diploma

• Apprenticeships including Sports Coaching, Health and Leisure and Personal Training

• University degrees including BSc and BA in Physical Education, Sports Science, Sports Coaching, Strength and Conditioning and many more

Possible Careers

Sports Psychologist

Sports Physiotherapist

Sports Physiologist

Sports Biomechanist

Sports/ Physical Education Teacher

Sports Coach

Personal Trainer

Many more …

Additional information/Special requirements

Strong passion for at least 2 sports (one team and one individual). High standard of sporting ability (playing at club level outside of school within one sport). Regular participation in a number of extra curricular school sports.

Relevant website links for further information on the course/subject

https://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582

Should you have any questions, please click the link to submit them

Religious Studies

Syllabus: AQA GCSE Religious Studies A: Specification 8062

Please consult: Mrs. A. Coates | abetts@chessington.kingston.sch.uk

What we aim to do

Students have the opportunity to develop their knowledge, skills, understanding of religion as well as debating skills and consider ideas of whether God exists. In addition the specification encourages personal responses and informed insight on fundamental questions about identity, belonging, meaning, purpose, truth, values and commitments. The course aims to inspire students 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.

What we study

The intended learning outcomes of the course will enhance their knowledge and understanding of religions and nonreligious beliefs, such as atheism and humanism. Students will develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying. Over the two years students will acquire and improve their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject.

The course will be taught in two components, the first focusing on the study of beliefs, teachings and practices from a Christian and Islamic perspective.

The second component will focus on the following themes:

Theme B: Religion and life

Theme C: The existence of God and revelation

Theme D: Religion, peace and conflict

Theme F: Religion, human rights and social justice

Skills needed

Debating skills

Essay writing skills

Passion for questioning

How your work will be assessed

Component 1: Beliefs, teachings and practices of two from:

exam:

The study of Buddhism; Christianity; Catholic Christianity; 1 hour 45 minutes religions: beliefs,Hinduism; Islam; Judaism; Sikhism

teachings and practices Christianity and Catholic Christianity is a prohibited combination

Religious Studies (cont)

Click to watch the video about Religious Studies

Syllabus: AQA GCSE Religious Studies A: Specification 8062

Please consult: Mrs. A. Coates | abetts@chessington.kingston.sch.uk

Component 2: The second component is made up of four themes

Students will focus on the following three:

Theme A: Religion, relationships and families;

Theme B: Religion and life;

Theme C: The existence of God and revelation; Textual studies themes:

Students will have the opportunity to choose ONE of the following themes:

Theme D: Religion, peace and conflict;

Theme E: Religion, crime and punishment;

Theme F: Religion, human rights and social justice.

What this subject can lead to after Year 11

A Level courses –RS, Sociology, Psychology, English Language, Philosophy

minutes

Vocational courses –Health and social care, child development, travel & tourism, government and politics and education.

Possible Careers

Studying RS can open up opportunities in a number of careers:

Social worker –Doctor –Aid worker –Youth and community worker –Lawyer –Teacher –Human resources administrator –Uniformed public service –Military –Nursery work –Education –Journalist –Religious leader –Wedding planner

Additional information/Special requirements

Students must be aware that sensitive issues arise and must be respectful of others religious choices in respect of moral decision making.

Relevant website links for further information on the course/subject

Text books will be provided by the school. Reading a good quality newspaper on a regular basis and watching the news will help students in their contemporary understanding of the issues covered. Regular use of the library for research.

Should you have any questions, please click the link to submit them

Spanish

What we aim to do

Syllabus: Edexcel Spanish –Specification: 1SP0

Please consult: Mr. C. Murray | cmurray@chessington.kingston.sch.uk

Studying Spanish at GCSE will enable you to understand and communicate personal and factual information that goes beyond your immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy. It will also provide opportunities for you to communicate for practical purposes, learn new ways of thinking and read great literature in Spanish.

What we study

–Identity & Culture: Who am I? Relationships, when I was younger, friends and family, interests, socialising, role models.

–Local area, holiday and travel: preferences, experiences, destinations, asking for help, eating out, accommodation, shopping, weather, places to see and things to do.

–School: school types, school day, subjects, rules, trips, events, exchanges, friends and success.

–Future aspirations, work and study: forming relationships, travel, employment, further study, volunteering, training, jobs, careers and professions.

–International and global dimension: sports events, music events, campaigns, good causes, being ‘green’, access to natural resources and environment issues.

Skills needed

Receptive skills: listening and reading comprehension

Productive skills: spoken and written interaction

Deductive skills: working out the meaning of unknown words and expressions from prior knowledge and context

How your work will be assessed

Paper 1:You will be assessed on your understanding of standard Written examination

25 Listening andspoken Spanish by one or more speakers in a range Foundation tier: understanding of public and social settings. You will respond to 35 minutes including in Spanishmultiple-response and short-answer open response 5 minutes reading time questions based on a recording featuring male and female Spanish speakers Higher tier: 45 minutes including 5 minutes reading time

Paper 2:You will be assessed on your ability to communicate and Internally conducted 25 Speaking ininteract effectively through speaking in Spanish for and externally assessed Spanish different purposes and in different settings

Foundation tier: 7–9 minutes plus 12 minutes preparation time

Higher tier: 10–12 minutes plus 12 minutes preparation time]

Paper 3:You will be assessed on your understanding of written Foundation tier: 25 Reading and Spanish across a range of different types of texts, 45 minutes understanding including advertisements, emails, letters, articles and in Spanishliterary texts. You are required to respond to multiple-Higher tier: response and short-answer questions based on these 1 hour texts

Click to watch the video about Spanish

Spanish (cont)

Syllabus: Edexcel Spanish –Specification: 1SP0

Please consult: Mr. C. Murray | cmurray@chessington.kingston.sch.uk

Paper 4: You will be assessed on your ability to communicate Foundation tier: 25 Writing effectively through writing in Spanish for different 1 hour 10 minutes in Spanish purposes and audiences.

You are required to produce extended responses of Higher tier: varying lengths and types to express ideas and 1 hour 20 minutes opinions in Spanish. The instructions are in Spanish

What this subject can lead to after Year 11

• A-Level Spanish.

• University degrees that require a language: https://www.topuniversities.com/courses/modern-languages/guide

Possible Careers

https://www.prospects.ac.uk/careers-advice/what-can-i-do-with-my-degree/modern-languages#further-study

https://youtu.be/ocgx-ssrz7s

Additional information/Special requirements

• International relations: Our links with IES Venancio Blanco (Salamanca, Spain) have been consolidated with the establishment of a “pen pal scheme” through which you will be able to get in touch with Spanish students of English. The bidirectional nature of this scheme will allow you to boost your Spanish skills through purposeful and meaningful real-life language use as well as supporting your fellow Spanish colleagues develop their English skills.

• Exchange trip: the “pen pal scheme” will eventually lead to an exchange trip where you get to spend a week in Salamanca, Spain. School trips abroad intend to promote knowledge and understanding of different languages, cultures and ways of life by living with a host family, by attending lessons in the host school and by taking on a work experience. The main objectives are outlined as follows:

–The learning of a foreign language as a fundamental aspect of students’ comprehensive education.

–The knowledge and understanding of a foreign country’s culture and traditions.

–The development of the necessary skills to communicate with students of a different language and culture.

–Applying language competence and personal skills and abilities to be able to perform in different jobs as part of a work experience.

–The rapprochement between educational institutions of different countries through the daily coexistence during the trip.

Relevant website links for further information on the course/subject https://qualifications.pearson.com/en/qualifications/edexcelgcses/spanish-2016.html

Should you have any questions, please click the link to submit them

Click to watch the video about Spanish

Business Studies

Syllabus: OCR Level 1/2 Cambridge National Certificate in Enterprise and Marketing –Specification J837

What we aim to do

Cambridge National in Enterprise and Marketing gives students the practical and theoretical knowledge of business and is ideal for students wanting to explore the detailed world of enterprise and marketing.

What we study

Enterprise and Marketing concepts – External exam worth 40%

Students explore the techniques businesses use to understand their market and target their products, investigate what makes a product viable and understand how a business attracts and retains customers.

Design a business proposal – Coursework worth 30%

Students are presented with a business challenge from which they undertake independent research to create a fully costed business proposal. They will carry out market research, present data, generate product ideas, seek and act on feedback and cost their proposals. In this unit students will develop their self-assessment, collaborative working, creativity, numeracy, research and evaluative skills.

Market and pitch a business proposal – Coursework worth 30%

Students prepare for and pitch their proposed business. They develop brand identity and investigate how to best promote their product and then plan, practise and finally deliver their pitch. Afterwards they review both their performance and their business and self-evaluate their skills as well as those relating to self-presentation.

Skills needed

Students will be required to:

• Undertake independent research

• Be able to work to deadlines

• Complete written work to an acceptable standard for assessment

• Numeracy skills are required for the financial aspect of this course

• To reflect on self and peer feedback

• To present their final proposal to an external panel

How your work will be assessed

Please consult: Mr. K. Middleton | kmiddleton@chessington.kingston.sch.uk Title Details

3 Mandatory Units:

R067:The assessment will require the skills of analysis and Written Examination

40 Enterprise and evaluation. A range of different types of questions will 1 hour 30 minutes marketing conceptsbe used, including multiple choice questions, short/medium answer questions and extended response analysis and evaluation questions. Some of the questions will be context based. You will be presented with a short scenario and will apply your knowledge of enterprise and marketing concepts to produce a relevant response

R068:1. To be able to identify the customer profile for a Centre-assessed30 Design a business challengetasks: practical tasks business proposal2. To be able to complete market research to aid in the context of an decisions relating to a business challengeOCR-set assignment.

3. To be able to develop a design proposal for a Centre assessed, business challengeOCR moderated

4. To be able to review whether a business proposal is viable

Business Studies

Syllabus: OCR Level 1/2 Cambridge National Certificate in Enterprise and Marketing –Specification J837

Please consult: Mr. K. Middleton | kmiddleton@chessington.kingston.sch.uk

1. To be able to develop a brand identity and Centre-assessed 30 Market and pitch a promotional plan to target a customer profile tasks: practical tasks business proposal2. To be able to plan a pitch for a proposal in the context of an

R069:

3. To be able to pitch a proposal to an Audience OCR-set assignment.

4. To be able to review the strengths and weaknesses Centre assessed, business challenge of a proposal and pitch OCR moderated

What this subject can lead to after Year 11

Business, Accounting or Economics A level Accounting, Finance or management T level OCR Ctec Level 3 in Business

Possible Careers

This qualification is relevant to any form of employment since it helps the learner to gain an understanding of how a business functions.

Business Studies is specifically linked to careers in:

• Entrepreneurship

• Management

• Advertising

• Law

• Retail

Additional information/Special requirements

Students will require access to computer equipment in order to complete independent written research. Work outside of the classroom to be expected.

Unit 1 requires completion in Year 10. Consistent attendance and effort are required to complete this course.

Relevant website links for further information on the course/subject

https://www.ocr.org.uk/qualifications/cambridge-nationals/enterpriseand-marketing-level-1-2-j837/

Should you have any questions, please click the link to submit them

Catering

Click to watch the video about Catering

Syllabus: WJEC Level 1/Level 2 Vocational Award in Hospitality & Catering

Please consult: Mrs. B. Ford | bford@chessington.kingston.sch.uk

What we aim to do

By studying Level 1 & 2 Hospitality and Catering students will be able to:

1.Demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food ingredients whilst using different cooking techniques and equipment

2.Develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks

3.Understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health

4.Demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and food safety considerations when preparing, processing, storing, cooking and serving food

5.Understand and explore the Hospitality and Catering industry, the job roles and the different types of equipment used to support the industry

What we study

Areas of content for unit 1 theory:

1.Understand the environment in which providers operate and principles of nutrition

2.Understand how hospitality and catering provisions operate

3.Provision meets health and safety requirements. Cooking and food preparation

4.How food can cause ill health

5.The hospitality and catering provision to meet specific requirements

Unit 2: Hospitality and Catering in Action

• This is your Non Exam Assessment (NEA) (formally known as coursework)

• Internally assessed by your teacher and externally moderated

• Practical exam is to plan, cook and serve two complete dishes (with accompaniments) in Yr.11

• 9 hours, including a 3 hour practical exam. 60% of your final grade

Skills needed

Merit/Distinction candidates are likely to choose dishes from the high and medium level skills range.

Examples: Quiche Lorraine (or similar) using shortcrust pastry, Bakewell Tart (or similar) using pate sucree, profiteroles or éclairs using choux pastry, decorated gateau or roulade (whisking method cake), Swiss buns or Chelsea buns made with rich yeast dough, lasagne with béchamel sauce, fish pie, chicken and fish dishes with more elaborate sauces or stuffing, decorated cakes and pastry items that require piping and decoration skills as well as shaping.

Higher Level Skills:

• Pastry making – shortcrust, pate sucre, choux. Rough puff could be included

• Roux based sauces e.g. béchamel, velouté

• Meringues and Pavlovas (baked). NB. Using ready-made meringues is not a high level skill

• Complex meat and fish cookery (using high risk foods) e.g. Chicken Kiev, boning out chicken, fish cakes, filleting fish.

• Decorated cakes, gateaux, roulades and Swiss rolls, Genoese, whisked and decorated fruit flan

• Rich yeast dough e.g. Chelsea buns and iced buns, Danish pastries, croissants

• Cheesecake, mousse and soufflés using gelatine

• Complex decorations – spun sugar, coulis, feather icing, piping, shapes made with melted chocolate

• Fresh pasta

• Fresh custard sauce

Catering (cont)

Click to watch the video about Catering

Syllabus: WJEC Level 1/Level 2 Vocational Award in Hospitality & Catering

Please consult: Mrs. B. Ford | bford@chessington.kingston.sch.uk

How your work will be assessed

Unit 1: You will learn to use your knowledge and Written exam: 40 The Hospitality & understanding of the hospitality and catering 1 hour 30 minutes Catering Industryindustry in order to propose new hospitality and catering provision to meet specific needs

Unit 2: You will learn to safely plan, prepare, cook and Internal assessed 60 Hospitality & present nutritional dishes & externally Catering in Action moderated

What this subject can lead to after Year 11

When you pass you could go onto catering college or train in the hospitality industry while working. This qualification will help you develop the essential skills to move into employment, training and further education. You could move onto NVQs, BTEC Hospitality and Catering courses, as well as the vast range of employment opportunities

Possible Careers

The H&C sector includes all businesses that provide food, beverages, and/or accommodation services. This includes restaurants, hotels, pubs and bars. Also airlines, tourist attractions, hospitals and sports venues; businesses who are growing increasingly dependent on H&C for success. Fourth largest industry in Britain and accounts for around 10% of the total workforce. Lots of H&C jobs are given to 18-24 year olds including:

Hotel Managers, Head Chef, Restaurant Managers

Also: Nutritionists, Dietician, Sport Science, Journalism, EHO, Food Scientists

We had several students take part in the borough MasterChef competition 2019. A past student has gone on to become a chef at Buckingham Palace, serving the Queen. Many students have moved on to college courses at Carshalton, Merton, Nescot and Esher.

Additional information/Special requirements

This course does include weekly cooking lessons, so please be prepared to bring in ingredients for these lessons every week. Also check Class Charts for the recipe.

Relevant website links for further information on the course/subject

https://www.eduqas.co.uk/qualifications/hospitality-and-cateringlevel-1-2/#tab_overview

https://www.youtube.com/watch?v=PYXXmuRFbpE

Should you have any questions, please click the link to submit them

Child Development

Click to watch the video about Child Development

Syllabus: NCFE CACHE Level 2 Technical Award in Child Development and Care

Please consult: Miss Rutledge | krudledge@chessington.kingston.sch.uk

What we aim to do

Learn about the child’s development from 0-5 years. What impacts their development and how we as education care workers can assist in their development. Knowledge of children’s milestones. We will aim to develop your understanding of working in the child care industry. To encourage students to be reflective on their own education and development as a child to increase their ability to care for others.

What we study

Child care settings. Types of placements and how to prepare. Roles and responsibilities of the early years worker. Patterns of holistic development, using everyday care routines to support a child’s development towards important milestones in their childhood. You will understand how to meet an individual child’s needs, and learn about all the varying needs they may have.

Skills needed

• Love of children, ambition to work in a child setting, nursery, care centre

• Undertaking a work experience placement at Piglets Nursery to gain valuable experience

• Having good IT skills, especially being able to use all aspects of Google

• Being able to complete out of comfort zone activities to support the learning

• Learning through the child’s eyes

• To be able to research and gather information effectively

How your work will be assessed

1. Understand types of settings and local provision

for children Understand how to prepare for placement

2. Understand the responsibilities and limits of the early years worker in placements

3. Understand individual needs and the necessity for fairness and inclusive practice

4. Understand the expected pattern of holistic child development

5. Understand the importance of observations and assessments and how they support development

6. Understand factors that may affect children’s holistic development

5. Understand how to use everyday care routines and activities to support independence, health, safety and well-being

Controlled

1. Scenario situation given and coursework completed

Assessmentfrom the knowledge and information learned on theassessment

course

2. Guided revision hours prior to the controlled assessment

3. Pre release scenario

What this subject can lead to after Year 11

Child Care and Development Qualifications Level 3, Health and Social Care Level 3, Physcology. Work placement in Nursery or 0-5 years child care settings. Volunteering in care centres/church groups/children’s play centres.

Child Development (cont)

Click to watch the video about Child Development

Syllabus: NCFE CACHE Level 2 Technical Award in Child Development and Care

Please consult: Miss Rutledge | krudledge@chessington.kingston.sch.uk

Possible Careers

Child Care and Development Qualifications, Health and Social Care Industry, Nursery, Primary Education. Care Workers, Care Centre Managers and Leaders. Working and leading child care groups in community settings.

Additional information/Special requirements

A sense of fun, energy, imagination, empathy and patience.

Relevant website links for further information on the course/subject

https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

https://www.qualhub.co.uk/qualification-search/qualification-detail/ncfe-cache-level-2-technical-award-in-childdevelopment-and-care-563

Should you have any questions, please click the link to submit them

Digital Information Technology

Click to watch the video about Digital Information Technology

Syllabus: Pearson BTEC Level 1/ Level 2 Technical Award in Digital Information Technology

Please consult: Mr. B. Cosgrave | bcosgrave@chessington.kingston.sch.uk

What we aim to do

The BTEC in Digital Information Technology is a digital qualification that gives students a real insight into the modern fundamentals of IT. It gives students the opportunity to learn a strong mix of creative design and technical knowledge. This qualification is different from Computer Science in that it is a more practical, hands-on subject where students will build and use software packages alongside learning about the fundamentals of digital information technologies.

What we study

Learners will acquire technical knowledge and technical skills through vocational contexts by studying the knowledge, understanding and skills related to data management, data interpretation, data presentation and data protection as part of their Key Stage 4 learning.

The Award gives 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 digital information technology, such as project planning, designing and creating user interfaces, creating dashboards to present and interpret data

• Process that underpins effective ways of working in digital information technology, such as project planning, the iterative design process, cyber security, virtual teams, legal and ethical codes of conduct

• Attitudes that are considered most important in digital information technology, including personal management and communication

• Knowledge that underpins effective use of skills, process and attitudes in the sector such as how different user interfaces meet user needs, how organisations collect and use data to make decisions, virtual workplaces, cyber security and legal and ethical issues

Skills needed

You will build upon the knowledge and skills you have gained in your 3 years of lower school computer science. Ideally you will also possess.

• A keen interest in ICT systems and how they work

• Creativity and interest in design of ICT systems

• Willingness to learn and work hard and learn new skills

How your work will be assessed

Component 1:A. Investigate user interface design for

Exploring User individuals and organisations

Interface DesignB. Use project planning techniques to plan Principles and and design a user interface

Project PlanningC. Develop and review a user interface Techniques

Component 2:A. Investigate the role and impact of usingInternally assessed30 Collecting, data on individuals and organisations

Presenting andB. Create a dashboard using data manipulation

Interpreting Datatools

C. Draw conclusions and review data presentation methods.

Digital Information Technology (cont)

Syllabus: Pearson BTEC Level 1/ Level 2 Technical Award in Digital Information Technology

Please consult: Mr. B. Cosgrave | bcosgrave@chessington.kingston.sch.uk

Title Details

Time %

Component 3:A. Demonstrate knowledge of facts, terms, processes External synoptic:40

Effective Digital and issues in relation to digital information technology1 hour 30 minutes

Working PracticesB.Apply an understanding of facts, terms,processes and issues in relation to digital information technology

C. Analyse, evaluate and make reasoned judgements about the use, factors and Implications influencing digital information technology

D. Make connections with the concepts, issues, terms and processes in digital information technology

What this subject can lead to after Year 11

BTEC DIT is Ideal for learners who want to progress to a digital Apprenticeship or BTEC Level 3 Nationals.

Possible Careers

• Ideal for learners who want a career in IT and want to get a broad taste of digital skills.

• A stepping stone to careers like IT Project Management, Technical Support and Cyber Security.

• Taking DIT would suit students looking for a career in app design, web design, video game design, digital advertising, and more

Additional information/Special requirements

Opportunities for trips such as the national Museum of Computing and Emirates Aviation Experience.

Relevant website links for further information on the course/subject

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/digital-information-technology.html

Should you have any questions, please click the link to submit them

Media Studies

Click to watch the video about Media Studies

Syllabus: Pearson BTEC Level 1/Level 2 Technical Award in Creative Media Production

Please consult: Mrs. G. Massey | gmassey@chessington.kingston.sch.uk

What we aim to do

The Award gives learners the opportunity to develop Media sector-specific knowledge and skills in a practical learning environment.

What we study

The main focus is on four areas of equal importance, which cover the:

• development of key skills that prove your aptitude in creative media production such as investigating and developing ideas through pre-production, production and post-production of media products

• process that underpins effective ways of working in creative media production, such as responding to briefs and feedback, planning and generating ideas

• attitudes that are considered most important in creative media production, including personal management and communication

• knowledge that underpins effective use of skills, process and attitudes in the sector such as production processes and techniques

This course complements the learning in GCSE qualifications, such as Design and Technology, Art and Design, and Computer Science, by broadening the application of ‘design and make’ tasks, working with a media brief, and understanding and engaging different audiences through making compelling media products.

Skills needed

The course is for learners who want to acquire technical knowledge and technical skills through vocational contexts by applying the learned knowledge and processes related to investigating, exploring and creating media products as part of their Key Stage 4 learning. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden the learners experience and understanding of the varied progression options available to them.

How your work will be assessed

3. Review own progress and development of skills and practices

Create a Media techniques to a brief9 hours supervised Product in2. Develop planning materials in response to a brief Response to a Brief3. Apply media production skills and techniques to the creation of a media product

4. Create and refine a media product to meet the requirements of a brief

Media Studies (cont)

Click to watch the video about Media Studies

Syllabus: Pearson BTEC Level 1/Level 2 Technical Award in Creative Media Production

Please consult: Mrs. G. Massey | gmassey@chessington.kingston.sch.uk

What this subject can lead to after Year 11

Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning, either generally or in this sector.

The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification. Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:

• A Levels as preparation for entry to higher education in a range of subjects

• study of a vocational qualification at Level 3, such as a BTEC National in Media, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the media sector.

Learners who generally achieve at Level 1 across their Key Stage 4 learning might consider progression to:

• study at Level 2 post-16 in a range of technical routes designed to lead to work, to progression to employment, to apprenticeships or to further study at Level 3. For these learners, the attitudes and the reflective and communication skills covered in this qualification will help them achieve

• study of media post-16 through the study of a Technical Certificate. Learners who perform strongly in this qualification compared to their overall performance should strongly consider this progression route as it can lead ultimately to employment in the media sector.

Possible Careers

Actor, Art director, Copywriter, Advertiser, Media buyer, Animator, Curator, Image editor, Audio-visual technician, broadcast journalist, computer games tester, costume designer, industrial designer, digital marketer, director of photography, cinematographer, entertainer, graphic designer, illustrator, lighting technician, gaffer, sound engineer, magazine journalist, market researcher, marketing executive, brand manager, media researcher, model maker, newspaper journalist, reporter, press officer, newspaper or magazine editor, photographer, photographic technician, product designer, 3D designer, props technician, radio broadcast assistant, screenwriter, set designer, sports commentator, pundit, stage manager, stagehand, stage technician, TV or film director, TV or film producer, TV or film production manager, TV or film production runner, TV or film sound technician, TV presenter, technical author, video editor, film editor, web content editor, web content designer, digital editor, online content producer, web designer, digital designer, writer, author.

Additional information/Special requirements

The course is best suited to students who are able to meet deadlines for the production of both reports and practical projects. It is recommended that students who take the course already have a wide range of media interests and general awareness of the full range of media products across the three key media sectors of print, audio/visual and interactive.

Relevant website links for further information on the course/subject https://qualifications.pearson.com/en/qualifications/btec-tech-awards/creative-media-production.html

Should you have any questions, please click the link to submit them

Music

Click to watch the video about Music

Syllabus:Pearson BTEC Level 1/Level 2 Technical Award in Music Practice (2022)

Please consult: Mr. J. DuBock | jdubock@chessington.kingston.sch.uk

What we aim to do

Provide an interesting and fun introduction to the world of music products. Exploring performing, composing and producing skills across several areas and styles of music. Then developing skills in two key areas before completing a final project by responding to a commercial brief. You will learn about a wide variety of music industry related ideas and develop skills that will help you to succeed in any area –like auditing your skills and creating a development plan. This course will set you up with a clear idea of what it takes to succeed in the real music industry.

What we study

• At least eight different styles of music from the 20th century plus western classical music

• Your ability to compose, perform and produce music

• How to plan for improvement and develop your skills in two areas (composing, performing and producing music)

• How to respond to a commercial brief focusing on one specialist area (composing, performing and producing music)

Skills needed

High quality verbal and writing skills

Internet research skills

Independent study skills

High motivation to rehearse your instrument regularly

Basic music technology skills

Some instrument or singing skills including keyboard (must be able to coordinate both hands on the keyboard)

How your work will be assessed

What this subject can lead to after Year 11

Music (cont)

Click to watch the video about Music

Syllabus:Pearson BTEC Level 1/Level 2 Technical Award in Music Practice (2022)

Please consult: Mr. J. DuBock | jdubock@chessington.kingston.sch.uk

Possible Careers

Musician performing live –bands, orchestra, soloist

Session or recording musician

Live event managementSound engineer (live or studio)

Record producer

Mastering engineer

Record label/ artist management

Music critic/journalist

Luthier or instrument technician

Additional information/Special requirements

Skills on Apple Mac computers desirable

Relevant website links for further information on the course/subject

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/music-practice-2022.html

Should you have any questions, please click the link to submit them

Sport

Click to watch the video about Sport

Syllabus: Pearson BTEC Level 1/Level 2 First Award in Sport

Please consult: Mrs L. Rowden | lrowden@chessington.kingston.sch.uk

What we aim to do

This course gives learners opportunities to link education and the world of work in engaging, relevant and practical ways. As well as supporting learners’ development of transferable interpersonal skills, including working with others, problem solving, independent study and personal, learning and thinking skills. Students should have a passion for participation and general knowledge of sport. Moreover, giving learners a route through education that has clear progression pathways to further study or an apprenticeship

What we study

60% of a students’ final grade will come from internally assessed units. The coursework requires students to plan, deliver and analyse/evaluate their own application in a variety of sporting contexts, including sports activity and the means through which provision can be enhanced and officiating and performing within sports situations. The majority of the lessons will utilise computers and there is a sense of ownership and independence encouraged throughout cognitive aspects of the course. Students will complete one externally assessed exam that is worth 40% of their final grade. The exam will consist of physical training topics including components of fitness, fitness assessments, principles of training, thresholds of training and methods of training.

Skills needed

• A keen enthusiasm for sport

• Communication skills to deliver practical activity to others

• A thirst for independent teacher facilitated learning and a willingness to respond to feedback for best outcomes

• Competent in basic IT skills

How your work will be assessed

Title Details

Time %

1 Preparing A coursework assignment set by Pearsonto be completed inInternal – 30 Participants to Takein approximately 5 hours of supervised assessment worthexternally Part in Sport and60 marks moderated Physical Activity

Students will need to apply their knowledge to a set scenario. They will need to suggest appropriate activities for the scenario, planning and delivering an appropriate warm-up

2 Taking Part andA coursework assignment set by Pearsonto be completed Internal –30 Improving Otherin approximately 4 hours of supervised assessment worth externally Participants60 marksmoderated Sporting

PerformanceLearners will investigate the components of fitness and their effect on performance in a set scenario. Students will learn about the rules, regulations and roles of officials within sport. They will participate in sporting activities in both isolated and competitive situations

Sport (cont)

Syllabus: Pearson BTEC Level 1/Level 2 First Award in Sport

Please consult: Mrs L. Rowden | lrowden@chessington.kingston.sch.uk

Fitness to ImproveLearners to use theoretical knowledge and understanding Other Participantsof applied anatomy and physiology, movement analysis Performance inand physical training. Learners will be introduced to and Sport and Physicaldevelop an understanding of the importance of fitness Activity and the different types of fitness for performance in sport and physical activity. They will also develop an understanding of the body and fitness testing. This is a 1.5 hour exam worth 60 marks.

What this subject can lead to after Year 11

• Level 3 BTEC Sport extended diploma

• Apprenticeships including Sports coaching, Health and Leisure and Personal Training

• University degrees in BSc and BA in Physical Education, Sports coaching, Strength and Conditioning and many more

Possible Careers

Sports Coach

Personal Trainer

Sports Psychologist

Sports Physiotherapist

Many more …

Additional information/Special requirements

There are no special requirements to complete this course

Relevant website links for further information on the course/subject

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/sport-2022.html

Should you have any questions, please click the link to submit them