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Year 9
Options
Booklet
2018
Ysgol Stanwell School
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STANWELL SCHOOL
Headteacher: Mr D Jones
Chair of Governors: Mr A Rogers
The Options Team
Mrs C Kynaston Deputy Headteacher
Mr J Ovens Head of Year 8
Mrs R Sterlini Head of Year 8
Mrs N Worrall Careers Advisor
Careers Wales
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C O N T E N T S
1. The Options Team
2. Contents
3. Introduction; Options Evening Meeting
4. The Curriculum; How to Choose Your Option
Subject Descriptions – Compulsory Subjects
5-7. English and English Literature
8-9. Mathematics
9. Physical Education
10. Religious Studies
11. Science
12-13. Welsh
14-15. Welsh Baccalaureate
16. Careers
Subject Descriptions – Options Subjects
17-18. Art and Design
19-20. Business Studies
21. Child Development
22. Computer Science
23-24. Design & Technology Product Design (including Graphics)
25-26. Design & Technology Fashion & Textiles
27. Drama
28-29. Economics
30-31. Engineering
32-33. Food and Nutrition
34-35. French
36-37. Geography
38-39. German
40-41. History
42. Information and Communication Technology
43. MCPT Academy
44. Media Studies
45-46. Music
47. Performing Arts
48. Physical Education
49-50. Travel & Tourism BTEC
51-52. Workskills BTEC
53. GCSE Results 2016
54. GCSE Results 2017
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I N T R O D U C T I O N
This handbook gives information on the proposed curriculum to be provided for our Year
9 pupils in September 2018. Year 9 is important for each pupil, as it is the first of the three
years leading to the public examinations.
The curriculum provides a breadth and balance of study, which prepares pupils for the
opportunities and experiences of adult life. At Stanwell we encourage participation in post-
16 education. The curriculum structure gives each pupil a very wide choice of future courses
of study.
The curriculum consists of compulsory subjects which are followed by all pupils and option
subjects. After consultation with the pupils the option subjects will be organised into four
groups/blocks and the pupils study one of the subjects in each block.
O P T I O N S E V E N I N G M E ET I N G
To help parents and pupils make a more informed choice of option subjects; the school has
organised a meeting on Tuesday, 27th March, at 6pm when staff from departments will give
brief descriptions of the courses available.
The subject staff, together with the Heads of Year, Careers staff and senior staff will be
available to answer individual questions.
The Options Evening Meeting is in addition to the Year 8 Parents’ Evening.
We hope that you will be able to attend on Tuesday, 27th March, and look forward to seeing
you.
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T H E C U R R I C U L U M
The curriculum consists of compulsory subjects, which are studied by all pupils, and
option subjects, which are chosen by the pupils.
1. COMPULSORY SUBJECTS
All pupils will pursue the following courses:
English
Mathematics
Science
Welsh
Personal & Social Education
Physical Education
Religious Studies
Welsh Baccalaureate
2. OPTION SUBJECTS
Pupils should choose any four subjects from the option subjects in this book.
HOW TO CHOOSE YOUR OPTIONS
The option choice form, which will be e-mailed to all Y8 pupils, is to be completed with your
child’s four option choices. We will try to ensure that pupils receive their first choice of
option subject, however if this is not possible then the pupil and their parents will be
informed. Pupils have until the end of Monday, 16th April, to make their choices.
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C O M P U L S O R Y S U B J E C T D E S C R I P T I O N S
E N G L I S H A N D E N G L I S H L I T E R A T U R E
Pupils in English Language are assessed on the following skills:
Reading
Writing
Speaking and Listening
Assessment objectives Weighting
AO1 Oracy 20%
AO2 Reading 40%
AO3 Writing 40%
Pupils develop a range of writing and oral skills for different purposes and
audiences.
Reading includes a range of fiction and non-fiction texts, including
continuous and non-continuous texts.
Most pupils also follow the English Literature course, which widens their
experience of poetry, prose and drama.
GCSE grades are composed of external examinations and Non Examined
assessment/non-examination units (assignments completed under teacher
supervision).
Non-examination units:
English Language Unit 1: 20%
English Literature Unit 3: 25%.
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English Language:
http://www.wjec.co.uk/supporting/english-language-gcse-in-wales.html
Pupils will be entered for the GCSE English Language qualification in Year 11.
Unit 1 Oracy
20%
(Non-examination)
Year 10 and
Year 11
Individual Researched Presentation
(based on WJEC set themes)
Responding and Interacting
(Group discussion on stimuli provided by WJEC)
Unit 2
40%
(External
assessment
2 hours)
May 2021
Reading (20%) Understanding of at least one description,
one narrative and one exposition text, including
continuous and non continuous texts, assessed through
structured questions.
Writing* (20%) One writing task selected from a choice of
two that could be description, narration or exposition.
Unit 3
40%
(External
assessment
2 hours)
May 2021
Reading (20%) Understanding of at least one
argumentation, one persuasion and one instructional text,
including continuous and non continuous texts, assessed
through structured questions.
Writing* (20%) One compulsory argumentation writing
task and one compulsory persuasion writing task.
* half of the marks for writing will be awarded for communication and organisation and the other half for writing
accurately.
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English Literature:
http://www.wjec.co.uk/qualifications/english/english-literature-gcse
Pupils will be entered for the GCSE Literature qualification in Year 10.
Unit 1
External
Exam Unit
35%
Study: Year 9
Examination:
January 2020
Unit 1: Prose (different cultures) and poetry
(contemporary)
Prose:
To Kill a Mockingbird Harper Lee
or
Of Mice and Men John Steinbeck
Poetry:
1 essay comparing 2 unseen poems
Unit 2a
External
Exam Unit
40%
May 2020
Unit 2a: Literary heritage drama and contemporary
prose
Contemporary Prose:
About a Boy Nick Hornby
or
Heroes Robert Cormier
Literary Heritage Drama:
An Inspector Calls J B Priestley
Unit 3
Non-
Examination
Assessment
25%
Autumn term
(Year 10)
2019
Unit 3:
Section A: Shakespeare Assessment will be based on
a thematic essay question on a Shakespeare play.
Candidates may have up to 2 hours to complete this
non-examination assessment.
Section B: Welsh Writing in English Assessment will
be based on a group of 15 thematically linked poems
taken from the Library of Wales anthology. Candidates
may have up to 2 hours to complete this non-
examination assessment.
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M A T H E M A T I C S
Mathematics is a compulsory subject and is not involved with your option choices. There will
be two mathematics GCSE courses, Mathematics and Mathematics Numeracy. Each
consists of non-calculator and calculator examinations with 3 tiers of entry:
Higher Tier: Grades A* – C
Intermediate Tier: Grades B – E
Foundation Tier: Grades D – G.
GCSE in Mathematics – Numeracy
Learners entered for this qualification must sit both papers at either foundation, intermediate
or higher tier, in the same examination series. The written paper for each tier will comprise a
number of short and longer, both structured and unstructured questions which may be set on
any part of the subject content of the specification. Some of these questions will involve
different parts that assess different aspects of numeracy but in the same context. Part-
questions may vary in level of demand and some questions will use multiple-choice
assessment.
GCSE in Mathematics
Learners entered for this qualification must also sit both papers at either foundation,
intermediate or higher tier, in the same examination series. The written papers for each tier
will comprise a number of short and longer, both structured and unstructured questions which
may be set on any part of the subject content of the specification. Candidates entered for
GCSE Mathematics will be expected to be familiar with the knowledge, skills and
understanding implicit in GCSE Mathematics – Numeracy. Questions may be set on topics
that are explicitly listed in the content of GCSE Mathematics – Numeracy and some
questions will use multiple-choice assessment.
http://www.wjec.co.uk/qualifications/mathematics/mathematics-gcse
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The following table summarises the way in which the mathematical content will be divided
across the two mathematics GCSEs (GCSE Mathematics – Numeracy and GCSE
Mathematics):
GCSE Mathematics - Numeracy Mathematics
Content Number, Measure and
Statistics plus some aspects
of Algebra, Geometry and
Probability
All the
content of
GCSE
Mathematics
- Numeracy
Additional
Algebra,
Geometry
and
Probability
Assessment focus The application of the above
content in context
-
The
application
of the above
content in
context
Procedural skills in situations
that are context-free or
involve minimal context for
all content
P H Y S I C A L E D U C A T I O N
The course builds on the activities followed in Key Stage 3 and aims to develop a
commitment to an active lifestyle. Pupils will have the opportunity to develop their
knowledge, skills and understanding by selecting areas in Physical Education which will
include sports and activities not previously offered, such as Basketball and use of Multi Gym
and Free Weights in the Fitness Suite
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R E L I G I O U S S T U D I E S
If you are good at problem solving, have a critical mind and good powers of analysis you
have the essential qualities needed to study GCSE Religious Studies. These skills are useful
for many career fields including medicine, law, management, business and personnel.
Employers look for an RS qualification as they know people will have this range of skills and
will be able to work effectively as part of a team.
Religious Studies will enable you to:
explore religions and beliefs engaging with them intellectually and responding
personally
adopt an enquiring, critical and reflective approach to the study of religion
enhance your understanding of different cultures in the wider world
reflect on and develop your own values, opinions and attitudes in light of your
learning.
In Years 9 and 10 students follow the WJEC GCSE Course in Religious Studies
Part A: Candidates must study two core beliefs/teachings and two practices of Christianity
AND one other of the six main world religions.
Part B: Candidates must also study two philosophical themes from the perspective of
Christianity AND one other of the six main world religions:
Life and Death
Good and Evil
Candidates must also consider non-religious beliefs, such as those held by Humanists and
Atheists
In Year 11 students follow the GCSE Course in Religious Studies
Part A: Candidates must study two core beliefs/teachings and two practices of Christianity
AND one other of the six main world religions.
Part B: Candidates must also study the two ethical themes from the perspective of
Christianity AND one other of the six main world religions:
Relationships
Human Rights
Candidates must also consider non-religious beliefs, such as those held by Humanists and
Atheists.
For further information, please use the following link to the WJEC website:
http://www.wjec.co.uk/qualifications/religious-studies/r-religious-studies-gcse-2017/wjec-
gcse-religious-studies-spec-from-2017-e.pdf?language_id=1
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S C I E N C E
Science is a compulsory subject at Key Stage Four and is not involved in your option choices.
Pupils will study topics such as Plants, Ecosystems, Atoms, Chemical Reactions, Electricity
and Space.
How will the course be organised?
During Year 9, all pupils will follow a science course which covers all three science subjects
(biology, chemistry and physics). There will be no external examinations during Year 9.
Pupils will sit final internal examinations in all science subjects at the end of Year 9. The
results from the examinations in Year 9 will inform the school of the most appropriate
science course for your child in Years 10 and 11. One of the following courses will be
studied:
Separate Science (Biology, Chemistry and Physics)
GCSE Science Double Award
How is the course assessed?
Pupils following the Separate Science course will take three external examinations (one in
each science) at the end of Year 10 and three external examinations (one in each science) at
the end of Year 11. There will be practical assessment exercises for each science subject that
will be taken during January and February of Year 11.
Pupils following the Double Award will take three external examinations (one in each
science) at the end of Year 10 and three external examinations (one in each science) at the
end of Year 11. There will be practical assessment exercises that will be taken during January
and February of Year 11.
http://www.wjec.co.uk/qualifications/science/
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W E L S H S E C O N D L A N G U A G E
Aims and objectives
This GCSE specification in Welsh second language will enable candidates to:
understand and use the language for a variety of purposes and audiences
develop language learning skills and strategies in order to enable candidates to
communicate and interact confidently and spontaneously in relevant situations and
specified context
develop language learning skills and strategies to enable candidates to develop their
grasp of Welsh further
develop listening, speaking, reading and writing skills in an integrated manner,
emphasising listening and speaking skills
use Welsh in further studies, in the workplace and in their communities
develop curiosity about the Welsh language
This qualification has two external assessment units which are weighted equally and two
internal assessment units. The two external assessment units test reading and writing skills
while the two internal assessment units test oral and listening skills.
In planning this specification, careful consideration has been given to the duration of
examinations and the number of questions in order to ensure a balance between robust
assessment and feasibility. Various types of questions and clear instructions aim to make this
non-tiered assessment accessible to learners of all abilities.
SUMMARY OF ASSESSMENT
Unit 1:
Oracy response to visual material- Non-examination assessment:
6 – 8 minutes (pair) 9 – 12 minutes (Group of three)
25% of qualification 50 marks
1 task
(10%) Speaking (15%) Listening
A task for a pair/ group of three based on a visual stimuli provided by the WJEC to stimulate
discussion.
The assessment will consist of three parts which are to be carried out in the following order:
watch a visual clip (approximately 2 minutes) twice and fill in a related sheet
respond to specific questions regarding clip, asked by the teachers. The questions will
be provided by WJEC
discussion between the pair/group of three on what was watched
Learners are not permitted to use dictionaries in any part of the assessment
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Unit 2:
Communicate with others Non-examination assessment:
6 – 8 minutes (pair) 9 – 12 minutes (Group of three)
25% of qualification 50 marks.
(20%) Speaking (5%) Listening.
A pair/group discussion based on a stimuli provided by WJEC of a statement, question or
topic. Learners are not permitted to use dictionaries in any part of the assessment.
Unit 3:
Report, specific and instructional Written examination: 1 hour 30 minutes
25% of qualification 100 marks
(15%) Reading (10%) Writing
Reading tasks with non-verbal and written responses, including one translation task from
English to Welsh and one proof reading task and writing tasks. Learners are not permitted to
use dictionaries in any part of the assessment.
Unit 4: Descriptive, creative and imaginative Written examination: 1 hour 30 minutes
25% of qualification 100 marks
(10%) Reading (15%) Writing
Reading tasks with non-verbal and written responses and writing tasks. Learners are not
permitted to use dictionaries in any part of the assessment.
This is a unitised specification which allows for an element of staged assessment.
Please contact Mrs C Flaherty for further enquiries
http://www.wjec.co.uk/qualifications/welsh-second-language/r-welsh-second-language-gcse-
2017/wjec-gcse-welsh-second-language-spec-from-2017
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W E L S H B A C C A L A U R E A T E
Aim
The central focus of the Welsh Baccalaureate at Key Stage 4 is to provide a vehicle for 14 -16
year olds to consolidate and develop essential transferable employability skills. The
programme will require the completion of a Skills Challenge Certificate along with
supporting qualifications such as GCSEs at Key Stage 4. The requirements of both the Skills
Challenge Certificate and Supporting Qualifications must be met in order to achieve the
overarching Welsh Baccalaureate.
The Skills Challenge Certificate consists of four components which are followed by all
learners:
Individual Project
Enterprise and Employability Challenge
Global Citizenship Challenge
Community Challenge
Each component of the Skills Challenge will incorporate seven skills which learners need for
learning, work and life:
Literacy
Numeracy
Digital Literacy
Critical Thinking and Problem Solving
Planning and Organisation
Creativity and Innovation
Personal Effectiveness
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The Supporting Qualifications include a mandatory GCSE of English Language together
with either Mathematics or Mathematics - Numeracy. A minimum of a further three GCSEs
are also required, of which two may be of equivalent qualifications.
The award will offer two levels of achievement either at the higher National level or the
lower Foundation level.
To achieve the National Welsh Baccalaureate learners must achieve the National Skills
Challenge Certificate together with the following Supporting Qualifications:
GCSE English Language at grade A* - C;
GCSE Mathematics or Mathematics - Numeracy at grade A* - C;
A minimum of three further GCSEs grade A*- C, of which two may be equivalent
qualifications.
To achieve the Foundation Welsh Baccalaureate learners must achieve either the National or
Foundation Skills Challenge Certificate together with the following Supporting
Qualifications:
GCSE English Language at grade A* - G;
GCSE Mathematics or Mathematics - Numeracy at grade A* - G;
A minimum of three further GCSEs grade A*- G, of which two may be equivalent
qualifications.
The following diagram illustrates the routes towards achievement of the Welsh Baccalaureate
at Key Stage 4.
For further information follow the link below:
http://www.wjec.co.uk/qualifications/welsh-baccalaureate/welsh-bacc-from-2015/
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C A R E E R S
Stanwell School provides the following Careers Education and Guidance
opportunities and pupils have access to:
Easily accessible, up-to-date and accurate careers information.
Independent, impartial, confidential advice and guidance.
Access to the ‘World of Work’ and business awareness activities.
Help and guidance at the transition of Key Stage 3 to Key Stage 4; at the end
of Key Stage 4, and at the end of Key Stage 5.
In Year 9 the pupils begin work on their own Progress File, which they update
throughout their school life. It contains work provided by The Careers Department
and any achievements and information that the pupils wish to include. In Year 9
pupils will be involved in Industry/Skills workshop days.
Throughout their time in Stanwell there is always opportunity for both pupils and
parents to meet with the careers staff and the school's Careers Wales Advisor. We
have well equipped careers libraries containing all the reference material needed to
enable your child to make the wisest possible decisions concerning their future.
Your Careers Adviser is Mrs Nicola Worrall
She is based in the ground floor in ‘The House’
You may obtain information, advice, or arrange an interview with your Adviser,
by contacting her directly at School. A weekly drop in session will also run on a
Tuesday lunchtime in the dining hall extension during March and April.
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OPTION S U B J E C T D E S C R I P T I O N S
A R T A N D D E S I G N
The GCSE Art and Design course demands a positive attitude and a great deal of
commitment from the pupils in our charge. On no account should it be regarded as a soft
option. We encourage pupils to be self-motivated and build on their technical skills
developed in Key Stage 3.
The WJEC GCSE Art and Design: Fine Art course and the
Art and Design: Textile Design course encourages an
adventurous and enquiring approach to the subject.
Successful pupils should be able to demonstrate an
understanding of past and contemporary art and design
practice and the integration of theory and understanding to
produce a personal response that embraces a range of
ideas.
Each pupil must produce the following components:
Unit 1: Portfolio 120 marks (60% of qualification)
Internally set and developed from personal and/or given starting points. A coherent body of
work representing 45 hours of work which must be selected and presented by the candidate
for moderation. This is submitted for assessment at the beginning of January in Year 11.
Interim Internal assessment in Year 9 takes place at the end of the Autumn term and again in
the Summer term. This procedure is repeated in Year 10.
Unit 2: Externally Set Assignment 80 marks (40% of qualification)
The examination paper, issued to pupils in January in Year 11, will include images (picture
starters), themes (one-word starters) and tasks including an explanation that may be of
guidance but which will not be compulsory. Candidates must choose only one
assignment and give a clear account of their intentions. There will be a period
of preparation of approximately 20 hours and 10 hours under controlled
conditions. All work must be selected and presented
by the candidate for moderation.
Pupils may be able to choose to study
FINE ART or TEXTILE DESIGN
In the Art and Design option.
This is reliant on the number of pupils opting for either
Fine Art or Textiles in each option group.
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ART & DESIGN: FINE ART
Areas of study: abstraction, still life composition, manufactured and natural forms through
techniques of Drawing Installation Lens and light-based media Mixed media Land art
Printing Painting Sculpture.
ART & DESIGN: TEXTILE DESIGN
This course follows a creative approach to the subject concentrating on constructed, dyed,
printed fine art and fashion textiles.
Is this the right subject for me? This course is suitable for students who are:
keen to develop their visual skills
creative, enthusiastic and imaginative
able to sustain an investigation
able to enjoy visits to galleries and museums
willing to experiment and take risks in their work
willing to review their progress and make improvements.
The GCSE Art and Design course is a
dynamic and interesting subject that
covers many topics that can be
directly related to the world that we
live and work in.
The pool of creative talent for the 21st century is forming now. . Art director
. Directors – state, motion picture
television, radio
. Graphic Designers
. Visual Artists
. Animators
. Illustrators
. Commercial and Industrial Designers
. Fashion Designer
. Interior Designer
. Set Designer
. Painters
. Product Designer
. Cartoonist, Comic book artists
. Camera Operator, television, video or motion picture operators
. Desktop publisher
. Composing room supervisor.
. Art historian.
. Exhibition designers
. Marketing and advertising
http://www.wjec.co.uk/qualifications/art-and-design/r-art-and-design-gcse-from-2016/
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B U S I N E S S S T U D I E S
At the start of Year 9 students take part in a project based activity as an introduction to the
course. This year for example, students worked in groups to design, promote and launch a
new ice cream company. The aim is to actively engage students in the study of Business, and
develop them as effective and independent learners with enquiring minds and enhanced
communication and problem solving skills.
The GCSE is designed to deepen students understanding of the way in which businesses
operate in a dynamic, changing and competitive environment.
The GCSE assessment comprises of 2 components:
Unit 1: The Business World
Written examination 2 hours (weighting 62.5%)
Unit 2: Business Perceptions
Written examination 1hour 30 minutes (weighting 37.5%)
Both units assess content from the topics listed below. There is no Non Examined assessment
element in the latest specification.
Business activity
Influences on business
Business operations
Finance
Marketing
Human resources
Further information can be found on the WJEC website:
http://www.wjec.co.uk/qualifications/business/r-business-gcse-2017/wjec-gcse-business-
spec-from-2017%20(22-06-16).pdf
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What skills will I develop?
Throughout the course students will be involved in a range of learning activities which will
allow them to develop important transferable key skills (numeracy, communication, ICT,
problem solving, working independently and working
with others) as well as develop their understanding of
the business world.
Educational Visits
We aim to ensure that the students have the
opportunity to further their understanding of business
through educational visits. Previously, in Year 9
students have had the opportunity to visit the Land
Rover assembly plant, Warner Bros Studios, Chelsea
Football Club and the Bank of England.
Student Support
Homework club runs twice a week, after school. This gives students the prospect to gain
additional support within the subject. Each of these sessions is fully supervised by a member
of the Business Department.
Will Business Studies help me with my future career?
Business Studies is a diverse and varied course, this means that it can be the foundation for
many careers that students may choose to study.
Obviously if you want to be the next Richard Branson and
run your own business it is very useful.
Other careers. and further studies that can be directly
linked to Business Studies include Finance, Law, Business
Administration, Resource and Environmental
Management, Personnel, Sales and Marketing. To be
successful in business you need to be well motivated and
want to be the best that you can:
“The big secret in life is that there is no big secret. Whatever your goal, you can get there if
you're willing to work”
Oprah Winfrey
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C H I L D D E V E L O P M E N T
WJEC Home Economics : Child Development
(To Be Confirmed)
The WJEC in consortium with City and Guilds are in the process of developing a new L1/2
Health and Social Care and Child Care course for teaching from September 2019. This course
encompasses the current GCSE Health and Social Care and Child Development
specifications.
This course is designed to enable pupils to
study the development and care of children
from conception to the age of five years. It
enables pupils to understand the social,
emotional, physical and intellectual
development of the child through the study of
the family, community and the responsibilities
of parenthood.
The course will be based on the following areas of study and an external placement:-
1. Family & Child 4. Physical Development
2. Food & Health 5. Intellectual Development
3. Pregnancy 6. Social & Emotional
Development
http://www.wjec.co.uk/index.php?subject=68&level=
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C O M P U T E R S C I E N C E
This bold and exciting course provides students with a stimulating
and motivating study of computer science fit for the 21st century. WJEC’s GCSE
Computer Science specification is designed to address concerns expressed by the Royal
Society and the Computing at School Working Group about computing education in the
United Kingdom.
The specification offers students the opportunity to gain an understanding of the way
computers work, and to create and review computer programs for real-life purposes based on
their own interests. It encourages them to create their own games, applications and other
systems, rather than simply use those designed by others.
Assessment is 70% examination and 30% non examined assessment and is divided into
three units:
1. Understanding Computer Science (100 marks) 50% -This unit investigates
hardware, logical operations, communication, data representation and data types,
operating systems, principles of programming, software engineering, program
construction, security and data management and the impacts of digital technology on
wider society. 1 hour and 45min exam in Year 11.
2. Computational Thinking and Programming On-screen examination (60 marks)
20%- This unit investigates problem solving, algorithms and programming constructs,
programming languages, data structures and data types and security and
authentication. 2 hour online examination in Year 11.
3. Software Development (80 marks) 30%- This unit requires learners to
produce a programmed solution to a problem. They must analyse the
problem, design a solution to the problem, develop a final programmed
solution, test the solution and give suggestions for further development of the
solution. Throughout the production of the solution learners are required to
produce a refinement log that evidences the development of the solution. 20 Hour non
examined assessment.
The depth of coverage means that it provides a solid foundation for either the study
of A Level Computing or ICT and employment.
Computer Science GCSE 2017 (link to WJEC website)
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D E S I G N & T E C H N O L O G Y
P R O D U C T D E S I G N
(Including Graphic Products)
Successful designers produce products that are both functional and life enhancing. They find
creative and imaginative solutions to existing problems, incorporating new materials and
technologies into our everyday lives. For a successful design student problem solving skills
are useful, creativity is essential.
The GCSE in design and technology enables students to understand and apply an iterative
design processes through which they explore create and evaluate a range of outcomes,
developing solutions with imagination and creativity. Throughout the course students will
develop the ability to use creativity and imagination to design and make prototypes/ products
that solve real and relevant problems, considering their own and others’ needs, wants and
values. The essential elements of a Design & Technology course are
Investigate and analyse the work of past and present professionals
learning about materials
Learning to use different design strategies, such as collaboration, user-centred design
and systems thinking, to generate initial ideas.
Manufacturing processes
Using specialist tools and equipment, appropriate to the materials or components used
(including hand tools, machinery, digital design and manufacture)
Using specialist techniques and processes to shape, fabricate, construct and assemble
a high quality prototype.
A course in Design &Technology will also provide a unique opportunity for students to apply
and develop knowledge, in an appropriate fashion, from other disciplines, including
mathematics, science, art and design, computing and the humanities.
Key Subject Aims
The Design & Technology specification enables students to:
demonstrate their understanding that all design and technological activity takes place
within contexts that influence the outcomes of design practice
develop realistic design proposals following the exploration of design opportunities
and users’ needs, wants and values
use imagination, experimentation and combine ideas when designing
develop the skills to critique and refine their own ideas whilst designing and making
communicate their design ideas and decisions using different media and techniques,
as appropriate for different audiences at key points in their designing
develop decision making skills, including the planning and organisation of time and
resources when managing their own project work
develop a broad knowledge of materials, components and technologies and practical
skills to develop high quality, imaginative and functional prototypes
be ambitious and open to explore and take design risks in order to stretch the
development of design proposals, avoiding clichéd or stereotypical responses
24 | P a g e
be ambitious and open to explore and take design risks in order to stretch the
development of design proposals, avoiding clichéd or stereotypical responses
consider the costs, commercial viability and marketing of products
demonstrate safe working practices in design and technology
Develop a range of transferable skills that will form a foundation for future learning
and progression.
Students wanting to develop Product Design projects will develop projects using natural and
manufactured timber, ferrous and non-ferrous metals, thermoforming and thermosetting
polymers
Course Content
Areas covered will include: The design process, product analysis, sustainability and
legislative issues, designers, commercial manufacturing practices, materials and
components, tools and equipment, systems and processes, and CAD/CAM.
Course structure
Year 9: Students undertake a range of manufacturing projects which focus upon developing
the skills, knowledge and understanding of the relevant materials required for this course.
Assessment
Unit 1: A range of centre set Design and Make tasks.
Unit 2: 2 examination papers set and marked by teaching staff
All work submitted will be assessed and used to attain reporting grades
Year 10: Students undertake an advanced range of manufacturing projects which focus upon
developing the skills, knowledge and understanding of the relevant materials required for this
course in preparation for the Non Examined Assessment task in Year 11.
Assessment
Unit 1: A range of centre set Design and Make tasks.
Unit 2: 2 examination papers set and marked by teaching staff
All work submitted will be assessed and used to attain reporting grades
Year 11 Students undertake the manufacture of a final product demonstrating the skills,
knowledge and understanding of the relevant materials required for this course.
Assessment
Unit 1: Non Examined Assessment Task (50%).
Unit 2: 1 Mock examination paper set and marked by teaching staff
All work submitted will be assessed and used to attain reporting grades
GCSE Assessment
Unit 1 – Design & Make (Internally assessed NEA task) - 50%
Candidates will be required to carry out an analysis of the problem set by the WJEC, write a
design specification, generate a range of ideas, develop a solution and produce the details of the
final solution. Plan the making process, carry out the making and evaluate project. (30 guided
hours).
Unit 2 – (Externally assessed Written Examination) – 50%
One paper of 2 hours duration, which tests the knowledge and understanding of design,
materials, processes, equipment, contexts, relevant mathematical and scientific knowledge
through formal written responses.
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D E S I G N & T E C H N O L O G Y
FASHION & T E X T I L E S
Successful designers produce products that are both functional and life enhancing. They find
creative and imaginative solutions to existing problems, incorporating new materials and
technologies into our everyday lives. For a successful design student problem solving skills
are useful, creativity is essential.
The GCSE in design and technology enables students to understand and apply an iterative
design processes through which they explore create and evaluate a range of outcomes,
developing solutions with imagination and creativity. Throughout the course students will
develop the ability to use creativity and imagination to design and make prototypes/ products
that solve real and relevant problems, considering their own and others’ needs, wants and
values. The essential elements of a Design & Technology course are
Investigate and analyse the work of past and present professionals
learning about materials
Learning to use different design strategies, such as collaboration, user-centred design
and systems thinking, to generate initial ideas.
Manufacturing processes
Using specialist tools and equipment, appropriate to the materials or components used
(including hand tools, machinery, digital design and manufacture)
Using specialist techniques and processes to shape, fabricate, construct and assemble
a high quality prototype.
A course in Design &Technology will also provide a unique opportunity for students to apply
and develop knowledge, in an appropriate fashion, from other disciplines, including
mathematics, science, art and design, computing and the humanities.
Key Subject Aims
The Design & Technology specification enables students to:
demonstrate their understanding that all design and technological activity takes place
within contexts that influence the outcomes of design practice
develop realistic design proposals following the exploration of design opportunities
and users’ needs, wants and values
use imagination, experimentation and combine ideas when designing
develop the skills to critique and refine their own ideas whilst designing and making
communicate their design ideas and decisions using different media and techniques,
as appropriate for different audiences at key points in their designing
develop decision making skills, including the planning and organisation of time and
resources when managing their own project work
develop a broad knowledge of materials, components and technologies and practical
skills to develop high quality, imaginative and functional prototypes
be ambitious and open to explore and take design risks in order to stretch the
development of design proposals, avoiding clichéd or stereotypical responses
26 | P a g e
consider the costs, commercial viability and marketing of products
demonstrate safe working practices in design and technology
Develop a range of transferable skills that will form a foundation for future learning and
progression.
Students wanting to develop textiles projects will develop projects through natural, synthetic,
blended and mixed fibres, and woven, non-woven and knitted textiles
Course Content
Areas covered will include: The design process, product analysis, sustainability and
legislative issues, designers, commercial textiles practices, textile manufacturing techniques,
material properties and components, tools and equipment, systems and processes, and
CAD/CAM.
Course structure
Year 9: Students undertake a range of manufacturing projects which focus upon developing
the skills, knowledge and understanding of the relevant materials required for this course.
Assessment
Unit 1: A range of centre set Design and Make tasks.
Unit 2: 2 examination papers set and marked by teaching staff
All work submitted will be assessed and used to attain reporting grades
Year 10: Students undertake an advanced range of manufacturing projects which focus upon
developing the skills, knowledge and understanding of the relevant materials required for this
course in preparation for the Non Examined Assessment task in Year 11.
Assessment
Unit 1: A range of centre set Design and Make tasks.
Unit 2: 2 examination papers set and marked by teaching staff
All work submitted will be assessed and used to attain reporting grades
Year 11: Students undertake the manufacture of a final product demonstrating the skills,
knowledge and understanding of the relevant materials required for this course.
Assessment
Unit 1: Non Examined Assessment Task (50%).
Unit 2: 1 Mock examination paper set and marked by teaching staff
All work submitted will be assessed and used to attain reporting grades
GCSE Assessment
Unit 1 – Design & Make (Internally assessed NEA task) - 50%
Candidates will be required to carry out an analysis of the problem set by the WJEC, write a
design specification, generate a range of ideas, develop a solution and produce the details of the
final solution. Plan the making process, carry out the making and evaluate project. (30 guided
hours).
Unit 2 – (Externally assessed Written Examination) – 50%
One paper of 2 hours duration, which tests the knowledge and understanding of design,
materials, processes, equipment, contexts, relevant mathematical and scientific knowledge
through formal written responses.
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D R A M A
Like theatre, drama in schools can unlock the use of imagination, intellect, empathy and
courage. Through it, ideas, responses and feelings can be expressed and communicated. It
carries the potential to challenge, to question and to bring about change.
Jude Kelly (theatre director and founder of Metal)
When an employer sees GCSE Drama on an application form, they see a person who is
confident with excellent communication skills and creative flair. Drama encourages
you to work as part of a team, lead and direct ideas, and critically analyse various
literature. Drama compliments subjects such as English, History, Media and Art. The
subject will help with future interviews for Universities and jobs as employers often
select people who can speak clearly, confidently and with dynamism. The GCSE course
helps develop these skills.
The course is divided into 60% practical work (Unit 1: Devised and Unit 2: Scripted)
and 40% written (Unit 3:1984). Pupils need to be committed to all aspects, and have a
disciplined approach to group work. Preparation for the written examination is equally
as important as practical work. The Unit 3 written examination will be at the end of
Year 11.
Pupils who choose Drama enjoy their studies for many reasons. There is an excellent
atmosphere within lessons whereby pupils can explore important topics in a safe,
creative environment.
GCSE Drama is a dynamic, relevant and interesting subject to study because it
allows one to understand the world around them and learn valuable, creative skills along
the way. It opens up doors to study the Arts at A-Level and is widely accepted as a
valuable qualification for a range of careers and
university courses; many of our pupil’s progress to Drama
school or Arts based courses in higher education
institutions. It is a fun, practical subject that allows pupils
to grow in confidence and learn about their world in a
dynamic way! We enjoy taking pupils on various theatre
trips to London’s West End, and local venues.
28 | P a g e
What is
Economics?
“Actors are agents of change…a piece of theatre can make a difference. It can change
the world” (Alan Rickman, famous for playing Professor Snape in Harry Potter)
E C O N O M I C S
Without realising it, you
encounter Economics
every day. Economics
helps us understand the
decisions that we make every
single day. Of course, it also considers
bigger issues such as the economy, poverty and the
environment.
For example:
What makes someone pay £185 for the world’s most expensive
paper bag?
What makes you choose going to the cinema with friends instead
of buying a t-shirt?
How does the government choose between cuts in the health
service and cuts in education?
Economics is not about statistics and certainly does not contain lots of complex mathematical
calculations. It is about what motivates us to make choices that we do. Ultimately, we all
make our own decisions. However not everyone makes the same choices. In Economics we
try and explain these choices, which is why Economics is both challenging and thought
provoking.
Study Economics and you’ll find out the answers to the above questions and gain a
qualification in one of the most highly regarded subjects.
What skills will I develop?
The study of Economics at GCSE allows pupils to explore the world whilst
developing a range of key skills; numeracy, communication, use of ICT,
team-working and problem solving. Teaching includes a variety of
activities to allow pupils to develop these skills including presentations,
debates and simulations. For example pupils have operated hotels, created
their own revision videos and Economics themed board games.
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Course Content
The course is broken down into two modules; How Markets Work and How the Economy
Works.
How Markets Work How the Economy Works
Scarcity and resources Government objectives
Pricing Managing the economy
Costs, revenue and profit Trade
Markets Money and the financial markets
Competition
Market failure
Educational Visits
Pupils also have the opportunity to take part in
educational visits. In previous years students have
had the opportunity to visit the Bank of England,
Deutsche Bank, the London Metal Exchange
And Chelsea Football Club.
Assessment
Assessment takes the form of two exam papers both sat at the end of Year 11. The papers
have equal weighting and are both of one hour and forty five minutes in duration. Question
styles include multiple choice, data response and extended writing. There is no non examined
assessment.
If you would like to find out more please don’t hesitate to speak to Mr Crook in G14A. A link
to the AQA website is also listed below.
http://www.aqa.org.uk/subjects/economics/gcse/economics-8136
30 | P a g e
E N G I N E E R I N G (Level 2 Award)
Engineers can have a major impact on industry and society. They are able to find solutions to
problems, whether it is adapting or combining materials used to produce a product to make it
withstand severe weather conditions or fixing materials in a different way to make something
more portable. Problem solving is critical to working in engineering. Finding solutions to
problems to ensure a product is fit for purpose involves:
learning about materials
design processes
engineering processes (including safe use of tools and equipment)
Mathematics that engineers use
A course in Engineering will offer students a unique opportunity in the curriculum to develop
an understanding of engineering principles and apply them in a problem solving situation.
During the three year course students will develop an experience of material characteristics
and engineering principles through a range of design, analysis, and manufacturing based
tasks, together with theoretical lessons. Students will develop skills, knowledge and
understanding, which will be applied to two major projects that will take place during years
10 and 11. Engineering will allow candidates to develop their potential across the key skills
together with imaginative, innovative thinking in an independent atmosphere.
Key Subject Aims
The Level 2 Award in Engineering aims to enable students to:
Engage in a range of engineering processes and develop as effective and independent
learners.
Develop a range of transferable skills that will form a foundation for future learning and
progression.
Understand engineering and related sectors and the contribution they make to society and
the economy.
Develop an awareness of emerging technologies and sustainable development in the
context of engineering.
Course structure
Year 9: Students undertake a range of projects which focus upon developing the skills,
knowledge and understanding required for this course. During the autumn and summer terms
formal examinations will be sat in preparation for UNIT 3 in Year 11. All work submitted
will be assessed and used to attain reporting grades.
Year 10: Students undertake a range of projects based on the structure of both UNIT 1 and
UNIT 2 of the specification. These will be preparatory projects and as such structured
guidance and assistance will be provided. During the spring and summer terms students will
complete their UNIT 1 Non Examined assessed task. During the autumn and summer terms
formal examinations will be sat in preparation for UNIT 3 in Year 11. All work submitted
will be assessed and used to attain reporting grades.
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Year 11: During the autumn term students will complete their UNIT 2 Non Examined
assessed task. During the spring and summer terms students will develop their knowledge
and understanding of the specification in preparation for the UNIT 3 examinations. During
the autumn term a formal ‘mock’ examination will be sat in preparation for UNIT 3
examination at the end of Year 11. All work submitted will be assessed and used to attain
reporting grades
Assessment Unit 1 – Engineering Design (Internally assessed NEA task) - 25%
Overview of content
Understanding how an engineered product meets requirements
Communicating design intentions solutions
Producing engineering drawings to BS8888
Overview of assessment
Non Examined Assessed Task - 7 hours, set by WJEC and internally marked by
centres
Unit 2 – Producing Engineering Products (Internally assessed NEA task) - 50%
Overview of content
Planning engineering production
Selecting appropriate tools, components and processes to produce an engineered
product
Overview of assessment
Non Examined Assessed Task - 12 hours, set by WJEC and internally marked by
centres
Unit 3 – Solving Engineering Problems (Externally assessed Written Examination) – 25%
Overview of content
Properties and characteristics of engineering materials
Manufacturing processes
Using mathematical techniques to solve problems
Engineering drawing
Overview of assessment
90 minutes Written Examination
Short and extended answer questions, based on stimulus material and applied contexts
Each question will be based upon an applied problem solving scenario
Candidates will be tested upon mechanical, electronic, structural and mathematical applied
principles
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F O O D A N D N U T R I T I O N
The GCSE in Food and Nutrition equips students with the knowledge, understanding and
skills required to cook and apply the principles of food science, nutrition and healthy eating
in a modern environment.
Key Subject Aims
This course requires students to cook and prepare food items and enables them to make
informed decisions about food and nutrition while learning detailed scientific knowledge
This course will provide a balance between practical and theoretical knowledge and
understanding.
The choice of tasks within the non-examination (NEA) assessment will ensure learners
are able to complete assessments suitable to their needs and abilities.
By studying food preparation and nutrition students will:
Develop effective and safe cooking skills by planning, preparing and cooking a variety of
food products whilst using different cooking techniques and equipment.
Develop knowledge and understanding of the functional properties and chemical
characteristics of food as well as knowledge of the nutritional content of food and drinks.
Understand the relationship between diet, nutrition and health, including the
physiological and psychological effects of poor diet and health.
Understand the economic, environmental, ethical and socio-cultural influences on food
availability, production processes, diet and health choices.
Develop knowledge and understanding of functional and nutritional properties, sensory
qualities and microbiological considerations when preparing, processing, storing,
cooking and serving food.
Understand and explore a range of ingredients and processes from different culinary
traditions (traditional Welsh, British and international) to inspire new ideas.
Course Content
The course will enable learners to make connections between theory and practice so that they
are able to apply their understanding of food science and nutrition to practical cooking. The
course will require the learning and developing of practical food preparation skills together
with ability to experiment and test many scientific principles of food preparation. This course
will relate to the study of both food and drinks.
Course structure
Year 9: Students undertake a range food tasks projects which focus upon developing the
skills, knowledge and understanding of the food concepts required for this course.
Assessment
Unit 1: A range of centre set food preparation and experimentation tasks developing their
knowledge and understanding for this course.
Unit 2: 2 examination papers set and marked by teaching staff
All work submitted will be assessed and used to attain reporting grades
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Year 10: A range of centre set food preparation and experimentation tasks developing skills
and knowledge in preparation for the Non Examined Assessment tasks in Year 11.
Assessment
Unit 1: A range of centre set food preparation and experimentation tasks.
Unit 2: 2 examination papers set and marked by teaching staff
All work submitted will be assessed and used to attain reporting grades
Year 11: Students undertake the manufacture of a final product demonstrating the skills,
knowledge and understanding of the relevant materials required for this course.
Assessment
Unit 1: Non Examined Assessment Tasks (60%).
Unit 2: 1 Mock examination paper set and marked by teaching staff
All work submitted will be assessed and used to attain reporting grades
GCSE Assessment
Unit 1 – Principles of Food and Nutrition Written examination (Externally assessed):
1 hour 30 minutes 40% of qualification (80 marks)
Students will be given the opportunity to develop their knowledge and understanding of the
six areas of content. Students will also be given the opportunity to develop technical skills, in
food preparation, through carrying out practical and experimental work.
This opportunity will allow learners to develop sound technical skills whilst exploring and
consolidating knowledge and understanding relating to food preparation and nutrition.
Areas of assessment:
1. Food commodities
2. Principles of nutrition
3. Diet and good health
4. The science of food
5. Where food comes from
6. Cooking and food preparation.
Unit 2 –Cooking and Nutrition in Action Non Examined Assessment (Externally
moderated): 60% of qualification (120 marks)
The Unit 2 assessment (NEA) is composed of two tasks that are set by WJEC. Students will
be able to select from a choice of two tasks for each assessment.
Assessment 1: The Food Investigation Assessment (10 Hours) 20% (45 Marks)
Assessment 2: The Food Preparation Assessment (15 Hours) 40% (85 Marks)
Recommended assessment hours have been allocated to each assessment.
The assessment hours will be completed in school and will be carried out under Non
Examined Assessment conditions in compliance with the required regulatory conditions.
34 | P a g e
F R E N C H
The GCSE course provides a natural progression from the work already done in Key Stage 3.
It aims to develop the four language skills and to extend knowledge of the way the language
works through the study of grammar. Pupils follow the WJEC specification and study the
language through three broad themes which build on their knowledge from KS3 such as
family, local area, school life and holidays.
How is GCSE assessed?
(All examinations take place in the May/ June of Year 11, unless otherwise stated.)
Unit 1: Speaking (Foundation: 7-9 minutes
or Higher Tier: 10-12 minutes) - 25%
Pupils sit this assessment in April/May of Year 11. They
complete a short role-play, discuss a photo and take part in
two conversations.
Unit 2: Listening (Foundation: 35 minutes
or Higher Tier: 45 minutes) - 25%
Candidates listen to extracts in French of varying length
and answer questions such as multiple choice (non-
verbal or written answers), gap fill, true or false and
short answer questions in English and the target
language.
Unit 3: Reading Paper (Foundation: 1 hour
or Higher Tier: 1 hour 15 minutes) - 25%
Pupils must read notices, letters, emails and articles and
respond to show comprehension by completing multiple
choice questions, matching up, filling in information in a
table and answering short and long answers in English and
the target language. Candidate will also be required to
translate a short passage into English.
Unit 4: Writing Paper (Foundation: 1 hour 15 or
Higher Tier: 1 hour 30) - 25%
At foundation tier candidates will be required to
produce two short texts (60 words approximately), one
longer text (90-120 words) and a translation of simple
sentences from English into French (35-40 words). At
Higher tier candidates write two longer texts (90-120
and 150-180 words) as well as a translation into French
of 50-55 words. All questions are linked to the subject
content included under the three broad themes.
35 | P a g e
Why opt for French at GCSE?
Anyone who can speak French can communicate with around 200 million people in their own
language; French is not only spoken in France but also in Belgium, Switzerland, Canada,
several African nations and in many other countries around the world.
France is the nearest country to the UK on mainland Europe, and speaking the
language is an indispensable tool for a trip abroad. France is the top tourist
destination in the world and the possibilities are endless when it comes to holidays!
If you go on to study French at university you are much more likely to get a job than
people with arts, humanities and media-related degrees. Speaking French will
enhance your job prospects as many employers will choose the candidate who can
speak a foreign language over the one who can’t. One of the main reasons for
companies losing business abroad is the inability to communicate in the client’s
language.
Speaking French will allow you to take advantage of your EU citizenship and travel
and work within the European Union in countries such as Switzerland and Belgium,
as well as France.
Speaking French gives you a better understanding of France’s rich culture and
heritage, as well as its fascinating history.
The ability to communicate in another language allows you to get to know new people
and build new relationships.
Speaking French is a real asset and can be combined with a degree in the sciences, law,
business studies or politics. You often have the opportunity to spend a year abroad, studying
your main subject in university in France, Belgium or even Canada.
http://www.wjec.co.uk/qualifications/french/french-gcse/
36 | P a g e
G E O G R A P H Y
Statistics show that compared to other subjects Geography graduates are among the most
employable. They possess the skills that employers look for. Geography is a combination of
the facts of science and the understanding of the arts. “Geography is the subject that holds
the key to our future” Michael Palin.
The overarching aims of this qualification are that learners should develop the ability to
think ‘like a geographer’. That is to say, learners will develop the skills necessary to
conduct framed enquiries in the classroom and in the field in order to develop their
understanding of specialised geographical concepts and current geographical issues.
By following this specification learners will achieve the following objectives. They
will develop the ability to think:
creatively, for example, by posing questions that relate to geographical
processes and concepts that include questioning about spatial pattern and
geographical change.
scientifically by collecting and recording appropriate evidence from a range of
sources, including fieldwork, before critically assessing the validity of this
evidence and synthesising their findings to reach evidenced conclusions that
relate to the initial aim of their enquiry
independently by applying geographical knowledge, understanding, skills and
Geographers can...
Make a concise report
Handle data
Ask questions and find answers
Make decisions about an issue
Analyse material
Manage themselves
Solve problems
Think independently
Geographers are...
Good communicators
Spatially aware
Socially and environmentally
aware
Problem solvers
Good team players
Computer literate
Well rounded, flexible thinkers
Without Geography you are….
NOWHERE!
GCSE Geography (WJEC)
37 | P a g e
approaches appropriately and creatively to real world contexts. In so doing
they should appreciate that geography can be ‘messy’, i.e. that real geography
does not always match typical or predicted outcomes.
WJEC GCSE Geography develops an enquiry approach to the study of geographical
information, issues and concepts. It is based on the principle that geographical
education should enable learners to become critical and reflective thinkers by
engaging them actively in the enquiry process.
Educational Visits
The geography department deliver a range of educational visits which include international
and local field visits, educational talks and destinations of geographical interest. Local places
we have visited include Cowbridge, Cardiff Bay, Tenby, Southerndown and Cardiff City
centre. Our International destinations for GCSE have included Iceland, Italy, Sicily and
Barcelona.
If you would like to find out more please don’t hesitate to speak to Mrs H Jarman and Mrs
R Selman in F24/F22. A link to the WJEC website is also listed:
http://www.wjec.co.uk/qualifications/qualificationresources.html?subject=Geography&level
=GCSE
Un
it 1
: C
ha
ng
ing
Hu
ma
n a
nd
Ph
ys
ica
l la
nd
sc
ap
es
40
%
CoreLandscapes and physical processessRiver and coastal processes and landforms, hydrological cycle and river management.
The urban-rural continuum in WalesHow are urban -rural areas linked and how are rural areas changing?
Population and urban change in the UKPopulation change and consequenes, future challenges facing towns and retail change in the UK.
Urban issues in constrasting global citiesGlobal pattersn of urbaisation, urbanisation in cities and how are global cities connected
OptionLiving in an Active ZoneHazards at plate marginsReducing the risk
Un
it 2
:En
vir
on
me
nt
an
d D
eve
lop
me
nt
Iss
ue
s 4
0%
Core
Weather, climate and ecosystemsClimate change during the Quaternary period, Weather patterns and process, Processes and interactions within ecosystems and Human activity and ecosystem processesDevelopment resource issuesMeasuring global inequalities, Causes and consequences of uneven development at, Water resources and their management and Regional economic developmentOptionSocial and development issuesMeasuring social development, contemporary issues with social development.
Un
it 3
: F
ield
wo
rk 2
0%
A written report , to include evidence of understanding of the enquiry process and an independent ability to process/presentdata and complete extended writing.
In order to prepare for this report, learners are expected to undertake two contrasting pieces of fieldwork.
Visit our
website
for photos
and more
info Take part in lots of
local and international
fieldwork
opportunities!
38 | P a g e
G E R M A N
This course is a natural progression of the work done in Year 8 leading on to GCSE (WJEC)
in Year 11.
The aims of the GCSE German course are as follows:
To develop understanding of the spoken and written forms of German in a range
of contexts;
To develop the ability to communicate effectively in German through both the
spoken and written word, using a range of vocabulary and structures;
To develop knowledge and understanding of the grammar of German and the
ability to apply it;
To develop knowledge and understanding of Germany and German-speaking
countries;
To provide a suitable foundation for further study and/ or practical use of German.
The context for learning the language will be organised under three broad
themes:
Identity and culture (Youth Culture, Lifestyle and Customs and Traditions)
Wales and the World – areas of interest (Home and Locality, Germany and
German-speaking countries and Global sustainability)
Current and future study and employment (Current study, World of Work and
Jobs and Future Plans)
The assessment of the course is arranged in 4 units:
Unit 1 – Speaking (25% of total) Pupils will be required to participate in a role play, a photo card
discussion and a conversation with their German teacher. There will be
two tiers of entry: Foundation (7-9 minute exam in April/ May of Year
11) or Higher (10-12 minute exam in April/ May of Year 11.)
Unit 2 – Listening (25% of total)
Pupils will be required to listen and respond to a range of questions in
English and also in German. The assessment will include monologues,
conversations, discussions, announcements and messages. There will be
two tiers of entry: Foundation (35 minute exam at the end of Year 11)
or Higher (45 minute exam at the end of Year 11.)
Unit 3 – Reading (25% of total)
39 | P a g e
Pupils will be required to respond to a range of questions in English, and also in
German. The assessment will include continuous text such as letters and emails,
non-continuous text such as tables, graphs, adverts, forms etc. There will be two
tiers of entry: Foundation (1 hour exam at the end of Year 11) or Higher (1 hour
15 minute exam at the end of Year 11.)
Unit 4 – Writing (25% of total) Pupils will be required to produce two texts of varying length and a
short translation of simple sentences from English to German. There
will be two tiers of entry: Foundation (1 hour 15 minute exam at the
end of Year 11) or Higher (1 hour 30 minute exam at the end of Year
11.)
Assessment Dates:
All formal assessment takes place in Year 11. The listening, reading and writing papers will
be sat in May/ June of Y11 and the oral will take place during April/ May of Y11.
There are no Non Examined assessments or coursework.
Why learn German?
German is easier to learn than you think because it’s related to English. With a
reasonable amount of effort any average student can expect to do well.
Studying German makes you appreciate other cultures as well as your own
A knowledge of German improves your opportunities on the job
market
Universities are keen to take pupils with a Modern Foreign language
German is the most frequently spoken native language in Europe
German is useful when travelling all over Europe and can help you
make friends
German can help you if you want to live and work in Europe.
Learning German can help you develop your communication skills
Learning German can help you with other subjects such as History
Link to the WJEC GCSE German webpage:
http://www.wjec.co.uk/qualifications/german/german-gcse/
40 | P a g e
H I S T O R Y
History has values and skills which are important in many areas of life and is highly regarded
by employers and universities. History provides a very good basis for a variety of careers
including: law, journalism, business and finance, publishing, editing, management, politics,
teaching as well as many other career paths.
History is a very popular and successful subject at GCSE and a wide range of teaching
methods and learning activities are used to ensure the work is interesting and rewarding. These
include visual, auditory and kinaesthetic strategies, traditional methods and the use of ICT and
Power points. Assessment takes place on a regular basis throughout the course to support
pupils’ development as historians.
The best reason to choose History at GCSE is because you are interested in History and you
enjoy studying about the past.
WJEC GCSE History
Unit 1 Study in Depth – Britain: Austerity, Affluence and Discontent,
1951-1979 (25%) Examined in the summer of Year 11.
What were the main issues facing the people of Britain in the early 1950s?
What factors contributed to the economic recovery in the 1950s and 1960s?
What were the main political and economic issues in Wales in the 1960s and 1970s?
How far did the lives of women change in this period?
What were the main changes in entertainment in this period?
How did attitudes to authority change in the 1950s and 1960s?
What impact did immigration have on society in Britain during this period?
Unit 2 Study in Depth - USA: A Nation of Contrasts 1910-29 (25%)
Examined in the summer of Year 10
Why did immigration become such a major issue in American society?
Was America a country of religious and racial intolerance during this period?
Was the 1920s a decade of organised crime and corruption?
What were the causes of the economic boom experienced in the 1920s?
What factors led to the end of prosperity in 1929?
How did popular entertainment develop during this period?
How did the lifestyle and status of women change during this period?
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Unit 3: Thematic studies - Changes in Crime and Punishment, c.1500 to
the present day. (30%) Examined in the summer of Year 11
What have been the main causes of crime over time?
How has the nature of criminal activity differed and changed over time?
How has the responsibility of enforcing law and order changed over time?
How effective have methods of combating crime been over time?
Why have attitudes to punishment changed over time?
How have methods of punishment changed over time?
Unit 4 Working as an historian. Non-Examination Assessment (20%) Completed in the autumn term of Year 10 and autumn term of Year 11.
This entails a two part historical investigation.
This will likely focus on the causes of the rise to power of the Nazis and life in Germany
1933-39. Pupils are assessed on their understanding of the uses and reliability of sources and
how the past has been represented.
Educational Visits
At present during the summer term of Year 9, pupils have the opportunity to visit the
battlefields of France and Belgium. It enables them to further their historical understanding
and broaden their cultural experiences.
At present, during March or April of Year 10 pupils have the opportunity to visit a major city
(traditionally either Berlin or Munich) to explore locations relevant to the history of
Germany. For example, in March 2018 the present Year 10 visited Munich, which included
the following sites relevant to Nazi Germany:
Dachau Concentration Camp
The Olympic Stadium
Nuremburg Rally sites
Berchtesgaden – ‘the wolf’s lair’
http://www.wjec.co.uk/qualifications/history/r-history-gcse-2017/wjec-gcse-history-spec-
from-2017-e.pdf?language_id=1
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I N F O R M A T I O N A N D
C O M M U N I C A T I O N TE C H N O L O G Y
Having good ICT skills are crucial for pupils’ success; whether the plan
is to go to university or seek employment. This WJEC course in
Information and Communication Technology offers a unique
opportunity in the curriculum for candidates to identify and solve real
problems by designing information and communication systems in a
wide range of contexts relating to their personal interests. Information
and Communication Technology develops candidates' interdisciplinary
skills and their capacity for imaginative, innovative thinking, creativity and independence.
The course consists of four units and assessment is 60% Non Examined assessment and
40% examination:
Unit Title Assessment Description
1 Understanding ICT External Assessment: 1½ hrs
80 Marks (40 UMS)
This examination paper will assess the
requirements of the Key Stage 4 Programme of
Study for Information and Communication
Technology and the functional elements of ICT in
a home and school context.
2 Solving Problems with
ICT
Non Examined Assessment: 22½
hrs 80 Marks (60 UMS)
This Non Examined assessment consists of a
portfolio of work which shows candidates’
attainment in obtaining and interpreting different
types of information; using, developing and
communicating information and presenting the
results of their work. This assignment will assess
the practical aspects of the functional elements of
ICT.
3 ICT in Organisations External Assessment: 1½ hrs
80 Marks (40 UMS)
This examination paper will assess the
'application' content of ICT in a business and
industry context.
4 Developing Multimedia
Solutions
Non Examined Assessment: 22½
hrs 80 Marks (60 UMS)
This Non Examined assessment will give
candidates the opportunity to develop a piece of
work using multimedia software following a
single task brief issued by WJEC.
The depth of coverage means that it provides a solid foundation for either the study
of A Level ICT and Computing or employment.
http://www.wjec.co.uk/qualifications/ict/information-and-communication-technology-gcse/
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www.mpctskillsacademy.co.uk www.facebook.com/MPCT.schools
M P C T A C A D E M Y
Students have the opportunity to study for one day per week at the MCPT Academy (aka
Military Prep).
WHERE COURSE TAKES
PLACE Dumballs Road, Cardiff CF10 5FE (Full Day)
COURSE FOLLOWED
BTEC Level 2 Extended Certificate in Teamwork and Personal
Development in the Community (Year 1) (equivalent to 2 GCSE’s at grade B) City and Guilds Level 2 Certificate in Employability Skills
(Year 2) (equivalent to 1 GCSE at grade B)
WHAT YOU WILL STUDY
BTEC Level 2 Extended Certificate in Teamwork and Personal
Development in the Community – Year 1 - Teamwork and Communication Skills. - Improving Health and Fitness in Uniformed
Organisations.
- Expedition Skills. City and Guilds Level 2 Certificate in Employability Skills –
Year 2 - Career planning and making applications. - Effective skills, qualities and attitudes for learning and
work. - Improving practical skills and techniques.
- Managing personal finance. - Teamworking skills.
Academic work is based on the students’ individual strengths
and abilities. The emphasis is placed on developing a range of
key skills which will prepare you for the wider world and
employment.
HOW YOU WILL BE ASSESSED
You will be regularly assessed through portfolio work.
YOU WILL GET THE OPPORTUNITY TO:
50% of the course is physical with the training programme
demanding that students push themselves in a range of settings
from the military personal fitness assessment test, obstacle
course, intersection competitions and an overnight exercise.
Activities include team-building, anatomy and physiology,
charity events and basic military field craft.
COURSES: POST 16
CAREERS:
BTEC and City & Guilds Diploma in both qualifications. MPCT – College Public Services for example:-
Armed Forces
Police / Fire Service
NHS
Coastguard
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M E D I A S T U D I E S
The media play a central role in contemporary society and culture. They shape our
perceptions of the world through the representations, viewpoints and messages they offer. In
addition, they importantly provide us with ways to communicate, with forms of cultural
expression and enable us to participate in key aspects of society. The economic importance of
the media is also unquestionable. The media industries employ large numbers of people
worldwide and operate as commercial industries on a global scale. The global nature of the
contemporary media, coupled with ongoing technological developments and more
opportunities to interact with the media, suggest that their centrality in contemporary life can
only increase.
What is Media Studies?
Media Studies is a course offering pupils the chance to learn about mass media forms – Film,
Television, Radio, Magazines, Newspapers, Popular Music and, of course, the Internet in its
myriad forms. They will learn about the history and organisation of the media institutions
themselves and also about the process by which different programme, editions, songs etc. are
actually made. One thing all pupils enjoy is the chance to critically analyse the media texts
which interest them, using exciting new concepts and terminology, because it increases their
previous understanding and enjoyment of them so much.
Why study Media?
The mass media provide a ‘window on the world’. They provide our biggest source of
information and education on other countries, cultures and socio-economic systems, as well
as keeping us up to date with the events happening immediately around us. They also give us
a sense of ‘belonging’ and identification with our own culture, as we see areas of society we
recognise reflected in the media. Such an important part of our everyday lives is worthy of a
serious programme of study. We also have a multi-media suite that enables all pupils to
study and produce coursework in digital, interactive formats.
How is it assessed?
The new GCSE examination in Media Studies is assessed through two exam papers and Non
Examined assessment work. Pupils are given opportunities to create Non Examined
assessment work that reflect their own areas of media interest and specialism. The
department has an excellent record of examination results, which greatly exceed national
averages in the subject.
What about future opportunities?
Media is a constantly expanding subject area.
The study of the media in school may well
point the way to future employment and the
media industries employ many thousands of
people in hundreds of specialist areas. Many
Universities and Colleges include Media
Studies (or related studies) as a degree
course, and there are many more vocational
courses in specialist areas all over the
country.
http://www.wjec.co.uk/qualifications/media-studies/
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M U S I C
GCSE Music is an interesting and creative course that equips pupils with a number of
valuable skills. At Stanwell we follow the WJEC course, this provides opportunities for:
a) Already accomplished musicians to develop their talents and intensify their studies;
b) All pupils who may have enjoyed the subject during Key Stage 3 and are now keen to
further their interest and improve their musical skills.
Similar to KS3, activities and assessments surrounding performing, composing and
appraising are central to the course. These allow learners to:
Become actively engaged in all aspects of music-making
Perform confidently
Analyse and appraise music taken from a wide variety of styles
Develop their own composing skills, presenting well organised and stylish musical
ideas
Content
The course is based around the development of the 3 key musical skills -
Performing
Performance is often the key to understanding a particular genre, style or device and many
opportunities are provided throughout Key Stage 4 in order to further understanding of
concepts, in addition to enhancing students’ personal instrumental and vocal skills.
Improvisation, group and individual performing tasks all take place throughout the course
with students expected to perform pieces of their own choice towards the end of Year 11.
It is not essential for pupils to receive private instrumental tuition, but it is expected that
pupils participate in extra-curricular activities which assist greatly in the development of
musicianship and ensemble skills.
Composing
The music department houses two computer suites in addition to a recording studio. All
pupils are encouraged to use technology to capture their ideas. GCSE Music aims to develop
the inventiveness and imagination of pupils in exploring sound. Several sketches are
composed throughout the course from which one is chosen for final submission, alongside a
piece written in response to a brief set by WJEC in Year 11.
Appraising
Appraising activities develop aural awareness skills. Pupils study a range of styles and genres
throughout the course including Rock, Pop, Film Music, Classical, Dance and Jazz, and they
are expected to identify the musical features of each. Musical vocabulary and notation skills
are systematically developed over the three years.
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Assessment Details
The assessment for GCSE Music is not tiered; all units cater for the full ability range
allowing access to grades A*-G for the subject award.
70% Non Examined Assessment
40% External Assessment
Unit 1
Performing (35%)
Perform a minimum of two
pieces, one of which music
be an ensemble performance.
Total duration of
performances: 4-6 minutes
A written ‘programme note’
for one of the pieces chosen
for performance
Teacher assessed and
externally moderated during
February/March of Year 11
Unit 2
Composing (35%)
Produce two compositions,
one of which must be a
response to a brief set by the
WJEC.
Total duration of
compositions: 3-6 minutes
A written evaluation of the
piece submitted in response
to the WJEC brief.
Teacher assessed and
externally moderated during
March/April of
Year 11
Unit 3
Appraising (30%)
This unit is assessed via a
listening examination.
Eight questions in total, two
on each of the four areas of
study:
1. Musical Forms and
Devices
2. Music for Ensemble
3. Film Music
4. Popular Music
Externally assessed during
May/June of Year 11
Why take GCSE Music?!
Music promotes concentration, analytical skills, teamwork, individual confidence and self-
discipline. It is also a source of enjoyment and fun, often leading to a lifelong engagement
with the subject. Creativity and self-expression are also developed throughout the course.
Music is a creative, practical, technological and analytical subject which provides an
excellent balance with other subjects.
Who is GCSE Music suitable for?
Anyone with an interest in practical music-making
Pupils with an interest in Music Technology
Those who want to get their musical voice heard
Anyone who enjoys being imaginative
Pupils who can appreciate a wide range of musical styles
http://www.wjec.co.uk/qualifications/music/
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P E R F O R M I N G A R T S
BTEC Level 2 Award in Performing Arts is designed for students who have a genuine
interest in the Performing Arts industry along with an aptitude for singing, dance, and acting.
Stanwell School follows the Edexcel specification that provides opportunities for
students to:
Develop a realistic understanding of job roles within the industry through applying
and auditioning for prospective roles.
Perform in a variety of contexts, both individually and a group.
Develop their performance skills, creativity skills, directing skills and confidence.
BTEC Level 2 Award in Performing Arts is for you if:
You are interested in the Performing Arts industry and you want to know more about
it.
You enjoy performing!
You are committed to extra-curricular activities; this is required to enrich your
understanding of the course.
You want to develop your confidence.
You prefer coursework and performance to written examinations.
Scheme of Assessment:
To think creatively, to collaborate with others, to present ideas effectively and imaginatively
and to plan strategically. The course compliments that of the other Arts subjects and is ideal
for those students who have an interest in the Performing Arts as a whole.
Further information can be found at:
http://qualifications.pearson.com/en/qualifications/btec-firsts/performing-arts-2012-nqf.html
Unit 1
Individual Showcase
25%
Pupils choose a job in the industry
to apply for and create a letter of
application for the prospective job
and prepare the relevant audition
material.
Unit 2
Preparation, Performance
and Production
25%
As a performance company, pupils
create, rehearse, produce and
perform a showcase.
Optional Unit
Musical Theatre
Skills/Dance
Skills/Acting Skills
50%
Pupils can choose to study the
module in which ever they feel is
their strength and create a
performance in their chosen
discipline as part of a group.
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P H Y S I C A L E D U C A T I O N
The WJEC GCSE Physical Education specification
is broad, coherent and practical, designed to
encourage learners to be inspired, motivated and
challenged by the subject and enable them to make
informed decisions about further learning
opportunities and career pathways.
Through studying GCSE physical education learners
will acquire the knowledge, understanding, skills
and values to develop and maintain their
performance in physical activities and understand
the benefits to health, fitness and well-being.
Learners will develop theoretical knowledge and
understanding of the factors that underpin physical
activity and sport and use this knowledge to improve
performance. Learners will perform in different
physical activities. They will develop skills and
techniques, select and use tactics, strategies and/or
compositional ideas.
Learners will develop their ability to analyse and
evaluate to improve performance in physical activity
and sport.
Course Structure Unit 1: Introduction to Physical
Education written examination: 2
hours, 50% of qualification.
Learners will be assessed through a
range of short and extended
questions. The questions will be
based on audiovisual stimuli and
other sources.
Unit 2: The Active Participant in
Physical Education (Non-exam
assessment) 50% of qualification.
Learners will be assessed in three
different activities in the role of
performer in at least one individual
sport, one team sport and one other.
One activity will be a major activity
which will have a personal fitness
programme linked to the activity.
Course Content Topics covered during the course
include the following
1. Health, training and exercise
2. Exercise physiology
3. Movement analysis
4. Psychology of sport and physical
activity
5. Socio-cultural issues in sport and
physical activity.
Possible Careers / Courses A- Level PE
BTEC Level 3 in Sport
PE Teacher
Sports Coaching
Sports Lecturer
Sports Journalist
Development Officer
Professional Sports Person
Physiotherapist
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T R A V E L A N D T O U R I S M
What does it take to be a successful travel agent, tourist information representative,
cruise ship steward or museum marketer? The thriving travel and tourism industry provides
exciting opportunities requiring a wide range of skills including self-management, team
working, business and customer awareness, problem solving, literacy, numeracy, IT and
communication skills.
BTEC Firsts in Travel and Tourism provide a practical, real-world approach to learning and
develop specific knowledge and skills you need to work successfully in the industry, such as:
Understanding travel and tourist destinations and investigating the appeal of UK tourist
destinations
Presenting information about the key developments over time and how they have
moulded and influenced UK travel and tourism into the sector it is today
Developing business and customer awareness by understanding the importance of
customer service to travel and tourism organisations.
You will also be able to present your work in a variety of ways, including:
Producing leaflets and posters
Taking part in role-plays and discussions
Face-to-face or audio-visual presentations
Online media such as websites.
The BTEC Level 2 First Certificate in Travel and Tourism from Edexcel is for you if you
have an interest in the travel and tourism industries and would like to study for a qualification
which is equivalent to two GCSEs but without the pressure of exams. Learning should be
fun, not daunting. In our experience, students enjoy BTEC programmes because they can
specialise in areas of learning linked with work that they are interested in. The course taps
into what you enjoy, feel good at and find familiar.
Advantages of taking a BTEC qualification ♦ Education and training for travel and tourism employees
♦ Individual units have been designed to meet specific skills gaps identified by employers
♦ No exams, assessed through coursework
♦ BTEC qualifications are recognised by employers and education institutions
♦ Provides a good progression route to more advanced qualifications e.g. BTEC Nationals
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You will study two core units which are:
Unit 1: The UK Travel and Tourism Sector (30 GLH)
Have you ever thought about how many different types of tourism there are, and how
important the travel and tourism sector is to the UK economy. Travel and tourism is one of
the UK’s largest sectors, currently employing over 2.5 million people. In this unit, you will
gain an understanding of the range of organisations involved with different types of tourism
in the UK, including their roles, how they work together and how they use technology to
meet changing customer needs.
Unit 2: UK Travel and Tourism Destinations (30 GLH)
Do you know the major tourist destinations in the UK? And how they appeal to different
types of visitors? Can you locate major UK airports? Do you know where other gateways,
such as UK seaports, are located? The travel and tourism sector is one of the largest and
fastest growing in the world. An understanding of this sector is essential for anybody looking
to pursue a career in travel and tourism, and knowledge of travel geography has been
identified by employers as being a very important asset for working in the industry. This unit
will give you an understanding of what the UK travel and tourism industry has to offer to
tourists. It will enable you to identify and locate tourist destinations, major UK airports and
seaports, as well as to discover sea routes and three-letter airport codes.
Two mandatory units, for the certificate award. The units could include:
Unit 4: International Travel and Tourism Destinations (30 GLH)
There are over 190 countries in the world. How many will you visit in your lifetime?
Working in the travel industry provides opportunities to explore some of these countries, so
why not start dreaming now, and look at some of the fascinating destinations that exist? This
unit is particularly relevant for anyone who wishes to work in retail travel or tour operations
and it will broaden their knowledge should they wish to work overseas, perhaps as a holiday
representative or flying the world as cabin crew.
Unit 7: Travel and Tourism Business Environments (30 GLH)
Have you ever thought about how many businesses and types of businesses are involved in
the travel and tourism sector? In this unit you will gain an understanding of the range of
businesses in the travel and tourism sector, and their structures and functions.
Four optional specialist units, tailored to your needs. The units could include:
Unit 5: Factors Affecting Worldwide Travel and Tourism
Unit 6: The Travel and Tourism Customer Experience
Unit 9: Travel and Tourism Employment Opportunities
Unit 10: Organising a Travel and Tourism Study Visit
Student Progression
BTEC Level 2 First offer direct progression on to BTEC National programmes. On
completion of a BTEC National, students can progress to a BTEC Higher National or BTEC
Foundation Degree programme. A BTEC First also prepares students for employment in their
chosen career.
http://www.edexcel.com/quals/firsts2012/travel-tourism/Pages/default
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W O R K S K I L L S
Workskills is a BTEC qualification focused on practical learning rather than written exams.
You achieve the qualification by completing Tasks for each Workskills unit.
Year 9 pupils will study the BTEC Level 2 Award in Money and Finance Skills course
run by Edexcel in Partnership with the Nationwide Building Society. The course is graded
‘Pass’ or ‘Fail’. All tasks must be completed to achieve the Pass grade. The six units that the
pupils will study are
Autumn Spring / Summer
1. Working and Earning 4. Using Methods of Payment
2. Saving and Spending 5. Using Money Abroad
3. Borrowing Money and
Managing Risk
6. Economic & Business Understanding
Year 10 and Year 11 pupils will study the Edexcel BTEC Level 2 Extended Certificate in
Workskills course. It consists of different units with each unit assigned Guided Learning
Hours (GLH). Each unit is graded ‘Pass’ or ‘Fail’ with all tasks needing to be completed to
achieve the Pass. Pupils need to complete 200 Guided Learning Hours to achieve a Pass
grade for Extended Certificate. The final Pass grade is equivalent to ‘BB’ grade at GCSE.
The Units are all about practical issues which help you prepare for getting a job and keeping
it. In Year 10 the focus is on preparing pupils for the world of work and their work
experience placement at the end of Year 10.
Year 10
Unit Name (Section A) Unit number Level GLH
Literacy for the Workplace 45 1 10
Numeracy for the Workplace 46 1 10
Managing your own Money 63 2 20
Working as a Volunteer 54 1 10
Working as a Team 71 2 30
Preparing for Work Placement 58 2 10
Planning & Participating in Work Experience 118 2 55
Total 145
Pupils undertaking a litter pick at Porthkerry Park with
the Vale of Glamorgan Visible Team
When pupils return to school in Year 11 they will
review their work experience placement
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The focus in Year 11 is developing their skills and preparing for employment or futher
education. The units
studied in Year 11 are:-
In Workskills you will be expected to:
Undertake a voluntary placement
Take part in trips to different work places
Experience interviews
Meet people from the world of work
Work in a team
FACT: Employer’s rate strong workplace skills and relevant work experience
among the most important factors when recruiting new staff.
If you are interested in real life, real jobs and real people, Workskills could be the
option for you.
www.edexcel.com › Home › Qualifications › Workskills
Year 11
Unit Name (Section A) Unit number Level GLH
Learning from Work Placement 59 2 20
Developing a CV 55 2 10
Career Progression 60 2 15
Applying for Jobs 56 2 15
Total
60
2016 STANWELL SCHOOL YEAR 11 - EXAMINATION RESULTS - SSSP
Percentage of pupils achieving 5 or more Level 2 passes is 94%.
Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 82%.
GCSE A* A B C D E F G U/X Total
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Art 10 15 15 14 1 0 0 0 0 55
Biology 31 33 40 10 1 0 0 0 0 115
Business Studies 0 18 46 45 35 27 8 1 0 180
Chemistry 34 33 26 17 5 0 0 0 0 115
Child Development 1 4 4 5 5 1 1 0 0 21
Computing 0 5 6 7 3 4 1 0 0 26
DT - Graphics 1 1 4 4 4 1 0 0 0 15
DT - Resistant Materials 2 6 10 9 3 1 0 0 0 31
Drama 5 35 16 15 4 0 0 0 0 75
Engineering 1 1 19 26 18 12 7 6 3 93
English Language 28 57 79 92 29 9 4 0 0 298
English Literature 19 59 113 57 13 1 0 0 0 262
Food 0 5 7 4 7 8 1 0 0 32
French 15 18 18 20 10 3 1 0 0 85
Geography 21 30 28 29 18 3 2 0 0 131
German 6 13 10 15 10 4 0 0 0 58
History 40 47 49 23 10 6 5 1 0 181
Information Technology 8 63 86 58 0 0 0 0 57 272
Italian 1 0 0 0 0 0 0 0 0 1
Mathematics 82 46 51 86 13 9 9 2 1 299
Media Studies 2 23 31 11 5 2 2 0 0 76
Music 8 13 9 3 1 0 0 0 0 34
Performing Arts 2 7 3 4 0 0 0 0 0 16
Physical Education 5 6 20 19 16 9 3 0 0 78
Physics 31 31 38 14 1 0 0 0 0 115
Religious Education 40 59 76 44 12 13 5 4 2 255
Science 0 3 34 92 11 1 0 0 0 141
Science Additional 0 4 19 63 11 0 1 0 0 98
Textiles 2 8 12 5 2 0 0 0 0 29
Welsh 21 46 50 93 18 9 15 0 0 252
Total 416 689 919 884 266 123 65 14 63 3439
Percentage 12 20 27 26 8 4 2 0 2 100
Cumulative Percentage 12 32 59 85 92 96 98 98 100 100
GCSE Short Courses A* A B C D E F G U Total
Physical Education 6 17 17 11 1 1 0 0 0 53
Religious Education 0 0 1 2 0 0 2 0 0 5
Vocational Short Courses
Hair & Beauty 0 0 13 0 0 0 0 0 0 13
Money & Finance 0 0 16 0 0 0 0 0 0 16
Vocational - GCSE Equiv A* A B C D E F G U/Q Total
Additional Mathematics 0 45 23 15 0 0 0 0 15 98
IVQ Applied Science 0 0 0 25 0 0 0 0 0 25
IVQ Science for Work 0 0 0 80 0 0 0 0 0 80
Construction 0 0 4 8 0 0 0 0 0 12
Facial Massage and Skincare 0 0 13 0 0 0 0 0 0 13
Public Services 10 2 5 0 0 0 0 0 0 17
Vehicle Inspection 0 0 16 0 0 0 0 0 0 16
Work Skills 0 0 16 0 0 0 0 0 0 16
All GCSEs & Vocational Subjects
Total 426 736 996 1012 266 123 65 14 78 3716
Percentage 11 20 27 27 7 3 2 0 2 100
Cumulative Percentage 11 31 58 85 92 96 98 98 100 100
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2017 STANWELL SCHOOL YEAR 11 - EXAMINATION RESULTS - SSSP
Percentage of pupils achieving 5 or more Level 2 passes is 90%. Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 79%.
GCSE A* A B C D E F G U/X Total
Art 12 16 21 15 0 0 0 0 0 64
Biology 19 43 47 16 3 0 0 0 0 128
Business Studies 1 13 20 18 16 2 0 0 0 70
Chemistry 34 47 36 10 1 0 0 0 0 128
Child Development 0 2 9 4 7 2 1 0 0 25
Computing 7 6 4 8 3 1 2 1 0 32
DT – Graphics 0 3 5 9 2 0 0 0 0 19
DT - Resistant Materials 4 2 3 10 5 2 0 0 0 26
DT – Product Design 1 1 0 0 0 0 0 0 0 2
Drama 2 20 14 19 9 3 1 1 0 69
Economics 1 1 7 6 11 1 0 0 0 27
Engineering 0 4 10 15 12 10 11 6 1 69
English Language 24 78 93 59 17 12 5 1 0 289
English Literature 17 82 87 54 9 1 0 0 0 250
Food 2 2 4 7 2 1 0 0 0 18
French 7 14 13 18 7 1 0 0 0 60
Geography 27 25 18 18 10 3 1 1 0 103
German 9 19 15 13 6 2 0 0 0 64
History 31 46 52 25 12 3 1 2 0 172
Information Technology 0 3 15 4 0 0 0 0 4 26
Chinese, Hebrew, Italian, Spanish 2 1 1 0 0 0 0 0 0 4
Mathematics 68 32 64 72 17 20 7 4 2 286
Media Studies 12 18 23 10 2 1 2 0 0 68
Music 3 15 5 5 1 0 0 0 0 29
Numeracy 48 39 56 80 28 20 6 7 1 285
Performing Arts 2 8 6 8 0 0 0 0 0 24
Physical Education 4 15 23 21 15 1 0 0 1 80
Physics 26 60 32 10 0 0 0 0 0 128
Religious Education 10 50 80 57 39 15 8 6 2 267
Science 0 2 24 63 21 8 2 0 1 121
Science Additional 0 6 20 50 10 2 1 0 0 89
Textiles 5 3 10 6 1 3 0 0 0 28
Welsh 40 54 36 73 37 11 5 2 2 260
Total 418 730 853 783 303 125 53 31 14 3310
Percentage 13 22 26 24 9 4 2 1 0 100
Cumulative Percentage 13 35 60 84 93 97 99 100 100 100
Vocational - GCSE Equiv A* A B C D E F G U/Q Total
Additional Mathematics 0 40 15 11 0 0 0 0 14 80
IVQ Applied Science 0 0 0 62 0 0 0 0 0 62
IVQ Science for Work 0 0 0 62 0 0 0 0 0 62
Hair & Beauty Skills 2 5 3 14 0 0 0 0 0 24
Teamwork &Personal Development 0 0 22 0 0 0 0 0 0 13
Skills Challenge Cert – WB 0 24 122 110 22 0 1 0 0 279
Vehicle Inspection 0 0 6 0 0 0 0 0 0 6
Work Skills 0 0 34 0 0 0 0 0 0 34
All GCSEs & Vocational Subjects Total 420 799 1055 1042 325 125 54 31 28 3879
Percentage 11 21 27 27 8 3 1 1 1 100
Cumulative Percentage 11 31 59 85 94 97 98 99 100 100
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