Bishop Rawstorne is a Christian community that delights in seeking wisdom and knowledge, building relationships and character based upon the Word of God, enabling us all to flourish bravelyandfaithfully.
This year, guided by the Curriculum and Assessment Review, and Government response, we have made some changes to the structure of GCSEs that students have to study whilst increasingthenumberofchoices.
This booklet will take you through this new process and the core curriculum that all students will follow. It provides an overview of all the subjects that students can select from, gives an outlineoftheprocessandwhatsupportisavailabletohelp.
Finally, I hope you find this information helpful, and thank you for taking the time to read this andsupportyourchildastheyembarkonthisnextstep
MrWard DeputyHeadteacher
OPTIONS PRINCIPLES
Ournewoptionsprocessissetuptoensurethatstudentshavemaximumagencyandtoallow us to be flexible when meeting the needs of our students, thereby providing a curriculum that bestservesthem.
Wewanttoensurethat:
Students are able to continue in the tradition of academic excellence that makes BishopRawstornesuccessful.
Students have an open choice, guided through 1-to-1 meetings with senior staff, in conversationwithparents.
Students are able to access an academic route - including combinations of languages,triplescience,humanitiesandcomputerscience.Therearenorestrictions onwhocanpickwhichsubjects,andno‘pathways’.
Students can combine the academic foundations with creative, technical and practicalsubjectstoenableabalancethatallowsthemtothrive.
In each subject, within the resources available to the school, we aim to place students in a teachinggroupwhichmosteffectivelymeetstheirlearningneeds,andenablesthemtomake progressbybuildingontheircurrentlevelofachievement.
The school reserves the right to adjust courses depending upon staff availability, resources andstudentdemand.
THE OPTIONS PROCESS
Below is the process for choosing options, which begins in February, starting with an assembly for students, and concludes in July, when students are notified of their allocations This process builds in sufficient time for students and parents to gather all the information theyneedtomakeadecision,andtodiscusstheoptionsavailable
StudentCurriculum
AreaTalk
Curriculumteamswill talktostudentsabout thedifferentsubjects, runtasterlessonsand provideadditional information
Monday16March–Thursday2April2026
July2026
Finaloptions allocationswillbe publishedinJuly.
STUDYING A LANGUAGE
For students selecting their options to study from 2026, we have decided to remove compulsory German However, wefirmlybelieveinthevalueofstudying a language and strongly encourage students to include either French or GermanamongtheirfiveGCSEchoices
Removingacompulsorylanguageallows greaterflexibilityinsubjectcombinations and reflects the government’s decision to remove the English Baccalaureate as aschoolperformancemeasure.Thenew options process gives students more freedom than before, and a language remains one of the most valuable and futureproofsubjectstheycanchoose.
ReasonsforStudyingaLanguage
Keepsfuturepathwaysopen.
Modern foreign languages are recognised by leading universities and employers as facilitating subjects because they support access to the widest range of degrees and apprenticeship routes. Whether students are considering medicine, law, engineering, sciences, business or the humanities, a language keeps options open and signals strongacademiccapability.
Strongacademicoutcomes
Languagesdevelopmemory,precision,problemsolvingandcommunicationskillsthat transfer directly into other subjects. National data shows GCSE languages consistently achieve strong results, with higher proportions of top grades than the overall GCSE average. Students who commit to languages tend to achieve highly across the curriculum.
Acompetitiveedge
Inhighperformingschoolslikeours,manystudentsgainexcellentgrades.Whatmakes an application stand out is breadth and challenge. A language demonstrates resilience, intellectual stretch and cultural awareness. As fewer students nationally study languages, those who do have a language gain a genuine competitive advantageforsixthform,universityapplicationsandfuturecareers
Valuedbyemployers
Employers regularly report a need for language skills, particularly in business, engineering, science, finance and international trade German and French remain among the most useful languages for UK industry Translation apps can help with words,buttheycannotreplacerealcommunication,negotiationandunderstanding
Personalgrowthandconfidence
Beyond qualifications, languages build independence and confidence They enable students to travel, work internationally and engage with different cultures, broadening horizonsandopportunitiesforlife
GRADING AND EXAMINATION ENTRIES
GCSEGrading
All students will be sitting GCSE examinations, or the equivalent It is the policy of the school to enter all students for examinations in subjects theyhavestudied
10 years ago the government reformed GCSE qualifications and the way in which they are graded Studentsaregradedaccordingtoanew10-pointnumericalscale,withGrade9being thehighestachievable
As part of these reforms, there has been a move from the old C grade at GCSE being classed asagoodpass.Ithasnowbeenreplacedwithgrade5beingastrongpassandgrade4being a standard pass (where a grade 5 is equivalent to a low B/high C grade and grade 4 equivalenttoalowCgrade).Thesereformsareillustratedinthetablebelow:
RevisedGradingStructure
HigherandFoundationLevelPapers(tieredassessment)
Insomesubjects,thenatureoftheexaminationissuchthatstudentsofdifferentabilitiesmay takehigherorfoundationlevelpapers Bothtiersarestructuredtoenablestudentstogetboth standard and good pass (grade 4 and 5) The school has to decide how to enter students in such a way as to maximise their chances of success Final decisions regarding tiered assessmentswillbemadeaslateinthecourseaspossible
MAKING A CHOICE
Interests
Choosing GCSE subjects is an important step, and parents play a key role in helping students to think carefully about their options.
We recommend considering the following points together, along with all the options available:
Think about what genuinely interests your child. When a subject connects with their hobbiesornaturalcuriosity,theyaremorelikelytostaymotivatedandengaged,which oftenleadstogreatersuccess.
SuccessandEnjoyment
Enjoyment matters. Students often achieve more in subjects they enjoy. However, success can also build enjoyment and confidence. Sometimes students are unsure about subjects that feel new or challenging, but these can become favourites over time.Trynottoruleoutasubjectsimplybecauseitfeelsdifficultorunfamiliar.
FutureCareers
Ifyourchildalreadyhasacareeridea,checkwhichsubjectsmaybehelpfulorrequired Some pathways particularly certain apprenticeships, A-levels, college courses or universitydegrees expectspecificGCSEsubjects Alittleresearchnowcanhelpkeep thosedoorsopen
KeepingOptionsOpen
If your child is unsure about their future plans, it is often wise to choose a balanced range of subjects rather than several that are very similar A broad mix can provide flexibility and more choices later on Especially important here are the facilitating subjects:German,French,historyandgeography
WorkloadandBalance
Different subjects have different types of assessment and coursework A balanced combinationofexams,practicalworkandcourseworkcanhelpmanageworkloadand reducestress.
TalktoOthers
Encourage your child to speak with their teachers and tutors about their progress and potential. Teachers can provide valuable insight into which subjects may suit them best.
All students in Key Stage 4 will study a set of compulsory subjects, resulting in six compulsory GCSE qualifications. These subjects are determined by the government through the National Curriculum, and by us as a Christian school. These GCSEs give students a strong, academic foundationforallothersubjectsandfurtherstudy.
ThecompulsoryGCSEsstudentswillstudyare:
GCSEEnglishLiterature*
GCSEEnglishLanguage
GCSEMathematics
*ExaminedattheendofYear10
GCSECombinedScienceandTripleScience**
GCSEEnglishLiterature*
GCSECombinedScience**
GCSEMathematics
GCSEReligiousStudies
GCSE Combined Science is a dual award, meaning students will study biology, chemistry and physics; they will undertake two exams in each, and will receive two GCSEs. All students will havetheopportunitytoexpressaninterestinstudyingtriplescience,iftheywishtodosointhe summer of Year 8. Triple science leads to three separate qualifications in GCSE Biology, GCSE ChemistryandGCSEPhysics.Thesesubjectswouldbestudiedinsteadofthecombinedcourse. Thisisseparatetotheoptionsprocess,andwouldseestudentsstudyingtheequivalentofone additionalGCSE.
THE CORE CURRICULUM
Therearetwoadditionalsubjectswhichareacompulsorypartofthenationalcurriculumand KS4 curriculum at Bishop Rawstorne. Students are not awarded a GCSE qualification for these subjects.
Thecorecurriculumsubjectsare: CorePE
LearningforLife
LearningforLife
LearningforLife(formallyknownasPSHEandCitizenship)isanimportantpartoftheKeyStage 4 curriculum. Studying aspects of personal, social and health education, together with citizenship,contributestoachievementofthecurriculumaimsforallyoungpeopletobecome:
Successfullearnerswhoenjoylearning,makeprogressandachieve Confident individuals who are able to live safe, healthy and fulfilling lives Responsible citizenswhomakeapositivecontributiontosociety
Learning for Life is embedded throughout our curriculum, but also delivered through a combination of extended form times, rolling weekly lessons, dedicated Learning for Life days throughouttheyearandotheractivitiesoutsidethetimetable Duringthesesessionsstaffand outsideagenciesprovidelearningopportunitiesondifferentissuesandthemes
PhysicalEducation(PE)
Students in KS4 will continue to develop the knowledge and skills gained in Key Stage 3 by participating in a wide range of activities Activities include (but are not restricted to) football, netball, handball, rugby, badminton, basketball, table tennis and fitness New activities are also introduced to promote the importanceofparticipatinginphysicalactivity and the impact that this has on mental wellbeinge.g.yoga.
In Key Stage 4 we aim to provide positive experiences for all students therefore creating a passion for participating; this will see students maintain a lifelong enjoyment of physicalactivity.
OPTIONAL SUBJECTS
Studentswillstudyafurtherthreeoptionalsubjects,selectedfromthelistbelow.Theseoption choices enable students to tailor the rest of their KS4 curriculum based on their interests and careeraspirations.
GCSEGuidedChoice1
The first choice is from a language or a group of creative and technical subjects. The governmenthaveremovedtherequirementforschoolstoensurethatthemajorityofstudents study a language and a humanity. As a school, we believe in the value of languages and continuetostronglyencouragealanguageselection.Thegovernmenthaveselectedagroup ofcreativeandtechnicalsubjectsasanenrichingalternative,ifstudentsdonotwishtostudya language. Theguidedchoicesubjectcanbeselectedfromthelistbelow:
Option choices are made online, in preference order, in discussion with parents. Each student then has a one-to-one meeting with a senior leader, to which parents are invited, to discuss their choices. If the student changes their mind after this meeting, their choices can be changeduptothedeadline.
Triple science students will study 10 GCSEs These students will gain an extra GCSE as theywillbestudyingGCSEBiology,GCSEChemistryandGCSEPhysicsseparately
Englishlanguagemustbestudiedbyallstudentsuntiltheyleave school Students will work towards achieving two GCSEs by the end of Key Stage 4: GCSE English Language and GCSE English Literature. Students will follow courses leading to GCSEs awarded by the Welsh Joint Education Committee (WJEC), also known as Eduqas.
Pointsofnote:
All students will sit two GCSEs: English language and English literature.
Itis100%exambasedwithstudentsbeingexternallyassessed for English literature at the end of Year 10 and English languageattheendofYear11.
Untiered (no higher or foundation tier) so students of all abilitiessitthesamepaperandgradescanrangefrom9to1.
Component3,spoken language Studentswillbegradedata distinction,meritorpass
GCSE MATHEMATICS
InYear9,studentswillcontinuetofollowtheKeyStage3scheme ofworktheybeganinYear7.Theschemeofworkallowsstudents to stretch themselves to the best of their ability and contains a large amount of content that will be assessed The scheme of workwillbecompletebyMarch,atwhichpointstudentswillsitan end of Key Stage 3 assessment They will then be re-grouped in to either higher or foundation classes and will commence their KeyStage4studies.Teachinggroupswillbereviewedattheend ofYear9,Year10,andfollowingtheYear11mocks.
All students will follow a course of study leading to a single mathematicsGCSEqualificationawardedbyEdexcelinYear11
Studentswillstudyinabilitygroupsacrossthewholeyeargroup. This set will be decided upon by the school and will be based uponon-goingassessments,aswellasclassteacherinput.
The examination will comprise of three papers, all examined in June 2029 The subject content focusses upon the following areas: 1Number, 2Algebra, 3Ratio, proportion and rates of change,4.Geometryandmeasures,5.Probabilityand6.Statistics.
Throughout Years 7–9, student groupings will be looked at following all three formal assessments, alongside teacher feedback This will then inform the grouping for the following academic year, and ultimately their Year 10 GCSE group and tier of entry Student performance in previous assessments, as well as teacher feedback, will be considered as part of any decisions on which grouping is most appropriate for the students at this stageintheirstudies.
ReligiousstudiesisacoreacademicsubjectatBishopRawstorne and it is a compulsory part of the Key Stage 4 curriculum. As a church school, we expect all of our students to undertake a qualification in religious studies. It is academically rigorous and personallyinspiring.
In our GCSE study our students examine the world’s two largest religions.WelookatthecorebeliefswithinChristianityandIslam. This leads on to enabling students to assess their approaches to various ethical and philosophical themes, as well as applying theological views to contemporary issues, studying religious literaturethatdatesbackthousandsofyears.
Students cover a wide range of themes and cultures, allowing them to enhance their understanding of differences and perspectives over time and form independent opinions on a variety of themes, such as equality, moral judgements, gender rolesandrelationships
There are deep philosophical and ethical elements in this course that cover Christian theological teachings about marriage and family and matters of life and death Furthermore, students will study Muslim’s theology about crime and punishment, as well as peaceandconflict
Thespecificationaimstoenablestudentsto: develop students’ knowledge and understanding of religions andnon-religiousbeliefs,suchasatheismandhumanism develop students’ knowledge and understanding of religious beliefs, teachings, and sources of wisdom and authority, including through their reading of key religious texts, other textsandscripturesofthereligionstheyarestudying. develop students’ ability to construct well-argued, wellinformed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of thesubject.
provideopportunitiesforstudentstoengagewithquestionsof belief, value, meaning, purpose, truth, and their influence on humanlife.
challengestudentstoreflectonanddeveloptheirownvalues, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic societyandglobalcommunity
GCSE SCIENCE
Science is a core subject comprising of biology, chemistry and physicsandisstudiedbyallstudents
The school follows the AQA science qualifications consisting of GCSE Combined Science: Trilogy OR GCSE Biology, GCSE Chemistry and GCSE Physics (Triple Science). There is an opportunity for students, with a passion and ability for the sciences, to express an interest in being considered for triple science. The expression of interest will be assessed over the autumn and spring term of Year 9 before a decision is made Within the 6 weekly science lessons that all students will study, these students will replace their double science GCSE with 3 single subject GCSEs in biology, chemistry and physics Those with an interest need to appreciate that they are signing up to 3 GCSEsinthesametimepeersareworkingtowards2GCSEs Full details of these courses are available on https://wwwaqaorguk/subjects/science
AllstudentswillcompleteatransitionmoduleatthestartofYear 9beforebeginningtheGCSEwhichwillthenrunthroughuntilthe endofYear11.Studentswillbeplacedinanappropriatesetwhich reflects their ability in the subject, based on a range of prior assessments.
WhichScienceCourse?
Moststudentswithintheyeargroupwillstudycombinedscience: trilogy. This double award is equivalent to two GCSEs. Triple sciencerequiresa‘littleextra’intermsofenthusiasmandinterest andisrecommendedforthosewithastrongacademichistoryat KS3.BothofthesesrouteprovidesaseamlesstransitionintoASor A-level sciences. A large proportion of triple science students progress onto A-level science courses. A comparison of the two coursesisbelowandonthenextpage:
Studying art gives students, the opportunity to develop practical skills, problem solve and to express ideas and use visual language. They will be encouraged to become independent learners, to take risks and they will acquire the ability to investigate,analyseandexperiment.
Students opting for the subject should be creative thinkers who are prepared to ‘have a go’ and give their best. It is a very timeconsuming subject but many art students enjoy dedicating time to their art and often find it good for their wellbeing. All projects cover various skills and offer opportunities for each student to develop their work in a personal way. Art enables students to progressintoawiderangeofcareersinfieldssuchasIllustration, marketing, advertising, design, architecture, fashion, publishing and the media- jobs that are here to stay! Many former students havegoneontobuildsuccessfulcareersinthearts
WhatWillStudentsLearn?
The AQA GCSE Art and Design syllabus caters for a wide range of interests within art such as drawing, painting, printing, textiles, graphics, 3D design and digital photography The exploration of different media plays a really important part in the course and studentsareencouragedtotry‘abitofeverything’!
This course follows on comfortably from the KS3 syllabus so studentswillrecognisetaskssuchastheresearchofotherartists, designers and cultures, observation drawing from primary and secondary sources and designing tasks Whilst there are no formal written tasks, it is a course requirement for students to analyseandevaluatetheirwork,andtheworkofarangeofartists in the form of personal, analytical annotation. The course dependsonstudentscompletingawiderangeofhomeworkand preparation tasks, some of which can be completed in sessions after school. We actively encourage students to attend these sessionsandtomakeuseofthefacilitiesatschool.
"Everyone should learn how to code; it teaches you how to think” SteveJobs
WhyStudyComputerScience?
GCSEComputerSciencetakesyoualongwayintounderstanding how to solve problems by using computers. At its heart is the understanding of algorithms and how to write computer programsbasedonwell-plannedalgorithms.
Computer science is an extremely diverse subject where you can findyourselfdevelopingthenextbigmobileapplication;thelatest wearable electronic fashion; providing technology evolutions to solveamedicalissueorevenmakingsurethatourcountryissafe fromhackers.
Computer science is valued highly by colleges and universities and opens the door to many exciting and well-paid careers This course has been developed to encourage independent thinkers, develop collaborative learning and problem solving skills You will acquire and apply creative and technical skills, knowledge and understandingofcomputinginarangeofcontexts
LEVEL 1/2 CAMBRIDGE NATIONAL CERTIFICATE IN CREATIVE IMEDIA
COURSE OVERIEW
CurriculumLeader: MrsGornall
ExaminationBoard: CambridgeNationals
AreasofStudy:
CreativeiMediain themediaindustry
Visualidentityand digitalgraphics
Interactivedigital media
Assessment: 40%Exam 60%Projectwork
WhyStudyCreativeiMedia?
Information technology is about the real world, practical applicationoftheory ITprofessionalsaretheusersoftechnology, utilising established building blocks and existing operating systems,softwareandapplications,tocreateasystemtosolvea problem. Learners taking this qualification will study the fundamentalaspectsrequiredintwoofthethreeIToccupational areas:creative,datamanagementandtechnical.
WhatWillStudentsLearn?
Students will learn how pre-production skills are used in the creative and digital media sector Students will learn how the client brief, time frames, deadlines and preparation techniques formpartoftheplanningandcreationprocess.Thiswillallowthe students to acquire the underpinning knowledge and skills required to create digital media products and gain an understandingoftheirapplication
In addition to this, students will learn how to design and create professionalITsolutionsinarangeofareas(usingsoftwaresuch as Adobe Flash, Photoshop and Dreamweaver), taking into accountpurposeandaudienceforeachone.Studentswillcreate effective user interfaces that meet the user requirements and enableatopqualitycreativeproducttobecreated
Assessment
The course consists of three units; two of them are based on coursework and the third is a written exam completed in the summerofYear11:
This course is designed to develop creativity, design thinking, solving real world problems and working to a client and user centred brief Students studying design and technology can go on to a variety of further and higher education courses such as engineering, 3D design, graphic design, textiles, fashion etc, as well as vocational courses and apprenticeships These can lead on to career paths such as: architecture, product design, interior design,engineering,jewellerydesign thelistgoeson!
WhatWillStudentsLearn?
InYear9and10youwillworkonarangeofshortprojectsthatwill teach you skills in design communication, prototyping, computer aided design and manufacture and practical skills. You will work with, and learn about, a range of materials including plastics, metals, woods, fabrics and fibres, paper and card and smart materials. You will develop knowledge and understanding of the subject through hands on projects, as well as theory lessons. Theorysessionswillfocusonthethreemainsectionsoftheexam:
At the end of Year 10 you will start your non exam assessment (NEA) This will involve choosing from three contexts set by the exam board before starting to research, design, prototype and finallymakeandevaluateasolutiontoabrief Youwillbeableto workinyourchoiceofmaterialsandprocessesinordertorealise afinaldesignwhichmeetstheneedsofaclient
In Year 11 you will continue to work on the NEA until the deadline (approximatelyEastertime) Youwillalsoembedyourknowledge further through theory sessions leading to a final two hour summerexam.
GCSE Drama prepares students well for further study at college such as BTEC Performing Arts, Musical Theatre and Acting qualifications.TheGCSEcoursealsopreparesstudentsforALevel qualificationssuchas:TheatreStudiesandPerformingArts.
WhatWillStudentsLearn?
The GCSE Drama course is predominantly an acting course where students are required to perform both scripted and unscripted work to a live audience. However, the written component is worth 60% of their final mark in drama and students must be prepared to write essays, reflective journals andtheatrereviewsarecorepartsoftheGCSEcourse.AsaGCSE course, drama offers students the ability to develop selfconfidence, and to develop previous skills in acting, through practicalcontrolledassessment Overthethreeyears,theystudy theatrical conventions, techniques and practitioners, and apply these to their own theatrical work This subject demands a high level of independent research, rehearsal and performance Students are encouraged to watch ‘live’ theatre productions as oftenaspossibleinordertoprepareforthewrittenandpractical examinations Studentsmustbeabletoperformpiecesinfrontof aliveaudienceasanactororasatechnicalcandidate
Assessment
The emphasis for this GCSE is on performance and skills in drama; it should not be taken solely ‘to gain confidence’ but more to develop existing passion and commitment towards performanceinfrontofaliveaudience
1Component1–Writtenexam(1hr45minutes–worth40%)
2.Component 2 - Devised work based on visual and written stimuli (worth 40% of the final grade - 20 marks of this are practical)
3.Component 3 - Completely practical. Scripted performance (worth 20% of the final grade) Students will be expected to performtwoscenesfromascriptedplayoftheirchoicewhich adherestoastrictminimumandmaximumtimelimit.Thiswill beassessedbyavisitingAQAexternalexaminer.
WRITTEN EXAMINATION (60%)
Students complete two assessed componentsinGCSEDrama.ForComponent 2 (40% of the final grade), they create a devisedperformanceingroupsandproduce a 2,500word devising log, completed in school under timed conditions This log, which may be written or filmed as a blog, must reflect on and evaluate their practical work and can include rehearsal photos and discussion of skills, style, genre and performance space The remaining 40% is assessed through Component 1, an external written exam in Year 11, where students write essays on how they would stage or perform keysectionsandcharactersfromthesettext Blood Brothers, as well as a live theatre review in which they describe, analyse and evaluateaperformancetheyhaveseen.
PRACTICAL WORK (40%)
Candidates are required to submit two piecesofpracticalactingwork,bothscripted and unscripted (component 2) Specifically, one performance is videoed in school and must be created by the students working on a theme or topic of their choice; the second performance takes place at the end of the course when an external examiner attends schooltowatchthestudentsperformingtwo scenes from a play chosen by the teacher (component3)
DUKE OF EDINBURGH (Non-examination)
The Duke of Edinburgh (DofE) is a youth achievement award designed to challenge young people between ages 14 and 24 to develop skills, overcome obstacles, and build confidence throughvolunteering,physicalactivities,skillsdevelopment,andexpeditions.
Formanyyears,BishopRawstornehasbeenrunningaBronzeAwardexpeditionprogrammeas part of our after-school enrichment provision We will be expanding this programme by offering the opportunity to complete the DofE as an option subject. Note: this would result in onefewerqualification.
Makenewfriendsandhavememoriestolastalifetime. Somethingtoreferencewhenapplyingforcollege,universityorajob. Provides evidence of “soft skills” such as communication, commitment, leadership and teamwork.
The 1/2 Technical Award in Engineering focuses on different disciplines of engineering and how they have shaped products and projects in the modern world Students will study the engineeringprocessfromendtoend,learningcoreskillssuchas production planning techniques, Computer-Aided Design (CAD), and applied processing skills and techniques, helping to begin theirjourneyintofurtherstudyoracareerinthisexcitingindustry
AimsandObjectives
This qualification aims to focus on the study of the engineering sector,offerbreadthanddepthofstudy,incorporatingakeycore of knowledge and provide opportunities to acquire a number of practicalandtechnicalskills.
Theobjectivesofthisqualificationareto: understandthedifferentengineeringdisciplines applyscienceandmathematicsinengineering understandhowtoreadengineeringdrawings understand the properties, characteristics and selection of engineeringmaterials understandengineeringtools,equipmentandmachines producehand-drawnengineeringdrawings produce computer-aided design (CAD) engineering drawings understandproductionplanningtechniques applyprocessingskillsandtechniques.
CareerOpportunities
The understanding and skills gained through this qualification could be useful to progress onto an apprenticeship in the engineering industry through a variety of occupations that are available within the industry, such as in technical writing or technical sales, or as an engineer in one of the many different sectorsacrosstheindustry,suchaspharmaceuticals,aerospace orconstruction
ThisGCSEwillequipstudentswiththeknowledge,understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It will encourage students tocookandenablethemtomakeinformeddecisionsaboutfood and nutrition in order to be able to feed themselves and others affordablyandnutritionally,nowandinlaterlife.
The GCSE is exciting and innovative. It will give students who enjoy the practical aspect of food preparation and nutrition a real chance to develop high level skills. The academic rigour applied to the course through the nutrition and food science elements will ensure that even the ablest of students are stretchedtotheirfullpotential
WhatWillStudentsLearn?
TheGCSEisorganisedtocoverthefollowingareas: cooking and food preparation (twenty core skills including knife skills, use of the cooker, sauce making, equipment use andsoon)
Throughout Year 9 and 10 students will be taught the basic skills and knowledge required by the specification, through both practicalandtheorysessions.
The second half of the course (Year 11) is split into three assessments:
In an increasingly competitive and challenging global marketplace, the ability to speak a modern foreign language such as French, is not only desirable, it can be the pathway to career enhancement The GCSE French qualification is focused on the important ways that languages foster communication, broaden perspectives, introduce new cultures and develop studentsintoglobalcitizens GCSEFrenchisthestartofajourney ofenrichmentthatcanendureforalifetime!
MakingtheRightChoice
GCSEFrenchisanoptionforthosecurrentlyinBand1andalready studying French. These students have the opportunity to study bothGermanandFrenchtoGCSElevelwhenselectingFrenchas an additional option, or to choose to study French instead of German,ifthisistheirpreferredlanguage.
It is essential that language choices for students are made in consultation with modern foreign language teaching staff, who will be able to discuss a student’s potential and prospects and willadviseuponthesuitabilityofcourses
WhatWillStudentsLearn?
Students will study a new GCSE qualification in French (first examination 2026) The coverage of vocabulary, grammar and phonicsinthisqualificationwillenablestudentstocommunicate acrossarangeofthematiccontexts(seeleft)whicharerelevant to students’ current and future needs For the dual linguists the order in which the themes are covered will differ between the 2 languagesstudied.
LessonStructure
Students undertake a wide range of activities within lessons and home study in order to prepare them for Year 11 examinations. Vocabulary learning and independent study is essential for examination success and the department has access to interactiveresourcestofacilitatethis
Geography is currently growing faster than any other subject in secondaryschools(TimesEducationalSupplement)
WhyStudyGeography?
The study of geography stimulates an interest in and a sense of wonderaboutplaces,andwillhelpyoumakesenseofacomplex and constantly changing world. Geography is a highly valued subjectbyemployersandcollegesasitpreparesyoutobecome team workers, active participants, independent and creative thinkers and makes you more aware of the world in which you live It can be a launch pad for all kinds of future careers from engineering to economics, from agriculture to architecture, from environmental health to archaeology and from meteorology to medicine According to the report, “What do graduates do?”, graduates in geography have one of the highest rates of fulltimeemploymentsixmonthsaftergraduation
The Russell Group of twenty leading universities lists geography asoneofthemain‘facilitating’subjectsalongsidemaths,English and science that they like to see for entry to their university courses Choosing geography as a rigorous academic subject canthereforestrengthenastudent’schanceofattainingaplace at a leading university, as well as being one of the English BaccalaureatequalifyingsubjectsatGCSElevel
Geography fascinates and inspires: the beauty of the earth, the terrible power of earth-shaping forces - these things can inspire and take us out of our normal day-to-day lives. Geography is also a “living” subject and will feature on the news in some form every night – migration, flooding, development, pollution, transport and so on. Students are encouraged to apply their knowledge and understanding to real-life 21st century UK challenges as part of the course. Geographical investigation nourishes curiosity and can lead to a life-long love of the great outdoors.
WhatWillStudentsLearn?
Thethreeyearcoursewillhelpstudentsto: develop a knowledge and understanding of current events fromthelocaltotheglobalarea investigatetheEarthanditspeoples study the features of the Earth, mountains, rivers and seas andhowtheyareformed understandotherculturesintheUKandacrosstheworld developarangeofskillswhichincludemapreading,GIS,data collection,ICTandproblemsolving collectdatainthefield,andanalyseandpresentfindings
AssessmentBreakdown
In line with all subjects, geography assessment will be linear to ensure that all GSCE examinationsaretakenattheendofthecourse.
A variety of experiences will be made open to students who choose geography, including compulsoryvisitstothecoastinYear9tostudycoastallandscapesandtoManchesterinYear 10toinvestigateurbanchangeinvestigation.
LearningalanguageisnotjustaboutknowledgeofGCSEcourse topics and vocabulary. The GCSE German qualification is focused on the important ways that languages foster communication, broaden perspectives and develop students into global citizens. We learn about the culture and traditions of thecountrieswhereGermanisspoken-tastethefood,hearthe music, learn about the people. In addition, a second language listedonyourCVcanopendoorstofurtherstudyandboostyour UK salary. GCSE German is the start of a journey of enrichment thatcanendureforalifetime!
MakingtheRightChoice
All students who study German in Year 8 can opt to continue to study the German GCSE course. It is essential that language choicesaremadeinconsultationwithmodernforeignlanguage teaching staff, who will be able to discuss a student’s potential andprospectsandwilladviseuponthesuitabilityofcourses
WhatWillStudentsLearn?
Students will study a new GCSE qualification in German (first examination 2026) The coverage of vocabulary, grammar and phonics in this qualification will enable students to communicate across a range of thematic contexts (see left) whicharerelevanttostudents’currentandfutureneeds
LessonStructure
Students undertake a wide range of activities within lessons in order to prepare them for Year 11 examinations Vocabulary learning and independent study is essential for examination success and the department has access to interactive resourcestofacilitatethis.
Foreigneducationalstudyvisitsareofparticularbenefittothose students following the GCSE language courses, as any opportunity to practise the language in an authentic setting is invaluable. We have recently established an ‘Espace’ link with a Germanpartnerschool,toprovidestudentswiththeopportunity toexchangemessagesonlinewithGermanstudents.Thisopens upthepossibilityofculturalexchangevisitsinthefuture–watch thisspace.
Assessment: 100%exambasedtwopapers50% each Untiered
"Those who cannot remember the past are condemned to repeatit” GeorgeSantayana-Americanphilosopher
WhyStudyHistory?
History is valued highly by both employers and universities. It encourages students to be open minded and independent thinkers. It fosters the development of valuable and transferable skills such as problem-solving, critical analysis of information and construction of arguments and so provides ideal preparation for further academic study in numerous fields Students of history in Britain have gone on to fulfil a range of high-profile careers across many spheres of life, from politics andlawtojournalismandtheentertainmentindustry TheRussell Group, which represents 24 of Britain’s leading universities, lists history as one of the ‘facilitating’ subjects recommended for students wishing to apply to prestigious universities and keep theirfutureacademicandcareeroptionsopen
The respected ‘Which?’ consumer group commented in their ‘WhichSubject?WhichCareer?’guide: ‘Historians are regarded as having had an education that trains their minds to assemble, organise and present facts and opinions and this is a very useful quality in many walks of life and careers history is an excellent preparation for very many otherjobs’.
Studentsconsideringstudyinghistoryshouldhavegoodreading levels and literacy skills. This subject will then help you further develop your literacy skills and draws strong links to English –something which will not only help you in the future, but also supportyouwithstudyingyourotherGCSEsubjects.
Studying history informs the present and gives you the skills you needtoprepareforthefuture.Apartfrombeingveryinteresting, historyisusefulforahostofdifferentcareers,andlifetoo!Infact, history is very practical and teaches you vital skills that employerswant.
Students will study the skills and techniques involved in becomingacreativemusician,inordertodeveloptheirabilityto compose and perform successfully The GCSE course has three maincontrastingelements,allofwhicharedesignedtodevelop students as musicians Both practical tasks are internally and externally assessed as well as a written examination at the end ofthecourse
The aims and objectives of this qualification are to enable studentsto: engageactivelyintheprocessofmusicstudy develop performing skills individually and in groups to communicate musically with fluency and control of the resourcesused develop composing skills to organise musical ideas and makeuseofappropriateresources recognise links between the integrated activities of performing,composingandappraisingandhowthisinforms thedevelopmentofmusic broaden musical experience and interests, develop imaginationandfostercreativity develop knowledge, understanding and skills needed to communicateeffectivelyasmusicians develop awareness of a variety of instruments, styles and approachestoperformingandcomposing develop awareness of music technologies and their use in thecreationandpresentationofmusic recognise contrasting genres, styles and traditions of music, anddevelopsomeawarenessofmusicalchronology developaseffectiveandindependentlearnerswithenquiring minds reflectuponandevaluatetheirownandothers’music engagewithandappreciatethediverseheritageofmusic,in order to promote personal, social, intellectual and cultural development
In addition to the core physical education programme, students can opt to study GCSE PE as a KS4 qualification This is a GCSE option that requires prospective students to have regularly attended extracurricular enrichment after school, represented schoolinfixturesandtohaveregularlytakenpartinsportoutside of school This is due to the high levels of practical performance requiredacrossthreedifferentactivities
Studying textiles gives students the opportunity to develop practical skills, problem solve and to express ideas and use visual language They will be encouraged to become independent learners, to take risks and they will acquire the ability to investigate, analyse and experiment Students opting for the subject should be creative thinkers who are prepared to get stuck in and give it their very best It is a very timeconsuming subject, but many students of textiles enjoy dedicating time to their work and often find it good for their wellbeing. All projects cover various skills and offers opportunities for each student to develop their work in a personal way. Textiles enables students to progress into a wide range of careers in field such as: design, illustration, marketing, buying,manufacturing,merchandisingetc. Manypaststudents havegoneontobuildsuccessfulcareersintextiles.
WhatWillStudentsLearn?
Thesyllabusencouragestheuseofarangeoftextiletechniques and processes Students are inspired to try a bit of everything from printing, embroidery and felting, to applique and construction techniques This course follows on comfortably from both the KS3 art and textiles syllabus so students will recognise tasks such as the research of other artists, designers and cultures, observational drawing from primary and secondarysources,designingandmakingtasks Whilstthereare noformalwrittentasks,itisacourserequirementforstudentsto analyse and evaluate their work, and the work of a range of artistsintheformofpersonal,analyticalannotation Thecourse depends on students completing a wide range of homework and preparation tasks, some of which can be completed in sessionsafterschool Weactivelyencouragestudentstoattend thesesessionsandtomakeuseofthefacilitiesatschool
Assessment
Assessmentconsistsof:
Component1:Portfolio,60%
Component2:Externallysetassignment,40%.
Component1
In Year 9, students will produce work for 2 different projects developingtheirskillsandexperimentingwitharangeofmedia, refining and building on techniques learnt during KS3 and exploring new techniques and processes During Year 10, students work through 2 projects, again extending their use of different media and strengthening knowledge and understanding All work produced in Year 10 will contribute to buildingtheirfinalportfolioofcoursework Eachprojecthasbeen designed to allow each student the freedom to follow different ‘paths’tosuittheirskillsandpreferences
The externally set task, unit 2, requires students to pick a starting point for their exam piece from a question paper These questions are very open ended and allow each student the spacetoexploreandexperimentwiththeirideaswhilstusinglotsofdifferentmedia,processes andtechniques Theyarethenrequiredtoproduceasketchbookdocumentingalloftheirideas and experimentation to support an unaided 10 hour session to complete a final piece(s) of textileswork Thisexamtakesplaceovertwodaysinexamconditions,butmanystudentsenjoy theexperiencesayingitisapleasuretohave2fulldaysofcreatingandmaking Allworkisthen submittedforthefinalassessment
Theworkismarkedusing4assessmentobjectivesbasedonlookingattheworkofartistsand designer; experimenting with media and refinement of work; making observations by drawing andphotography,andproducingapersonalandmeaningfulresponse.
EquipmentRequired
Duetothenatureofthesubject,studentsneedaccesstoarangeofartandtextilesequipment. Students will have the opportunity to purchase good quality art materials and sketchbooks from school at the start of the course at cost price. It would also be highly advantageous to haveaccesstoasewingmachinetocontinueexperimentsathome.
FURTHER INFORMATION
We hope this booklet has helped you to make an informed decision regarding the options choices Please do not hesitate in asking for guidance beyond the information programme provided.
Careers advice is available from each student’s group tutor, career’s adviser, Mr Nolan, or the HeadofYear,MrSixsmith.
Any difficulties students may have in choosing subjects, please contact us using the channel on Synergy and if required, we can arrange for a telephone conversation at a mutually convenientpoint.
