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STANWELL SCHOOL
Headteacher: Mr T Brown
Chair of Governors: Mr A Rogers
The Options Team
Miss L Jenkins Assistant Headteacher
Miss A Bates Head of Year 8
Mr R Jones 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 Presentation; Options Process 4. The Curriculum
Subject Descriptions – Compulsory Subjects
5-6. English Language and English Literature 7-8. Mathematics and Numeracy 8. Physical Education 9. Religious Studies 10. Science 11-12. Welsh (Second Language) 13-14. Welsh Baccalaureate 15. Careers
Subject Descriptions – Options Subjects
16-17. Art and Design 18-19. Business Studies 20. Computer Science 21-22. Design & Technology (Product Design or Graphic Products or Fashion & Textiles) 23. Digital Technology 24. Drama 25-26. Economics 27-28. Engineering 29. Financial Literacy 30-31. Food and Nutrition 32-33. French 34-35. Geography 36-37. German 38-39. Health and Social Care, and Child Care (Single Award) 40-41. History 42. MPCT Academy 43. Media Studies 44-45. Music 46. Performing Arts BTEC 47. Physical Education 48-49. Travel & Tourism BTEC 50-51. Workskills BTEC 52. GCSE Results 2019 53. GCSE Results 2020
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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 2021. 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 P R E S E N T A T I O N
To help parents and pupils make a more informed choice of option subjects; the school has created an adobe spark presentation which has been shared with all Year 8 pupils and parents/carers.
O P T I O N S P R O C E S S
Monday 1st February 2021 Adobe spark presentation to be sent to pupils, parents and carers Friday 26th February 2021 Pupils in Year 8 to submit option intentions via google form. Friday 26th March 2021 Pupils to complete final options using option blocks.
We will try to ensure that pupils are able to receive their first choice of option subject. However, if this is not possible then the pupil and their parents/carers will be informed.
Please note:
Pupils wishing to study Design & Technology must opt for Product Design or Graphic Products or Fashion & Textiles. They are not permitted to choose more than one of these option subjects.
MPCT Academy (Military Prep) counts as two option choices.
The links to the exam board specifications and subject pages have information on the current specifications, many of which have been reduced to reflect the amendments due to covid. It is assumed that they will return to the full specifications (as detailed in this booklet) in due course.
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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 Language English Literature Mathematics Numeracy Science Welsh Personal & Social Education Physical Education Religious Studies Welsh Baccalaureate
2. OPTION SUBJECTS
Pupils should choose four subjects from the option subjects in this book.
Please remember that if you opt for MCT Academy this will count as two options.
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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 L A N G U A G E 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%
English AO3 Writing 40% 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 Individual Researched Presentation 20% (based on WJEC set themes) (Non-examination) Responding and Interacting Year 11 (Group discussion on stimuli provided by WJEC)
Reading (20%) Understanding of at least one description, one Unit 2 narrative and one exposition text, including continuous and non 40% continuous texts, assessed through structured questions. (External assessment Writing* (20%) One writing task selected from a choice of two that 2 hours) could be description, narration or exposition.
Reading (20%) Understanding of at least one argumentation, one Unit 3 persuasion and one instructional text, including continuous and non 40% continuous texts, assessed through structured questions. (External assessment Writing* (20%) One compulsory argumentation writing task and one 2 hours) 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 begin studying their chosen Unit 1 exam text in Year 9. This is a unitised qualification which allows for an element of staged assessment. There are two tiers of entry for this qualification: Higher (A* - D) and Foundation (C - G). Learners must demonstrate their ability to:
AO1: Respond to texts critically and imaginatively, select and evaluate relevant textual detail to illustrate and support interpretations.
AO2: Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings.
AO3: Make comparisons and explain links between texts, evaluating writers’ different ways of expressing meaning and achieving effects.
AO4: Relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self, and other readers in different contexts and at different times.
Unit 1 Unit 1: Prose (different cultures) and poetry (contemporary) Prose: External Exam To Kill a Mockingbird Harper Lee Unit or Of Mice and Men John Steinbeck 35% Poetry: 1 essay comparing 2 unseen poems
Unit 2a Unit 2a: Literary heritage drama and contemporary prose Contemporary Prose: External Exam About a Boy Nick Hornby Unit or Heroes Robert Cormier 40% Literary Heritage Drama: An Inspector Calls J B Priestley
Section A: Shakespeare Assessment will be based on a thematic essay question on a Shakespeare play. The stipulated theme for study will be Unit 3 published on the WJEC secure website. Candidates may have up to 2 Non-Examination hours to complete this non-examination assessment.
Assessment Section B: Welsh Writing in English Assessment will be based on a 25% group of 15 thematically linked poems taken from the Library of Wales anthology, Poetry 1900-2000: One Hundred Poets from Wales (edited by Meic Stephens). The stipulated theme for study will be published on the WJEC secure website. 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 A N D N U M E R A C Y
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.
https://www.wjec.co.uk/qualifications/mathematics-gcse/#tab_overview
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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 All the Additional Content Number, Measure and Statistics content of Algebra, plus some aspects of Algebra, GCSE Geometry Geometry and Probability Mathematics and - Numeracy Probability The Assessment focus The application of the above - application content in context 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
We are sure that there are going to be multiple parts of the WJEC Religious Studies GCSE that students are really going to enjoy!
How will the course be organised? During one lesson a week in Year 9 and 10, students will study the basic beliefs and practices of Christianity and Islam. Students will also explore a range of different ethical and philosophical questions relating to the topics of ‘Life and Death’ and ‘Good and Evil’. For example:
- Should everybody donate their organs upon death? - Should euthanasia and abortion be legal? - Should we always forgive? - If there is a God, why does evil exist?
During two lessons a week in Year 11, students will continue to further their study of Christianity and Islam through delving deeper into the key beliefs and practices of these major world faiths. In addition, students will question issues relating to the themes of ‘Relationships’ and ‘Human Rights’. For example:
- Should freedom of speech be limited? - How should people respond to discrimination? - What are different religious views about homosexuality, gender and contraception? - Does money make you happy? Should wealth be more evenly distributed?
We will always explore religious and non-religious views (such as Humanism and atheism) and encourage you to think critically about all of the information that we encounter in Religious Studies lessons.
When and how is this GCSE assessed? Students will sit two exams. One at the end of Year 10 which encompasses all the content learnt in Year 9 and 10. This exam is for two hours and counts for 50% of the GCSE. Students will also sit a further exam of two hours at the end of Year 11 covering the course learnt in this year. This exam is also for two hours and accounts for the final 50% of the Religious Studies GCSE.
For further information, please use the following link to the WJEC website: https://www.wjec.co.uk/qualifications/religious-studies-gcse/#tab_overview
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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 GCSE Applied Science Single 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.
Pupils following the Applied Science course will take one external science examination at the end of Year 10 and one external science examination at the end of Year 11. There will be a task-based assessment during November of Year 11 and a practical examination that will be taken during January and February of Year 11.
http://www.wjec.co.uk/qualifications
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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) 8-10 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) 8-10 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
https://www.wjec.co.uk/qualifications/welsh-second-language- gcse#tab_overview
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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: https://www.wjec.co.uk/qualifications/welsh-baccalaureate-national- foundation/#tab_overview
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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.
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, Mrs Nicola Worrall. 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 child is now at the stage where they are taking more control and responsibility for planning their future.
Careers Wales are here to help you with access to information, advice and guidance that will help you to support them to consider all of the options available, so they can make informed choices about the career path that is right for them. This includes supporting them to:-
Choose the subjects they study; Understand more about continuing in education; Generate ideas about jobs; Understand more about apprenticeship opportunities; Find out more about the world of work.
Please see https://careerswales.gov.wales/sites/default/files/images/Planning%20Ahead%20Booklet%20for%20P arents%202020.pdf which explains more about our services and how we deliver them. We would encourage you to read this and discuss this with your child.
If you’d prefer to receive a printed copy or want further information, please contact your careers adviser Nicola Worrall on [email protected]
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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 (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 https://www.wjec.co.uk/qualifications/art-and-design-gcse/#tab_overview
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B U S I N E S S S T U D I E S
“A business has to be involving, it has to be fun, and it has to exercise your creative instincts.” Sir Richard Branson
Whether you see a future for yourself as a future Richard Branson or want to know how big businesses such as Apple, Amazon and Barclays operate you will find GCSE Business is a great starting point. It is also likely that you will work in some form of organisation in later life – so why not gain an understanding of how businesses function?
GCSE Business introduces students to the business world, empowering them to develop as commercially minded and enterprising individuals.
The focus of the course is to introduce and nurture an enthusiasm for studying business in a range of contexts. Students will appreciate how businesses operate in a dynamic and competitive environment and develop an understanding of the interdependent nature of business functions from a local to a global perspective.
Previous students taking part in enterprise days
The subject content for GCSE Business will be assessed across two examination papers.
Unit 1: The Business World
Written examination 2 hours (weighting 62.5%)
Unit 2: Business Perceptions
Written examination 1hour 30 minutes (weighting 37.5%)
Further information can be found on the WJEC website: https://www.wjec.co.uk/qualifications/business-gcse/#tab_overview
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Both units assess content from the topics listed below. There is no controlled assessment. Both papers are sat at the end of Year 11.
Business activity Influences on business Business operations Finance Marketing Human resources 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 (literacy, 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, students have had the opportunity to visit the Land Rover assembly plant (photo above), Warner Bros Studios, Chelsea Football Club, the Bank of England and attend Business Studies Live at Disneyland Paris.
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 follow.
Other careers, and further studies that link 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.
For further information, or if you have any questions don’t hesitate to contact Mr Crook in H1. If you are interested in the latest news stories relating to business, you can also look at the department Twitter feeds Business_2XL & Econ_2XL
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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. Pupils follow the WJEC GCSE Computer Science specification which 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.
This is a linear course and all assessments take place in Year 11. 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.
https://www.wjec.co.uk/qualifications/computer-science-gcse/#tab_overview
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D E S I G N & T E C H N O L O G Y (PRODUCT DESIGN OR GRAPHIC PRODUCTS OR FASHION & TEXTILES)
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. Please note: students wishing to study Design & Technology must opt for Product Design or Graphics or Fashion & Textiles. They are not permitted to choose more than one of these option subjects.
The GCSE in Design and Technology enables students to understand and apply 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 Investigation and analysis of the work of past and present professionals Learning about the design process, product analysis, materials and components, commercial manufacturing processes, techniques, tools and equipment, systems and processes and CAD/CAM Learning about sustainability and legislative issues Learning to use different design strategies, such as collaboration, user-centred design and systems thinking, to generate initial ideas. 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.
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
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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 opting to study Product Design will develop projects using natural and manufactured timber, ferrous and non-ferrous metals, and thermoforming and thermosetting polymers.
Students opting to study Graphic Products will develop Graphic Products projects using card, manufactured timber and polymer materials.
Students opting to study Fashion & Textiles will develop projects using natural, synthetic, blended and mixed fibres, and woven, non-woven and knitted textiles.
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. https://www.wjec.co.uk/qualifications/design-and-technology-gcse/#tab_overview
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DIGITAL TE C H N O L O G Y
The WJEC GCSE qualification in Digital Technology is a broad-based qualification that allows learners to build on the digital skills, knowledge and understanding that is used both in their school and everyday lives. The qualification is designed for learners who wish to begin their journey towards a career that utilises digital technologies or to progress onto advanced level programmes of learning involving digital technologies. The qualification will allow learners to develop their understanding of the range of digital technology systems at use in our connected and globalised society. It will also allow learners to explore the ever-evolving nature of digital technology systems and how these systems can be used productively, creatively and safely.
This is a linear course and all external examinations take place in Year 11. Assessment is 40% on-screen examination and 60% non-exam assessment, and is divided into three units:
Unit 1: The digital world An assessment (taken on-screen), comprising of a On-screen examination: 1 hour 30 range of question types to assess specification minutes content related to digital technology systems, the 40% of qualification value of digital technology and perspectives on 80 marks digital technology. Unit 2: Digital practices A non-examined assessment comprising of two Non-exam assessment (NEA): 45 sections. In Section A candidates will interrogate hours a supplied data set imported into a spreadsheet in 40% of qualification order to inform Section B, where they will create 80 marks a website incorporating either an animation or a game related to a set context. Unit 3: Communicating in the digital A non-examined assessment focusing on world marketing digital assets using social media. Non-exam assessment (NEA): 15 Candidates will create digital assets related to a hours set context and then formulate an online digital 20% of qualification communications campaign around them. 60 marks
The depth of coverage means that it provides a solid foundation for either the study of A Level ICT and Computing or employment.
https://www.wjec.co.uk/qualifications/digital-technology-gcse/#tab_overview
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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.
“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) https://www.wjec.co.uk/qualifications/drama-gcse/#tab_overview
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E C O N O M I C S
Without realising it, we 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.
Economics will help you develop a questioning and enquiring mind. If you have an interest in the world around you, and current events, Economics might just be for you!
Consider these questions……….
What makes the 5p plastic bag charge so effective? Why are some people willing to spend over £200 on a Supreme T-shirt? Will the sugar tax really combat obesity? Why did the Government spend around £14bn per month on the furlough scheme? Why are interest rates so important?
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 even produced Economics themed board games.
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Course Content
The course is broken down into two modules;
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, Land Rover, the London Metal Exchange and Chelsea Football Club.
Student Support Homework club is available on a weekly basis. Each session is provided by a member of the Economics and Business Department.
Assessment
Assessment takes the form of two exam papers both taken 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 controlled assessment.
The course offered follows the AQA specification as the WJEC. Students are therefore awarded grades 9 to 1 rather than A* to U. A link to the AQA website is below:
http://www.aqa.org.uk/subjects/economics/gcse/economics-8136
If you would like to find out more, please don’t hesitate to speak to Mr Crook in H1. If you are interested in the latest news stories relating to economics you can also look at the department Twitter feeds Econ_2XL & Business_2XL.
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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 https://www.wjec.co.uk/qualifications/engineering-level-1-2/#tab_overview
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F I N A N C I A L L I T E R A C Y
London Institute of Banking of Finance Level 2 (GCSE Equivalent) Certificate in Financial Capability & Careers Development
The Certificate in Financial Capability & Careers Development introduces students to the impact of finance on the economy and encourages them to consider how this can affect businesses and individuals. Through this it develops knowledge and a valuable range of applied and transferable skills. The programme is designed to prepare young people for the time in their lives when they will no longer be dependent on others for their financial provision and to initiate an interest in current affairs and politics. The course has been accredited as a full GCSE equivalent and is achieved by completing four on-line assessments/tests, each of 30 minutes, at various points throughout Years 9, 10 and Autumn term of Year 11 with an opportunity to re-sit units at any point.
The course also provides a valuable insight into a range of career opportunities in financial services. It gives guidance on how students can improve their employability skills.
CeFCCD is regulated in Wales only by Qualifications Wales.
Units:
Unit 1 – Personal Financial Encounters (PFE): assessed by a single 30-minute objective test comprising 18 multiple-choice questions and four sets of stimulus material each with three linked questions. Unit 2 – Money Management Solutions (MMS): assessed by a single 30-minute objective test comprising 18 multiple-choice questions and four sets of stimulus material each with three linked questions. Unit 3 – Personal Finance Management (PFM): assessed by a single 30-minute objective test comprising 10 multiple-choice questions and two sets of stimulus material each with five linked questions. Unit 4 – Careers in Finance (CF): single 30-minute objective test comprising 10 multiple- choice questions and two sets of stimulus material each with five linked questions.
Further information can be found: https://www.libf.ac.uk/study/financial-education/qualifications/certificate-in-financial- capability-and-careers-development-(cefccd)
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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.
https://www.wjec.co.uk/qualifications/food-and-nutrition-gcse/#tab_overview
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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.
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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. https://www.wjec.co.uk/qualifications/french-gcse/#tab_overview
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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. Geographers can... Geographers are... Make a concise report Good communicators Handle data Spatially aware Ask questions and find answers Socially and environmentally Make decisions about an issue aware Analyse material Problem solvers Manage themselves Good team players Solve problems Computer literate Think independently Well rounded, flexible thinkers
Without Geography you are…. NOWHERE!
GCSE Geography (WJEC)
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
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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.
Core Core Landscapes and physical Weather, climate and A written report , to processess ecosystems include evidence of River and coastal processes and Climate change during the understanding of the landforms, hydrological cycle and Quaternary period, enquiry process and river management. Weather patterns and an independent process, Processes and ability to The urban-rural continuum in interactions within process/present Wales ecosystems and Human data and complete How are urban -rural areas linked activity and ecosystem extended writing. and how are rural areas processes changing? Development resource In order to prepare issues for this report, Population and urban change Measuring global learners are in the UK inequalities, Causes and expected to Population change and consequences of uneven undertake two consequenes, future challenges development at, Water contrasting pieces of facing towns and retail change in resources and their the UK. fieldwork.
landscapes 40% landscapes40% management and Regional economic development Urban issues in constrasting Option global cities Social and development Global pattersn of urbaisation, issues 3: Unit Fieldwork 20% urbanisation in cities and how Measuring social are global cities connected development, Unit 1: Changing 1: Unit Changing Human Physical and contemporary issues with Option social development. Living in an Active Zone
Hazards at plate margins Visit our Unit 2:Environment Unit Development and Issues40% Reducing the risk website for photos and more Take part in lots of info local and international fieldwork
opportunities! 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: https://www.wjec.co.uk/qualifications/geography-gcse/#tab_overview
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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) 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.) 36 | P a g e
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:
https://www.wjec.co.uk/qualifications/german-gcse/#tab_overview
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HEALTH AND SOCIAL CARE, AND CHILDCARE (SINGLE AWARD)
The WJEC in consortium with City and Guilds have developed a new GCSE Health and Social Care and Childcare course for teaching from September 2019. This course encompasses the legacy GCSE Health and Social Care and Child Development specifications and is designed for learners aged 14-16 who wish to gain an introduction into key aspects of the Health, Social Care and Childcare sectors.
More information about the changes and the new specification can be found at: https://www.healthandcarelearning.wales/qualifications/gcse-health-and-social-care-and- childcare-single-and-double-award/
Key Aims The WJEC GCSE in Health and Social Care, and Childcare equips learners with knowledge, understanding and skills related to the development and care of individuals throughout the life cycle from conception to later adulthood. They will gain an understanding of the social, physical, emotional, and cultural needs of people who use care and support services and an appreciation of how service provision in Wales supports those individuals. By studying Health and Social Care, and Childcare learners will be able to: develop and apply knowledge, understanding and skills to contemporary issues in a range of health and social care, and childcare contexts. actively engage in the study of health and social care, and childcare to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds. develop and apply skills relevant to health and social care, and childcare including using and interpreting data. develop an awareness of career pathways available within the health and social care, and childcare sector.
Qualification Structure and Assessment The GCSE Health and Social Care and Childcare course is made up of two mandatory units. Unit 1: Human growth, development and well-being This is a written examination of 1hr 30 minutes to be taken in the summer of Year 10. It makes up 40% of the single award qualification.
Learners will develop their knowledge and understanding of human growth and development across the life cycle, exploring key milestones of development at different ages and the range of factors that can affect this process. They will also learn about the different types of health (physical, social, emotional and intellectual) and the relationship between them. In addition
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they will consider the importance of active participation on maintaining and improving health and well-being and the benefits of engaging in this. The unit also covers methods of intervention and support to promote good health such as screening programmes and the services available in the area that can help provide care for individuals with a variety of short and long term health conditions.
Unit 2: Promoting and maintaining health and well-being This is a non-exam assessment, which consists of two pieces of internally assessed controlled assessment that will be completed in Year 11. It makes up 60% of the single award qualification. In this unit learners will gain knowledge and understanding of the range of health and social care, and childcare services provided in Wales and how these services promote and maintain the health and well-being of the nation. Task 1: Service Provision (20% of qualification) This piece of work requires learners to produce a report about local and national service provision to meet the needs of a particular target group. They will investigate services across different sectors and also specific job roles within these areas. Task 2: Health Promotion (40% of qualification) In this task, students will choose a health promotion topic and analyse existing health promotion materials. They will then use this research to plan and produce their own health promotion activity that could be delivered to a particular group.
Skills Development and Future Prospects Through studying this course, learners will be introduced to a broad range of roles within the health and social care, and childcare sectors that will help them to develop an understanding of the career pathways available to them. The course will provide an opportunity to progress to a range of further qualifications in the sector as well as training or study in related areas such as Psychology or Medical Science. Active teaching and learning methods are employed which aim to develop teamwork, communication, planning and research skills, all of which are needed in employment.
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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, and 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: Depression, War And Recovery, 1930-1951 (25%) (Likely to be examined in the summer of Year 11). What were the main causes of the Depression? How were people able to cope with the challenges of the Depression years? How effectively did Britain prepare for war? How did people in Britain cope with the experience of war? How important was it to maintain people's morale during the war? How difficult were conditions in Britain in 1945? How did the Labour government deal with the problems of the time?
Unit 2 Study in Depth - USA: A Nation of Contrasts 1910-29 (25%) (Likely to be 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%) (Likely to be examined in the summer of Year 10).
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%)
This entails a two part historical investigation. This will likely focus on President J F Kennedy’s foreign policy and the impact of the Kennedy Presidency Pupils are assessed on their understanding of the uses and reliability of sources and how the past has been represented.
Educational Visits
Previous visits are as follows: During the summer of Year 9, pupils have previously had the opportunity to visit the battlefields of France and Belgium. It has enabled them to further their historical understanding and broaden their cultural experiences.
In addition, Year 10 pupils have had 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 2019 Year 10 pupils visited Munich, which included sites relevant to Nazi Germany.
https://www.wjec.co.uk/media/gzsn4pg5/wjec-gcse-history-spec-from-2017-e.pdf
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M P C T A C A D E M Y - ‘Employability Skills’
Students have the opportunity to study for one day per week at the MCPT Training Provider (Military Preparation School – MPS ). This counts as two option choices.
WHERE COURSE Dumballs Road, Cardiff CF10 5FE (Full Day) TAKES PLACE WHAT YOU WILL Year 9 and 10 – Employability Skills STUDY - Year 9 & 10: Level 2 City & Guilds Extended Certificate in Employability Skills (equiv. 2x B Grade GCSEs)
Our MPS Year 9 and 10 programme is delivered and accredited in partnership with City and Guilds. Learners will work towards achieving the Level 2 Extended Certificate in Employability Skills. Learners will develop a variety of transferable skills that will support and aid in academic and career progression. The course allows learners to understand key aspects of preparation for the workplace along with practical application of experience and skill related scenarios.
Modules include: Teamwork & Communication Skills, Managing Personal Finance, Introduction to Leadership, Exploring Equality and Diversity, Dealing with Challenges, Healthy Living, Managing Yourself, Effective Skills, Qualities and Attitudes for Learning and Work, Work-based Experience, Career Planning and Making Applications, Preparing for an interview, Introduction to Career Progression.
Year 11 - Personal Growth and Wellbeing Year 11: Level 2 BTEC Extended Certificate in Personal Growth and Wellbeing (equiv. 2x B Grade GCSEs)
The purpose of the Pearson BTEC Level 2 in Personal Growth and Wellbeing qualification is to support learners’ skill development in preparation for higher-level learning, therefore increasing opportunities for learners to progress. The qualifications are designed to support the development of skills, which are valued by employers.
Modules include: Maintaining Physical Health and Wellbeing, Appreciating Emotional Wellbeing, Developing Social Health and Wellbeing, Investigating Personal Identity, Respecting Rights and Responsibilities, Developing Resilient Behaviour, Promoting Environmental Awareness, Learning from External, Experiences, Producing a Long-term Personal Progression Plan.
HOW YOU WILL BE You will be regularly assessed through portfolio work. There are no examinations. We target ASSESSED all learners to attain x4 B grade GCSEs equivalents through Years 9,10 and 11. YOU WILL GET The learners who attend MPS receive a unique learning experience. Qualification attainment THE and developing vital employment and work-based skills are the fundamental objectives for all OPPORTUNITY MPS learners. The majority of our learners have no desire or interest in pursuing a military TO: career, but enjoy the unique learning experience and GCSE equivalent qualifications.
50% is theory-based learning through active and diverse classroom activities. 50% of the course is physical/active, which supports practical evidence for the qualifications. Learners experience unique learning opportunities from: obstacle courses, intersection competitions, overnight expeditions, community work, award days, diverse outdoor education and military activities. Learners will spend one day a week in the provision, this therefore limits any impact to their core subjects and school timetable.
COURSES: POST BTEC and City & Guilds Level 3 Diplomas. 16 Supports entry into Colleges / School A Levels MPCT – Post 16 College
Find out more via our Prospectus / Website / Social Media www.mpsschool.co.uk https://www.facebook.com/MilitaryPreparationSchool
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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.
https://www.wjec.co.uk/qualifications/media-studies-gcse/#tab_overview
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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 Unit 2 Unit 3 Performing (35%) Composing (35%) Appraising (30%)
Perform a minimum of two Produce two compositions, This unit is assessed via a pieces, one of which music one of which must be a listening examination. be an ensemble response to a brief set by the performance. WJEC. Eight questions in total, two on each of the four areas of Total duration of Total duration of study: performances: 4-6 minutes compositions: 3-6 minutes 1. Musical Forms and Devices A written ‘programme note’ A written evaluation of the 2. Music for Ensemble for one of the pieces chosen piece submitted in response 3. Film Music for performance to the WJEC brief. 4. Popular Music
Teacher assessed and Teacher assessed and Externally assessed during externally moderated externally moderated May/June of Year 11 during February/March of during March/April of Year 11 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
https://www.wjec.co.uk/qualifications/music-gcse/#tab_overview
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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:
Unit 1 Unit 2 Optional Unit Individual Showcase Preparation, Performance Musical Theatre and Production Skills/Dance 25% Skills/Acting Skills 25% Pupils choose a job in the industry 50% to apply for and create a letter of As a performance company, pupils application for the prospective job create, rehearse, produce and Pupils can choose to study the and prepare the relevant audition perform a showcase. material. module in which ever they feel is their strength and create a performance in their chosen discipline as part of a group.
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
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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 Course Structure is broad, coherent and practical, designed to Unit 1: Introduction to Physical encourage learners to be inspired, motivated and Education written examination: 2 challenged by the subject and enable them to make hours, 50% of qualification. informed decisions about further learning Learners will be assessed through opportunities and career pathways. a range of short and extended questions. The questions will be Through studying GCSE physical education learners based on audiovisual stimuli and will acquire the knowledge, understanding, skills and other sources. values to develop and maintain their performance in physical activities and understand the benefits to Unit 2: The Active Participant in health, fitness and well-being. Physical Education (Non-exam assessment) 50% of qualification. Learners will develop theoretical knowledge and Learners will be assessed in three understanding of the factors that underpin physical different activities in the role of activity and sport and use this knowledge to improve performer in at least one individual performance. Learners will perform in different sport, one team sport and one physical activities. They will develop skills and other. One activity will be a major techniques, select and use tactics, strategies and/or activity which will have a personal compositional ideas. fitness programme linked to the activity. Learners will develop their ability to analyse and evaluate to improve performance in physical activity and sport. 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 https://www.wjec.co.uk/qualifications/physical- Development Officer education-gcse/#tab_overview 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.
https://qualifications.pearson.com/en/qualifications/btec-firsts/travel-and-tourism-2013- nqf.htmL
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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 Level 2 Certificate in Financial Capability and Careers Development course run by the London Institute of Banking and Finance (LIBF). The qualification is graded A*-C and is equivalent to one GCSE. The qualification consists of four mandatory units which are externally examined. Pupils must achieve a pass (at least 50%) in each of the units in order to be awarded the Certificate.
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 further education. The units studied in Year 11 are:-
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
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.
https://qualifications.pearson.com/en/qualifications/btec-workskills/level-2-2017.html
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2019 STANWELL SCHOOL YEAR 11 - EXAMINATION RESULTS - SSSP Percentage of pupils achieving 5 or more Level 2 passes is 89%. Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 78%. Percentage achieving 5+ Level 2 passes including English and Mathematics is 76% - first entry only. GCSE A* A B C D E F G U/X Total Applied Science 0 0 0 0 4 10 6 1 0 21 Art 10 17 29 9 1 0 0 0 0 66 Biology 60 37 47 33 7 0 0 0 0 184 Business Studies 4 17 16 24 10 7 3 0 0 81 Chemistry 51 41 55 34 3 0 0 0 0 184 Child Development 0 0 1 3 6 3 4 0 3 20 Computer Science 3 11 2 2 5 4 0 3 0 30 DT – Product Design 4 3 10 1 1 0 0 0 0 19 DT – Textiles 1 3 4 1 0 0 0 0 0 9 Drama 8 21 22 11 2 0 0 0 0 64 Economics (1-9 grade equivalent) 3 9 7 12 0 8 0 4 1 44 English Language 28 61 101 64 33 10 4 2 1 304 English Literature 34 85 73 57 16 3 1 0 0 269 Food & Nutrition 0 2 2 2 3 5 2 0 0 16 French 13 13 15 14 2 2 0 0 0 59 Geography 40 26 18 15 14 9 0 0 1 123 German 14 11 13 11 3 0 0 0 0 52 Graphics 0 0 3 2 1 0 0 1 0 7 History 35 39 37 27 9 13 4 1 0 165 Information Technology 0 4 4 10 2 1 0 1 0 22 Arabic, Italian 1 1 0 0 0 0 0 0 0 2 Mathematics 65 46 60 68 29 16 5 3 9 301 Media Studies 2 19 36 21 8 4 0 1 0 91 Music 4 6 11 4 0 0 0 0 0 25 Numeracy 52 37 51 93 25 27 11 2 6 304 Physical Education 7 21 21 21 14 2 0 0 0 86 Physics 54 47 44 37 2 0 0 0 0 184 Religious Education 44 48 66 53 32 24 6 10 2 285 Science (Double Award) 0 0 36 86 37 20 10 1 0 190 Welsh 47 66 60 43 16 19 7 12 2 272 Total 584 691 844 758 285 187 63 42 25 3479 Percentage 17 20 24 22 8 5 2 1 1 100 Cumulative Percentage 17 37 61 83 91 96 98 99 100 100
Vocational - GCSE Equiv A*/D* A/D B/M C/P D/P* E F/P G U/Q Total Additional Mathematics n/a 53 16 5 0 0 0 0 16 90 Employability Skills n/a n/a 22 0 0 0 0 0 0 22 Engineering 4 7 6 11 0 0 0 0 0 28 Financial Capability 9 2 1 0 0 0 0 0 0 12 Hair & Beauty Skills 2 2 0 2 0 0 0 0 0 6 Performing Arts 25 8 9 2 0 0 3 0 0 47 Skills Challenge Cert – WB 14 62 66 131 17 0 5 0 3 298 Teamwork &Personal Development n/a n/a 22 0 0 0 0 0 0 22 Travel & Tourism 0 0 4 4 0 0 0 0 0 8 Vehicle Inspection n/a n/a 18 0 0 0 0 0 0 18 Work Skills n/a n/a 20 0 0 0 0 0 0 20 All GCSEs & Vocational Subjects Total 638 825 1028 913 302 187 71 42 44 4050 Percentage 16 20 25 23 7 5 2 1 1 100 Cumulative Percentage 16 36 62 84 92 96 98 99 100 100
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2020 STANWELL SCHOOL YEAR 11 - EXAMINATION RESULTS Percentage of pupils achieving 5 or more Level 2 passes is 92%. Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 83%. GCSE A* A B C D E F G U/X Total Applied Science 0 0 0 8 20 2 0 0 0 30 Art 14 15 16 6 0 0 0 0 0 51 Biology 60 41 37 38 2 0 0 0 0 178 Business 3 10 18 26 9 0 1 0 0 67 Chemistry 54 50 38 33 3 0 0 0 0 178 Child Development 0 9 8 10 4 2 0 2 0 35 Computer Science 10 10 8 4 3 0 1 0 0 36 DT - Product Design 5 5 10 2 0 0 0 0 0 22 DT - Textiles 2 2 4 1 1 0 0 0 0 10 Drama 10 21 17 10 1 1 0 0 0 60 Economics(1-9 grade equiv) 3 15 9 13 0 2 1 0 0 43 English Language 43 66 92 70 22 1 3 0 0 297 English Literature 39 75 95 50 8 2 0 0 0 269 Food & Nutrition 2 2 0 1 3 0 0 0 0 8 French 15 12 18 4 0 1 0 0 0 50 Geography 36 26 25 13 3 1 0 0 0 104 German 12 15 9 6 2 1 0 0 0 45 History 54 48 37 24 9 2 0 0 0 174 Information Technology 4 6 8 4 2 2 0 0 0 26 Japanese, Spanish, Russian 2 0 1 0 0 0 0 0 0 3 Mathematics 80 45 67 65 22 12 5 1 0 297 Media Studies 18 33 30 22 6 1 0 0 0 110 Music 6 10 8 6 0 0 0 0 0 30 Numeracy 56 40 40 109 29 11 5 6 1 297 Physical Education 11 18 25 12 5 0 0 0 0 71 Physics 68 38 36 32 3 0 0 0 0 177 Religious Education 67 63 43 63 22 15 5 10 3 291 Science (Double award) 0 0 40 71 49 17 3 0 0 180 Welsh 52 67 61 62 15 12 15 6 0 290 Total 726 742 800 765 243 85 39 25 4 3429 Percentage 21 22 23 22 7 2 1 1 0 100 Cumulative Percentage 21 43 66 88 96 98 99 100 100 100 Vocational - GCSE Equiv A*/D* A/D B/M C/P D/P* E F/P G U/Q Total Additional Mathematics n/a 53 35 10 0 0 0 0 0 98 Employability Skills n/a n/a 26 0 0 0 0 0 0 26 Engineering 9 7 7 9 0 0 0 0 0 32 Hair & Beauty Skills 0 0 0 16 0 0 0 0 0 16 Performing Arts 40 9 14 10 0 0 0 0 0 73 Skills Challenge Cert - WB 48 41 115 73 5 0 5 0 0 287 Teamwork & Personal Dev n/a n/a 28 0 0 0 0 0 0 28 Travel & Tourism 0 0 8 4 0 2 2 0 0 16 Vehicle Inspection n/a n/a 12 0 0 0 0 0 0 12 Work Skills n/a n/a 30 0 0 0 0 0 0 30 All GCSEs & Vocational Subjects Total 823 852 1075 887 248 87 46 25 4 4047 Percentage 20 21 27 22 6 2 1 1 0 100 Cumulative Percentage 20 41 68 90 96 98 99 100 100 100
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