GCSE Courses Booklet 2015 - A warm welcome - …€¦ · GCSE Courses Booklet 2015 ... hemistry and Physics at Key Stage 4 leading to other separate ... students answer one essay

GCSE Courses Booklet 2015

Highest Academic Standards Preparation for A Level and Beyond

English Language, English Literature, Mathematics, Modern Foreign Languages, Science, Art & Design,

Business & Communication Systems, Design Technology, Geography, History, Latin, Music, Physical Education

Religious Studies,

Bradford Girls’ Grammar School is a vibrant and academically successful

school offering an extensive and balanced curriculum and a rich and diverse

programme of extra-curricular activities, all supported by an outstanding

pastoral system.

Girls are encouraged to excel in the broad range of subjects offered, with GCSE

options including Mathematics, The Sciences, Design Technology and Modern

Foreign Languages.

With a motto of Aspire, Succeed, Lead, the school promotes a culture of

aspiration and achievement, specifically focusing on the development of each

pupil to achieve their full potential.

Pupils leave Bradford Girls’ Grammar School, as successful, confident and well-

rounded individuals, ready to take on the challenges and opportunities that lie

ahead.


CONTENTS

Page

Contents 1 Introduction 2 GCSE Core: English Language and English Literature 3 Mathematics 4 Science 5-6 GCSE Options: Art and Design 7 Business & Communication Systems 8-9 Design & Technology 10 Geography 11 History 12 Latin 13 Modern Foreign Languages: French, German, Spanish 14 Music 15 Physical Education 16 Religious Studies 17 Careers Provision: 18

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BGGS provides a compulsory core of subjects at GCSE level which ensures a broad and balanced course of study. We also enable you to have a choice of subjects from a range of options. Pupils may choose 3 further subjects from the published option blocks.

THE CORE All pupils are required to study English and Mathematics at examination level. In addition everyone must study Science and a choice of Language. Science: All pupils study Biology, Chemistry and Physics at Key Stage 4 leading to other separate GCSE qualifications in Biology, Chemistry and Physics or a Double Award in GCSE Science, depending on the most appropriate examination for the individual pupil. Which pupils are entered for Double Award will be decided by the Science Faculty and this decision will be based upon the pupil's aptitude for science and work produced to date. Languages: All pupils will continue to study a modern foreign languages.

OPTIONAL COURSES Creative Arts: Art & Design, Music, Design & Technology Humanities: Geography, History or Religious Studies Languages: French, German, Latin or Spanish Business & Communication Systems Physical Education

Pupils need to consult carefully with subject staff to assess which subject will play to their strengths as well as enable them to succeed and acquire a range of knowledge and skills. Whilst pupils are free to choose their final three GCSE subjects they should include a Humanities subject and a Creative Arts subject in their selection. This will ensure a sufficiently broad skill set at this stage. The third choice can be used to pursue a particular interest or expertise.

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GCSE CURRICULUM

ENGLISH LANGUAGE AND ENGLISH LITERATURE

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Currently we offer both English Language and English Literature (AQA Specification) which we teach as combined subjects but which are examined separately.

ENGLISH LANGUAGE Through a skills-based approach to the study of the subject, pupils will be enabled to demonstrate their ability in functional English; to investigate and analyse language; and to experiment and use language creatively. They will also develop their ability to speak and listen in functional and/or dramatic contexts which require them to discuss, present and role play.

SUMMARY OF ASSESSMENT Paper 1: Explorations in Creative Reading and Writing

Written exam (1 hour 45 mins) 50% of the total GCSE marks Paper 1 Reading Skills - Analysis of C21st/ C20th fiction

Paper 1 Writing Skills - Creative Writing

Paper 2: Writers’ Viewpoints and Perspectives Written exam (1 hour 45 mins) 50% of the total GCSE marks

Paper 2 Reading Skills - Analysis of C21st/ C20th/C19th non-fiction and literary non-fiction Paper 2 Writing Skills - Viewpoint Writing

Speaking and Listening ‘endorsement’ Presenting, Responding to questions and feedback, Use of Standard English

ENGLISH LITERATURE Through a skills-based approach to the study of literature, pupils will experience a range of genres.

SUMMARY OF ASSESSMENT Paper 1: Shakespeare and the 19th century novel . Written exam, 1 hr 45, 40% GCSE Section A – Shakespeare – one question on play of choice – write about an extract, then write about whole play. Closed book but scene will be revealed beforehand. (Macbeth, Romeo and Juliet, The Tempest, The Merchant of Venice, Much Ado About Nothing, Julius Caesar) Section B – 19th Century novel – one question on novel of choice – write in detail about the extract then write about novel as a whole. Closed book. (Jekyll and Hyde, A Christmas Carol, Great Expectations, Jane Eyre, Frankenstein, Pride and Prejudice, The Sign of Four)

Paper 2: Modern Texts and Poetry. Written exam, 2hrs 15, 60% GCSE Section A – Modern Texts : students answer one essay question from choice of 2. Closed book. (An Inspector Calls, Blood Brothers, The History Boys, DNA, The Curious Incident of the Dog in the Night-Time (play script), A Taste of Honey, Lord of the Flies, Telling Tales, Animal Farm, Never Let Me Go, Anita and Me, Pigeon English)

Section B – Poetry: students answer one comparative question on one named poem and one poem from their chosen anthology cluster. Closed book (Love and Relationships, Power and Conflict)

Section C – Unseen Poetry – students compare two unseen poems.


GCSE CORE

All pupils will participate in the GCSE Mathematics two year program of study and the very able mathematicians will take an additional Level 2 Certificate In Further Mathematics for which they will be awarded an additional GCSE. Based on prior attainment and potential, pupils are taught in classes according to their aptitude for mathematics ensuring every pupil receives the support that they need to maximise their own potential to succeed in GCSE Mathematics. GCSE IN MATHEMATICS Within this specification, the course content reflects the key concepts of the subject, giving learners the opportunity to see discrete content within a bigger, holistic view of the concepts which underpin the whole subject. The KS4 program of study provides an increased focus on: Applying mathematics in context, Problem solving and Reasoning, the functional elements of mathematics. The course also provides learners with the mathematical skills and abilities they need to take an active and responsible role in their communities, everyday life, the workplace and educational settings. SCHEME OF ASSESSMENT FOR AQA GCSE MATHEMATICS Most pupils will be entered for the Higher Tier Examination. Entry to the Foundation Tier Examination will be decided on an individual basis. The new GCSE Mathematics has Foundation tier grades 1 – 5 and Higher tier grades 4 – 9. Assessment is 100% examination, with two exams to be taken at the end of Year 11. Each of the examinations comprise one third of the total assessment, one non calculator and two calculator papers each of duration 1.5 hours.

THE AQA LEVEL 2 CERTIFICATE IN FURTHER MATHEMATICS This qualification fills the gap for high achieving pupils who are expected to achieve grades A and A* in GCSE mathematics and are likely to progress to A-Level study in mathematically related subjects. This course is taught in parallel to the GCSE in mathematics and assesses the pupil’s higher order mathematical skills in greater depth, particularly in algebraic reasoning, without infringing upon AS Level mathematics, thus preparing them fully to maximise their potential in further studies at A level.

This extended qualification places an emphasis on higher order technical proficiency, rigorous argument and problem solving skills. It also gives an introduction to calculus and matrices and develops further skills in trigonometry, functions and graphs. SCHEME OF ASSESSMENT FOR AQA LEVEL 2 CERTIFICATE IN FURTHER MATHEMATICS Paper 1: Written paper (Non-calculator). 40% of assessment . 1.5 hrs. 70 marks Paper 2: Written paper (Calculator). 60% of assessment . 2hrs. 105 marks

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GCSE CORE

MATHEMATICS

COURSE: GCSE BOARD: AQA


GCSE CORE

SCIENCE

All pupils will be taught the Edexcel Certificate in Science suite of courses. These are the IGCSE courses for UK state schools. All pupils in Year 10 and Year 11 are assigned to groups based on ability. The majority of pupils will follow courses that provide them with three independent qualifications in GCSE Biology, GCSE Chemistry and GCSE Physics. These qualifications require pupils to sit a total of six examinations. Some of the remaining pupils will follow the GCSE in Science (Double Award) course that provides them with two GCSE qualifications in Science in the same time allocation. These qualifications require pupils to sit a total of three examinations. Pupil progress will be constantly monitored and the appropriate level of GCSE entry regularly reviewed. examinations are taken in the summer of the Year 11.

All examinations are taken in the summer of the Year 11.

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COURSE: Edexcel Certificate in Science BOARD: EDEXCEL


GCSE CORE

SCIENCE

Some pupils will be taught the AQA Science A course. This course provides pupils with one GCSE qualification in Science but in the same time allocation as the separate or double award. This qualification requires pupils to sit a total of three examinations. Pupil progress will be constantly monitored and the appropriate level of GCSE entry regularly reviewed– there are tiered papers at the end of the course. All examinations are taken in the summer of the Year 11.

Please note this qualification will not be sufficient preparation for an A level in any of the sciences.

SCHEME OF ASSESSMENT A 1 hour written examination on each of the three sciences. Each exam will:

have the same structure and be worth 60 marks contain structured and closed questions

The three units are:

Unit 1: Biology 1 Unit 2: Chemistry 1 Unit 3: Physics 1 In addition there is a controlled assessment: Unit SCA: Science Controlled Assessment These are in the form of an Investigative Skills Assignment– two written assessments plus one or two lessons for practical work and data processing. All of which are completed in class time. Each of the four units contributes 25% to the overall grade. The Science Department have structured the course to maintain the highest quality of teaching and learning, and all lessons are taught by specialists in our dedicated laboratories.

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ART & DESIGN

The Department of Art, Design and Textiles offers pupils the opportunity to follow an Art and Design course which includes the following areas of study: Fine Art:- Drawing, painting, digital photography and printmaking, working in a range of materials such as acrylics, watercolours and pastel crayons. Printmaking may include block printing, stencils and lino-printing. Textiles:- This includes silk painting, felt making and batik. Other techniques may include fabric embellishment such as appliqué, quilting, beading and stitching. 3D Design:- This includes working with materials such as clay, paper mache, mod roc and wire. Understanding the work of artists will be integral to all the practical areas within the course and a one day workshop with a practising artist provides the pupils with an invaluable experience. Visits to art museums and field trips will also provide useful experiences to gather first hand research and photography. SCHEME OF ASSESSMENT Portfolio 60%: Two projects to be completed throughout the course, during Year 10 and the first term in Year 11. This involves a range of work from starting point to a range of end products. Externally Set Task 40%: Pupils will be given a list of starting points by the examining board and the pupils will choose one. Approximately 10 weeks will be given to the pupils for a sustained focused study to research and develop their ideas as well as exploring and experimenting with materials. At the end of this period pupils will be required to produce a final piece of work in response to their preparatory work during a 10 hour examination period. All work produced during the preparation period and examination will be assessed as a whole project. Assessment of the Portfolio and the Externally Set Task takes place in May. Usually the Externally Set Task takes place well before the start of other external examinations. The work will then be moderated by AQA. All pupils’ work will be displayed in the school in the following Autumn Term.

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GCSE OPTION



This course will allow pupils to combine the study of a new, interesting and relevant subject; Business Studies with the development of existing ICT skills. Areas of study: Administration Pupils will explore the reasons why people set up businesses and the way in which others measure their success. They will have the opportunity to design their ideal office using principles of workplace design and with reference to Health and Safety legislation. In addition pupils will investigate the impact of ergonomic equipment on business efficiency. Finally, they will investigate the use of ICT systems in business and the methods of protecting the data which is stored in them. Human Resources This section of the course covers a wide variety of employment issues. Pupils will explore the ways in which businesses recruit, select and train staff. They also review real life situations where employees have suffered discrimination and identify the equal opportunities laws that have been broken. In addition methods of payment will be explored. All these topics are relevant to pupils’ future lives as working adults. Communication As this course has an ICT element to it, many of the communication methods explored in this section are electronic. Pupils will investigate the use of e-commerce by businesses to sell their goods online, and will further develop their knowledge of computer networks. In addition to this pupils will develop ICT skills from Key Stage three, to include:

Word processing Spreadsheets Databases Graphics Presentation Web design.

Pupils will be expected to select and use appropriate software for a variety of tasks. This work will be tested using practical assessment methods and as a very popular GCSE option, pupils generally achieve very high grades.

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BUSINESS & COMMUNICATION SYSTEMS


GCSE OPTION

BUSINESS & COMMUNICATION SYSTEMS (continued)

ASSESSMENT OBJECTIVES Candidates are required to:

Recall, select and communicate their knowledge and understanding of concepts, issues and terminology

Apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks

Analyse and evaluate evidence, make reasoned judgements and present appropriate conclusions.

SCHEME OF ASSESSMENT A 1 hour written examination on business theory, worth 40% of total marks available. A 1.5 hour computer based assessment, demonstrating selection and use of appropriate software for a variety of tasks. Worth 35% of total marks available. A controlled research and assessment exercise in a supervised environment which requires pupils to produce material for a given business scenario. This is internally assessed, then externally moderated by the examination board and is worth 25% of total marks available.


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GCSE OPTION


GCSE OPTION

DESIGN & TECHNOLOGY

COURSE: GCSE (Syllabus 4560) BOARD: AQA

Design and Technology is a practical subject area which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them.

RESISTANT MATERIALS TECHNOLOGY

This course helps pupils develop the ability to design and make products with creativity and originality, using a range of materials and techniques.

The course requires pupils to develop their knowledge of woods, metals, plastics and composite materials. Other materials may also be used and the use of new technologies is also encouraged.

Pupils will also learn about a range of manufacturing processes, techniques and technologies and be able to use them as appropriate to the design and make process.

ASSESSMENT OBJECTIVES Candidates should be able to demonstrate their design and technology capability through acquiring and applying knowledge, skills and understanding of:

materials, components, processes, techniques and industrial practice; designing and making products in quantity; evaluating processes and products and examining the wider effects of design and

technology on society. SCHEME OF ASSESSMENT This course has a large proportion of controlled assessment in order to recognise the importance of practical work within this subject.

The Scheme of Assessment comprises:

One final one-hour examination for external assessment . (40% of the total mark)

Coursework folder and project for internal assessment and external moderation. (60% of the total mark)

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GEOGRAPHY

COURSE: GCSE BOARD: AQA Syllabus A

This course is designed to build upon the work covered in KS3, in order to provide a broad base of knowledge to support any combination of subjects at Advanced level. As concern has increased in the wider world about sustainability and environmental issues, Geography is highly valued by both universities and employers. Pupils use a wide range of techniques and resources such as maps, graphs and statistical evidence, which is assimilated in order to carry out decision-making exercises in a variety of settings. Physical Geography includes topics such as the study of rivers, coasts and plate tectonics and Human Geography concentrates on urban geography, tourism and population.

SCHEME OF ASSESSMENT

Examination 75%. Two 1.5 hour papers, one Physical, one Human. The Geographical Enquiry 25% - a controlled assessment task. The individual Geographical Enquiry involves personal investigative fieldwork which promotes the skills of observation, accurate recording, mapping and classification of data. The information gathered in the field is then represented by a variety of techniques prior to written analysis. It is strongly recommended that the Enquiry should not exceed 2000 words plus illustrative diagrams etc. More important than quantity will be the quality of the geographical content. There will be a choice of topics set by the Board and the task will be written up in school, under direct teacher supervision. A residential field course, over 3 days, is offered to the pupils to assist in the preparation for the Enquiry.


GCSE OPTION

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HISTORY

COURSE: Syllabus B: Modern World History BOARD: AQA

This specification provides the opportunity to study History in a variety of ways: in depth and across a broad span of time, with reference to a diversity of cultures. A wide range of sources is used in our studies: written and visual, artefacts, film, ICT and photographs. There are three units in total. Unit 1: International Relations in the 20th Century 37.5% of total marks Unit 2: 20th Century Depth Studies 37.5% of total marks Unit 3: Historical Enquiry—British History Controlled Assessment—25% of total marks In Unit 1, there is the opportunity to study the way in which countries interact with each other. With a focus on: The Origins of the First World War, 1890-1914; Peacemaking, 1918-1919; Hitler’s Foreign Policy and the Origins of the Second War. In Unit 2, there are a variety of options including The Roaring 20s: USA 1918-1929; Hitler’s Germany, 1929-45 and the Race Relations in the USA, 1955-1968. In Unit 3, the Historical Enquiry, the AQA Examination Board sets a variety of tasks on aspects of British History and The Changing Role and Status of Women in Britain since 1900. The tasks are based on the analysis of historical sources and are completed by means of controlled assessment, having conducted the research in class. Throughout the specification History is studied from a variety of perspectives: political, social, economic and cultural, so that the diversity of the societies studied can be appreciated as well as the experiences of the people in these societies. If you are interested in people and in understanding the world around you — this is the course for you!


GCSE OPTION

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LATIN

COURSE: Level 2 Certificates BOARD: WJEC

Pupils chose from of either of the following two Level 2 Certificate Options plus the Level 2 Certificate in Latin Literature:

Option 1: Level 2 Certificate in Latin Language (Core and Additional Latin) or Option 2: Level 2 Certificate in Latin Language (Core) and Roman Civilisation

Plus: Level 2 Certificate in Latin Literature WJEC’s Level 2 Certificates each carry the same performance points as GCSEs and are accepted by universities, including Cambridge, as the equivalent of GCSEs. The advantage of them is that pupils achieve two qualifications, just as they do with English Language and English Literature.

Latin Language (Core) – taken by all pupils. Examination: 1 hour 15 mins (67%)

Pupils build on the grammar, vocabulary and comprehension skills they have learned in KS3 to be able to approach extended Latin passages with confidence. The paper is in the format of a ‘momentum’ test, which combines comprehension questions with translation. Pupils then choose between:

Additional Latin: more complex constructions and further vocabulary. Examination: 45 mins (33%) and

Roman Civilisation: pupils research and compare an aspect of Roman life, such as slavery or the role of women, with more recent times. Controlled Assessment: 4 hours (33%)

Latin Literature Latin Literature Themes (50%, 1 hour) Pupils prepare to answer questions on c.120 lines of Latin literature, comprising extracts on a common theme, such as Leisure or Books and Writers, from a variety of prose and verse authors. In the examination, they are supplied with the whole text and vocabulary. Questions may involve comment on language, context and literary content. Latin Literature Narratives (50%, 1 hour) Pupils work on a further 120 lines of Latin, either for a further examination. Again they are supplied with the whole text and vocabulary.

In place of either examination (but not both) pupils may research specific questions relating to the relevant set texts. This is then written up as a Controlled Assessment (4hrs).


GCSE OPTION

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MODERN FOREIGN LANGUAGES

There is an expectation that pupils study one Modern Foreign Language at GCSE but some pupils may wish to continue with two as happens in many European countries. Whichever of the languages you choose, you will gain a fluent understanding through listening and reading and learn how to communicate effectively by speaking and writing in a range of everyday situations. Insight into the foreign culture and knowledge of the country go hand in hand with systematic mastery of the structure of the language and acquisition of vocabulary. A wide range of enjoyable and stimulating resources are used, including the multi-media language laboratory, interactive whiteboard and authentic audio and video recordings. There may be the opportunity to correspond with pupils from other countries through class links and to take part in study visits. The study of foreign languages enhances cultural awareness, develops oral and written communication skills and powers of analysis, and increases confidence: all skills which can be transferred to other subjects. All the language options broadly follow the same scheme of assessment. The languages are: French , German and Spanish

SCHEME OF ASSESSMENT Unit 1—Listening Examination (20% of total marks) Written replies to a range of question types based on pre-recorded spoken material in the target language.

Unit 2—Reading Examination (20% of total marks) Written replies to a range of question types based on written material in the target language.

Unit 3—Speaking (30% of total marks) Two controlled assessment tasks which will take the form of a dialogue. These will be internally assessed and externally moderated.

Unit 4—Writing (30% of total marks) Two tasks which are completed in class under test conditions and marked externally. This could take the form of a magazine article, an account of a holiday or something similar.

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GCSE OPTION


MUSIC


Unit 1 Listening 20% Listening test externally assessed at the end of Year 11

Unit 2 Composing 20% One composition internally assessed then moderated.

Unit 3 Performing 40% Performances are recorded, internally assessed then moderated.

Unit 4 Composing and 20% One composition which explores two or more Appraising of the five areas of study in a style or genre of the pupil’s choosing. Externally assessed.

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Music at GCSE level encompasses the three main areas of the subject, and provides ample opportunity for pupils to excel in the various course components. Listening, composing and performing are taught in small groups and pupils receive individual attention according to their needs. The listening component covers five areas of study: rhythm and metre, harmony and tonality, texture and melody, timbre and dynamics and structure and form. These areas of study are explored through three different strands: the western tradition, popular music of the 20th and 21st centuries and world music. The composing course is very much tailored to the individual pupil’s needs and abilities. This can include writing music electronically using professional software and equipment, writing a song for a band, or more traditional ensembles such as string quartet, flute trio, choir, etc. At the end of the course the pupil submits two compositions for assessment. Performing provides an important part of any musical education. At GCSE level we recommend that a pupil should be of Grade 4 standard by the second year of the course, though this is not a requirement. Two pieces are performed on any instrument (or voice), one of which must be part of an ensemble. Pupils are encouraged to develop their performing ability during the course and will work closely with their instrumental teachers to this end. Pieces may be recorded and assessed at any time during the course.


GCSE OPTION


PHYSICAL EDUCATION

The GCSE Physical Education course has two sections: a practical element and a theory section. Pupils need to play and study four sports or activities in detail, and aim to perform them to a high standard, as either a performer, official or leader. In theory lessons, pupils learn how to plan training programmes, assess fitness levels, use the heart rate to monitor the effectiveness of training and perform different training techniques. Pupils will cover the cardiovascular, respiratory, muscular and skeletal systems as well as the benefits of a healthy, active lifestyle and personal health. Pupils should note that a commitment to extra-curricular sport is a requirement of the subject, but that pupils who pursue sport will easily cope with the level of competence required. Pupils who embark on this course should be aware that there is a commitment to study and that homework is set regularly. SCHEME OF ASSESSMENT a. 1 hour 30 minutes paper containing multiple choice, shorter length and longer length questions.

40% of the final mark b. Four practical assessments as a performer, official or leader from a comprehensive list of options which includes:

Athletics Badminton Dance Fitness Training Gymnastics Hockey Life Saving Netball Rounders Swimming Tennis Table Tennis c. Analysis of performance in one practical activity

b. and c. constitute 60% of the final mark


GCSE OPTION

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RELIGIOUS STUDIES

COURSE: Philosophy and Applied Ethics BOARD: OCR (Specification B)

The GCSE Religious Studies course is made up of four units: Philosophy 1

Religious and spiritual experience: Public and private worship; Prayer and meditation; Food and fasting. The end of life: The distinction between body and soul; Funeral rites; Beliefs about life after death.

Philosophy 2 Good and evil: Concepts of good and evil; The problem of evil; Coping with suffering; Sources of and reasons for moral behaviour Religion and Science: Religious and scientific understandings of the creation of the world and humanity; The relationship between people and animals; Environmental issues

Ethics 1 Religion and human relationships: Roles of men and women in a Christian family; Marriage ceremonies; Divorce; Sexual relationships and Contraception Religion and medical ethics: Religious attitudes to abortion, fertility treatment and cloning; Attitudes to suicide and euthanasia; Animal rights

Ethics 2

Religion, peace and justice: Attitudes to war; Beliefs about violence and pacifism; Crime and punishment; Religious responses to social injustice Religion and Equality: The concept of equality; Religious attitudes towards racism and gender stereotypes; Attitudes towards other religion; Forgiveness and reconciliation


Each unit is examined by a one hour written paper equalling 25% of the total GCSE mark. On each paper pupils will answer two 5-part questions, one on each of the two topics areas studied. The emphasis is on extended writing, so students must be competent at English to make the most of this course.

There is NO COURSEWORK. Throughout the course, pupils will be expected to use evidence from a wide variety of sources to present reasoned arguments both for and against the issues discussed in order to reach personal conclusions.

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GCSE OPTION

Careers provision at Bradford Girls’ Grammar School follows the guidelines set out by the Department of Education. This ensures a comprehensive programme of Careers Advice is delivered, commencing in Year 9, to ensure pupils make a reasonable, informed choice of GCSE subjects, and continuing through Years 10 and 11 to support pupils in preparing for the next stage of their education and chosen career path. This extensive programme aims to cover the following: 1. Provide in-house support for pupils combined with advice and guidance from independent

and external sources. 2. Work in partnership with local employers, education providers, colleges, universities and

apprenticeships. 3. Provide the opportunity for pupils to meet a diverse selection of professionals from varying

occupations. 4. Offer pupils the opportunity to develop entrepreneurial skills, with a thriving Business

Enterprise programme which then leads into the sixth form LEAP programme where pupils are able to set up their own company for a school year.

5. Encourage participation in community volunteering through the NCS. This also continues into sixth form with participation in the Community Volunteering Programme.

The school works in partnership with Aspire-i, an external careers advisory organisation which works closely with schools and colleges to provide impartial, professional careers advice and support for students. In Year 9 pupils will have an initial meeting with an independent advisor from Aspire-i, who will then develop a personal, tailored Action Plan for each pupil which will cover the period from Year 9, through to joining sixth form. The Action Plan will include guidance and advice specific to the individual pupils’ interests, aspirations and capabilities. Progress through the plan will be monitored and revised with further individual careers interviews with independent advisors throughout Years 10 and 11. At the end of Year 11, pupils will be given access to a broad programme of work experience opportunities. They are able to choose from a diverse selection of professionals from varying occupations, supplied by Bradford Local Authority. Pupils complete one full week of work experience at the end of the academic year.


CAREERS

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CAREERS PROVISION

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GCSE Courses Booklet 2015 - A warm welcome - …€¦ · GCSE Courses Booklet 2015 ... hemistry and Physics at Key Stage 4 leading to other separate ... students answer one essay