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Year 9

Options

Booklet

2018

Ysgol Stanwell School

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STANWELL SCHOOL

Headteacher: Mr D Jones

Chair of Governors: Mr A Rogers

The Options Team

Mrs C Kynaston Deputy Headteacher

Mr J Ovens Head of Year 8

Mrs R Sterlini Head of Year 8

Mrs N Worrall Careers Advisor

Careers Wales

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C O N T E N T S

1. The Options Team

2. Contents

3. Introduction; Options Evening Meeting

4. The Curriculum; How to Choose Your Option

Subject Descriptions – Compulsory Subjects

5-7. English and English Literature

8-9. Mathematics

9. Physical Education

10. Religious Studies

11. Science

12-13. Welsh

14-15. Welsh Baccalaureate

16. Careers

Subject Descriptions – Options Subjects

17-18. Art and Design

19-20. Business Studies

21. Child Development

22. Computer Science

23-24. Design & Technology Product Design (including Graphics)

25-26. Design & Technology Fashion & Textiles

27. Drama

28-29. Economics

30-31. Engineering

32-33. Food and Nutrition

34-35. French

36-37. Geography

38-39. German

40-41. History

42. Information and Communication Technology

43. MCPT Academy

44. Media Studies

45-46. Music

47. Performing Arts

48. Physical Education

49-50. Travel & Tourism BTEC

51-52. Workskills BTEC

53. GCSE Results 2016

54. GCSE Results 2017

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I N T R O D U C T I O N

This handbook gives information on the proposed curriculum to be provided for our Year

9 pupils in September 2018. Year 9 is important for each pupil, as it is the first of the three

years leading to the public examinations.

The curriculum provides a breadth and balance of study, which prepares pupils for the

opportunities and experiences of adult life. At Stanwell we encourage participation in post-

16 education. The curriculum structure gives each pupil a very wide choice of future courses

of study.

The curriculum consists of compulsory subjects which are followed by all pupils and option

subjects. After consultation with the pupils the option subjects will be organised into four

groups/blocks and the pupils study one of the subjects in each block.

O P T I O N S E V E N I N G M E ET I N G

To help parents and pupils make a more informed choice of option subjects; the school has

organised a meeting on Tuesday, 27th March, at 6pm when staff from departments will give

brief descriptions of the courses available.

The subject staff, together with the Heads of Year, Careers staff and senior staff will be

available to answer individual questions.

The Options Evening Meeting is in addition to the Year 8 Parents’ Evening.

We hope that you will be able to attend on Tuesday, 27th March, and look forward to seeing

you.

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T H E C U R R I C U L U M

The curriculum consists of compulsory subjects, which are studied by all pupils, and

option subjects, which are chosen by the pupils.

1. COMPULSORY SUBJECTS

All pupils will pursue the following courses:

English

Mathematics

Science

Welsh

Personal & Social Education

Physical Education

Religious Studies

Welsh Baccalaureate

2. OPTION SUBJECTS

Pupils should choose any four subjects from the option subjects in this book.

HOW TO CHOOSE YOUR OPTIONS

The option choice form, which will be e-mailed to all Y8 pupils, is to be completed with your

child’s four option choices. We will try to ensure that pupils receive their first choice of

option subject, however if this is not possible then the pupil and their parents will be

informed. Pupils have until the end of Monday, 16th April, to make their choices.

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C O M P U L S O R Y S U B J E C T D E S C R I P T I O N S

E N G L I S H A N D E N G L I S H L I T E R A T U R E

Pupils in English Language are assessed on the following skills:

Reading

Writing

Speaking and Listening

Assessment objectives Weighting

AO1 Oracy 20%

AO2 Reading 40%

AO3 Writing 40%

Pupils develop a range of writing and oral skills for different purposes and

audiences.

Reading includes a range of fiction and non-fiction texts, including

continuous and non-continuous texts.

Most pupils also follow the English Literature course, which widens their

experience of poetry, prose and drama.

GCSE grades are composed of external examinations and Non Examined

assessment/non-examination units (assignments completed under teacher

supervision).

Non-examination units:

English Language Unit 1: 20%

English Literature Unit 3: 25%.

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English Language:

http://www.wjec.co.uk/supporting/english-language-gcse-in-wales.html

Pupils will be entered for the GCSE English Language qualification in Year 11.

Unit 1 Oracy

20%

(Non-examination)

Year 10 and

Year 11

Individual Researched Presentation

(based on WJEC set themes)

Responding and Interacting

(Group discussion on stimuli provided by WJEC)

Unit 2

40%

(External

assessment

2 hours)

May 2021

Reading (20%) Understanding of at least one description,

one narrative and one exposition text, including

continuous and non continuous texts, assessed through

structured questions.

Writing* (20%) One writing task selected from a choice of

two that could be description, narration or exposition.

Unit 3

40%

(External

assessment

2 hours)

May 2021

Reading (20%) Understanding of at least one

argumentation, one persuasion and one instructional text,

including continuous and non continuous texts, assessed

through structured questions.

Writing* (20%) One compulsory argumentation writing

task and one compulsory persuasion writing task.

* half of the marks for writing will be awarded for communication and organisation and the other half for writing

accurately.

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English Literature:

http://www.wjec.co.uk/qualifications/english/english-literature-gcse

Pupils will be entered for the GCSE Literature qualification in Year 10.

Unit 1

External

Exam Unit

35%

Study: Year 9

Examination:

January 2020

Unit 1: Prose (different cultures) and poetry

(contemporary)

Prose:

To Kill a Mockingbird Harper Lee

or

Of Mice and Men John Steinbeck

Poetry:

1 essay comparing 2 unseen poems

Unit 2a

External

Exam Unit

40%

May 2020

Unit 2a: Literary heritage drama and contemporary

prose

Contemporary Prose:

About a Boy Nick Hornby

or

Heroes Robert Cormier

Literary Heritage Drama:

An Inspector Calls J B Priestley

Unit 3

Non-

Examination

Assessment

25%

Autumn term

(Year 10)

2019

Unit 3:

Section A: Shakespeare Assessment will be based on

a thematic essay question on a Shakespeare play.

Candidates may have up to 2 hours to complete this

non-examination assessment.

Section B: Welsh Writing in English Assessment will

be based on a group of 15 thematically linked poems

taken from the Library of Wales anthology. Candidates

may have up to 2 hours to complete this non-

examination assessment.

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M A T H E M A T I C S

Mathematics is a compulsory subject and is not involved with your option choices. There will

be two mathematics GCSE courses, Mathematics and Mathematics Numeracy. Each

consists of non-calculator and calculator examinations with 3 tiers of entry:

Higher Tier: Grades A* – C

Intermediate Tier: Grades B – E

Foundation Tier: Grades D – G.

GCSE in Mathematics – Numeracy

Learners entered for this qualification must sit both papers at either foundation, intermediate

or higher tier, in the same examination series. The written paper for each tier will comprise a

number of short and longer, both structured and unstructured questions which may be set on

any part of the subject content of the specification. Some of these questions will involve

different parts that assess different aspects of numeracy but in the same context. Part-

questions may vary in level of demand and some questions will use multiple-choice

assessment.

GCSE in Mathematics

Learners entered for this qualification must also sit both papers at either foundation,

intermediate or higher tier, in the same examination series. The written papers for each tier

will comprise a number of short and longer, both structured and unstructured questions which

may be set on any part of the subject content of the specification. Candidates entered for

GCSE Mathematics will be expected to be familiar with the knowledge, skills and

understanding implicit in GCSE Mathematics – Numeracy. Questions may be set on topics

that are explicitly listed in the content of GCSE Mathematics – Numeracy and some

questions will use multiple-choice assessment.

http://www.wjec.co.uk/qualifications/mathematics/mathematics-gcse

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The following table summarises the way in which the mathematical content will be divided

across the two mathematics GCSEs (GCSE Mathematics – Numeracy and GCSE

Mathematics):

GCSE Mathematics - Numeracy Mathematics

Content Number, Measure and

Statistics plus some aspects

of Algebra, Geometry and

Probability

All the

content of

GCSE

Mathematics

- Numeracy

Additional

Algebra,

Geometry

and

Probability

Assessment focus The application of the above

content in context

-

The

application

of the above

content in

context

Procedural skills in situations

that are context-free or

involve minimal context for

all content

P H Y S I C A L E D U C A T I O N

The course builds on the activities followed in Key Stage 3 and aims to develop a

commitment to an active lifestyle. Pupils will have the opportunity to develop their

knowledge, skills and understanding by selecting areas in Physical Education which will

include sports and activities not previously offered, such as Basketball and use of Multi Gym

and Free Weights in the Fitness Suite

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R E L I G I O U S S T U D I E S

If you are good at problem solving, have a critical mind and good powers of analysis you

have the essential qualities needed to study GCSE Religious Studies. These skills are useful

for many career fields including medicine, law, management, business and personnel.

Employers look for an RS qualification as they know people will have this range of skills and

will be able to work effectively as part of a team.

Religious Studies will enable you to:

explore religions and beliefs engaging with them intellectually and responding

personally

adopt an enquiring, critical and reflective approach to the study of religion

enhance your understanding of different cultures in the wider world

reflect on and develop your own values, opinions and attitudes in light of your

learning.

In Years 9 and 10 students follow the WJEC GCSE Course in Religious Studies

Part A: Candidates must study two core beliefs/teachings and two practices of Christianity

AND one other of the six main world religions.

Part B: Candidates must also study two philosophical themes from the perspective of

Christianity AND one other of the six main world religions:

Life and Death

Good and Evil

Candidates must also consider non-religious beliefs, such as those held by Humanists and

Atheists

In Year 11 students follow the GCSE Course in Religious Studies

Part A: Candidates must study two core beliefs/teachings and two practices of Christianity

AND one other of the six main world religions.

Part B: Candidates must also study the two ethical themes from the perspective of

Christianity AND one other of the six main world religions:

Relationships

Human Rights

Candidates must also consider non-religious beliefs, such as those held by Humanists and

Atheists.

For further information, please use the following link to the WJEC website:

http://www.wjec.co.uk/qualifications/religious-studies/r-religious-studies-gcse-2017/wjec-

gcse-religious-studies-spec-from-2017-e.pdf?language_id=1

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S C I E N C E

Science is a compulsory subject at Key Stage Four and is not involved in your option choices.

Pupils will study topics such as Plants, Ecosystems, Atoms, Chemical Reactions, Electricity

and Space.

How will the course be organised?

During Year 9, all pupils will follow a science course which covers all three science subjects

(biology, chemistry and physics). There will be no external examinations during Year 9.

Pupils will sit final internal examinations in all science subjects at the end of Year 9. The

results from the examinations in Year 9 will inform the school of the most appropriate

science course for your child in Years 10 and 11. One of the following courses will be

studied:

Separate Science (Biology, Chemistry and Physics)

GCSE Science Double Award

How is the course assessed?

Pupils following the Separate Science course will take three external examinations (one in

each science) at the end of Year 10 and three external examinations (one in each science) at

the end of Year 11. There will be practical assessment exercises for each science subject that

will be taken during January and February of Year 11.

Pupils following the Double Award will take three external examinations (one in each

science) at the end of Year 10 and three external examinations (one in each science) at the

end of Year 11. There will be practical assessment exercises that will be taken during January

and February of Year 11.

http://www.wjec.co.uk/qualifications/science/

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W E L S H S E C O N D L A N G U A G E

Aims and objectives

This GCSE specification in Welsh second language will enable candidates to:

understand and use the language for a variety of purposes and audiences

develop language learning skills and strategies in order to enable candidates to

communicate and interact confidently and spontaneously in relevant situations and

specified context

develop language learning skills and strategies to enable candidates to develop their

grasp of Welsh further

develop listening, speaking, reading and writing skills in an integrated manner,

emphasising listening and speaking skills

use Welsh in further studies, in the workplace and in their communities

develop curiosity about the Welsh language

This qualification has two external assessment units which are weighted equally and two

internal assessment units. The two external assessment units test reading and writing skills

while the two internal assessment units test oral and listening skills.

In planning this specification, careful consideration has been given to the duration of

examinations and the number of questions in order to ensure a balance between robust

assessment and feasibility. Various types of questions and clear instructions aim to make this

non-tiered assessment accessible to learners of all abilities.

SUMMARY OF ASSESSMENT

Unit 1:

Oracy response to visual material- Non-examination assessment:

6 – 8 minutes (pair) 9 – 12 minutes (Group of three)

25% of qualification 50 marks

1 task

(10%) Speaking (15%) Listening

A task for a pair/ group of three based on a visual stimuli provided by the WJEC to stimulate

discussion.

The assessment will consist of three parts which are to be carried out in the following order:

watch a visual clip (approximately 2 minutes) twice and fill in a related sheet

respond to specific questions regarding clip, asked by the teachers. The questions will

be provided by WJEC

discussion between the pair/group of three on what was watched

Learners are not permitted to use dictionaries in any part of the assessment

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Unit 2:

Communicate with others Non-examination assessment:

6 – 8 minutes (pair) 9 – 12 minutes (Group of three)

25% of qualification 50 marks.

(20%) Speaking (5%) Listening.

A pair/group discussion based on a stimuli provided by WJEC of a statement, question or

topic. Learners are not permitted to use dictionaries in any part of the assessment.

Unit 3:

Report, specific and instructional Written examination: 1 hour 30 minutes

25% of qualification 100 marks

(15%) Reading (10%) Writing

Reading tasks with non-verbal and written responses, including one translation task from

English to Welsh and one proof reading task and writing tasks. Learners are not permitted to

use dictionaries in any part of the assessment.

Unit 4: Descriptive, creative and imaginative Written examination: 1 hour 30 minutes

25% of qualification 100 marks

(10%) Reading (15%) Writing

Reading tasks with non-verbal and written responses and writing tasks. Learners are not

permitted to use dictionaries in any part of the assessment.

This is a unitised specification which allows for an element of staged assessment.

Please contact Mrs C Flaherty for further enquiries

http://www.wjec.co.uk/qualifications/welsh-second-language/r-welsh-second-language-gcse-

2017/wjec-gcse-welsh-second-language-spec-from-2017

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W E L S H B A C C A L A U R E A T E

Aim

The central focus of the Welsh Baccalaureate at Key Stage 4 is to provide a vehicle for 14 -16

year olds to consolidate and develop essential transferable employability skills. The

programme will require the completion of a Skills Challenge Certificate along with

supporting qualifications such as GCSEs at Key Stage 4. The requirements of both the Skills

Challenge Certificate and Supporting Qualifications must be met in order to achieve the

overarching Welsh Baccalaureate.

The Skills Challenge Certificate consists of four components which are followed by all

learners:

Individual Project

Enterprise and Employability Challenge

Global Citizenship Challenge

Community Challenge

Each component of the Skills Challenge will incorporate seven skills which learners need for

learning, work and life:

Literacy

Numeracy

Digital Literacy

Critical Thinking and Problem Solving

Planning and Organisation

Creativity and Innovation

Personal Effectiveness

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The Supporting Qualifications include a mandatory GCSE of English Language together

with either Mathematics or Mathematics - Numeracy. A minimum of a further three GCSEs

are also required, of which two may be of equivalent qualifications.

The award will offer two levels of achievement either at the higher National level or the

lower Foundation level.

To achieve the National Welsh Baccalaureate learners must achieve the National Skills

Challenge Certificate together with the following Supporting Qualifications:

GCSE English Language at grade A* - C;

GCSE Mathematics or Mathematics - Numeracy at grade A* - C;

A minimum of three further GCSEs grade A*- C, of which two may be equivalent

qualifications.

To achieve the Foundation Welsh Baccalaureate learners must achieve either the National or

Foundation Skills Challenge Certificate together with the following Supporting

Qualifications:

GCSE English Language at grade A* - G;

GCSE Mathematics or Mathematics - Numeracy at grade A* - G;

A minimum of three further GCSEs grade A*- G, of which two may be equivalent

qualifications.

The following diagram illustrates the routes towards achievement of the Welsh Baccalaureate

at Key Stage 4.

For further information follow the link below:

http://www.wjec.co.uk/qualifications/welsh-baccalaureate/welsh-bacc-from-2015/

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C A R E E R S

Stanwell School provides the following Careers Education and Guidance

opportunities and pupils have access to:

Easily accessible, up-to-date and accurate careers information.

Independent, impartial, confidential advice and guidance.

Access to the ‘World of Work’ and business awareness activities.

Help and guidance at the transition of Key Stage 3 to Key Stage 4; at the end

of Key Stage 4, and at the end of Key Stage 5.

In Year 9 the pupils begin work on their own Progress File, which they update

throughout their school life. It contains work provided by The Careers Department

and any achievements and information that the pupils wish to include. In Year 9

pupils will be involved in Industry/Skills workshop days.

Throughout their time in Stanwell there is always opportunity for both pupils and

parents to meet with the careers staff and the school's Careers Wales Advisor. We

have well equipped careers libraries containing all the reference material needed to

enable your child to make the wisest possible decisions concerning their future.

Your Careers Adviser is Mrs Nicola Worrall

She is based in the ground floor in ‘The House’

You may obtain information, advice, or arrange an interview with your Adviser,

by contacting her directly at School. A weekly drop in session will also run on a

Tuesday lunchtime in the dining hall extension during March and April.

nworrall@stanwell.org

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OPTION S U B J E C T D E S C R I P T I O N S

A R T A N D D E S I G N

The GCSE Art and Design course demands a positive attitude and a great deal of

commitment from the pupils in our charge. On no account should it be regarded as a soft

option. We encourage pupils to be self-motivated and build on their technical skills

developed in Key Stage 3.

The WJEC GCSE Art and Design: Fine Art course and the

Art and Design: Textile Design course encourages an

adventurous and enquiring approach to the subject.

Successful pupils should be able to demonstrate an

understanding of past and contemporary art and design

practice and the integration of theory and understanding to

produce a personal response that embraces a range of

ideas.

Each pupil must produce the following components:

Unit 1: Portfolio 120 marks (60% of qualification)

Internally set and developed from personal and/or given starting points. A coherent body of

work representing 45 hours of work which must be selected and presented by the candidate

for moderation. This is submitted for assessment at the beginning of January in Year 11.

Interim Internal assessment in Year 9 takes place at the end of the Autumn term and again in

the Summer term. This procedure is repeated in Year 10.

Unit 2: Externally Set Assignment 80 marks (40% of qualification)

The examination paper, issued to pupils in January in Year 11, will include images (picture

starters), themes (one-word starters) and tasks including an explanation that may be of

guidance but which will not be compulsory. Candidates must choose only one

assignment and give a clear account of their intentions. There will be a period

of preparation of approximately 20 hours and 10 hours under controlled

conditions. All work must be selected and presented

by the candidate for moderation.

Pupils may be able to choose to study

FINE ART or TEXTILE DESIGN

In the Art and Design option.

This is reliant on the number of pupils opting for either

Fine Art or Textiles in each option group.

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ART & DESIGN: FINE ART

Areas of study: abstraction, still life composition, manufactured and natural forms through

techniques of Drawing Installation Lens and light-based media Mixed media Land art

Printing Painting Sculpture.

ART & DESIGN: TEXTILE DESIGN

This course follows a creative approach to the subject concentrating on constructed, dyed,

printed fine art and fashion textiles.

Is this the right subject for me? This course is suitable for students who are:

keen to develop their visual skills

creative, enthusiastic and imaginative

able to sustain an investigation

able to enjoy visits to galleries and museums

willing to experiment and take risks in their work

willing to review their progress and make improvements.

The GCSE Art and Design course is a

dynamic and interesting subject that

covers many topics that can be

directly related to the world that we

live and work in.

The pool of creative talent for the 21st century is forming now. . Art director

. Directors – state, motion picture

television, radio

. Graphic Designers

. Visual Artists

. Animators

. Illustrators

. Commercial and Industrial Designers

. Fashion Designer

. Interior Designer

. Set Designer

. Painters

. Product Designer

. Cartoonist, Comic book artists

. Camera Operator, television, video or motion picture operators

. Desktop publisher

. Composing room supervisor.

. Art historian.

. Exhibition designers

. Marketing and advertising

http://www.wjec.co.uk/qualifications/art-and-design/r-art-and-design-gcse-from-2016/

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B U S I N E S S S T U D I E S

At the start of Year 9 students take part in a project based activity as an introduction to the

course. This year for example, students worked in groups to design, promote and launch a

new ice cream company. The aim is to actively engage students in the study of Business, and

develop them as effective and independent learners with enquiring minds and enhanced

communication and problem solving skills.

The GCSE is designed to deepen students understanding of the way in which businesses

operate in a dynamic, changing and competitive environment.

The GCSE assessment comprises of 2 components:

Unit 1: The Business World

Written examination 2 hours (weighting 62.5%)

Unit 2: Business Perceptions

Written examination 1hour 30 minutes (weighting 37.5%)

Both units assess content from the topics listed below. There is no Non Examined assessment

element in the latest specification.

Business activity

Influences on business

Business operations

Finance

Marketing

Human resources

Further information can be found on the WJEC website:

http://www.wjec.co.uk/qualifications/business/r-business-gcse-2017/wjec-gcse-business-

spec-from-2017%20(22-06-16).pdf

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What skills will I develop?

Throughout the course students will be involved in a range of learning activities which will

allow them to develop important transferable key skills (numeracy, communication, ICT,

problem solving, working independently and working

with others) as well as develop their understanding of

the business world.

Educational Visits

We aim to ensure that the students have the

opportunity to further their understanding of business

through educational visits. Previously, in Year 9

students have had the opportunity to visit the Land

Rover assembly plant, Warner Bros Studios, Chelsea

Football Club and the Bank of England.

Student Support

Homework club runs twice a week, after school. This gives students the prospect to gain

additional support within the subject. Each of these sessions is fully supervised by a member

of the Business Department.

Will Business Studies help me with my future career?

Business Studies is a diverse and varied course, this means that it can be the foundation for

many careers that students may choose to study.

Obviously if you want to be the next Richard Branson and

run your own business it is very useful.

Other careers. and further studies that can be directly

linked to Business Studies include Finance, Law, Business

Administration, Resource and Environmental

Management, Personnel, Sales and Marketing. To be

successful in business you need to be well motivated and

want to be the best that you can:

“The big secret in life is that there is no big secret. Whatever your goal, you can get there if

you're willing to work”

Oprah Winfrey

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C H I L D D E V E L O P M E N T

WJEC Home Economics : Child Development

(To Be Confirmed)

The WJEC in consortium with City and Guilds are in the process of developing a new L1/2

Health and Social Care and Child Care course for teaching from September 2019. This course

encompasses the current GCSE Health and Social Care and Child Development

specifications.

This course is designed to enable pupils to

study the development and care of children

from conception to the age of five years. It

enables pupils to understand the social,

emotional, physical and intellectual

development of the child through the study of

the family, community and the responsibilities

of parenthood.

The course will be based on the following areas of study and an external placement:-

1. Family & Child 4. Physical Development

2. Food & Health 5. Intellectual Development

3. Pregnancy 6. Social & Emotional

Development

http://www.wjec.co.uk/index.php?subject=68&level=

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C O M P U T E R S C I E N C E

This bold and exciting course provides students with a stimulating

and motivating study of computer science fit for the 21st century. WJEC’s GCSE

Computer Science specification is designed to address concerns expressed by the Royal

Society and the Computing at School Working Group about computing education in the

United Kingdom.

The specification offers students the opportunity to gain an understanding of the way

computers work, and to create and review computer programs for real-life purposes based on

their own interests. It encourages them to create their own games, applications and other

systems, rather than simply use those designed by others.

Assessment is 70% examination and 30% non examined assessment and is divided into

three units:

1. Understanding Computer Science (100 marks) 50% -This unit investigates

hardware, logical operations, communication, data representation and data types,

operating systems, principles of programming, software engineering, program

construction, security and data management and the impacts of digital technology on

wider society. 1 hour and 45min exam in Year 11.

2. Computational Thinking and Programming On-screen examination (60 marks)

20%- This unit investigates problem solving, algorithms and programming constructs,

programming languages, data structures and data types and security and

authentication. 2 hour online examination in Year 11.

3. Software Development (80 marks) 30%- This unit requires learners to

produce a programmed solution to a problem. They must analyse the

problem, design a solution to the problem, develop a final programmed

solution, test the solution and give suggestions for further development of the

solution. Throughout the production of the solution learners are required to

produce a refinement log that evidences the development of the solution. 20 Hour non

examined assessment.

The depth of coverage means that it provides a solid foundation for either the study

of A Level Computing or ICT and employment.

Computer Science GCSE 2017 (link to WJEC website)

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D E S I G N & T E C H N O L O G Y

P R O D U C T D E S I G N

(Including Graphic Products)

Successful designers produce products that are both functional and life enhancing. They find

creative and imaginative solutions to existing problems, incorporating new materials and

technologies into our everyday lives. For a successful design student problem solving skills

are useful, creativity is essential.

The GCSE in design and technology enables students to understand and apply an iterative

design processes through which they explore create and evaluate a range of outcomes,

developing solutions with imagination and creativity. Throughout the course students will

develop the ability to use creativity and imagination to design and make prototypes/ products

that solve real and relevant problems, considering their own and others’ needs, wants and

values. The essential elements of a Design & Technology course are

Investigate and analyse the work of past and present professionals

learning about materials

Learning to use different design strategies, such as collaboration, user-centred design

and systems thinking, to generate initial ideas.

Manufacturing processes

Using specialist tools and equipment, appropriate to the materials or components used

(including hand tools, machinery, digital design and manufacture)

Using specialist techniques and processes to shape, fabricate, construct and assemble

a high quality prototype.

A course in Design &Technology will also provide a unique opportunity for students to apply

and develop knowledge, in an appropriate fashion, from other disciplines, including

mathematics, science, art and design, computing and the humanities.

Key Subject Aims

The Design & Technology specification enables students to:

demonstrate their understanding that all design and technological activity takes place

within contexts that influence the outcomes of design practice

develop realistic design proposals following the exploration of design opportunities

and users’ needs, wants and values

use imagination, experimentation and combine ideas when designing

develop the skills to critique and refine their own ideas whilst designing and making

communicate their design ideas and decisions using different media and techniques,

as appropriate for different audiences at key points in their designing

develop decision making skills, including the planning and organisation of time and

resources when managing their own project work

develop a broad knowledge of materials, components and technologies and practical

skills to develop high quality, imaginative and functional prototypes

be ambitious and open to explore and take design risks in order to stretch the

development of design proposals, avoiding clichéd or stereotypical responses

24 | P a g e

be ambitious and open to explore and take design risks in order to stretch the

development of design proposals, avoiding clichéd or stereotypical responses

consider the costs, commercial viability and marketing of products

demonstrate safe working practices in design and technology

Develop a range of transferable skills that will form a foundation for future learning

and progression.

Students wanting to develop Product Design projects will develop projects using natural and

manufactured timber, ferrous and non-ferrous metals, thermoforming and thermosetting

polymers

Course Content

Areas covered will include: The design process, product analysis, sustainability and

legislative issues, designers, commercial manufacturing practices, materials and

components, tools and equipment, systems and processes, and CAD/CAM.

Course structure

Year 9: Students undertake a range of manufacturing projects which focus upon developing

the skills, knowledge and understanding of the relevant materials required for this course.

Assessment

Unit 1: A range of centre set Design and Make tasks.

Unit 2: 2 examination papers set and marked by teaching staff

All work submitted will be assessed and used to attain reporting grades

Year 10: Students undertake an advanced range of manufacturing projects which focus upon

developing the skills, knowledge and understanding of the relevant materials required for this

course in preparation for the Non Examined Assessment task in Year 11.

Assessment

Unit 1: A range of centre set Design and Make tasks.

Unit 2: 2 examination papers set and marked by teaching staff

All work submitted will be assessed and used to attain reporting grades

Year 11 Students undertake the manufacture of a final product demonstrating the skills,

knowledge and understanding of the relevant materials required for this course.

Assessment

Unit 1: Non Examined Assessment Task (50%).

Unit 2: 1 Mock examination paper set and marked by teaching staff

All work submitted will be assessed and used to attain reporting grades

GCSE Assessment

Unit 1 – Design & Make (Internally assessed NEA task) - 50%

Candidates will be required to carry out an analysis of the problem set by the WJEC, write a

design specification, generate a range of ideas, develop a solution and produce the details of the

final solution. Plan the making process, carry out the making and evaluate project. (30 guided

hours).

Unit 2 – (Externally assessed Written Examination) – 50%

One paper of 2 hours duration, which tests the knowledge and understanding of design,

materials, processes, equipment, contexts, relevant mathematical and scientific knowledge

through formal written responses.

25 | P a g e

D E S I G N & T E C H N O L O G Y

FASHION & T E X T I L E S

Successful designers produce products that are both functional and life enhancing. They find

creative and imaginative solutions to existing problems, incorporating new materials and

technologies into our everyday lives. For a successful design student problem solving skills

are useful, creativity is essential.

The GCSE in design and technology enables students to understand and apply an iterative

design processes through which they explore create and evaluate a range of outcomes,

developing solutions with imagination and creativity. Throughout the course students will

develop the ability to use creativity and imagination to design and make prototypes/ products

that solve real and relevant problems, considering their own and others’ needs, wants and

values. The essential elements of a Design & Technology course are

Investigate and analyse the work of past and present professionals

learning about materials

Learning to use different design strategies, such as collaboration, user-centred design

and systems thinking, to generate initial ideas.

Manufacturing processes

Using specialist tools and equipment, appropriate to the materials or components used

(including hand tools, machinery, digital design and manufacture)

Using specialist techniques and processes to shape, fabricate, construct and assemble

a high quality prototype.

A course in Design &Technology will also provide a unique opportunity for students to apply

and develop knowledge, in an appropriate fashion, from other disciplines, including

mathematics, science, art and design, computing and the humanities.

Key Subject Aims

The Design & Technology specification enables students to:

demonstrate their understanding that all design and technological activity takes place

within contexts that influence the outcomes of design practice

develop realistic design proposals following the exploration of design opportunities

and users’ needs, wants and values

use imagination, experimentation and combine ideas when designing

develop the skills to critique and refine their own ideas whilst designing and making

communicate their design ideas and decisions using different media and techniques,

as appropriate for different audiences at key points in their designing

develop decision making skills, including the planning and organisation of time and

resources when managing their own project work

develop a broad knowledge of materials, components and technologies and practical

skills to develop high quality, imaginative and functional prototypes

be ambitious and open to explore and take design risks in order to stretch the

development of design proposals, avoiding clichéd or stereotypical responses

26 | P a g e

consider the costs, commercial viability and marketing of products

demonstrate safe working practices in design and technology

Develop a range of transferable skills that will form a foundation for future learning and

progression.

Students wanting to develop textiles projects will develop projects through natural, synthetic,

blended and mixed fibres, and woven, non-woven and knitted textiles

Course Content

Areas covered will include: The design process, product analysis, sustainability and

legislative issues, designers, commercial textiles practices, textile manufacturing techniques,

material properties and components, tools and equipment, systems and processes, and

CAD/CAM.

Course structure

Year 9: Students undertake a range of manufacturing projects which focus upon developing

the skills, knowledge and understanding of the relevant materials required for this course.

Assessment

Unit 1: A range of centre set Design and Make tasks.

Unit 2: 2 examination papers set and marked by teaching staff

All work submitted will be assessed and used to attain reporting grades

Year 10: Students undertake an advanced range of manufacturing projects which focus upon

developing the skills, knowledge and understanding of the relevant materials required for this

course in preparation for the Non Examined Assessment task in Year 11.

Assessment

Unit 1: A range of centre set Design and Make tasks.

Unit 2: 2 examination papers set and marked by teaching staff

All work submitted will be assessed and used to attain reporting grades

Year 11: Students undertake the manufacture of a final product demonstrating the skills,

knowledge and understanding of the relevant materials required for this course.

Assessment

Unit 1: Non Examined Assessment Task (50%).

Unit 2: 1 Mock examination paper set and marked by teaching staff

All work submitted will be assessed and used to attain reporting grades

GCSE Assessment

Unit 1 – Design & Make (Internally assessed NEA task) - 50%

Candidates will be required to carry out an analysis of the problem set by the WJEC, write a

design specification, generate a range of ideas, develop a solution and produce the details of the

final solution. Plan the making process, carry out the making and evaluate project. (30 guided

hours).

Unit 2 – (Externally assessed Written Examination) – 50%

One paper of 2 hours duration, which tests the knowledge and understanding of design,

materials, processes, equipment, contexts, relevant mathematical and scientific knowledge

through formal written responses.

27 | P a g e

D R A M A

Like theatre, drama in schools can unlock the use of imagination, intellect, empathy and

courage. Through it, ideas, responses and feelings can be expressed and communicated. It

carries the potential to challenge, to question and to bring about change.

Jude Kelly (theatre director and founder of Metal)

When an employer sees GCSE Drama on an application form, they see a person who is

confident with excellent communication skills and creative flair. Drama encourages

you to work as part of a team, lead and direct ideas, and critically analyse various

literature. Drama compliments subjects such as English, History, Media and Art. The

subject will help with future interviews for Universities and jobs as employers often

select people who can speak clearly, confidently and with dynamism. The GCSE course

helps develop these skills.

The course is divided into 60% practical work (Unit 1: Devised and Unit 2: Scripted)

and 40% written (Unit 3:1984). Pupils need to be committed to all aspects, and have a

disciplined approach to group work. Preparation for the written examination is equally

as important as practical work. The Unit 3 written examination will be at the end of

Year 11.

Pupils who choose Drama enjoy their studies for many reasons. There is an excellent

atmosphere within lessons whereby pupils can explore important topics in a safe,

creative environment.

GCSE Drama is a dynamic, relevant and interesting subject to study because it

allows one to understand the world around them and learn valuable, creative skills along

the way. It opens up doors to study the Arts at A-Level and is widely accepted as a

valuable qualification for a range of careers and

university courses; many of our pupil’s progress to Drama

school or Arts based courses in higher education

institutions. It is a fun, practical subject that allows pupils

to grow in confidence and learn about their world in a

dynamic way! We enjoy taking pupils on various theatre

trips to London’s West End, and local venues.

28 | P a g e

What is

Economics?

“Actors are agents of change…a piece of theatre can make a difference. It can change

the world” (Alan Rickman, famous for playing Professor Snape in Harry Potter)

E C O N O M I C S

Without realising it, you

encounter Economics

every day. Economics

helps us understand the

decisions that we make every

single day. Of course, it also considers

bigger issues such as the economy, poverty and the

environment.

For example:

What makes someone pay £185 for the world’s most expensive

paper bag?

What makes you choose going to the cinema with friends instead

of buying a t-shirt?

How does the government choose between cuts in the health

service and cuts in education?

Economics is not about statistics and certainly does not contain lots of complex mathematical

calculations. It is about what motivates us to make choices that we do. Ultimately, we all

make our own decisions. However not everyone makes the same choices. In Economics we

try and explain these choices, which is why Economics is both challenging and thought

provoking.

Study Economics and you’ll find out the answers to the above questions and gain a

qualification in one of the most highly regarded subjects.

What skills will I develop?

The study of Economics at GCSE allows pupils to explore the world whilst

developing a range of key skills; numeracy, communication, use of ICT,

team-working and problem solving. Teaching includes a variety of

activities to allow pupils to develop these skills including presentations,

debates and simulations. For example pupils have operated hotels, created

their own revision videos and Economics themed board games.

29 | P a g e

Course Content

The course is broken down into two modules; How Markets Work and How the Economy

Works.

How Markets Work How the Economy Works

Scarcity and resources Government objectives

Pricing Managing the economy

Costs, revenue and profit Trade

Markets Money and the financial markets

Competition

Market failure

Educational Visits

Pupils also have the opportunity to take part in

educational visits. In previous years students have

had the opportunity to visit the Bank of England,

Deutsche Bank, the London Metal Exchange

And Chelsea Football Club.

Assessment

Assessment takes the form of two exam papers both sat at the end of Year 11. The papers

have equal weighting and are both of one hour and forty five minutes in duration. Question

styles include multiple choice, data response and extended writing. There is no non examined

assessment.

If you would like to find out more please don’t hesitate to speak to Mr Crook in G14A. A link

to the AQA website is also listed below.

http://www.aqa.org.uk/subjects/economics/gcse/economics-8136

30 | P a g e

E N G I N E E R I N G (Level 2 Award)

Engineers can have a major impact on industry and society. They are able to find solutions to

problems, whether it is adapting or combining materials used to produce a product to make it

withstand severe weather conditions or fixing materials in a different way to make something

more portable. Problem solving is critical to working in engineering. Finding solutions to

problems to ensure a product is fit for purpose involves:

learning about materials

design processes

engineering processes (including safe use of tools and equipment)

Mathematics that engineers use

A course in Engineering will offer students a unique opportunity in the curriculum to develop

an understanding of engineering principles and apply them in a problem solving situation.

During the three year course students will develop an experience of material characteristics

and engineering principles through a range of design, analysis, and manufacturing based

tasks, together with theoretical lessons. Students will develop skills, knowledge and

understanding, which will be applied to two major projects that will take place during years

10 and 11. Engineering will allow candidates to develop their potential across the key skills

together with imaginative, innovative thinking in an independent atmosphere.

Key Subject Aims

The Level 2 Award in Engineering aims to enable students to:

Engage in a range of engineering processes and develop as effective and independent

learners.

Develop a range of transferable skills that will form a foundation for future learning and

progression.

Understand engineering and related sectors and the contribution they make to society and

the economy.

Develop an awareness of emerging technologies and sustainable development in the

context of engineering.

Course structure

Year 9: Students undertake a range of projects which focus upon developing the skills,

knowledge and understanding required for this course. During the autumn and summer terms

formal examinations will be sat in preparation for UNIT 3 in Year 11. All work submitted

will be assessed and used to attain reporting grades.

Year 10: Students undertake a range of projects based on the structure of both UNIT 1 and

UNIT 2 of the specification. These will be preparatory projects and as such structured

guidance and assistance will be provided. During the spring and summer terms students will

complete their UNIT 1 Non Examined assessed task. During the autumn and summer terms

formal examinations will be sat in preparation for UNIT 3 in Year 11. All work submitted

will be assessed and used to attain reporting grades.

31 | P a g e

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

32 | P a g e

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

33 | P a g e

Year 10: A range of centre set food preparation and experimentation tasks developing skills

and knowledge in preparation for the Non Examined Assessment tasks in Year 11.

Assessment

Unit 1: A range of centre set food preparation and experimentation tasks.

Unit 2: 2 examination papers set and marked by teaching staff

All work submitted will be assessed and used to attain reporting grades

Year 11: Students undertake the manufacture of a final product demonstrating the skills,

knowledge and understanding of the relevant materials required for this course.

Assessment

Unit 1: Non Examined Assessment Tasks (60%).

Unit 2: 1 Mock examination paper set and marked by teaching staff

All work submitted will be assessed and used to attain reporting grades

GCSE Assessment

Unit 1 – Principles of Food and Nutrition Written examination (Externally assessed):

1 hour 30 minutes 40% of qualification (80 marks)

Students will be given the opportunity to develop their knowledge and understanding of the

six areas of content. Students will also be given the opportunity to develop technical skills, in

food preparation, through carrying out practical and experimental work.

This opportunity will allow learners to develop sound technical skills whilst exploring and

consolidating knowledge and understanding relating to food preparation and nutrition.

Areas of assessment:

1. Food commodities

2. Principles of nutrition

3. Diet and good health

4. The science of food

5. Where food comes from

6. Cooking and food preparation.

Unit 2 –Cooking and Nutrition in Action Non Examined Assessment (Externally

moderated): 60% of qualification (120 marks)

The Unit 2 assessment (NEA) is composed of two tasks that are set by WJEC. Students will

be able to select from a choice of two tasks for each assessment.

Assessment 1: The Food Investigation Assessment (10 Hours) 20% (45 Marks)

Assessment 2: The Food Preparation Assessment (15 Hours) 40% (85 Marks)

Recommended assessment hours have been allocated to each assessment.

The assessment hours will be completed in school and will be carried out under Non

Examined Assessment conditions in compliance with the required regulatory conditions.

34 | P a g e

F R E N C H

The GCSE course provides a natural progression from the work already done in Key Stage 3.

It aims to develop the four language skills and to extend knowledge of the way the language

works through the study of grammar. Pupils follow the WJEC specification and study the

language through three broad themes which build on their knowledge from KS3 such as

family, local area, school life and holidays.

How is GCSE assessed?

(All examinations take place in the May/ June of Year 11, unless otherwise stated.)

Unit 1: Speaking (Foundation: 7-9 minutes

or Higher Tier: 10-12 minutes) - 25%

Pupils sit this assessment in April/May of Year 11. They

complete a short role-play, discuss a photo and take part in

two conversations.

Unit 2: Listening (Foundation: 35 minutes

or Higher Tier: 45 minutes) - 25%

Candidates listen to extracts in French of varying length

and answer questions such as multiple choice (non-

verbal or written answers), gap fill, true or false and

short answer questions in English and the target

language.

Unit 3: Reading Paper (Foundation: 1 hour

or Higher Tier: 1 hour 15 minutes) - 25%

Pupils must read notices, letters, emails and articles and

respond to show comprehension by completing multiple

choice questions, matching up, filling in information in a

table and answering short and long answers in English and

the target language. Candidate will also be required to

translate a short passage into English.

Unit 4: Writing Paper (Foundation: 1 hour 15 or

Higher Tier: 1 hour 30) - 25%

At foundation tier candidates will be required to

produce two short texts (60 words approximately), one

longer text (90-120 words) and a translation of simple

sentences from English into French (35-40 words). At

Higher tier candidates write two longer texts (90-120

and 150-180 words) as well as a translation into French

of 50-55 words. All questions are linked to the subject

content included under the three broad themes.

35 | P a g e

Why opt for French at GCSE?

Anyone who can speak French can communicate with around 200 million people in their own

language; French is not only spoken in France but also in Belgium, Switzerland, Canada,

several African nations and in many other countries around the world.

France is the nearest country to the UK on mainland Europe, and speaking the

language is an indispensable tool for a trip abroad. France is the top tourist

destination in the world and the possibilities are endless when it comes to holidays!

If you go on to study French at university you are much more likely to get a job than

people with arts, humanities and media-related degrees. Speaking French will

enhance your job prospects as many employers will choose the candidate who can

speak a foreign language over the one who can’t. One of the main reasons for

companies losing business abroad is the inability to communicate in the client’s

language.

Speaking French will allow you to take advantage of your EU citizenship and travel

and work within the European Union in countries such as Switzerland and Belgium,

as well as France.

Speaking French gives you a better understanding of France’s rich culture and

heritage, as well as its fascinating history.

The ability to communicate in another language allows you to get to know new people

and build new relationships.

Speaking French is a real asset and can be combined with a degree in the sciences, law,

business studies or politics. You often have the opportunity to spend a year abroad, studying

your main subject in university in France, Belgium or even Canada.

http://www.wjec.co.uk/qualifications/french/french-gcse/

36 | P a g e

G E O G R A P H Y

Statistics show that compared to other subjects Geography graduates are among the most

employable. They possess the skills that employers look for. Geography is a combination of

the facts of science and the understanding of the arts. “Geography is the subject that holds

the key to our future” Michael Palin.

The overarching aims of this qualification are that learners should develop the ability to

think ‘like a geographer’. That is to say, learners will develop the skills necessary to

conduct framed enquiries in the classroom and in the field in order to develop their

understanding of specialised geographical concepts and current geographical issues.

By following this specification learners will achieve the following objectives. They

will develop the ability to think:

creatively, for example, by posing questions that relate to geographical

processes and concepts that include questioning about spatial pattern and

geographical change.

scientifically by collecting and recording appropriate evidence from a range of

sources, including fieldwork, before critically assessing the validity of this

evidence and synthesising their findings to reach evidenced conclusions that

relate to the initial aim of their enquiry

independently by applying geographical knowledge, understanding, skills and

Geographers can...

Make a concise report

Handle data

Ask questions and find answers

Make decisions about an issue

Analyse material

Manage themselves

Solve problems

Think independently

Geographers are...

Good communicators

Spatially aware

Socially and environmentally

aware

Problem solvers

Good team players

Computer literate

Well rounded, flexible thinkers

Without Geography you are….

NOWHERE!

GCSE Geography (WJEC)

37 | P a g e

approaches appropriately and creatively to real world contexts. In so doing

they should appreciate that geography can be ‘messy’, i.e. that real geography

does not always match typical or predicted outcomes.

WJEC GCSE Geography develops an enquiry approach to the study of geographical

information, issues and concepts. It is based on the principle that geographical

education should enable learners to become critical and reflective thinkers by

engaging them actively in the enquiry process.

Educational Visits

The geography department deliver a range of educational visits which include international

and local field visits, educational talks and destinations of geographical interest. Local places

we have visited include Cowbridge, Cardiff Bay, Tenby, Southerndown and Cardiff City

centre. Our International destinations for GCSE have included Iceland, Italy, Sicily and

Barcelona.

If you would like to find out more please don’t hesitate to speak to Mrs H Jarman and Mrs

R Selman in F24/F22. A link to the WJEC website is also listed:

http://www.wjec.co.uk/qualifications/qualificationresources.html?subject=Geography&level

=GCSE

Un

it 1

: C

ha

ng

ing

Hu

ma

n a

nd

Ph

ys

ica

l la

nd

sc

ap

es

40

%

CoreLandscapes and physical processessRiver and coastal processes and landforms, hydrological cycle and river management.

The urban-rural continuum in WalesHow are urban -rural areas linked and how are rural areas changing?

Population and urban change in the UKPopulation change and consequenes, future challenges facing towns and retail change in the UK.

Urban issues in constrasting global citiesGlobal pattersn of urbaisation, urbanisation in cities and how are global cities connected

OptionLiving in an Active ZoneHazards at plate marginsReducing the risk

Un

it 2

:En

vir

on

me

nt

an

d D

eve

lop

me

nt

Iss

ue

s 4

0%

Core

Weather, climate and ecosystemsClimate change during the Quaternary period, Weather patterns and process, Processes and interactions within ecosystems and Human activity and ecosystem processesDevelopment resource issuesMeasuring global inequalities, Causes and consequences of uneven development at, Water resources and their management and Regional economic developmentOptionSocial and development issuesMeasuring social development, contemporary issues with social development.

Un

it 3

: F

ield

wo

rk 2

0%

A written report , to include evidence of understanding of the enquiry process and an independent ability to process/presentdata and complete extended writing.

In order to prepare for this report, learners are expected to undertake two contrasting pieces of fieldwork.

Visit our

website

for photos

and more

info Take part in lots of

local and international

fieldwork

opportunities!

38 | P a g e

G E R M A N

This course is a natural progression of the work done in Year 8 leading on to GCSE (WJEC)

in Year 11.

The aims of the GCSE German course are as follows:

To develop understanding of the spoken and written forms of German in a range

of contexts;

To develop the ability to communicate effectively in German through both the

spoken and written word, using a range of vocabulary and structures;

To develop knowledge and understanding of the grammar of German and the

ability to apply it;

To develop knowledge and understanding of Germany and German-speaking

countries;

To provide a suitable foundation for further study and/ or practical use of German.

The context for learning the language will be organised under three broad

themes:

Identity and culture (Youth Culture, Lifestyle and Customs and Traditions)

Wales and the World – areas of interest (Home and Locality, Germany and

German-speaking countries and Global sustainability)

Current and future study and employment (Current study, World of Work and

Jobs and Future Plans)

The assessment of the course is arranged in 4 units:

Unit 1 – Speaking (25% of total) Pupils will be required to participate in a role play, a photo card

discussion and a conversation with their German teacher. There will be

two tiers of entry: Foundation (7-9 minute exam in April/ May of Year

11) or Higher (10-12 minute exam in April/ May of Year 11.)

Unit 2 – Listening (25% of total)

Pupils will be required to listen and respond to a range of questions in

English and also in German. The assessment will include monologues,

conversations, discussions, announcements and messages. There will be

two tiers of entry: Foundation (35 minute exam at the end of Year 11)

or Higher (45 minute exam at the end of Year 11.)

Unit 3 – Reading (25% of total)

39 | P a g e

Pupils will be required to respond to a range of questions in English, and also in

German. The assessment will include continuous text such as letters and emails,

non-continuous text such as tables, graphs, adverts, forms etc. There will be two

tiers of entry: Foundation (1 hour exam at the end of Year 11) or Higher (1 hour

15 minute exam at the end of Year 11.)

Unit 4 – Writing (25% of total) Pupils will be required to produce two texts of varying length and a

short translation of simple sentences from English to German. There

will be two tiers of entry: Foundation (1 hour 15 minute exam at the

end of Year 11) or Higher (1 hour 30 minute exam at the end of Year

11.)

Assessment Dates:

All formal assessment takes place in Year 11. The listening, reading and writing papers will

be sat in May/ June of Y11 and the oral will take place during April/ May of Y11.

There are no Non Examined assessments or coursework.

Why learn German?

German is easier to learn than you think because it’s related to English. With a

reasonable amount of effort any average student can expect to do well.

Studying German makes you appreciate other cultures as well as your own

A knowledge of German improves your opportunities on the job

market

Universities are keen to take pupils with a Modern Foreign language

German is the most frequently spoken native language in Europe

German is useful when travelling all over Europe and can help you

make friends

German can help you if you want to live and work in Europe.

Learning German can help you develop your communication skills

Learning German can help you with other subjects such as History

Link to the WJEC GCSE German webpage:

http://www.wjec.co.uk/qualifications/german/german-gcse/

40 | P a g e

H I S T O R Y

History has values and skills which are important in many areas of life and is highly regarded

by employers and universities. History provides a very good basis for a variety of careers

including: law, journalism, business and finance, publishing, editing, management, politics,

teaching as well as many other career paths.

History is a very popular and successful subject at GCSE and a wide range of teaching

methods and learning activities are used to ensure the work is interesting and rewarding. These

include visual, auditory and kinaesthetic strategies, traditional methods and the use of ICT and

Power points. Assessment takes place on a regular basis throughout the course to support

pupils’ development as historians.

The best reason to choose History at GCSE is because you are interested in History and you

enjoy studying about the past.

WJEC GCSE History

Unit 1 Study in Depth – Britain: Austerity, Affluence and Discontent,

1951-1979 (25%) Examined in the summer of Year 11.

What were the main issues facing the people of Britain in the early 1950s?

What factors contributed to the economic recovery in the 1950s and 1960s?

What were the main political and economic issues in Wales in the 1960s and 1970s?

How far did the lives of women change in this period?

What were the main changes in entertainment in this period?

How did attitudes to authority change in the 1950s and 1960s?

What impact did immigration have on society in Britain during this period?

Unit 2 Study in Depth - USA: A Nation of Contrasts 1910-29 (25%)

Examined in the summer of Year 10

Why did immigration become such a major issue in American society?

Was America a country of religious and racial intolerance during this period?

Was the 1920s a decade of organised crime and corruption?

What were the causes of the economic boom experienced in the 1920s?

What factors led to the end of prosperity in 1929?

How did popular entertainment develop during this period?

How did the lifestyle and status of women change during this period?

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Unit 3: Thematic studies - Changes in Crime and Punishment, c.1500 to

the present day. (30%) Examined in the summer of Year 11

What have been the main causes of crime over time?

How has the nature of criminal activity differed and changed over time?

How has the responsibility of enforcing law and order changed over time?

How effective have methods of combating crime been over time?

Why have attitudes to punishment changed over time?

How have methods of punishment changed over time?

Unit 4 Working as an historian. Non-Examination Assessment (20%) Completed in the autumn term of Year 10 and autumn term of Year 11.

This entails a two part historical investigation.

This will likely focus on the causes of the rise to power of the Nazis and life in Germany

1933-39. Pupils are assessed on their understanding of the uses and reliability of sources and

how the past has been represented.

Educational Visits

At present during the summer term of Year 9, pupils have the opportunity to visit the

battlefields of France and Belgium. It enables them to further their historical understanding

and broaden their cultural experiences.

At present, during March or April of Year 10 pupils have the opportunity to visit a major city

(traditionally either Berlin or Munich) to explore locations relevant to the history of

Germany. For example, in March 2018 the present Year 10 visited Munich, which included

the following sites relevant to Nazi Germany:

Dachau Concentration Camp

The Olympic Stadium

Nuremburg Rally sites

Berchtesgaden – ‘the wolf’s lair’

http://www.wjec.co.uk/qualifications/history/r-history-gcse-2017/wjec-gcse-history-spec-

from-2017-e.pdf?language_id=1

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I N F O R M A T I O N A N D

C O M M U N I C A T I O N TE C H N O L O G Y

Having good ICT skills are crucial for pupils’ success; whether the plan

is to go to university or seek employment. This WJEC course in

Information and Communication Technology offers a unique

opportunity in the curriculum for candidates to identify and solve real

problems by designing information and communication systems in a

wide range of contexts relating to their personal interests. Information

and Communication Technology develops candidates' interdisciplinary

skills and their capacity for imaginative, innovative thinking, creativity and independence.

The course consists of four units and assessment is 60% Non Examined assessment and

40% examination:

Unit Title Assessment Description

1 Understanding ICT External Assessment: 1½ hrs

80 Marks (40 UMS)

This examination paper will assess the

requirements of the Key Stage 4 Programme of

Study for Information and Communication

Technology and the functional elements of ICT in

a home and school context.

2 Solving Problems with

ICT

Non Examined Assessment: 22½

hrs 80 Marks (60 UMS)

This Non Examined assessment consists of a

portfolio of work which shows candidates’

attainment in obtaining and interpreting different

types of information; using, developing and

communicating information and presenting the

results of their work. This assignment will assess

the practical aspects of the functional elements of

ICT.

3 ICT in Organisations External Assessment: 1½ hrs

80 Marks (40 UMS)

This examination paper will assess the

'application' content of ICT in a business and

industry context.

4 Developing Multimedia

Solutions

Non Examined Assessment: 22½

hrs 80 Marks (60 UMS)

This Non Examined assessment will give

candidates the opportunity to develop a piece of

work using multimedia software following a

single task brief issued by WJEC.

The depth of coverage means that it provides a solid foundation for either the study

of A Level ICT and Computing or employment.

http://www.wjec.co.uk/qualifications/ict/information-and-communication-technology-gcse/

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www.mpctskillsacademy.co.uk www.facebook.com/MPCT.schools

M P C T A C A D E M Y

Students have the opportunity to study for one day per week at the MCPT Academy (aka

Military Prep).

WHERE COURSE TAKES

PLACE Dumballs Road, Cardiff CF10 5FE (Full Day)

COURSE FOLLOWED

BTEC Level 2 Extended Certificate in Teamwork and Personal

Development in the Community (Year 1) (equivalent to 2 GCSE’s at grade B) City and Guilds Level 2 Certificate in Employability Skills

(Year 2) (equivalent to 1 GCSE at grade B)

WHAT YOU WILL STUDY

BTEC Level 2 Extended Certificate in Teamwork and Personal

Development in the Community – Year 1 - Teamwork and Communication Skills. - Improving Health and Fitness in Uniformed

Organisations.

- Expedition Skills. City and Guilds Level 2 Certificate in Employability Skills –

Year 2 - Career planning and making applications. - Effective skills, qualities and attitudes for learning and

work. - Improving practical skills and techniques.

- Managing personal finance. - Teamworking skills.

Academic work is based on the students’ individual strengths

and abilities. The emphasis is placed on developing a range of

key skills which will prepare you for the wider world and

employment.

HOW YOU WILL BE ASSESSED

You will be regularly assessed through portfolio work.

YOU WILL GET THE OPPORTUNITY TO:

50% of the course is physical with the training programme

demanding that students push themselves in a range of settings

from the military personal fitness assessment test, obstacle

course, intersection competitions and an overnight exercise.

Activities include team-building, anatomy and physiology,

charity events and basic military field craft.

COURSES: POST 16

CAREERS:

BTEC and City & Guilds Diploma in both qualifications. MPCT – College Public Services for example:-

Armed Forces

Police / Fire Service

NHS

Coastguard

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M E D I A S T U D I E S

The media play a central role in contemporary society and culture. They shape our

perceptions of the world through the representations, viewpoints and messages they offer. In

addition, they importantly provide us with ways to communicate, with forms of cultural

expression and enable us to participate in key aspects of society. The economic importance of

the media is also unquestionable. The media industries employ large numbers of people

worldwide and operate as commercial industries on a global scale. The global nature of the

contemporary media, coupled with ongoing technological developments and more

opportunities to interact with the media, suggest that their centrality in contemporary life can

only increase.

What is Media Studies?

Media Studies is a course offering pupils the chance to learn about mass media forms – Film,

Television, Radio, Magazines, Newspapers, Popular Music and, of course, the Internet in its

myriad forms. They will learn about the history and organisation of the media institutions

themselves and also about the process by which different programme, editions, songs etc. are

actually made. One thing all pupils enjoy is the chance to critically analyse the media texts

which interest them, using exciting new concepts and terminology, because it increases their

previous understanding and enjoyment of them so much.

Why study Media?

The mass media provide a ‘window on the world’. They provide our biggest source of

information and education on other countries, cultures and socio-economic systems, as well

as keeping us up to date with the events happening immediately around us. They also give us

a sense of ‘belonging’ and identification with our own culture, as we see areas of society we

recognise reflected in the media. Such an important part of our everyday lives is worthy of a

serious programme of study. We also have a multi-media suite that enables all pupils to

study and produce coursework in digital, interactive formats.

How is it assessed?

The new GCSE examination in Media Studies is assessed through two exam papers and Non

Examined assessment work. Pupils are given opportunities to create Non Examined

assessment work that reflect their own areas of media interest and specialism. The

department has an excellent record of examination results, which greatly exceed national

averages in the subject.

What about future opportunities?

Media is a constantly expanding subject area.

The study of the media in school may well

point the way to future employment and the

media industries employ many thousands of

people in hundreds of specialist areas. Many

Universities and Colleges include Media

Studies (or related studies) as a degree

course, and there are many more vocational

courses in specialist areas all over the

country.

http://www.wjec.co.uk/qualifications/media-studies/

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M U S I C

GCSE Music is an interesting and creative course that equips pupils with a number of

valuable skills. At Stanwell we follow the WJEC course, this provides opportunities for:

a) Already accomplished musicians to develop their talents and intensify their studies;

b) All pupils who may have enjoyed the subject during Key Stage 3 and are now keen to

further their interest and improve their musical skills.

Similar to KS3, activities and assessments surrounding performing, composing and

appraising are central to the course. These allow learners to:

Become actively engaged in all aspects of music-making

Perform confidently

Analyse and appraise music taken from a wide variety of styles

Develop their own composing skills, presenting well organised and stylish musical

ideas

Content

The course is based around the development of the 3 key musical skills -

Performing

Performance is often the key to understanding a particular genre, style or device and many

opportunities are provided throughout Key Stage 4 in order to further understanding of

concepts, in addition to enhancing students’ personal instrumental and vocal skills.

Improvisation, group and individual performing tasks all take place throughout the course

with students expected to perform pieces of their own choice towards the end of Year 11.

It is not essential for pupils to receive private instrumental tuition, but it is expected that

pupils participate in extra-curricular activities which assist greatly in the development of

musicianship and ensemble skills.

Composing

The music department houses two computer suites in addition to a recording studio. All

pupils are encouraged to use technology to capture their ideas. GCSE Music aims to develop

the inventiveness and imagination of pupils in exploring sound. Several sketches are

composed throughout the course from which one is chosen for final submission, alongside a

piece written in response to a brief set by WJEC in Year 11.

Appraising

Appraising activities develop aural awareness skills. Pupils study a range of styles and genres

throughout the course including Rock, Pop, Film Music, Classical, Dance and Jazz, and they

are expected to identify the musical features of each. Musical vocabulary and notation skills

are systematically developed over the three years.

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Assessment Details

The assessment for GCSE Music is not tiered; all units cater for the full ability range

allowing access to grades A*-G for the subject award.

70% Non Examined Assessment

40% External Assessment

Unit 1

Performing (35%)

Perform a minimum of two

pieces, one of which music

be an ensemble performance.

Total duration of

performances: 4-6 minutes

A written ‘programme note’

for one of the pieces chosen

for performance

Teacher assessed and

externally moderated during

February/March of Year 11

Unit 2

Composing (35%)

Produce two compositions,

one of which must be a

response to a brief set by the

WJEC.

Total duration of

compositions: 3-6 minutes

A written evaluation of the

piece submitted in response

to the WJEC brief.

Teacher assessed and

externally moderated during

March/April of

Year 11

Unit 3

Appraising (30%)

This unit is assessed via a

listening examination.

Eight questions in total, two

on each of the four areas of

study:

1. Musical Forms and

Devices

2. Music for Ensemble

3. Film Music

4. Popular Music

Externally assessed during

May/June of Year 11

Why take GCSE Music?!

Music promotes concentration, analytical skills, teamwork, individual confidence and self-

discipline. It is also a source of enjoyment and fun, often leading to a lifelong engagement

with the subject. Creativity and self-expression are also developed throughout the course.

Music is a creative, practical, technological and analytical subject which provides an

excellent balance with other subjects.

Who is GCSE Music suitable for?

Anyone with an interest in practical music-making

Pupils with an interest in Music Technology

Those who want to get their musical voice heard

Anyone who enjoys being imaginative

Pupils who can appreciate a wide range of musical styles

http://www.wjec.co.uk/qualifications/music/

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P E R F O R M I N G A R T S

BTEC Level 2 Award in Performing Arts is designed for students who have a genuine

interest in the Performing Arts industry along with an aptitude for singing, dance, and acting.

Stanwell School follows the Edexcel specification that provides opportunities for

students to:

Develop a realistic understanding of job roles within the industry through applying

and auditioning for prospective roles.

Perform in a variety of contexts, both individually and a group.

Develop their performance skills, creativity skills, directing skills and confidence.

BTEC Level 2 Award in Performing Arts is for you if:

You are interested in the Performing Arts industry and you want to know more about

it.

You enjoy performing!

You are committed to extra-curricular activities; this is required to enrich your

understanding of the course.

You want to develop your confidence.

You prefer coursework and performance to written examinations.

Scheme of Assessment:

To think creatively, to collaborate with others, to present ideas effectively and imaginatively

and to plan strategically. The course compliments that of the other Arts subjects and is ideal

for those students who have an interest in the Performing Arts as a whole.

Further information can be found at:

http://qualifications.pearson.com/en/qualifications/btec-firsts/performing-arts-2012-nqf.html

Unit 1

Individual Showcase

25%

Pupils choose a job in the industry

to apply for and create a letter of

application for the prospective job

and prepare the relevant audition

material.

Unit 2

Preparation, Performance

and Production

25%

As a performance company, pupils

create, rehearse, produce and

perform a showcase.

Optional Unit

Musical Theatre

Skills/Dance

Skills/Acting Skills

50%

Pupils can choose to study the

module in which ever they feel is

their strength and create a

performance in their chosen

discipline as part of a group.

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P H Y S I C A L E D U C A T I O N

The WJEC GCSE Physical Education specification

is broad, coherent and practical, designed to

encourage learners to be inspired, motivated and

challenged by the subject and enable them to make

informed decisions about further learning

opportunities and career pathways.

Through studying GCSE physical education learners

will acquire the knowledge, understanding, skills

and values to develop and maintain their

performance in physical activities and understand

the benefits to health, fitness and well-being.

Learners will develop theoretical knowledge and

understanding of the factors that underpin physical

activity and sport and use this knowledge to improve

performance. Learners will perform in different

physical activities. They will develop skills and

techniques, select and use tactics, strategies and/or

compositional ideas.

Learners will develop their ability to analyse and

evaluate to improve performance in physical activity

and sport.

Course Structure Unit 1: Introduction to Physical

Education written examination: 2

hours, 50% of qualification.

Learners will be assessed through a

range of short and extended

questions. The questions will be

based on audiovisual stimuli and

other sources.

Unit 2: The Active Participant in

Physical Education (Non-exam

assessment) 50% of qualification.

Learners will be assessed in three

different activities in the role of

performer in at least one individual

sport, one team sport and one other.

One activity will be a major activity

which will have a personal fitness

programme linked to the activity.

Course Content Topics covered during the course

include the following

1. Health, training and exercise

2. Exercise physiology

3. Movement analysis

4. Psychology of sport and physical

activity

5. Socio-cultural issues in sport and

physical activity.

Possible Careers / Courses A- Level PE

BTEC Level 3 in Sport

PE Teacher

Sports Coaching

Sports Lecturer

Sports Journalist

Development Officer

Professional Sports Person

Physiotherapist

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T R A V E L A N D T O U R I S M

What does it take to be a successful travel agent, tourist information representative,

cruise ship steward or museum marketer? The thriving travel and tourism industry provides

exciting opportunities requiring a wide range of skills including self-management, team

working, business and customer awareness, problem solving, literacy, numeracy, IT and

communication skills.

BTEC Firsts in Travel and Tourism provide a practical, real-world approach to learning and

develop specific knowledge and skills you need to work successfully in the industry, such as:

Understanding travel and tourist destinations and investigating the appeal of UK tourist

destinations

Presenting information about the key developments over time and how they have

moulded and influenced UK travel and tourism into the sector it is today

Developing business and customer awareness by understanding the importance of

customer service to travel and tourism organisations.

You will also be able to present your work in a variety of ways, including:

Producing leaflets and posters

Taking part in role-plays and discussions

Face-to-face or audio-visual presentations

Online media such as websites.

The BTEC Level 2 First Certificate in Travel and Tourism from Edexcel is for you if you

have an interest in the travel and tourism industries and would like to study for a qualification

which is equivalent to two GCSEs but without the pressure of exams. Learning should be

fun, not daunting. In our experience, students enjoy BTEC programmes because they can

specialise in areas of learning linked with work that they are interested in. The course taps

into what you enjoy, feel good at and find familiar.

Advantages of taking a BTEC qualification ♦ Education and training for travel and tourism employees

♦ Individual units have been designed to meet specific skills gaps identified by employers

♦ No exams, assessed through coursework

♦ BTEC qualifications are recognised by employers and education institutions

♦ Provides a good progression route to more advanced qualifications e.g. BTEC Nationals

50 | P a g e

You will study two core units which are:

Unit 1: The UK Travel and Tourism Sector (30 GLH)

Have you ever thought about how many different types of tourism there are, and how

important the travel and tourism sector is to the UK economy. Travel and tourism is one of

the UK’s largest sectors, currently employing over 2.5 million people. In this unit, you will

gain an understanding of the range of organisations involved with different types of tourism

in the UK, including their roles, how they work together and how they use technology to

meet changing customer needs.

Unit 2: UK Travel and Tourism Destinations (30 GLH)

Do you know the major tourist destinations in the UK? And how they appeal to different

types of visitors? Can you locate major UK airports? Do you know where other gateways,

such as UK seaports, are located? The travel and tourism sector is one of the largest and

fastest growing in the world. An understanding of this sector is essential for anybody looking

to pursue a career in travel and tourism, and knowledge of travel geography has been

identified by employers as being a very important asset for working in the industry. This unit

will give you an understanding of what the UK travel and tourism industry has to offer to

tourists. It will enable you to identify and locate tourist destinations, major UK airports and

seaports, as well as to discover sea routes and three-letter airport codes.

Two mandatory units, for the certificate award. The units could include:

Unit 4: International Travel and Tourism Destinations (30 GLH)

There are over 190 countries in the world. How many will you visit in your lifetime?

Working in the travel industry provides opportunities to explore some of these countries, so

why not start dreaming now, and look at some of the fascinating destinations that exist? This

unit is particularly relevant for anyone who wishes to work in retail travel or tour operations

and it will broaden their knowledge should they wish to work overseas, perhaps as a holiday

representative or flying the world as cabin crew.

Unit 7: Travel and Tourism Business Environments (30 GLH)

Have you ever thought about how many businesses and types of businesses are involved in

the travel and tourism sector? In this unit you will gain an understanding of the range of

businesses in the travel and tourism sector, and their structures and functions.

Four optional specialist units, tailored to your needs. The units could include:

Unit 5: Factors Affecting Worldwide Travel and Tourism

Unit 6: The Travel and Tourism Customer Experience

Unit 9: Travel and Tourism Employment Opportunities

Unit 10: Organising a Travel and Tourism Study Visit

Student Progression

BTEC Level 2 First offer direct progression on to BTEC National programmes. On

completion of a BTEC National, students can progress to a BTEC Higher National or BTEC

Foundation Degree programme. A BTEC First also prepares students for employment in their

chosen career.

http://www.edexcel.com/quals/firsts2012/travel-tourism/Pages/default

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W O R K S K I L L S

Workskills is a BTEC qualification focused on practical learning rather than written exams.

You achieve the qualification by completing Tasks for each Workskills unit.

Year 9 pupils will study the BTEC Level 2 Award in Money and Finance Skills course

run by Edexcel in Partnership with the Nationwide Building Society. The course is graded

‘Pass’ or ‘Fail’. All tasks must be completed to achieve the Pass grade. The six units that the

pupils will study are

Autumn Spring / Summer

1. Working and Earning 4. Using Methods of Payment

2. Saving and Spending 5. Using Money Abroad

3. Borrowing Money and

Managing Risk

6. Economic & Business Understanding

Year 10 and Year 11 pupils will study the Edexcel BTEC Level 2 Extended Certificate in

Workskills course. It consists of different units with each unit assigned Guided Learning

Hours (GLH). Each unit is graded ‘Pass’ or ‘Fail’ with all tasks needing to be completed to

achieve the Pass. Pupils need to complete 200 Guided Learning Hours to achieve a Pass

grade for Extended Certificate. The final Pass grade is equivalent to ‘BB’ grade at GCSE.

The Units are all about practical issues which help you prepare for getting a job and keeping

it. In Year 10 the focus is on preparing pupils for the world of work and their work

experience placement at the end of Year 10.

Year 10

Unit Name (Section A) Unit number Level GLH

Literacy for the Workplace 45 1 10

Numeracy for the Workplace 46 1 10

Managing your own Money 63 2 20

Working as a Volunteer 54 1 10

Working as a Team 71 2 30

Preparing for Work Placement 58 2 10

Planning & Participating in Work Experience 118 2 55

Total 145

Pupils undertaking a litter pick at Porthkerry Park with

the Vale of Glamorgan Visible Team

When pupils return to school in Year 11 they will

review their work experience placement

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The focus in Year 11 is developing their skills and preparing for employment or futher

education. The units

studied in Year 11 are:-

In Workskills you will be expected to:

Undertake a voluntary placement

Take part in trips to different work places

Experience interviews

Meet people from the world of work

Work in a team

FACT: Employer’s rate strong workplace skills and relevant work experience

among the most important factors when recruiting new staff.

If you are interested in real life, real jobs and real people, Workskills could be the

option for you.

www.edexcel.com › Home › Qualifications › Workskills

Year 11

Unit Name (Section A) Unit number Level GLH

Learning from Work Placement 59 2 20

Developing a CV 55 2 10

Career Progression 60 2 15

Applying for Jobs 56 2 15

Total

60

2016 STANWELL SCHOOL YEAR 11 - EXAMINATION RESULTS - SSSP

Percentage of pupils achieving 5 or more Level 2 passes is 94%.

Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 82%.

GCSE A* A B C D E F G U/X Total

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Art 10 15 15 14 1 0 0 0 0 55

Biology 31 33 40 10 1 0 0 0 0 115

Business Studies 0 18 46 45 35 27 8 1 0 180

Chemistry 34 33 26 17 5 0 0 0 0 115

Child Development 1 4 4 5 5 1 1 0 0 21

Computing 0 5 6 7 3 4 1 0 0 26

DT - Graphics 1 1 4 4 4 1 0 0 0 15

DT - Resistant Materials 2 6 10 9 3 1 0 0 0 31

Drama 5 35 16 15 4 0 0 0 0 75

Engineering 1 1 19 26 18 12 7 6 3 93

English Language 28 57 79 92 29 9 4 0 0 298

English Literature 19 59 113 57 13 1 0 0 0 262

Food 0 5 7 4 7 8 1 0 0 32

French 15 18 18 20 10 3 1 0 0 85

Geography 21 30 28 29 18 3 2 0 0 131

German 6 13 10 15 10 4 0 0 0 58

History 40 47 49 23 10 6 5 1 0 181

Information Technology 8 63 86 58 0 0 0 0 57 272

Italian 1 0 0 0 0 0 0 0 0 1

Mathematics 82 46 51 86 13 9 9 2 1 299

Media Studies 2 23 31 11 5 2 2 0 0 76

Music 8 13 9 3 1 0 0 0 0 34

Performing Arts 2 7 3 4 0 0 0 0 0 16

Physical Education 5 6 20 19 16 9 3 0 0 78

Physics 31 31 38 14 1 0 0 0 0 115

Religious Education 40 59 76 44 12 13 5 4 2 255

Science 0 3 34 92 11 1 0 0 0 141

Science Additional 0 4 19 63 11 0 1 0 0 98

Textiles 2 8 12 5 2 0 0 0 0 29

Welsh 21 46 50 93 18 9 15 0 0 252

Total 416 689 919 884 266 123 65 14 63 3439

Percentage 12 20 27 26 8 4 2 0 2 100

Cumulative Percentage 12 32 59 85 92 96 98 98 100 100

GCSE Short Courses A* A B C D E F G U Total

Physical Education 6 17 17 11 1 1 0 0 0 53

Religious Education 0 0 1 2 0 0 2 0 0 5

Vocational Short Courses

Hair & Beauty 0 0 13 0 0 0 0 0 0 13

Money & Finance 0 0 16 0 0 0 0 0 0 16

Vocational - GCSE Equiv A* A B C D E F G U/Q Total

Additional Mathematics 0 45 23 15 0 0 0 0 15 98

IVQ Applied Science 0 0 0 25 0 0 0 0 0 25

IVQ Science for Work 0 0 0 80 0 0 0 0 0 80

Construction 0 0 4 8 0 0 0 0 0 12

Facial Massage and Skincare 0 0 13 0 0 0 0 0 0 13

Public Services 10 2 5 0 0 0 0 0 0 17

Vehicle Inspection 0 0 16 0 0 0 0 0 0 16

Work Skills 0 0 16 0 0 0 0 0 0 16

All GCSEs & Vocational Subjects

Total 426 736 996 1012 266 123 65 14 78 3716

Percentage 11 20 27 27 7 3 2 0 2 100

Cumulative Percentage 11 31 58 85 92 96 98 98 100 100

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2017 STANWELL SCHOOL YEAR 11 - EXAMINATION RESULTS - SSSP

Percentage of pupils achieving 5 or more Level 2 passes is 90%. Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 79%.

GCSE A* A B C D E F G U/X Total

Art 12 16 21 15 0 0 0 0 0 64

Biology 19 43 47 16 3 0 0 0 0 128

Business Studies 1 13 20 18 16 2 0 0 0 70

Chemistry 34 47 36 10 1 0 0 0 0 128

Child Development 0 2 9 4 7 2 1 0 0 25

Computing 7 6 4 8 3 1 2 1 0 32

DT – Graphics 0 3 5 9 2 0 0 0 0 19

DT - Resistant Materials 4 2 3 10 5 2 0 0 0 26

DT – Product Design 1 1 0 0 0 0 0 0 0 2

Drama 2 20 14 19 9 3 1 1 0 69

Economics 1 1 7 6 11 1 0 0 0 27

Engineering 0 4 10 15 12 10 11 6 1 69

English Language 24 78 93 59 17 12 5 1 0 289

English Literature 17 82 87 54 9 1 0 0 0 250

Food 2 2 4 7 2 1 0 0 0 18

French 7 14 13 18 7 1 0 0 0 60

Geography 27 25 18 18 10 3 1 1 0 103

German 9 19 15 13 6 2 0 0 0 64

History 31 46 52 25 12 3 1 2 0 172

Information Technology 0 3 15 4 0 0 0 0 4 26

Chinese, Hebrew, Italian, Spanish 2 1 1 0 0 0 0 0 0 4

Mathematics 68 32 64 72 17 20 7 4 2 286

Media Studies 12 18 23 10 2 1 2 0 0 68

Music 3 15 5 5 1 0 0 0 0 29

Numeracy 48 39 56 80 28 20 6 7 1 285

Performing Arts 2 8 6 8 0 0 0 0 0 24

Physical Education 4 15 23 21 15 1 0 0 1 80

Physics 26 60 32 10 0 0 0 0 0 128

Religious Education 10 50 80 57 39 15 8 6 2 267

Science 0 2 24 63 21 8 2 0 1 121

Science Additional 0 6 20 50 10 2 1 0 0 89

Textiles 5 3 10 6 1 3 0 0 0 28

Welsh 40 54 36 73 37 11 5 2 2 260

Total 418 730 853 783 303 125 53 31 14 3310

Percentage 13 22 26 24 9 4 2 1 0 100

Cumulative Percentage 13 35 60 84 93 97 99 100 100 100

Vocational - GCSE Equiv A* A B C D E F G U/Q Total

Additional Mathematics 0 40 15 11 0 0 0 0 14 80

IVQ Applied Science 0 0 0 62 0 0 0 0 0 62

IVQ Science for Work 0 0 0 62 0 0 0 0 0 62

Hair & Beauty Skills 2 5 3 14 0 0 0 0 0 24

Teamwork &Personal Development 0 0 22 0 0 0 0 0 0 13

Skills Challenge Cert – WB 0 24 122 110 22 0 1 0 0 279

Vehicle Inspection 0 0 6 0 0 0 0 0 0 6

Work Skills 0 0 34 0 0 0 0 0 0 34

All GCSEs & Vocational Subjects Total 420 799 1055 1042 325 125 54 31 28 3879

Percentage 11 21 27 27 8 3 1 1 1 100

Cumulative Percentage 11 31 59 85 94 97 98 99 100 100

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