St Mary's CE High School - Key Stage 4 Progression Booklet - Spring 2024 by Datum Creative Media

St Mary’s CE High School Key Stage 4 Progression Booklet Spring 2024

St Mary’s CE High School

Key Stage 4 Progression Evening Welcome to the GCSE and Technical Awards booklet, which details the subjects that are available, in order to support students and parent/carers. The information in this booklet is critical in supporting students to make informed decisions as they progress into Key Stage 4 at St Mary’s. There are some important details about which students and parent/carers should be aware when making GCSE subject choices. GCSE and Technical Awards grading system From September 2016, GCSE qualifications have been graded 9-1. Grade 4 on the 9-1 grading system is a ‘standard pass’ and a grade 5 is a ‘good pass’. Technical awards are graded L2 Distinction* to L1 pass. A L2 pass is a ‘standard pass’ and a L2 merit is a ‘good pass’. A level 1 pass means that a student has not achieved the standard for a ‘standard pass’. English Baccalaureate (E-Bacc) Students will achieve the English Baccalaureate, commonly known as the E-Bacc, if they achieve a grade 5 or higher in: • English (either Language or Literature) • Maths • a Science Subject • a relevant Humanities subject (History or Geography) • a Language (French or Spanish) Since 2010, students in the UK have been strongly encouraged to study a combination of GCSE subjects which enables them to achieve the E-Bacc. The E-Bacc was first introduced as a result of a comparison between the UK and its European and international counterparts. It was clear that in many European countries, students are systematically encouraged to study at least one humanities subject and one foreign language, alongside Maths, Science and their own language. The evidence shows that this combination of subjects enables students to study a broad and balanced curriculum and to be more competitive in relation to Higher Education and employment. Therefore, our students are encouraged to study both an E-Bacc language and an E-Bacc humanities subject at GCSE level. At St Mary’s we view the E-Bacc as an ambitious combination of subjects that will provide students with a broad and balanced curriculum and offer them strong pathways into Post 16 studies. However, we are also mindful of the value other subjects such as Technology and Performing Arts and recognise that students need to choose subjects that support their enjoyment of learning and also their career pathways. Attainment 8 From summer 2016, students’ GCSE performance has been measured using a criterion known as Attainment 8. This measures students’ performance in their best eight subjects. The eight subjects must include: • English (either Language or Literature) • Maths • three further E-Bacc subjects • three other GCSE subjects

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A summary of how the booklet is structured Subject teachers have prepared the information in this booklet to help guide students and parents / carers to the subjects that will best suit the interests and abilities of each student. Students and parents / carers will have had opportunities to talk further with subject during Parent/Carer Consultation Evening as well as having formal and informal discussions with Mr Compton, Mr Tilbury, Mrs Watts and subject teachers. Examined Compulsory Subjects Every student will have to study the CORE subjects which include: • English Language • English Literature • Maths • Combined Science • Religious Studies. Non-examined Compulsory Subjects Students will also study PSHE including Careers Education and Guidance and also Physical Education E-Bacc GCSE Subjects Students who aspire to study the E-Bacc can select to study: • a Language that they have studied in KS3 • Geography • History • Computer Science • Triple Science Free choice GCSE and Technical Awards Students can select from the following subjects: • • • • • • • • • • • •

Art GCSE Art and Design Technical Award Business Studies Design and Technology GCSE Digital Information Technology Technical Award Drama Enterprise Technical Award Health and Social Care Technical Award Hospitality and Catering Technical Award Music Technical Award Sports Science Technical Award Textiles

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The process of choosing options: Students will then have a number of option choices. These include subjects that have been taught in Key Stage 3. It is really important that students look carefully at the expectations and demands of each subject and then consider their personal strengths and weaknesses, areas of interest and future careers and aspirations. In Years 7-9, students will have experienced the demands of many option subjects and this will have prepared them for GCSE whether in essay writing, creative arts, developing a scientific hypothesis or ICT skills. Therefore, it is important that students read the Curriculum maps as well as the Options Booklets that complements this information as it breaks down the topics taught within each subject, identifies the assessment criteria and extended learning expectations as well as provides information on how students can get the most out of their GCSE subjects. Pathways The options process is set up in three different Pathways. Each student has been told the pathway that is best suited to them, according to the information we have gathered during Key Stage 3. This will ensure that students keep their aspirations and expectations high. Blue Pathway: Students on this pathway are able to secure the EBACC qualification by choosing one of either French or Spanish and one from either Geography or History. Students that meet the stringent entry requirements can select Triple Science and make a further choice of two subjects from the range of GCSE/BTEC/Level 2 subjects.

https://forms.office.com/e/PZxvVsAhzh Yellow Pathway: Students choose one from Geography, History, French or Spanish and a choice of three subjects from the range of GCSE/BTEC/Level 2 subjects. Students on the yellow pathway are also able to secure the EBACC qualification by choosing either French or Spanish and either Geography or History if they so wish. Students that meet the stringent entry requirements can select Triple Science as one of their two further choices.

https://forms.office.com/e/PiddaPAnWB Green Pathway: Students choose one from Geography, History, French or Spanish and then initially choose three subjects from the range of GCSE/BTEC /Level 2 subjects. Students will have intervention lessons to support their learning across the curriculum and continue to develop their literacy and numeracy skills. Students will be recommended to this pathway. Students that meet the stringent entry requirements can select Triple Science as one of their two further choices.

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Students on the green pathway will have a personalised timetable and will confirm their options choices with Mr Smith or Mrs Blanchard from the Inclusion team.

https://forms.office.com/e/KPpCEG0pFi The timeline of the options process

Autumn Term 2023

Personal Development lessons, assembly and tutorial activities as part of Careers, Education & Guidance programme. Students will use the Unifrog programme to support their work on Careers.

8th February 2024

Year 9 Parent/Carer consultation Year 9 Options Evening:

12th March 2024

§ § §

Presentation to explain options process Opportunity to meet with subject staff to discuss Key Stage 4 courses Key Stage 4 Course Information distributed

Monday 25th March 2024

Deadline for options preferences and submission of forms online

Week commencing 1st May 2024

Examinations in Science and Maths to inform GCSE setting

Spring/Summer Term 2024

Options interviews with all students and parent/carers to review the decision-making process and options chosen

16th April – 10th May 2024

Information, Advice and Guidance meetings

Week Beg 27th May 2024

Students and Parents/Carers informed regarding final option choices

Monday 3rd June 2024

Students begin Key Stage 4 study

Friday 13th September 2024

No changes can be made to any student's options after this point. They will have studied for eight weeks and be taught for 20 hours.

Advice and Support Choosing options is difficult as there is a lot of information to consider. Here is some advice to consider: •

•

How students are progressing in the subject they wish to study at KS3 because Technical Awards and GCSE’s build and develop the skills and knowledge learnt at KS3. If a student is not making expected progress in a subject, they will need to make a lot of effort to close any knowledge and skills gaps to ensure they are successful in that subject The types of courses studied: Technical Awards can be attractive options because there are less examinations but there are controlled assessments in these subjects. Controlled assessments can take place over 5 – 10 hours where students must work independently and in exam conditions to

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•

• •

complete a brief set by the exam board. If students choose to study several Technical Awards, they must be aware of the assessment criteria as the workload can be heavy especially when deadlines windows by exam boards are set at the same time. Students will also have an external examination in the course which will be demanding and must be passed to be able to achieve a level 2 qualification (L2 Pass and above which is equivalent to a GCSE grade 4) The coursework and examination elements within each subject: GCSE’s such as Drama, Art and Textiles have coursework components; Geography has a field work element that is assessed through an examination and other GCSE subjects such as Business Studies, History, Geography, Computer Science and MFL are 100% examination with up to three examinations in each. All examinations for GCSE subjects take place in the Summer of 2026. It is important that thought is given to this and that students are aware that they must revise continually throughout their courses. Do not choose subjects based on teachers as teachers change and it is not guaranteed which staff will be teaching students at KS4. Choices need to be led by the passion for and merits of the subject or knowing how the subject will feed into wider career aspirations. Think carefully about opting for a subject that has not been studied in Year 9. This is because students will not have learnt the knowledge or developed the skills that are needed to progress into Level 2/GCSE. However, should there be an exceptional reason for studying a subject outside of a students’ Year 9 curriculum offer this can be addressed in the IAG meeting.

Options evening: Tuesday 12th March – for students and parents/carers. This will be a face-to-face presentation and the option process will be explained throughout the week so that they feel confident with the process and the options that they will choose. Students will also have an assembly to explain the option process during the weeks in the vicinity of the Option Evenings. Subject Teachers can talk to students about their subject and advise them based on the progress, engagement and aspirations of the student. Mr Compton and tutors can advise students on the rationale for the choices made, and look holistically at the career progression the option choices promote. Careers Staff can help students with the best subjects for specific careers choices. Mr Smith can give students information and advice if they are on the Green pathway. Members of the leadership team and Mr Smith (SENCO) will also be available to support and advise students with choices. Information, Advice and Guidance Meetings All students and parent/carers will be invited into school to meet with a member of staff to discuss the options that have selected at KS4. Staff will have looked carefully at the progress the student is making in the subject they have chosen, the balance of coursework and controlled assessments within their option choices, the combinations of subjects they are studying and if students have met the requirements for specific courses. The purpose of these meetings is to ensure that students have made informed choices and that the curriculum they have studied meets their academic, career and learning needs. Meetings will be held in school and be face-to-face. They are planned to take place between the 16th of April – 10th May 2024. Confirmation of option choices Every effort will be made to ensure that every student gets their preferred option choices. Sometimes this is not possible, so it is important to consider reserve option choices. Where preferred choices cannot be provided, students and parents/carers will be consulted and advised about changes whether prior to, at the IAG meeting or after the meeting should additional changes to options need to be made.

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Subject Area Index CORE NON-EXAMINED SUBJECTS

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PSHE, Careers Education and Guidance and Physical Education

CORE SUBJECT SUBJECTS GCSE Maths

GCSE English Language

GCSE English Literature

GCSE Combined Science

GCSE Religious Studies

EBACC & OPTION SUBJECT INFORMATION GCSE French & GCSE Spanish

GCSE Geography

GCSE History

GCSE Triple Science

GCSE Computer Science

OTHER OPTION SUBJECT INFORMATION GCSE Art and Design

BTEC Level 2 Art and Design

GCSE Drama

BTEC Tech Award in Music

Cambridge Nat Level 1/Level 2 Sports Science

WJEC Level 2 Hospitality & Catering

GCSE Textile Design

GCSE Design and Technology

Level 2 Health & Social Care

BTEC Award in Enterprise

GCSE Business Studies

BTEC Level 2 Digital Information Technology

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1. PERSONAL, SOCIAL, HEALTH EDUCATION (PSHE)

In Years 10 and 11 students will have PSHE lessons during form time. These lessons support students in understanding themselves as individuals and their relationships with others, and taking part in society as informed, competent, responsible and caring individuals. The PSHE course includes the following elements: • Health and Wellbeing Education, including Drugs Education • Careers Education, Relationship and Sex Education • Diversity and Equality and Personal Safety The delivery of the elements of the PSHEE course varies. Students may be in small activity groups or may come together to watch videos or further discussion. During Years 10 and 11 students will also work with their Form Tutors regarding the transition from Year 9 to Year 10 and the change which GCSE work inevitably brings. They will be encouraged to take a more responsible role in school life throughout the year, and their progress will be carefully monitored. Individual discussions will take place with Form Tutors or Careers staff to consider students’ performance and plans for the future. Careers Education and Guidance The school is registered to a variety of excellent careers websites, which can be accessed from home or school - all students are encouraged and given opportunities to use them. Mrs Gaulton, the Careers Education Leader works closely with industry and Career services. For example, Services for Young People is part of Hertfordshire County Council and provides youth work projects, independent information, advice, guidance, work-related learning and wider support for young people. In addition, in Years 9, 10 and 11, students will have Information Advice and Guidance (IAG) meetings, usually with a member of the School Leadership Team. Careers drop-in sessions are also offered to provide support and advice with future career pathways. Students will be taught how to write a letter of application and put together a curriculum vitae. They will also be given the opportunity to practise interview skills as well as consider key skills that are sought by employers. During PSHEE lessons students learn about labour market information and challenging stereotypes in the workplace. Miss Dash, our Librarian, is also available at lunchtimes to give assistance in the Careers Library. Students, Parents and Carers may find the following web page helpful: https://servicesforyoungpeople.org/careers/ 2. PHYSICAL EDUCATION [non-examination]

In key stage 4, students continue their core PE pathway with two hours a fortnight of lessons. Students partake in the compulsory elements of the national curriculum; outdoor adventurous activities, health related fitness and gymnastics. In addition, students experience a variety of team and individual sports; not exclusively but including, Football, Basketball, Badminton, Table Tennis, Hockey, Netball, Rounders and Athletics. The curriculum is designed to encourage students to become well rounded students and gain the knowledge of how to lead a healthy and active lifestyle in the future.

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EXAMINED CORE SUBJECTS

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The subjects in this section are compulsory for all students to study in Key Stage 4

GCSE Maths Exam Board / Edexcel (1MA1) Course Description / Content Each class and tier of entry will study six content areas and will build upon the mathematical skills and knowledge that students have studied in Key Stage 3. The six areas of content studied are: 1. Number 2. Algebra 3. Ratio proportion and rates of change Assessment Exam Requirements Tiered / Non Tiered: Paper Title Paper 1 – Non-calculator Paper 2 - Calculator Paper 3 - Calculator

4. Geometry and measures 5. Probability 6. Statistics

Tiered – Foundation & Higher (all exams to be taken at the same tier) Time Weighting Content 80 marks Number 90mins (33⅓%) Geometry & measures 80 marks Algebra 90mins (33⅓%) Ratio proportion & rates of change 90mins

80 marks (33⅓%)

Statistics Probability

To be successful in this subject, students will need to develop and practice the following skills: § Solving problems and puzzles § Logical thinking § Mental maths § Resilience § Communicating ideas / reasoning § Willingness to try and make makes In addition to the skills above, successful students will be motivated students who act on feedback. For example: • On the return of a marked assessment, a successful student would identify questions of difficulty, and close the gap on that topic by finding additional practice questions on that topic from a maths website such as Sparxmaths. • Find additional practice material on topics that are not well understood Progression Routes & Career Opportunities Statistician Engineer Computer Programmer Architect

Accountant Economist

Scientist Teacher

Further Information (e.g. fieldwork requirements; specialist equipment) Students are taught in attainment groups, initially based on their end of KS3 result. Some classes may be mixed ability and will communicated to you at the start of the new school year Equipment Students are expected to own and bring to every lesson and examination the following equipment; • Maths set (ruler, pencil, compass and protractor) • Scientific calculator (not for a non-calculator exam) Recommended Books and Study Guides • GCSE Collins Framework Mathematics (Higher or Foundation Tier) • CGP GCSE Maths (Higher or Foundation tier, dependent on students’ level of entry) Please See: Mrs Johnston and Mr Price Website: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html St Mary’s CE High School

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CORE SUBJECT

GCSE English Language Exam Board / AQA (8700) Course Description / Content The specification will enable students of all abilities to develop the skills they need to read, understand and analyse a wide range of different texts covering the 19th, 20th and 21st century time periods as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures. The aims and learning outcomes of the course for students are to: • Read a wide range of texts, fluently and with good understanding • Read critically, and use knowledge gained from wide reading to inform and improve their own writing • Write effectively and coherently using Standard English appropriately • Use grammar correctly, punctuate and spell accurately • Acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language. In addition, students must be able to listen to and understand spoken language, and use spoken Standard English effectively. Assessment Exam Requirements Tiered / Non Tiered: Non Tiered Paper Title Time Weighting 1. Explorations in Creative 105mins 50% Reading and Writing 2. Writers’ Viewpoints and 105mins Perspectives

50%

Coursework / Controlled Assessment Requirements Area Of Study Length Weighting Spoken endorsement

language

N/A

Content Section A: Literature fiction text Section B: Descriptive or narrative writing Section A: Reading - one non-fiction text and one literary non-fiction text Section B: Writing - writing to present a viewpoint Timing Speaking and Listening will be reported on as part of the qualification, but it will not form part of the final mark

To be successful in this subject, students will need to develop and practise the following: Reading fiction and non-fiction texts Making comparisons between texts Summarising information Proofreading written work Communicating ideas using standard English Progression Routes & Career Opportunities Journalism Broadcasting Teaching Public Relations

Media and Advertising Publishing

Writer Receptionist

Please See: Mrs Ford and Mrs Freshwater Website: www.aqa.org.uk/8700

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CORE SUBJECTS

GCSE English Literature Exam Board / AQA (8702) Course Description / Content This course encourages students to develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. Studying GCSE English Literature should encourage students to read widely for pleasure, and as a preparation for studying literature at a higher level. Aims and learning outcomes • Read a wide range of classic literature fluently and with good understanding, and make connections across their reading • Read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas • Develop the habit of reading widely and often • Appreciate the depth and power of the English literary heritage • Write accurately, effectively and analytically about their reading, using Standard English • Acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read. Assessment Exam Requirements Tiered / Non Tiered: Paper Title

Non Tiered Time Weighting

1. Shakespeare and the 19th 105mins Century novel

40%

2. Modern texts and Poetry

60%

135mins

Content Section A: Shakespeare: Students will answer one question on their play of choice Section B: 19th Century novel: Students will answer one question on their novel of choice. Section A: Modern Texts Section B: Poetry Section C: Unseen poetry

To be successful in this subject, students will need to develop and practise the following: Supporting a point of view Understanding social historical context Evaluating language Making comparisons and links between texts Using standard English Progression Routes & Career Opportunities Journalism Broadcasting Teaching Public Relations

Media and Advertising Publishing

Writer Receptionist

Please See: Mrs Ford and Mrs Freshwater Website: www.aqa.org.uk/8702

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CORE SUBJECT

GCSE Combined Science Exam Board / AQA (8464) Course Description / Content AQA Combined Science: Trilogy - Develops understanding of concepts and models that scientists use to explain natural phenomena. - An academically rigorous qualification that will provide students with the knowledge to continue to study beyond GCSE. - Will enhance students’ ability to plan and carry out practical investigations and their understanding of the role of experimental work. - Provides opportunities to learn through purposeful practical activities - The three sciences are taught as separate topics by the same class teacher for two years. The three sciences are then sat as separate examinations. Students will be awarded two GCSEs after their examinations based on the combination of all of their results.

Assessment Exam Requirements Tiered / Non Tiered: Paper Title

Tiered – Foundation & Higher – No setting of classes. Time Weighting Content B1 Cell biology 1hr 15 B2 Organisation Biology Paper 1 16.7% mins B3 Infection and response B4 Bioenergetics B5 Homeostasis and response 1hr 15 Biology Paper 2 16.7% B6 Inheritance, variation and evolution mins B7 Ecology C1 Atomic structure and the periodic table C2 Bonding, structure, and the properties of Chemistry Paper 1 1hr 15 matter 16.7% mins C3 Quantitative chemistry C4 Chemical changes C5 Energy changes C6 The rate and extent of chemical change C7 Organic chemistry Chemistry Paper 2 1hr 15 16.7% C8 Chemical analysis mins C9 Chemistry of the atmosphere C10 Using resources P1 Energy 1hr 15 P2 Electricity Physics Paper 1 16.7% mins P3 Particle model of matter P4 Atomic structure P5 Forces 1hr 15 Physics Paper 2 16.7% P6 Waves mins P7 Magnetism and electromagnetism Coursework / Controlled Assessment Requirements Area Of Study Length Weighting Content 15% of above question The GCSE course will require students to carry out Practical Science N/A papers 21 required practicals. across all papers St Mary’s CE High School

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To be successful in this subject students can support their learning through: Being curious about the world around them and enjoying a practical and investigative approach to learning. Students will need to be able to plan a course of experiments, record observations and evaluate their findings and methods. Progression Routes & Career Opportunities By the end of Year 11, students will have completed two GCSEs in Science. Most colleges and sixth forms require a minimum of 2 grade 6’s to study Sciences at GCE A level or a Level 3 equivalent course. The career sectors that welcome qualifications in science are growing at an exponential rate from developments in medicine, biotechnology and genetic engineering, environmental science and renewable energy, nanotechnology, chemical engineering and many other careers of the future. Other Information Students will be expected to have a scientific calculator and a full maths equipment set and bring them to every lesson and examination Further Information Please See: Mr McDougall Website: https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464

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CORE SUBJECT

GCSE Religious Studies Exam Board / AQA A The aims and objectives of this qualification GCSE Religious Studies is an in-depth study of Christianity, Islam and four contemporary ethical themes. Students will be challenged with questions about beliefs, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious and ethical issues. Students will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills. A number of ethical topics covered during the course enable students to understand issues surrounding social justice, for example; crime, punishment, worldwide poverty and charity work. GCSE RS builds students character by providing them with regular opportunities to explore, debate and discuss religious and ethical issues which are encountered within our local community and the wider world. Course Description / Content Component 1: The study of the beliefs and practises of Christianity and Islam Component 2: Four themes within religion, philosophy and ethics in the modern world through the religions of Christianity and Islam (see themes below) Assessment Exam Requirements Tiered / Non Tiered: Paper Title

Non-Tiered Time

Weighting Content Beliefs and teachings & Practices •

1. The study of religions: 1 hr 45 beliefs, teachings and practices (Christianity mins and Islam)

2. Thematic Studies

1 hr 45 mins

50%

Religion 1: Christianity o Key beliefs o Jesus Christ and salvation o worship and festivals o The role of the church in the local and worldwide community • Religion 2: Islam o Key beliefs o The Quran o Prayer and worship o Festivals and the community Four themes to be studied: • • • •

Theme A: Relationships and Families Theme B: Religion and Life Theme D: Religion, peace and conflict Theme E: Religion, crime and punishment

Two written exams on each of the above 2 units. All exams will be taken at the end of Year 11.

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To be successful in this subject, students will need to develop and practice the following: § Describing, explaining and analysing sources § Use evidence and reasoned argument to express and evaluate different religious beliefs, teachings and practices § Debating moral and ethical issues within the contemporary world § Explaining the significance and impact of beliefs, teachings, sources, practices, ways of life and forms of expressing meaning § Recognising how differences in belief lead to differences of religious response § Communicate their ideas using key vocabulary Progression Routes & Career Opportunities Philosophy and Ethics opens a variety of doors and will aid students into further study at A Level and beyond. The skill-set developed can help students to move into a large number of possible professions such as: Law Journalism Police Service Social Work Education Civil service International relations Charity Work Engineering Public Relations Human Resources Management Please See: Mr Seymour and Mr Prenderville. Website: http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062

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EBACC & OPTION SUBJECTS

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E-BACC SUBJECTS

GCSE French & Spanish Exam Board / Pearson Edexcel (French 1FR1/Spanish 1SP1) Course Description / Content This qualification is focused on the important ways that languages foster communication, broaden perspectives, introduce new cultures and develop students into global citizens. It promotes culture, communication and connection. From the design of our speaking tasks, where communication is privileged, through to the use of images to provide cultural context, we want students to understand that words are a springboard to discovering much more. The vocabulary is carefully selected and assessment content to reflect and represent diverse student experiences, so that all students feel included and will be able to speak and write about the things that interest them most. Thematic contexts The vocabulary in this qualification enables students to communicate across a range of engaging and relatable thematic contexts, which are relevant to their current and future needs. The following six broad thematic contexts to provide a focus for the teaching and learning of the vocabulary and grammar included in the course: • My personal world • Lifestyle and wellbeing • My neighbourhood • Media and technology • Studying and my future • Travel and tourism Assessment Objectives AO1 Understand and respond to spoken language in speaking and in writing

35%

AO2 Understand and respond to written language in speaking and in writing

45%

AO3 Demonstrate knowledge and accurate application of the grammar and 20% vocabulary prescribed in the specification Total

100%

Exams requirements Tiered/Non Tiered: Tiered – Foundation & Higher Paper Time Weigh Content ting 7-9 mins + 15 prep (F) Communicating and interacting effectively in 1. Speaking 25% 10-12 mins + 15 speech for a variety of purposes prep (H) 45mins (F) Understanding and responding to different 2. Listening 25% 60 mins (H) types of spoken language St Mary’s CE High School

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3. Reading 4. Writing

45mins (F) 60mins (H) 1 hour 15 mins (F) 1 hour 20 mins (H)

25% 25%

Understanding and responding to different types of written language Communicating effectively in writing for a variety of purposes

All assessments are marked by Pearson. Each paper is available at Foundation or Higher tier. Students must be entered for a single tier across all papers. Assessments are accessible and transparent, rooted in testing what students know and ensuring they can attempt the whole assessment confidently, with no surprises. To be successful in this subject, students will need to develop and practice the following: § Working independently § Problem solving § Seeing patterns in language and words § Communicating and speaking out loud § Listening § Team work § Literacy § Research skills Progression Routes & Career Opportunities Language skills are highly valued by many employers and particularly in business and companies with offices in other countries. A qualification in a modern foreign language may also support entry and study at university. Languages can be studied alongside a range of different subjects e.g. French and Law, Spanish and Journalism. Other careers include civil service, journalism, screenwriting, translation and teaching. Students may only choose the language that they are currently studying in Year 9. Please see: Ms Iniesta Websites: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/french-2024.html https://qualifications.pearson.com/en/qualifications/edexcel-gcses/spanish-2024.html

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EBACC SUBJECTS

GCSE Geography Exam Board / OCR B OCR’s GCSE (9–1) in Geography B (Geography for Enquiring Minds) will enable learners to build on their Key Stage 3 knowledge and skills to: • Develop and extend their knowledge of locations, places, environments and processes, and of different scales including global; and of social, political and cultural contexts (know geographical material). • Gain understanding of the interactions between people and environments, change in places and processes over space and time, and the interrelationship between geographical phenomena at different scales and in different contexts (think like a geographer). • Develop and extend their competence in a range of skills including those used in fieldwork, in using maps and Geographical Information Systems (GIS) and in researching secondary evidence, including digital sources; and develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses (study like a geographer). • Apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop wellevidenced arguments drawing on their geographical knowledge and understanding (applying geography). Course Description / Content Our Natural World • Topic 1: Global Hazards • Topic 2: Changing Climate • Topic 3: Distinctive Landscapes • Topic 4: Sustaining Ecosystems People and Society • Topic 5: Urban Futures • Topic 6: Dynamic Development • Topic 7: UK in the 21st Century • Topic 8: Resource Reliance Fieldwork and Geographical Exploration • Fieldwork • Geographical Exploration Assessment Exam Requirements Tiered / Non Tiered: Paper Title Paper 1-Our Natural World

Paper 2- People and Society Paper 3- Geographical exploration

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Non Tiered Time Weighting 1 hour 15 minutes 1 hour 15 minutes 1 hour 30 minutes

35%

Content Global Hazards. Changing Climate. Distinctive Landscapes. Sustaining Ecosystems. Fieldwork. Geographical Skills

35%

Urban Futures. Dynamic Development. UK in the 21st Century. Resource Reliance. Fieldwork. Geographical Skills

30%

Geographical exploration. Geographical Skills

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To be successful in this subject, students will need to develop and practice the following: § Forming opinions and understanding the opinions of others § Debating issues and current affairs § Analysing sources § Discussing key issues relevant to the world of today § Learning about the world in which we live § Understanding how we can secure the future of our planet § Investigation the links between human, economic and environmental topics § Learning through fieldwork Progression Routes & Career Opportunities Geography subjects bridge the gap between the arts and sciences. It includes elements of History, Biology, English, Business Studies, Geography, Law, RE, Citizenship and ICT - keeping your longer-term options open. Geography can lead to any number of careers including: accountancy; journalism; hotel and leisure management; the police; veterinary science; law; archaeology; pilot; ICT and banking and many more! Further Information (e.g. fieldwork requirements; specialist equipment) Field work is a compulsory element of GCSE Geography. It is highly likely that this will be completed during a compulsory fieldtrip undertaken in the Summer term of Y10 and the Autumn Term of Year 11. Students will then complete a human and physical investigation which will be examined externally within an examination. The cost of this is heavily subsidised by the School and a parental contribution of approximately £40 may be requested. Students should not be deterred from opting for Geography if concerned about the cost of the trip. Field work will be examined in all three GSCE written papers, so students are unlikely to pass the exam if they do not take part in the field trip. Please See: Miss Douglas / Mrs Grindley / Miss Brooksbank / Mr Casimir Website: http://www.ocr.org.uk/qualifications/gcse-geography-b-geography-for-enquiring-minds-j384from-2016/

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EBACC SUBJECTS

GCSE History Exam Board / Edexcel The aims and objectives of this qualification are to enable students to: • Develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience • Engage in historical enquiry to develop as independent learners and as critical and reflective thinkers • Develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context • Develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them • Organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions 1.

Assessment and Course Content Exam Requirements Tiered / Non Tiered: Non Tired Paper Title Time Weighting Paper 1 – Thematic and 1hr 15 30% historic environment Paper 2 – Period study and British depth study

1hr 45

40%

Paper 3 – Modern depth study

1hr 20

30%

Content Migrants in Britain c800-Present Notting Hill c1948-c1970 British depth study: Anglo Saxon and Norman England c1066-88 Period study: Superpower Relations and the Cold War 1941-1991 Weimar and Nazi Germany, 1918-39

Journalism Teaching

Police Civil Service

Media Accountancy

Please See: Mr King/Ms Hughes Website: http://qualifications.pearson.com/content/dam/pdf/GCSE/History/2016/specification-andsample-assessments/9781446925867 GCSE2016 L12 History Web.pdf

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EBACC SUBJECTS

GCSE Separate Science (Triple) Exam Board / AQA (8461/8462/8463) Course Description / Content AQA Biology (8461) AQA Chemistry (8462) AQA Physics (8463) - Develops understanding of concepts and models that scientists use to explain natural phenomena. - An academically rigorous qualification that will provide students with the knowledge to continue to study beyond GCSE. Provides a broader and deeper curriculum, learning about more advanced concepts within the sciences. - Will enhance students’ ability to plan and carry out practical investigations and their understanding of the role of experimental work. - Provides opportunities to learn through purposeful practical activities - The three sciences will be taught to students by separate teachers in a separate set to combined science students. Students will receive three GCSEs, one in each of the three sciences. Students will receive an extra 5 hours a fortnight of timetabled science lessons and will study more additional scientific concepts in comparison to the combined science route. This will give further knowledge and in depth understanding of science concepts, which will develop interest in science and provide good foundations for further study. Students can only opt for Triple Science if they are on track in their progress data to achieve a grade 6 at GCSE. This is due to the academic rigour of the course. Exam Requirements Tiered / Non Tiered: Non-Tiered – All students will sit higher tier examinations Paper Title Time Weighting Content B1 Cell biology 1hr 45 B2 Organisation Biology Paper 1 16.7% mins B3 Infection and response B4 Bioenergetics B5 Homeostasis and response 1hr 45 Biology Paper 2 16.7% B6 Inheritance, variation and evolution mins B7 Ecology C1 Atomic structure and the periodic table C2 Bonding, structure, and the properties of Chemistry Paper 1 1hr 45 matter 16.7% mins C3 Quantitative chemistry C4 Chemical changes C5 Energy changes C6 The rate and extent of chemical change C7 Organic chemistry Chemistry Paper 2 1hr 45 16.7% C8 Chemical analysis mins C9 Chemistry of the atmosphere C10 Using resources P1 Energy 1hr 45 P2 Electricity Physics Paper 1 16.7% mins P3 Particle model of matter P4 Atomic structure P5 Forces 1hr 45 P6 Waves Physics Paper 2 16.7% mins P7 Magnetism and electromagnetism P8 Space Coursework / Controlled Assessment Requirements St Mary’s CE High School

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To be successful in this subject, students can support their learning through: Being curious about the world around them and enjoying a practical and investigative approach to learning. Students will need to be able to plan a course of experiments, record observations and evaluate their findings and methods. Progression Routes & Career Opportunities By the end of Year 11, students will have completed three GCSEs in Science. Most colleges and sixth forms require a minimum of 2 grade 6’s in the three science subjects to study Sciences at GCE A level or a Level 3 equivalent course. The career sectors that welcome qualifications in science are growing at an exponential rate from developments in medicine, biotechnology and genetic engineering, environmental science and renewable energy, nanotechnology, chemical engineering and many other careers of the future. Other Information Students will be expected to have a scientific calculator and a full maths equipment set and bring them to every lesson and examination Further Information Please See: Mr McDougall Website: https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464 Area Of Study

Length

Weighting

Practical Science

N/A

15% of above The GCSE course will require students to carry out question papers 21 required practical experiments. across all papers

St Mary’s CE High School

Content

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EBACC SUBJECTS

GCSE Computer Science Exam Board / OCR Computer Science (9-1) (J276 from 2016) Course Description / Content This carefully planned course gives students a real, in-depth understanding of how computer technology works. It offers an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing. Computer Science develops skills relevant to the modern, changing world of computing. It is designed to boost computing skills essential for the 21st century. *Please note it is strongly advised that students should only choose Computer Science as an option, if they have opted to study ICT in Year 9 this is due to the amount of programming and coding that is in the course Assessment Exam Requirements Tiered / Non Tiered: Paper Title

Computer Systems

Non Tiered Time 1 hr 30 minutes Written paper

Weighting

50% 80 marks

Content This unit covers the body of knowledge about computer systems: This unit covers: 1.1 Systems architecture 1.2 Memory and storage 1.3 Computer networks, connections and protocols 1.4 Network security 1.5 Systems software 1.6 Ethical, legal, cultural and environmental impacts of digital technology This unit of work covers:

2. Computational Thinking, algorithms and programming

1 hr 30 minutes Written paper( no calculators Allowed)

50% 80 marks

2.1 Algorithms 2.2 Programming fundamentals 2.3 Producing robust programs 2.4 Boolean logic 2.5 Programming languages and Integrated Development Environments

To be successful in this subject, students will need to develop and practice the following skills: § Standard programming techniques § Organising your own timing programming § Meeting deadlines § Identifying successes and any limitations § Learning about new technologies § Being an independent learner Progression Routes & Career Opportunities Computing GCSE provides a solid foundation for progression to Computer Science related courses, including AS-level ICT, and a career in Computer Science professions. Students who complete the GCSE in Computer Science can progress on to Level 3 ICT.

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Further Information (e.g. fieldwork requirements; specialist equipment) Please note that due to the heavy theory element of this subject, intervention classes will run after school to help support students. Careers include: Software developer

Software architect

Software engineer

Application architecture and development consultant

Computer programmer

Industry Investment banking

Military

Please See: Ms Dowd / Mrs Johnston / Mr Anwar Website: https://ocr.org.uk/qualifications/gcse/computer-science-j277-from-2020/

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SUBJECTS THAT ARE NOT PART OF THE EBACC SUITE St Mary’s CE High School

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PERFORMING ARTS OPTION SUBJECTS

GCSE Art and Design GCSE ART AND DESIGN AQA (Fine Art) The Art department aims to promote an awareness of the visual language as a means of communication. With this all students can develop their imagination and creative expression to communicate and understand their thoughts and concepts of the world they live in. Curiosity is developed through the exploration of subject, materials and techniques. Our aim is to provide an exceptional learning experience through a curriculum that engages, empowers and encourages students to reach their highest potential in art. Whether you want to pursue a career in the creative industries or complement your other subjects, GCSE Art and Design (Fine Art) have a lot to offer. Exam Board and Syllabus

AQA Art & Design (Fine Art)

Link to website

https://www.aqa.org.uk/subjects/art-anddesign/gcse/art-and-design-8201-8206/subjectcontent/fine-art

Curriculum Content

Assessment Opportunities

Extended learning and The Super Curriculum

Component 1: Coursework (60% of final mark)

• Weekly 1:2:1 tutorial • Two mock exams over two years • Sketchbook assessment biweekly • Two components of work assessed across four assessment objectives: • Book monitoring using AQA assessment proforma - every two weeks • Informal assessment

• Visits to galleries allow students to experience real life artwork; observing and connecting with the artists’ messages and thoughts. Students are taught how to analyse, research and give opinion independently, reading the work using their visual language. • Students are encouraged to engage with monthly art magazine subscriptions to allow them insight into the current art world around them. • There is an expectation for students to become proficient at communicating using all of the Formal Elements; exploiting the Visual Language to create engaging and stimulating artwork responding to the world around them. The visual language can be read by all ages and abilities. • Students are expected to keep an A5 art journal to document their own connection to the visual art world around them – this will feed into their own projects of work

Component 2: Exam (40% of final mark) Ø In Component 1 (portfolio) students develop responses to initial starting points, project briefs or specified tasks and realise intentions informed by research, the development and refinement of ideas and meaningful engagement with selected sources. Responses will include evidence of drawing for different purposes and needs and written annotation. Ø In Component 2 (externally set assignment) students respond to a starting point provided by AQA. This response provides evidence of the student’s ability to work independently within specified time constraints, realise intentions that are personal and meaningful

St Mary’s CE High School

Self Evaluation

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Course Description/Content The Art Department’s aim is to engage, empower, and encourage students to reach their highest potential in the area of all arts and skills to: • •

Develop student creativity, technical skill and processes. Explore and develop their cultural and social knowledge required to create and interpret art and design. Develop imagination and creative expression to communicate and understand thoughts and concepts of the world they live in. Experiment with a wide range of 2D, 3D and digital media and processes. Refine drawing and painting skills from primary and secondary sources. Develop research and annotation skills to be able to respond to their own work and that of other artist’s.

• • • •

• *Please note it is strongly advised that students should only choose GCSE Art and Design as an option if they have studied Art in Year 9. Students who opt for Art but are not currently studying it, will need to discuss this in the IAG meeting. To be successful in this subject, students will need to develop and practice the following: • • • • • •

2D,3D and Digital Art Creative thinking and confidence in taking risks Presentation and Sketchbook layout Annotation and Evaluation of your own work and the work of others Researching and Investigation Meeting deadlines

Progression Routes & Career Opportunities As well as giving you the chance to creatively engage with the world around you and develop technical skills, the study of art and design equips you with transferable skills that will support you in both further study and a range of careers. GCSE Art and Design can prepare you for a range of future courses such as: 2D and 3D animation, Fashion and Textile design, Film and media studies, Game design, Illustration, Product design, Photography, Set design, Architecture, Teaching Graphic Artist Illustrator Teacher/Educator Journalism Textile Designer

Fine Artist Architecture Print/Web Designer Editor Interior Designer

Photographer Journalist Set Designer Events Management Jewelry Designer

Designer Fashion Psychologist Animator Art Therapist

Further Information (e.g. fieldwork requirements; specialist equipment) Due to the high percentage of coursework required in Art, it is recommended that students look carefully at the coursework component of subjects when choosing option combinations. A personal interest in creative practices is beneficial. Please See: Ms Papadopoullos Website: http://qualifications.pearson.com/content/dam/pdf/BTEC-Firsts/Art-andDesign/2012/Specification

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PERFORMING ARTS OPTION SUBJECTS

Art and Design Pearson BTEC Level 1/Level 2 Tech Award in Art and Design Practice – Two Year Course The skills developed through an education in art and design are integral to many roles within the creative sector, which is a collection of exciting and vibrant industries including fashion, games, advertising, graphics and publishing, craft and product design, interior design and architecture. Collectively, the creative sector in the UK contributed nearly £112 billion to the economy in 2019, and has grown by 7.4% since 2017, a rate of growth five times that of the overall UK economy. This Tech Award complements the learning in GCSE programmes such as the GCSE in Design and Technology, through developing and applying art and design practice skills to commercial opportunities. This enables learners to apply knowledge and skills in a practical way through project work, such as developing ideas and creating art and design outcomes for specific audiences. The two components in the qualification give learners the opportunity to develop broad knowledge and understanding of the art and design sector, and relevant skills such as research, problem solving, communication and practical skills at Levels 1 and 2. Exam Board and Syllabus

Pearson Edexcel

Link to website

https://qualifications.pearson.com/content/dam/pdf/ btec-tec-awards/art-and-designpractice/2022/specification-and-sampleassessments/btec-tech-award-art-and-design-2022spec.pdf

Curriculum Content

1 Creative Practice in Art and Design 72 GH, Internal (60%) 2 Responding to a Brief 48 GH, External synoptic (40%) • Demonstrate understanding of the requirements of a brief • Develop and produce a response to a brief • Present a response to a brief • Use investigation and experimentation processes in art and design practice • Generate and communicate art and design ideas • Develop practical skills through application and review Record and communicate skills development.

St Mary’s CE High School

Assessment Opportunities

Extended learning and The Super Curriculum

• Weekly 1:2:1 tutorial • Two mock exams over two years • Sketchbook guidance biweekly • Two components of work assessed across four assessment objectives: • Book monitoring using BTEC assessment proforma - every two weeks • Informal assessment

Self-Evaluation

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• Students are expected to keep an A5 art journal to document their own connection to the visual art world around them – this will feed into their own projects of work

The Art Department’s aim is to engage, empower, and encourage students to reach their highest potential in the area of all arts and skills to: • • • • • •

*Please note it is strongly advised that students should only choose BTEC Art and Design as an option if they have studied Art in Year 9. Students who opt for Art but are not currently studying it, will need to discuss this in the IAG meeting. To be successful in this subject, students will need to develop and practice the following: • 2D,3D and Digital Art • Creative thinking and confidence in taking risks • Presentation and Sketchbook layout • Annotation and Evaluation of your own work and the work of others • Researching and Investigation • Meeting deadlines Progression Routes & Career Opportunities Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning, either generally or in this sector. The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification. Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to: ● A Levels as preparation for entry to higher education in a range of subjects ● study of a vocational qualification at Level 3, such as a BTEC National in Art and Design, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in art and design areas. Learners who generally achieve at Level 1 across their Key Stage 4 learning might consider progression to study at Level 2 post-16 in a range of routes designed to lead to work, employment, apprenticeships or further study at Level 3. Graphic Artist Illustrator Teacher/Educator Journalism Textile Designer

St Mary’s CE High School

Fine Artist Architecture Print/Web Designer Editor Interior Designer

Photographer Journalist Set Designer Events Management Jewelry Designer

Designer Fashion Psychologist Animator Art Therapist

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St Mary’s CE High School

http://qualifications.pearson.com/content/dam/pdf/BTEC-Firsts/Art-and-

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PERFORMING ARTS OPTION SUBJECTS

GCSE Drama Pearson Edexcel GCSE Drama (1DRO) Course Description / Content This qualification focuses on the practical exploration of performance texts that will be studied for the practical and written examination, alongside the development of devising skills in order to create an original performance. For Component 1, students will learn how to create an original performance piece in response to a given stimulus, using the techniques of a given practitioner, for Component 2, students will apply their skills as an actor to two extracts of a performance text and for Component 3, students will learn how to articulate how they would perform, direct and design for key extracts of the set text, putting practical work at the heart of this course. *Please note it is strongly advised that students should only choose GCSE Drama as an option if they have studied Drama in Year 9. Students who opt for Drama but are not currently studying it, will need to discuss this in the IAG meeting. Assessment Exam Requirements Tiered / Non Tiered: Paper Title

Non-Tiered Weighting

Component 1: Devising

40% (60 marks)

Component 2: Performance 20% (48 marks) from Text

Component 3: Makers in Practice

Theatre

40% (60 marks)

Content • Create and develop a performance that is devised from a stimulus • Analyse and evaluate the devising process and performance • Students produce a portfolio of written work • Performer or designer routes available Internal examination/external moderation • Students will either perform in or create a design realization for two key extracts from a performance text. • Centre choice of performance text • Performer or designer routes available. External examination of performances • Practical exploration and study of one complete performance text from an actor, director and design perspective • Choice of eight performance texts • Live theatre evaluation – free choice of production.

Coursework / Controlled Assessment Requirements Area Of Study Length Handwritten or typed evidence of 1,500Component 1: 2,000 words OR Written Portfolio: Recorded verbal evidence 8-10 minutes Portfolio covering the OR creating and developing Combination of hand written evidence process and analysis and (750-1,000 words) AND recorded evaluation of this process evidence (between 4-5 minutes) Groups of 3-4 students (15 minutes) Groups of 5-6 students (25 minutes) St Mary’s CE High School

Weighting

Timing

40% of overall grade Autumn Term of 60 marks in Year 11 total 45 marks for the portfolio

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Performance of the DEVISED piece OR design realisation Component 2:

15 marks for the Performance Group performance: 10-15 minutes

Performance from Text Group performance AND Duologue: 3-5 minutes Monologue: 2-3 minutes Duologue OR Monologue Supporting statement of 100-200 words intention Component 3: Theatre Makers in Practice This is a written examination Section A: Bringing Texts to 1 Hour and 45 minutes Life Section B: Live Theatre Evaluation

20% of the overall grade Spring 48 marks in Term of total Year 11 (January – March) 24 Marks per performance 40% of the Summer overall grade Term of Year 11 60 marks in written total exam

To be successful in this subject, students will need to develop and practice the following: § Performing or directing § Giving and receiving constructive criticism § Characterisation: experimenting with using your voice, body, gestures, movement and space § Going to the theatre and watching other live performances § Experimenting with different genres of drama § Devising work according to a particular theatre genre/practitioner § Have the potential to evaluate and analyse through written work § Recognising the dramatic potential of a text § Group work and practical tasks § Develop your memory skills in remembering your lines in performance § Work with a variety of different students in the class § Reading plays and developing your knowledge in theatre production Progression Routes & Career Opportunities Students who complete the GCSE in Drama can progress on to A level Drama and Theatre Studies or BTEC Performing Arts alongside a range of other A Level options; the GCSE develops the students historical, theoretical and practical knowledge and experiences and these provide the required prior knowledge for Level 2 and 3 Performing Arts courses as well as a number of transferable skills. Career opportunities: Teaching Stage Management Costume design Social Work Law

Acting Therapy Team based jobs Management/Team Leadership

Directing Make-up artistry Law Radio production HR

Script writing Journalism Theatre Technician

Further Information Attendance on at least one theatre trip throughout the year is compulsory Attendance at additional organised workshops either in school or out of school is compulsory Please See: Mrs Crawford or Mrs Mathews for further information access the website: Edexcel GCSE Drama

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PERFORMING ARTS OPTION SUBJECT

BTEC Tech Award in Music Exam Board / Pearson Edexcel BTEC Tech Award in Music Practice Course Description / Content Students will explore and learn individually and collaboratively the skills to ensure that they develop the confidence, the creativity and the thoughtfulness to be a skilful and informed musician. The BTEC Music Tech Award in Music Practice is a two-year course, equivalent to one GCSE, and is a good foundation for students who wish to pursue a career within the industry sector. The course specifically features skills required in the music industry and a chance to specialise in music performance, composition and/ or production. All learners will have regular opportunities to perform as part of our Performing Arts Academy at events throughout the year. *Please note it is strongly advised that students should only choose BTEC Tech Award as an option if they have studied Music in Year 9. Students who opt for Music but are not currently studying it, will need to discuss this in the IAG meeting. Course Requirements Tiered / Non Tiered: Unit Title Component 1: Exploring Music Products and Styles Internal

Non-Tiered Time Weighting Content 36 33% Students will explore the techniques used in the creation hours of different musical products and investigate the key features of different musical styles and genres. This involves an understanding of genre, developing instrumental and vocal techniques, advancements in recording and techniques of production and theoretical knowledge and application of musical devices. Students will respond to a set brief released by Pearson that showcases their understanding and application of various styles and genres, including recording of short examples and evaluative responses/analysis of performances. (Final responses to component 1 are under 12 hours of supervised conditions and is completed in the first year of the course) Component 2: 36 33% Students will explore personal and professional Music Skills hours techniques for musicians and how to share their music Development with others. They will learn to use a variety of methods of evidencing processes and outcomes and Internal communicating skills development. Students will participate in workshops and sessions to identify and develop musical skills and techniques in the following 3 disciplines: 1. Music Performance 2. Creating Original Music 3. Music Production. Students will develop a Skills Understanding Portfolio containing written, audio or video evidence that documents their knowledge and understanding of personal, professional and musical skills. Component 3: 48 33% Students will apply musical skills and techniques in Responding to a Music hours response to a brief to produce a music product. Brief St Mary’s CE High School

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External Synoptic

The external assessment is based on a key task that requires learners to demonstrate that they can identify and use effectively an appropriate selection of skills, techniques, concepts, theories and knowledge from across the whole qualification in an integrated way. The external assessment takes the form of a set task taken under supervised conditions, which is then marked and a grade awarded by Pearson.

To be successful in this subject student will need to be: • Already interested in playing an instrument or singing with some experience at performing in front of an audience • Have a good independent working ethic and managing your time effectively • Work well as part of a team Progression Routes & Career Opportunities The skills you will learn from this course will enable you to form part of your suite of qualifications for entry into sixth form. Further information Taking part / belonging to groups or clubs in performing arts outside of school is extremely encouraged as is having instrumental or singing lessons, all of which can be provided in school as part of the Performing Arts Academy study support provision. Please See: Miss King (Performing Arts Academy Lead) or Mr Crosby (Director of Performing Arts) Website: https://qualifications.pearson.com/en/qualifications/btec-tech-awards/music-practice.html

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PERFORMING ARTS OPTION SUBJECT

Sport Science Exam Board / Specification: OCR CAMBRIDGE NATIONAL LEVEL 1/2 AWARD IN SPORT SCIENCE Sport Science is a vocationally related qualification, where students develop knowledge and understanding by applying their learning and skills in a work-related context. Students study 3 units over two years. Unit 1 is an externally assessed examination-based unit. The remaining units are coursework based and internally assessed. This course totals 120 guided learning hours and makes the qualification equivalent to one GCSE. Elite Sport has embraced scientific disciplines wholeheartedly in the past few decades. The Cambridge National in Sport Science offers learners the opportunity to study the key areas of this, including, anatomy and physiology, scientific testing, injury and performance: the science of training and application of training principles and psychology in sports performance. This course offers a solid foundation for further study. Students develop a wide range of highly desirable, transferable skills such as communication, problem solving, team working and conducting scientific tests and data analysis. *Please note it is strongly advised that students should only choose Sport Science Technical Award as an option if they have studied Sport Science in Year 9. Students who opt for Sport Science but are not currently studying it, will need to discuss this in the IAG meeting. Exam Requirements Tiered / Non Tiered: Paper Title

Non-Tiered Time Weighting Timing & Content 48 guided Paper consists of multiple choice, short and long answer learning questions. 70 marks available. hours R180: Reducing the Students will learn the scientific basis behind reducing the risk of injuries 40% risk of sports injuries. They will discover the treatment and 1 hour 15 (External) (Theory) responses to injuries and common medical conditions. The minutes unit explores the physiological and psychological elements written of sports injuries. exam Coursework Requirements Area Of Study Length Weighting Timing & Content R181: Applying 48 guided principles of training learning 40% (Internal) (Theory) hours

R183: Nutrition and 24 guided sports performance learning 20% (Internal) (Theory) hours

St Mary’s CE High School

Students will cover the science behind how athletes train in order to achieve peak performance. They will be tasked with conducting scientific fitness tests, ensuring reliability, validity and correct testing protocol. Students are then required to analyse the data sets and produce an evidence based programme, applying the scientific principles of training. Students learn about different nutrients and supplements and their effects on the physiological and psychological state of the human body. The unit requires students to conduct scientific baseline testing in order to assess the effectiveness of a nutrition programme. Data analysis allows students to evidence that their programme meets the key nutritional principles.

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To be successful in this subject students will need to: § Have a very strong passion for science and the scientific elements of sports performance § Ability to analyse data sets and use key mathematical principles to evidence progress § Have a good understanding of the human anatomy and how it responds to physical activity in the short and long term. § Passionate about elite sports performance and the nutritional elements involved with successful performance.

Be able to independently extended writing projects

complete

Be organised and stick to strict work deadlines

Understand that the course is theory based and there are very few practical lessons

Progression Routes & Career Opportunities Cambridge National qualifications are courses that enable candidates to progress either directly to employment, or to proceed to further levels of study. Employment opportunities include: Sports scientist, Physiotherapist, strength and conditioning professional, Psychologist, Sports Development, Sports Administration, National Government Bodies and Public Services. The natural academic route would be to progress to a Level 3 sport course, offered here at St Mary’s Sixth Form and Leadership centre. Jobs which this qualification can eventually lead to are; Teaching Fitness Instructor Sports Development Nutritionist

Sports Coaching Physiotherapy Sports Psychologist Sport Scientist

Sports Journalism Personal Trainer Leisure Centre Manager Performance Analyst

Please See: Mr Hunt Website: https://www.ocr.org.uk/qualifications/cambridge-nationals/sport-science-level-1-2-j828/

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TECHNOLOGY OPTION SUBJECTS

Level 2 Vocational Award in Hospitality and Catering Exam Board / WJEC Course Description / Content Students will learn about: The Hospitality and Catering Industry Learners apply their learning by considering all aspects of the vocational sector. They should acquire knowledge of all aspects of the industry and be able to propose new hospitality and catering provision for specific locations. Learners will be able to use their learning of different types of establishment and job roles to determine the best option. They will then apply their learning in relation to front of house and kitchen operations to determine how the proposed hospitality and catering provision will operate efficiently legally and financially viable whilst meeting the needs of their potential market. This unit provides a broad introduction to the vocational sector in a way that is purposeful and develops a range of transferable skills. Hospitality and Catering in Action Learners apply their learning to safely prepare, cook and present nutritional dishes. They will draw on their learning of different types of provision and kitchen and front of house operations in Unit 1, as well as personal safety in their preparations. The content is relevant not only to employees within food production, but also those with a responsibility for food safety in the industry, nutritionists and managers and owners. This extends the learners appreciation of the whole vocational area beyond the kitchen environment. *Please note it is strongly advised that students should only choose the vocational award in Hospitality and Catering as an option if they have studied Hospitality and Catering in Year 9. Students who opt for Hospitality and Catering but are not currently studying it, will need to discuss this in the IAG meeting. Assessment Exam Requirements Tiered / Non Tiered Non Tiered Paper Title Time Weighting Unit 1: Written/online Paper 1 hr 20 40% (80 marks) mins Coursework / (Non-Exam Assessment) Area Of Study Length Weighting Unit 2: Hospitality and Catering in action 12hrs 60% (120 marks)

Content The Hospitality and Catering industry Content Coursework unit investigating food skills for the catering industry, linking to hospitality

To be Successful in this subject students will need to develop and practice the following:

§ Organisation/time management § Following Instructions § Working in a team § Completing independent tasks

§ Making a variety of food products § Working with a range of equipment/utensils § Analysing food products and adapting recipes

Progression Routes & Career Opportunities L3 Food Science and Nutrition Product development for Food companies and supermarkets Dietician Teaching BTEC in a Food related subject Food journalism St Mary’s CE High School

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Hotel and Catering management/career in the hospitality industry Further Information The organisation and purchasing of ingredients will be a requirement for the successful completion of Hospitality and Catering. Please note that there is a heavy coursework element to this subject, be sure to bear this in mind when you are selecting your options. It is recommended that you look at the coursework component of subjects when choosing option combinations. Please See: Mrs Riley-Patterson Website: https://www.wjec.co.uk/qualifications/level-1-2-vocational-award-in-hospitality-and-catering

St Mary’s CE High School

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TECHNOLOGY OPTION SUBJECTS

GCSE Art & Design: Textile Design Exam Board / AQA Course Description / Content Students will learn about: • art textiles • fashion design and illustration • costume design • constructed textiles • printed and dyed textiles • surface pattern • stitched and/or embellished textiles • soft furnishings and/or textiles for interiors • digital textiles • Installed textiles. *Please note it is strongly advised that students should only choose the GCSE Art and Design Textiles as an option if they have studied Textiles in Year 9. Students who opt for Textiles but are not currently studying it, will need to discuss this in the IAG meeting. Assessment Exam Requirements Non Tiered Non Exam Assessments Area Of Study

Length

Weighting

Component 1: Portfolio

36hrs

50%

10hr Component 2: Externally set exam + 50% assignment prep time

Content Exploration of skills and design journeys, showing understanding and skill of design A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions.

To be successful in this subject, students will need to develop and practice the following: § Meeting deadlines § Making a variety of fashion and textiles products § Completing independent tasks § Designing and creating imaginative products § Organisation § Analysing existing products Progression Routes & Career Opportunities § A level/BTEC in a Fashion related subject §

Fashion buying and merchandising

§ § §

Fashion, Costume, Textiles and Interior design Product developer Textile Design

Further Information The organisation and purchasing of materials and components is a requirement for the successful completion of Fashion and Textiles. Please note that there is a heavy coursework element to this subject, be sure to bear this in mind when you are selecting your options. It is recommended that you look at the coursework component of subjects when choosing option combinations. Please See: Ms Southgate Website: http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/introduction St Mary’s CE High School

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TECHNOLOGY OPTION SUBJECTS

GCSE Design and Technology Exam Board / Edexcel Pearson *Please note it is strongly advised that students should only choose the technical award in Design Technology as an option if they have studied Engineering in Year 9. Students who opt for Design Technology but are not currently studying it, will need to discuss this in the IAG meeting. Assessment Examination Component Component 1

Time

Weighting

The content is divided into two sections: core content and material categories. The core content provides students with a breadth of study and the material categories provides students with a depth of study. All students must study the Core content plus at least one material category.

1 hour 45 50% minutes

St Mary’s CE High School

Content Students will be assessed on a wealth of core content that is essential to the Design and Technology industries. Examples of this core content is described below: • The impact of new and emerging technologies • How the critical evaluation of new and emerging technologies informs design decisions; considering contemporary and potential future scenarios from different perspectives, such as ethics and the environment • How energy is generated and stored in order to choose and use appropriate sources to make products and power systems • The functions of mechanical devices used to produce different sorts of movements, including the changing of magnitude and the direction of forces • How electronic systems provide functionality to products and processes, including sensors and control devices to respond to a variety of inputs, and devices to produce a range of outputs • The use of programmable components to embed functionality into products in order to enhance and customise their operation • The categorisation of the types, properties and structure of papers and boards For the second section of the Design Technology examination students will also be assessed on their knowledge of either: • Metals • Paper ad boards • Polymers • Systems P a g e 41

• • Coursework Component Area Of Study

Length

Students will undertake a project as part of their nonexamination assessment. The project will test students’ skills in investigating, designing, making and 30 evaluating a prototype of a weeks product that will allow them to apply the skills they have acquired and developed throughout their study. The Board will release the project in June of Year 10.

Weighting

Textiles Timbers

Content Content overview There are four parts to the assessment: 1 – Investigate This includes investigation of needs and research, and a product specification 2 – Design This includes producing different design ideas, review of initial ideas, development of design ideas into a chosen design, communication of design ideas and review of the chosen design 3 – Make This includes manufacture, and quality and accuracy 4 – Evaluate This includes testing and evaluation.

50%

Maths skills are integral to this GCSE and students will be required to use mathematics in their external examination. Calculators are used in the examinations. To be successful in this subject, students will need to develop and practice the following: • Creating products and exploring • Using technical tools and machinery practical skills correctly • Organisation • Creating products to a good level of quality • Presenting information and designs • Applying mathematics • •

Meeting deadlines Completing independent tasks

•

Being creative when designing manufacturing working products

and

Progression Routes & Career Opportunities Sound Engineer Graphic Designers Web designer Civil engineering Mechanical engineering Robotics engineering System engineering Interior designer For further details of this qualification please read the subject specification on the link below and speak to Mr Massop or Mr Worker Website: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/design-and-technology-91-from-2017.html

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TECHNOLOGY OPTION SUBJECTS

Level 2 Health and Social Care Exam Board / OCR Course Description / Content Students will learn about: • Individual rights • Values of Care • Safeguarding • Communication in a care settings • Healthcare • Wellbeing • Public health *Please note it is strongly advised that students should only choose the Technical award in Health and Social Care as an option if they have studied Health and Social Care in Year 9. Students who opt for Health and Social Care but are not currently studying it, will need to discuss this in the IAG meeting. Assessment Exam Requirements Non Tiered Paper Title

Time

Weighting

R032: Principles of care in health and social care

1hr 15 mins

40%

Content In this unit, students will learn about the importance of the rights of service users, person-centred values and how to apply them. Students will also learn about the importance of effective communication skills when providing care and support for individuals using care settings and the procedures and measures used to protect service users and service providers such as safeguarding, hygiene and security.

Coursework / Controlled Assessment Requirements Area Of Study Length Weighting Content In this unit, students will learn about life stages and the factors that affect them. They will understand expected and unexpected life events and the impact they will have on R033: Supporting individuals physical, social/emotional, and socio10-12hrs 30% through life events economic aspects in an individual’s life. Students will research the service providers and practitioners that can support individuals, recommend support, and justify how this will meet the needs of a specific individual. In this unit, students will explore the public health challenges the country faces, the approaches used to encourage health and R035: Health promotion well-being and the importance of this to 10-12hrs 30% campaigns society. They will understand the factors affecting a healthy lifestyle so that campaigns can be designed to target diverse groups of people. St Mary’s CE High School

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Students will also learn how to plan and deliver their own small-scale health promotion campaign and how to evaluate their planning and delivery. To be Successful in this subject, students will need to develop and practice the following: • Knowledge in Human lifespan development § Understand health and social care • Organisation skills § Interest in the healthcare system • Communication skills § Completing group tasks • Writing extensively for coursework assignments • Meeting deadlines • Completing independent tasks There are 350 career opportunities, here are a few examples: Healthcare provision Care Assistant

Social Worker Teacher

Nurse Biomedical Scientist

Childcare Provision

Paramedic

Psychological Professions

Pharmacy Healthcare Support Worker Public Health

Scan this code to see all the NHS Careers or visit: healthcareers.nhs.uk Further Information Please note that there is a heavy coursework element to this subject (60%), be sure to bear this in mind when you are selecting your options. It is also recommended that you look at the coursework components of subjects when choosing option combinations especially if you are choosing another vocational subject. Please See: Mrs Miller Website: https://ocr.org.uk/qualifications/cambridge-nationals/health-and-social-care-level-1-2j835/specification-at-a-glance/

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COMPUTING AND BUSINESS OPTIONS SUBJECTS

There will be two options for Business: one will be assessed predominantly by coursework and will be a BTEC qualification and the other will be assessed by examination and be a GCSE qualification.

BTEC Award in Enterprise Exam board: Pearson

With the new BTEC Tech Award in Enterprise, students can explore what it means to set up and run a business enterprise, as well as develop key skills and discover potential careers. Course Description / Content As the BTEC Tech Award in Enterprise is a practical introduction to life and work as an entrepreneur, students will: • delve deeper into how the sector works • appreciate the importance of business planning and understanding the market • analyse and evaluate the skills they develop *Please note it is strongly advised that students should only choose the BTEC Enterprise course as an option if they have studied Business Studies in Year 9. Students who opt for Business Studies but are not currently studying it, will need to discuss this in the IAG meeting. Practical Assignments Tiered / Non Tiered: Externally Assessed Unit Unit Title

Weighting

Content

External assessment set and marked by Pearson, completed exam conditions • The assessment must be completed in 2 hours. • 60 marks Internal Assessments Area Of Study Weighting Content 30% Learners will examine different enterprises to develop Exploring Business (Internal) their knowledge and understanding of the characteristics of enterprises and the skills needed by entrepreneurs. For this assessment students will be given: • 6 hours supervised preparation time • 5 hours formal supervision to complete tasks 30% Learners will select an idea for an enterprise to plan and Planning and presenting a micro pitch. They will work as a small group to run a microenterprise idea (Internal) enterprise activity and will develop their skills in operating and reviewing the success of the enterprise. For this assessment students will be given: • 6 hours supervised preparation time • 7 hours formal supervision to complete tasks To be successful in this subject, students will need to develop and practice the following: § Learning about new developments § Presentation and report writing § An interest in the world of business § Project management § Good at meeting deadlines § Problem solving § Organised § Logical thinking § Self-motivated Marketing and Finance Enterprise (External Synoptic)

St Mary’s CE High School

for

40%

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Progression Routes & Career Opportunities Level 2 Business provides a solid foundation for progress to Level 3 Business Studies and a career in business professions. Possible careers include: Teaching Accountancy Commercial Banking Marketing General Management Advertising Human Resources Market Research Investment Banking Further Information Please See: Mrs Achilleos, Ms Johnson, or Mrs Johnston Website: Pearson BTEC Tech Award Level 1/2 in Enterprise 2022

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COMPUTING AND BUSINESS OPTIONS SUBJECTS

GCSE Business Exam Board / Pearson Edexcel GCSE (9-1) in Business (1BS0) Course Description / Content Business GCSE is a qualification that is engaging and inspiring, and which reflects the demands of a truly modern and evolving business environment – a qualification that enables students to develop as commercially minded and enterprising individuals and helps them to succeed in their chosen pathway. This course aims to develop learners as effective and independent students, and as critical and reflective thinkers with enquiring minds, which will encourage them to use an enquiring, critical approach to make informed judgements *Please note it is strongly advised that students should only choose the GCSE Business Studies as an option if they have studied Business Studies in Year 9. Students who opt for Business Studies but are not currently studying it, will need to discuss this in the IAG meeting. Assessment Exam Requirements Tiered / Non Tiered: Paper Title Theme 1: Investigating small business

Theme 2: Building a business

St Mary’s CE High School

Non Tiered Time

Weighting

1 hr 45 minutes The paper will consist of calculations, multiplechoice, short50% answer and 90 marks extendedwriting questions

1 hr 45 minutes The paper will consist of 50% calculations, 90 marks multiplechoice, shortanswer and extendedwriting questions

Content Theme 1 concentrates on the key business concepts, issues and skills involved in starting and running a small business. It provides a framework for students to explore core concepts through the lens of an entrepreneur setting up a business. ● Topic 1.1 Enterprise and entrepreneurship ● Topic 1.2 Spotting a business opportunity ● Topic 1.3 Putting a business idea into practice ● Topic 1.4 Making the business effective ● Topic 1.5 Understanding external influences on business Theme 2 examines how a business develops beyond the start-up phase. It focuses on the key business concepts, issues and decisions used to grow a business, with emphasis on aspects of marketing, operations, finance and human resources. Theme 2 also considers the impact of the wider world on the decisions a business makes as it grows. ● Topic 2.1 Growing the business ● Topic 2.2 Making marketing decisions ● Topic 2.3 Making operational decisions ● Topic 2.4 Making financial decisions ● Topic 2.5 Making human resource decisions

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To be Successful in this subject, students will need to develop and practice the following: § Learning about new developments § Organising your own timing § An interest in the world of business § Meeting deadlines § Identifying successes and any limitations § Logical thinking § Being an independent learner § Learning about new trends and technologies Progression Routes & Career Opportunities Business GCSE provides a solid foundation for progression to Business and Economics related courses, including Level 3 in Business BTEC National and Business A ‘Level, and a career in the business or finance professions. Further progression includes accounting, Finance and Business Management related subjects. This course would also support your application for a business apprenticeship at 16+. Further Information (e.g. fieldwork requirements; specialist equipment) The assessment of this course is solely dependent on exams at the end of year 11 so is suited to students more comfortable with exams rather than coursework. Careers include: Teaching Accountancy Commercial Banking Marketing General Management Advertising Human Resources Market Research Investment Banking Please See: Mrs Achilleos or Mrs Johnston Website: Specification (pearson.com)

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Level 2 BTEC Tech Award in DIGITAL INFORMATION TECHNOLOGY Exam Board / Specification The Pearson BTEC Level 1/Level 2 Tech Award in Digital Information Technology is for learners who want to acquire technical knowledge and technical skills through vocational contexts by studying the knowledge, understanding and skills related to data management, data interpretation, data presentation and data protection as part of their Key Stage 4 learning. Course Description / Content The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover: • development of key skills that prove learners’ aptitude in using IT tools and techniques such as using spreadsheets to analyse and model data, and gathering and combining • digital assets to create an interactive product • knowledge that underpins effective use of skills, processes and attitudes in the sector such as different IT systems and technologies and how they are used by organisations and • associated individuals • product development process that underpins effective ways of developing IT products and solutions • attitudes and ways of working that are important in the IT sector such as managing ethical and security issues and developing solutions to meet audience requirements. *Please note it is strongly advised that students should only choose the BTEC Digital Information Technology as an option if they have studied ICT in Year 9. Students who opt for ICT but are not currently studying it, will need to discuss this in the IAG meeting. Assessment External Assessment Tiered / Non Tiered: Unit Title Component 3 (External Synoptic) Internal Assessments Area Of Study Component 1 (Internally Assessed) Component 2 (Internally Assessed)

Level 1 and Level 2 Time Weighting

Content Learners will study the use of information technology (IT) systems by both organisations and individuals, and the implications these uses have for organisations, users and wider society.

75mins

40%

Length 36GLH

Weighting 30%

Content Creating an Interactive Product

36GLH

30%

Developing a Spreadsheet Solution to model data

To be successful in this subject, students will need to be develop the following skills: § Standard programming techniques § Organising your own time § Identifying successes and any limitations § Meeting deadlines § Being an independent learner § Learning about new technologies Progression Routes & Career Opportunities Teaching Programming Game Design IT consultant Computer Systems Multimedia developer programmer

St Mary’s CE High School

Network engineer Systems analyst Web Design

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Further Information (e.g. fieldwork requirements; specialist equipment) Please note that there is a heavy coursework element to this subject, be sure to bear this in mind when you are selecting your options. It is recommended that you look at the coursework component of subjects when choosing option combinations. Further Information Please See: Ms Dowd, Mr Anwar or Mrs Johnson Website: https://qualifications.pearson.com/content/dam/pdf/btec-tec-awards/informationtechnology/2022/specification-and-sample-assessments/btec-tech-award-digital-informationtechnology-spec.pdf

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Options Evening- Tuesday 12th March 2024 Frequently asked questions and answers

Common questions asked by students before the evening 1. I am on blue pathway and want to change to yellow, can I do this? The pathways that you were sent are our strong recommendation and are based on prior attainment at Key Stage 2. The blue pathway encourages those students who were high prior attaining to study a language and qualify for the Ebacc. The languages department have also looked at blue pathway students and confirmed and added those students they feel have excelled at languages so far and should therefore study a language at Key Stage 4. If you feel strongly that the blue pathway, and in particular studying a language, is not appropriate for you or your child please complete a yellow pathway form and send a letter or email for the attention of Mrs Watts explaining the reasons for the change. 2. I am on yellow pathway, can I change to blue? This is unnecessary, there is nothing on a blue form that isn’t on the yellow. Just choose a language and Geography or History on the yellow form, and it is then the same as a blue as you qualify for the Ebacc 3. Can I study a subject that I haven’t studied in year 9? It is strongly advised that students do not opt for a subject that they have not studied in Year 9. This is because the knowledge and skills that students have developed in Year 9 provide a strong foundation for studying the subject at KS4. It will only be in exceptional circumstances that students will be permitted to opt for a subject that they have not studied in KS3. Staff will review students’ progress and behaviour data at the end of Year 8 and also seek the views of teachers that have taught your child their preferred subject in KS3. It will be vital for parent/carers to attend the IAG with their child in order to discuss their options in more detail. 4. I want to opt for more than one Technical Award subject, can I do this? Yes in a simple answer but…. Technical Awards are assessed very differently to GCSE’s, fundamentally they have far more coursework elements and only one smaller exam. If you plan to choose more than one Technical Award or coursework subject, you will be under pressure to complete regular coursework in these subjects although you will have less exams at the end of the course. Technical Awards are relentless because you are continually completing and refining work to attain your target grade. It is important to be able to meet deadlines because the course does not stop and new content will continually be taught so it is important you are able to manage your time well. If this type of studying works for you and you work well independently, then two -three Technical Awards would be manageable. If you perform well under exam conditions, then maybe consider taking just one Technical subject. Students who have opted for more than one Technical Award will discuss this at the IAG meeting. 5. I have been recommended green pathway, will I get support with my choices? Yes, Mr Smith and Mrs Blanchard in the Student Centre can help you and will even complete the form with you. They will be aware of your progress journey; your strengths and your career aspirations so will help you choose the best options to meet your needs. 6. When will we start our GCSE and Technical Award qualifications? At the moment, we plan for year 9 to start their new courses after summer half term, which will be Monday 3rd June. 7. What happens if after completing my form I change my mind or make a mistake and want to redo the form? Only one options form will be accepted, but this will be the last form you submit. All previous forms will be ignored, so if you make a mistake or change your mind before the deadline, submit another form, but please try and complete the form correctly first time!! At the IAG meeting we will discuss your options to check that you have submitted the form that outlines your chosen options. St Mary’s CE High School

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8. What happens if I miss the deadline? Forms are not treated ‘first come first served’, but forms submitted after the deadline are less likely to get their first and second preferences and more likely to get their reserve choices. The deadline is the Monday 25th March 2026 9. What happens if I don’t get my preferred choices? In 97% of cases, students will receive their preferred choices but sometimes there are difficulties with students who opt for unique combinations or who don’t complete the form correctly. If there is a problem and we need to use a reserve choice, we will ask to see you to discuss alternatives. We won’t just put you into a reserve choice without a conversation. We will also discuss this at the IAG meeting.

Questions from parents/carers who went through this process last year 10. Do those on green pathway have more opportunities than those on the blue pathway? No, Green pathway students may actually study fewer qualifications, but are given additional time to make progress in those that they do choose. They also spend an additional lesson each week to consolidate their literacy and numeracy skills and will study an ASDAN course. 11. Would taking both History and Geography be difficult? It would be challenging, but if you enjoy these subjects and have a strength in writing, this combination could be a good choice for you, as many students study both Geography and History. All GCSE’s / L2 courses are challenging and with hard work in lessons and keeping on top of extended learning, students can manage their time very well. Students who study both History and Geography will discuss their reasons in the IAG meeting. 12. Does a Performing Arts/Technology subject have to be picked? No 13. Does your maths set affect your maximum GCSE grade? No, but the tier of paper you take does. There are two papers which have different tiers, foundation and higher, and the maximum and minimum grades you can achieve vary in both papers. For the higher tier students can achieve a grade 9-4 and grades 5-1 on the foundation. It is imperative students work hard throughout their GCES’s to ensure staff have lots of evidence to place students in the right tier. 14. What’s the difference between Computer Science and ICT? How do I know what to choose? I do ICT in year 9… Computer Science is a GCSE and ICT is a Technical Award qualification. Computer Science comprises of more programming but please look at the description in the booklet for more information or speak to Miss Dowd. 15. When should students start revising for their GCSE’s? Revision is effective when it is done often, continually reflecting and revisiting lesson content and practicing skills. It is never too early and this process will have already started for some students. The first set of examinations for Year 10 is normally in the late Spring or early Summer term. 16. If the preferred options are not allocated on a first come basis, how are they allocated? Options are allocated when all the choices are submitted after the deadline. The option 'blocks' are formed based on what students select, in 97-98% of cases, students receive their preferred choices and we always start with their favourite subject through to their second/third choice when we allocate them. If there is a problem and we have to use a reserve, we will make you aware and have a conversation. Think carefully about your reserve choices 17. Does behaviour effect what you will be able to take? No, but students who behave well and exhibit positive learning behaviours will make the most progress and have a better chance of achieving their potential at GCSE/L2 and beyond. Data analysis shows that students with poor attendance and behaviour make significantly less progress than their peers. St Mary’s CE High School

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18. For those students on the Blue Pathway what resources will St Marys offer students to manage/organise workload? i.e study groups, exam practice etc? Intervention is planned throughout Year 10-11 to provide opportunities for students to consolidate their learning; practising skill and retrieving knowledge. This is provided for all student who need additional support in their learning. This also includes access to tutoring, holiday interventions and tutor time as well as those planned after school. Provision is available to all students irrespective of their pathway. 19. What is EBACC and what does it effect? Schools are measured by the percentage of students they enter for the EBACC and those that achieve it. This is a grade 4 or better in English, Maths, Science, a Language and Geography or History or Computer Science. 20. Can you leave out a Humanities subject in my options? Yes, if you opt on the yellow or green pathway and choose a language in the first step 21. What to do if I have chosen an option then later on decided that I don’t like it? Re-submit a form before the deadline, your latest form will be considered, the earlier one deleted. However, if your child has started their options and then decides they have not made the right decision they will only have a small window in which to change. The deadline for this is the 13th September 2024. It must be noted that at this point in their learning, an alternative subject may have reached a maximum allocation of students so a change to a different option may not be possible. This is why taking time to consider the options you chose is important. 22. What are the Technical Awards ? Technical Awards are equivalent qualifications to GCSE's that contain more coursework. They normally have one examination worth approx. 25%. Most GCSE's have limited coursework and have two or three big examinations at the end of the course 23. Is level 2 equivalent to GCSE? Yes, Level 2 is studied to GCSE, Level 3 is studied in the Sixth Form and is A levels and level 3 BTEC's. A Level 1 qualification is awarded when a student does not achieve a Level 2 pass in the Technical Award. 24. Do Universities and/or collages care about which GCSE options you choose? GCSE options and grades can be considered at Russell Group universities and also Cambridge and Oxford University. For these universities GCSE courses and the grades achieved matter and are considered in the admission process. However, for other Degrees the grades are more important at KS5 when students are studying for Levels or Level 3 Technical Awards. It is important to note that in order to study courses at post 16, students should aim to have the best results they can achieve so that they can study these courses as there are entry requirements in all Sixth forms and Colleges. 25. Is coursework not used for a grade anymore? Some GCSE's contain coursework such as Drama, Art and Textiles. Technical Awards subjects contain a lot of coursework which has a significant impact on their grade. 26. My child is on the blue pathway and is currently studying a language out of school, so would prefer not to take a language in school what can be done about that? It would be best to have a conversation with us in this instance at the IAG meeting. It is not possible to answer this question without the specifics as not all Languages are assessed at GCSE. It is important to note that students who are excellent linguists and have a passion for languages can study more than one in year 10 and 11.

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