Assessment - Priory Community School by liuqingyan


									             Upper School Preferences - Year 9 2010
               Information for Parents/Students


20th January 2010 – Year 9 assembly to explain the preferences process to the students.
Preferences booklet distributed to students and published on the website.

21st January 2010 – Preferences Evening (6pm – 8pm) – in the main hall.

27th January 2010 – Target Setting Day – Learning Leaders/Tutors will be able to discuss
individual preferences with parents and students.

9th February 2010 – Preferences forms to be completed and returned.

April 2010 – Preferences confirmed to students and parents

                                 The Preferences Form

The Preferences Form is included in this booklet. It must be returned by Tuesday 9th February
2010, but will not be accepted before Monday 1st February 2010. You will need to look at the list
of choices and choose four subjects to study during Year 10 and 11.

We ask you to choose six subjects in order of preference. We always try to ensure that you are able
to study your preferred subjects, but some courses may not run due to low numbers.

If a Diploma course is chosen then this counts as two of your choices.

        Please return your Preferences form to your Tutor by Tuesday 9th
             February 2010 making sure it is signed by your parent

Over the coming weeks, students will be making important choices about the subjects they will study
in Year 10 and 11. It is important that students choose courses which will enable them to achieve as
they lead to entry into further education, training or employment. It is important that individual
decisions are made after considering all the possibilities.

The curriculum on offer is a balance between subjects required by the National Curriculum and the
opportunity for choice which will help individuals meet their need for a broad and balanced curriculum.
All career paths require a broad basis of qualifications and the flexibility to be able to adapt to new
technologies and working practices. It is therefore important to study a range of suitable subjects
which allow for flexibility.
                               The Compulsory Subjects

The following National Curriculum subjects will be taught to all students at Priory Community School.




       Religious Education (leading to a full GCSE at the end of Year 11)

       Physical Education

       ICT/PSCHE will be taught as cross-curricular subjects

Priory Community School is a Technology College and as such all students study a Design &
Technology Course which they complete in Year 9.

                                Qualifications Available


All GCSE subjects are assessed in a combination of the following ways:

   a final examination or series of examinations
   a series of modular examinations throughout the length of the course
   continuous assessment in the form of coursework projects and/or
   practical assessment where appropriate

A/S Level

The current A level qualification consists of two parts, the A/S and A2. The A/S is a stand-alone
qualification and is valued as half a full A level qualification. It has three units, assessed at the
standard expected for a student half way through an A level course, that contribute 50 per cent of
the full A level.


The new 14-19 Diploma is available in a number of subjects detailed later in this booklet. It
combines the development of vocational skills relevant to the chosen area and work related
learning. It can be taken at level 1 equivalent to up to 5 A*-C GCSEs or at level 2 equivalent to up
to 7 ½ A*-C GCSEs. Students may progress to level 3 which is being offered at colleges of further
education and it then allows progression onto university courses. Diploma courses run over two
days of the week, Tuesdays and Thursdays and may involve students being taught at another

BTEC First Certificate

This qualification is equivalent to 2 GCSEs at A*-C grades. The course has a vocational rather than
an academic focus and involves learning through work related contexts. Assessment is through
assignments set and marked at school over the 2 years – there are no final exams. Students may
choose to progress on to BTEC National Diplomas offered by many post-16 colleges. These are
equivalent to A levels and are a common route into specific careers.

Increased Felxibility Programme

These are designed to give students practical knowledge, working towards a vocational qualification.
They are accredited at level 1 (equivalent to GCSE D-G) or level 2 (equivalent to GCSE A*-C).
Extended Work Experience

This course involves students spending one day a week gaining practical experience of the world of
work. Accreditation will depend on the actual placement but may be through Key Skills certification,
NVQ level 1 or reference from an employer.

                       Making the Right Choice - STUDENTS

Who will help you make your choice?

   Discuss your choices with your parents - they want you to do well

   Your Learning Guide/Tutor will be able to advise you about your general skills and abilities

   Your subject teachers can tell you what your strengths and development needs are and can advise
    you on the sort of work involved in upper school courses

What should you do?

   Consider which subjects you enjoy most and why

   Consider which subjects you are good at or not so good at

   Consider what you might want to do when you leave Priory Community School and how this
    affects your choice of courses

   Check that you have accurate information about which qualifications you will need at the end of
    Year 11 to go to college or into employment

   Ask if you need further information

What you should not do!

   Don't choose a subject just because a friend is doing it

   Don't choose a subject because you get on well with a teacher - it is possible that you will not
    have the same teacher next year

Course Description

There are three possible pathways through the three years of Upper School in the English Faculty,
all of which lead to learners studying at least two GCSEs:

      Pathway 1 - Learners will study English, English Literature and Media Studies

      Pathway 2 - Learners will study English and English Literature

      Pathway 3 - Learners will study English and Media Studies

Pathway 1 & 2 students will take GCSE English at the end of Year 10 and GCSE English Literature
and/or GCSE Media Studies at the end of Year 11

GCSE English includes the study of non-fiction, poetry from other cultures, a novel and a
Shakespeare play. Learners will also study a range of different writing styles as well as the use of
spoken English.

GCSE English Literature includes studying plays, poetry and novels written both before and after
the year 1914.

GCSE Media Studies involves the study of film, television, magazines, radio, popular music and
the internet and considers the concepts of audience, institutions, representation and media

At the end of Year 9 learners will decide, in consultation with their English teacher, which of these
three pathways to pursue in Years 10 and 11.


GCSE English
60% examination
20% written coursework
20% speaking and listening coursework

GCSE English Literature
70% examination
30% written coursework

GCSE Media Studies
50% controlled test
50% coursework


Course Description

GCSE Mathematics covers a wide range of basic mathematical knowledge and skills, grouped into
four areas:

   ·     Number and algebra
   ·     Shape, space and measure
   ·     Data handling.
   ·     Using and applying maths to solve problems

GCSE mathematics covers a large amount of basic skills that are needed all through your life and
because of this it is a compulsory subject for all students. Most college, sixth forms and
universities require GCSE maths as an entry requirement, as do many jobs and careers.

We use a modular examination syllabus. The reason for this is to break up the maths needed in the
exam into topics. The questions on the exam papers will be arranged so the easiest ones come
first and they gradually get harder. There will be a mixture of short and longer questions. It is
vital that all 3 exam papers are taken seriously as they all count toward the final grade.

Functional skills, designed to enable students to tackle day to day problems, are becoming
increasingly important in GCSE mathematics. Within your child‟s studies this will involve activities
such as maths life skills and work related maths.

We have a general policy of entering students into examination when they are ready for it and this
may well involve your child taking some external examination papers in Years 9 and 10 as well as
11. Indeed some students may well obtain a GCSE in maths in Year 10 which they can then
improve upon in Year 11.


                                  Upper School Science

                                                      BTEC Inroductory certificate:
      GCSE Science: AQA
                                                      Covers three units in biology
      Covers the science core of Biology,
                                                      chemistry and physics
      Physics and Chemistry
                                                      Makes up 2 equivalent GCSE

      GCSE Triple               GCSE Additional              BTEC Introductory
      Science: AQA
                                Science: AQA                 certificate: EDEXEL
      GCSE Biology              Makes up a second            Covers six units including
                                GCSE in science              Biology, Physics and
      GCSE Chemistry
      GCSE Physics                                           Makes up 4 equivalent GCSE

               Post GCSE courses, including A levels and vocational qualifications

Course Description


Like other Exam Boards, AQA has developed a suite of GCSE qualifications which provides students
with a choice of routes, depending on their abilities, their intended post-GCSE choices and their
preference for vocational or academic study.
These place more emphasis on 'How Science Works', which means not just learning theory but
understanding the practical side of science and its relation to the world in which we live.

If you are a naturally good scientist who tends to do well in tests & exams, the AQA GCSE route is
most definitely for you. If you are thinking A-level Chemistry, Biology or Physics would fit well into
your career plans, or if you feel you‟re a natural for pure science A-levels, again, GCSE science is
the essential route for you.

If you feel that exams & tests don‟t always show you at your best, or if you perform better over
the long run, rather than „on the spot‟, GCSE may not be the best route for you – unless you feel
ultimately, you intend to do pure science A-levels.

BTEC Science

BTEC Science is an applied science course which is assessed continuously. There
are no exams or tests, as success is measured from a range of assignments and
practical tasks which happen in lessons, and as part of Home Learning.

If you sometimes find exams a challenge but can perform to high standards in
terms of written work and practical investigations, you will normally be offered
BTEC certificate or Diploma.

Students will study three BTEC modules. Passing three modules gives the BTEC
Certificate, worth two GCSEs. Passes are awarded at pass, merit & distinction
levels, equivalent to GCSE grades C, B and A respectively.

The Introductory Certificate in Science consists of Biology, Chemistry and Physics units. Students
will need to complete assessments in these units in order to achieve two equivalent GCSE grades.

BTEC science is a superb route into level 3 Science qualifications and university study for such
courses as Medical Science, Forensics Science and Scientific engineering.

                                   Religious Education

Course Description

This is a compulsory subject to be studied by all students. It is a full GCSE in Religious Studies.
The course covers Christian, Muslim and secular attitudes towards philosophical and ethical issues.

The topics covered:

      The Nature of God
      Good and Evil
      Religion and Science
      Death and the Afterlife
      Medical Ethics (including abortion, euthanasia, medical testing on animals and fertility
      Wealth and Poverty
      Peace and Justice
      Equality


The course is 100% exam. You will sit four 1-hour exams during the course. Each exam is worth
a total of 25% of your final grade.
                                 Physical Education (Core)

 Course Description

 In Year 10 and 11 students have 2 lessons of compulsory PE each week.

 Students will continue many of the activities started in Years 7 to 9 but, in addition, they may be able
 to take part in some new activities. Activities to be studied will include sports such as: Netball,
 Hockey, Basketball, Fitness, Badminton, Rounders, Athletics and Rugby.

   In Year 11 a number of option activities are offered in addition to those shown above, such as
   ice skating and attending Hutton Moor Leisure Centre at a small additional cost. A wide range of
   activities are available across the 6 national curriculum areas which reflect current trends in
   popular activities such as yoga. The faculty aim to give students the confidence to continue
   with physical activity in the community. Students take part in a „Step into Sport‟ programme
   which encourages a high level of participation.

                                          Art and Design

Course Description

You will develop skills in drawing and painting; illustration and design; using your imagination;
using ICT creatively; creating sculpture using a variety of materials, including clay and exploring
 and analysing the work of other artists (which will include visits to National Museums, Art Galleries
and Art Colleges).


60% of the overall grade is coursework and this will consist of all final pieces of art work and supporting
evidence produced from the beginning through to the end of the course in year 11.

40% of the overall grade is achieved through the „controlled test‟. This is a practical Art assessment in
which you will receive 4 weeks of preparation and a 10 hour exam (two full school days) to produce a
finished art work based on a chosen theme from AQA exam board.


Course Description

Everyone is fascinated by the night sky and our continuing exploration of the Universe. This course
will allow you to begin to understand the movements of the bodies in our Solar System in more
detail, explaining many of the cycles in the night and daytime sky. It will also allow you to follow the
incredible story of how scientists, since ancient times, have used imagination, measurement, and
scientific methods to explore the Universe in which we live.

What will I learn? - The material in this course is divided into four sections.

Topic 1 – Earth, Moon and Sun

Topic 2 – Planetary systems

Topic 3 – Stars

Topic 4 – Galaxies and Cosmology
The course is assessed in two sections – Unit 1 and Unit 2.

Unit 1: Understanding the Universe
This section, containing four topics, is assessed through one two-hour examination paper in June.
The paper has a variety of different question types such as multiple- choice questions, short and
extended answer questions, and graphical and data questions. The paper is not tiered – it covers all
grades from A* to G.

Unit 2: Exploring the Universe
In this section, you will be assessed on the quality of the astronomical observations you complete
during the course. You will choose two observational projects, one completed with the naked eye and
the other using simple astronomical instruments such as a sundial, a telescope, binoculars or a
camera. You will be given a list of possible projects from which to choose. Your    observations will
be assessed on the quality of their design, observations, analysis and evaluation.

What do I need to know, or be able to do, before taking this course?
All you need to know should have been covered within a Key Stage 3 science course, for example the
basic arrangement of the Earth-Moon-Sun system and how this affects us on Earth. You should have
some idea of how the movements of these bodies produce effects such as night and day, the phases
of the Moon and the seasons. You will probably know something about the group of planets orbiting
the Sun which we call the Solar System. And you will also have learned the basic mathematical skills
needed to perform the simple calculations involved in GCSE Astronomy.

What can I do after I’ve completed the course?
By studying GCSE Astronomy you will be developing important scientific skills as well as extending
the range of areas where you use these skills. It is an excellent accompaniment to any GCSE Science
course, as well as linking closely with the astrophysical sections within the AS and A2 Physics courses.
Along with the study of AS and A2 Mathematics, these can form the foundation for studying
astronomy and astrophysics at university.

Next steps!

If you are considering GCSE Astronomy the pointers below may help you.

      Use the Edexcel website ( and follow the links to information about the
       GCSE courses starting in 2009. This will give you up-to-date information about the new GCSE
       Astronomy course

      Find out what is happening in the world of astronomy, perhaps by using the regularly updated
       NASA website ( or the Royal Astronomical Society site (

                                      Child Development

Course Description

Over the course in Child Development, you will study:

      Parenthood and Pregnancy
      Physical Development
      Nutrition and Health
      Intellectual, Social and Emotional Development
      The Family and the Community
Methods of study include individual and group research, as well as using ICT and video references.
Visiting speakers such as mothers with babies / toddlers and midwives are also invited into the
classroom and are a valuable source of information. An ability to work on your own is important. Part
of the course is based on a child study where a child is observed so that research on a theme of your
choice can be carried out.

Students who are considering a career working with children will find the course particularly useful.
Careers include nursery nursing, nursing, teaching and the caring professions.

Virtual Babies
As part of the course you will have the opportunity to „be a parent for the weekend‟. You can look
after a virtual baby for the weekend in order to gain an insight into the responsibilities and demands
of being a parent. Once the weekend is over information will be gathered from your baby to
determine how well you did as well as indicating any weaknesses. Students have really enjoyed this
experience and agree that it has helped reinforce their views of parenthood.

You will carry out three pieces of coursework throughout the course, which are worth 50% of the final
grade. These include:

      Individual Child Study (30% of final grade)

      Resource Task: Home and Hospital births (10% of final grade)

      Resource Task: Breast VS Bottle Feeding (10% of final grade)

                                   Classical Civilisation

Course Description

If you are interested in the Greeks and Romans, their stories, their culture and what they achieved,
but would rather read about them in English, you will enjoy Classical Civilisation, which involves the
study in English of four different aspects of Greek and Roman civilisation. There is no need for any
knowledge of the Greek or Latin language. We study four topics:
Homer's Odyssey: we study parts of this wonderful adventure story in which Odysseus battles
giants and monsters as he tries to get home after the Siege of Troy.

The Spartans: we learn all about the way of life of these extraordinary people, who created an
army so successful that just 300 of them were prepared to fight to the death at Thermopylae
against the Persian emperor's vast army.

Herodotus: The Persian Wars: we study the invasion of Greece by the army of Xerxes and how the
Greeks responded to this threat. The 300 Spartans and their last stand is part of this unit.
Homer’s Iliad: This will be the theme of our coursework. This is the story of Troy and its destruction
by the Greek army.

Assessment for the first three topics is by1 hour examination at the end of the course. This is 75% of
your final mark. Your coursework is the remaining 25%.

Classical Civilisation is a very popular choice amongst students who want to follow academic routes in
colleges and universities.
                                        Design Technology

Course description
This year in Design and Technology at PCS we are offering GCSE Design Technology full courses in
the following specialist areas:
       Systems and Control - An electronic product similar to Steady Hand game they have made
        in Year 8

       Food Technology - Food products meeting brief, similar to previous projects in Year 8

       Graphics – A graphic product like a magazine cover, restaurant menu, business card,
        advertising poster, CD cover etc...

       Industrial Technology - A prototype product that looks amazing but is non working

       Resistant Materials – A product made from wood, metal, plastic or a combination

       Textiles Technology - A textile product like the cushions made in Year 8.


The design folder and manufactured product make up 60% of the final grade, with the summer
examination bringing the remaining 40%.

                                   Environmental Science

Course Description

Green technology and the environmental sector are tipped to be one of the UK‟s biggest growth
sectors over the next few years. Gain an understanding of these key issues and get the qualification
that will help you get a head start in this growing industry. Environmental Science is a GCSE that
takes a holistic approach towards understanding the world around us as well the threats it faces.
Explore current events in the news and gain the knowledge to fully understand both sides of the
story. We will follow a five module program that will allow plenty of opportunity for a wide range of
lesson activities. There will be the opportunity of field visits to places like the Eden Project in Cornwall
as well as the chance to independently learn through extended project work.


You will sit one exam at the end of Year 11 that is worth 80% of the final assessment as well as an
extended project task at the end of Year 10 that is worth the remaining 20% of the qualification.

                                  Farming, Fisheries and Forestry

                                                                            Rocks and Soils
   Air, water and Energy

                                            What will I be

                                                                          Waste and Pollution
       Organisms and the Environment
                                          Film Studies

Course Description

The course follows the WJEC syllabus and builds upon students‟ own experience of film, as consumer
and creator, and encourages them to investigate and develop their knowledge and understanding of
the sometimes complex relationship between the film industry and film audiences. It may also provide
a „springboard‟ into A/S and A Level for those who may wish to take the subject to a higher
examination level. The course is designed to allow students to begin their programme of study by
focussing on films that they have particularly enjoyed, or are familiar with, and from that starting
point they will be encouraged to broaden out their study into an exploration of the place film occupies
in today‟s global society, the communication of ideas, attitudes and cultural beliefs.

Each element of the course is approached through three study areas. These areas are all connected
and work together to give you a strong framework for teaching, studying and creating film:

The Language of Film - the elements that create meaning within a film, and how they are
organised in order to tell a story to their audience

Film Organisations - the film companies which make, sell and screen the films we watch

Film Audiences - the ways in which you respond to the films you watch and the issues raised by
films made for a range of different groups of people

You will be expected to complete four linked pieces of coursework which will give 50% of your
overall marks. In the final term of the course you will complete two written examinations which will
account for the final 50% of your marks


Course Description

The course consists of building on the four skills with which you are already familiar: listening,
speaking, reading & writing. The same format applies for each of the languages.

The work is split into four main areas covering several topics – Lifestyle, Leisure, Home &
Environment and Work & Education.

     Health
     Relationships & choices

    Free Time & the Media
    Holidays

Home & Environment
   Home & Local Area
   Environment

Work & Education
   School/College & Future Plans
   Current & Future Jobs

      The Listening exam (20%) is either completed at Foundation or Higher level

      The Speaking exam (30%) consists of 2 tasks and is completed in school, marked by us and
       moderated by AQA

      The Reading exam (20%) is either completed at Foundation or Higher level

      The Writing exam (30%) consists of two tasks as controlled assessments, marked by AQA


Course description

This is the new GCSE specification and as a result learners will be taught a brand new scheme of
learning with coursework that is designed to enthuse and enhance learners understanding of

Learners will be expected to develop the following knowledge:

   1. SPECIFIC knowledge of places, landscapes and events in Geography at a variety of scales
      (local, national and global)

   2. DETAILED knowledge of Geographical concepts

   3. BALANCED way of thinking that will allow learners to make a reasoned judgement about
       Geographical problems.
The three themes studied during the course are:

Theme 1: Challenges of living Theme 2: People and the natural        Theme 3: People, work and
in a built environment        world interactions                     development

      Quality of life               World weather and climate            Patterns of employment
      Standards of living           People and the climate               Economic indicators
      Access to services            Maintaining ecosystems               Less and more economically
      Social provision              Hydrological cycles                   developed countries
      Residential planning          Drought and desertification          Trade and aid
      Managing rural                Interdependence                      Multinational companies

These units are taught using a wide range of teaching and learning styles and will incorporate
elements of Critical Thinking to improve learners‟ ability to access high marks in the exams,
coursework and when they go on to other learning.

Unit 1 (1 hour): Challenges Unit 2 (2 hours): Development and         Unit 3 (Controlled Assessment)
and Interactions in          Problem Solving Geography (45%)          An enquiry based on fieldwork
Geography (30%)              Section A                                (15%) and an issue based on
In this unit (exam) learners One compulsory structured question       research (10%)
                             from Theme 3 containing a choice of
will be expected to show their
understanding of Theme 1 case study
and 2                        Section B
                             A cross-unit problem solving exercise
                             structured in three parts

Course Description

Ever wondered what‟s inside the Earth? Ever wondered whether there is enough oil left to last out
your lifetime? Ever wondered why nearly all the dinosaurs suddenly died out? Yes – you‟re a geologist
in the making. But what does a geologist do?

      Working with a team on the design of a dam in Venezuala.

      Hunting down precious natural gas reserves in Germany.

      Assessing how much limestone could be quarried from a hill in Somerset. Using microscopic
       fossils to work out how near to underground oil a drill rig has got.

      Use dinosaur bones to work out how fast it was able to run.

All of the above are real jobs that a geologist could find themselves doing. Geologists can work inside
a laboratory or outside or as computer based data interpreters. Geologists are renowned as being
trained in the art of logical thinking – so a geology qualification is very useful even for those who
don‟t follow it up as a career.
Our studies will take our minds deep into the oceans to study how our local rocks developed and how
we know that America and Europe really are moving away from each other! Our neurons will come to
terms with how fossils can be used to work out how old a pieces of rock is – and how the animal that
became the fossil behaved when it was alive. Our synapses will spark as we discover how the rock
around us determines the shape of the land on which we live – and what the land will look like in
millions of years time when the rocks that are now underground become the surface. Our
vocabularies will be expanded as we speak of plutons, schists, mineralogy, unconformities and
magnetic anomalies. We may even shout at the TV as we encounter yet another badly reported
earthquake or volcanic eruption on the news. Geology changes our lives. You can change the lives of
others with a knowledge of geology. Geology is not for fossils!


1 ½ hour exam which you do on a computer – that makes up 75% of your assessment. The other
25% of the marks come from a „field report‟.


Course Description

The course consists of building on the four skills with which you are already familiar: listening,
speaking, reading & writing. The same format applies for each of the languages.

The work is split into four main areas covering several topics – Lifestyle, Leisure, Home &
Environment and Work & Education.

     Health
     Relationships & choices

    Free Time & the Media
    Holidays
Home & Environment
   Home & Local Area
   Environment

Work & Education
   School/College & Future Plans
   Current & Future Jobs

Spanish or German requires a high level of commitment, as you have only studied French in any
depth in Lower School. You should discuss your suitability with your French teacher.


      The Listening exam (20%) is either completed at Foundation or Higher level

      The Speaking exam (30%) consists of 2 tasks and is completed in school, marked by us and
       moderated by AQA

      The Reading exam (20%) is either completed at Foundation or Higher level

      The Writing exam (30%) consists of two tasks as controlled assessments, marked by AQA


Course Description

GCSE History lessons include a wide range of different learning activities, making them interesting
and fun. Studying GCSE History will give you key skills including research, organisation and the
ability to think for yourself. This will help to prepare you for sixth form studies. Above all, taking this
GCSE will give you a better understanding of the world we live in today. There are two main study
units and one piece of coursework.

Germany 1918 - 1945

This is an in depth study of three decades of European History and builds on knowledge acquired during
Year 9. You will learn about Germany‟s attempts to create a new democracy after the First World War
and how these attempts failed and ended with the rise to power of the Nazis in 1933. You will learn
about different aspects of the Nazi State including the role of Hitler, how the Nazis used propaganda and
violence to keep control, how they attempted to win the support of the young, how the Nazis changed
German society and how the Second World War led to the downfall of the Nazi State after only twelve

Medicine Through Time

This topic includes all of the gory details of medicine from the Ancient Egyptians and Greeks to modern
times. Did you know that people tried to cure Black Death by putting goat‟s cheese on their heads?
Wounds were treated with boiling oil and a red hot poker, and before anaesthetics a surgeon could
amputate a leg in 30 seconds with the patient wide awake!


As well as two written examinations, there is one piece of coursework. The coursework is based on a
local study „History around Us‟ and will concentrate on the development of castles with a key site
being Chepstow Castle. Part of the coursework is a visit to the castle itself.

Course Description

This is a brand new GCSE ICT course specifically designed to build on young people‟s love of digital
devices. The new course taps into students‟ abilities to master and adapt technology to suit their own
needs. It demonstrates how technology touches every aspect of daily life: work, leisure and
interpersonal relationships.

The single GCSE is made up of one examined theory unit „Living in a Digital World‟ studying topics
such as:

      Social Networking
      Mobile Phone Technology
      GPS
      Computer Modelling
      Online Shopping

Combined with a controlled assessment „Using Digital Tool‟ where students work with a range of
digital tools to produce an effective ICT solution.

The double GCSE consists of the single GCSE above plus two further units, one examined and the
other a controlled assessment. In the theory unit „Exploring Digital Design‟ students will look at:

      Digital products such as games, websites, multimedia, databases
      Design elements of the digital products
      Design Process
      Every Day uses

With a final controlled assessment „Creating Digital Products‟ where students will design, create and
evaluate their own digital products.

Students can achieve up to 2 GCSE‟s as this is a single and double award, however this will depend
on time.


Single Award
    Unit 1 „Living in a Digital World‟ External Exam 40%
    Unit 2 „Using Digital Tools‟ Controlled Assessment 60%

Double Award
   Unit 1 „Living in a Digital World‟ External Exam 20%
   Unit 2 „Using Digital Tools‟ Controlled Assessment 30%
   Unit 3 „Exploring Digital Design‟ External Exam 20 %
   Unit 4 „Creating Digital Products‟ Controlled Assessment 30 %

                                      Physical Education

Course Description

The course includes both theoretical and practical lessons with 60% of the marks allocated to practical
work and 40% to theoretical work. Practical lessons cover a study of techniques, rules and tactics and
improvement of personal performance in a wide range of sports.
It is essential that all students are able to organise their work in order to keep up with both the practical
and theoretical aspects of the course. They must have a reasonable level of practical ability but, more
importantly, must be willing to try a wide range of activities, some of which may be new to them.
Students wishing to opt for the course will be expected to have shown interest and enthusiasm for
Physical Education in the past. In order to help improve practical assessment marks, it is expected
students on the course will show commitment to a variety of school clubs and teams.

Students are taught how to lead a healthy active lifestyle by choosing from a wide variety of roles and
activities. A range of practical activities are available for assessment across the six national
curriculum areas which reflect current trends in popular activities e.g Pilates, yoga and skateboarding.
Alongside the choice of physical activities students can choose to take on a range of roles. There is
flexibility for students to complete a single or double award GCSE in this subject.


The examination question paper is worth 60% and is accessible to all students through the
introduction of a new style question paper which includes multiple choice, structured questions and
questions set in response to a pre-released scenario.


Course Description

The GCSE course introduces students to the research base of Psychology as well as giving them a
sound background in the subject. The engaging topics below each contain a core theory, core study
and application of research. In addition, students are introduced to the world of psychological
research by means of a practical approach, learning how to conduct research in preparation for the
assessment, where they plan and design their own piece of research. This course provides a strong
foundation for moving on to study Psychology at A level.

Unit B541: Studies and Applications in Psychology 1

      Sex and Gender
      Memory
      Obedience
      Attachment
      Atypical behaviour

Unit B542: Studies and Applications in Psychology 2

      Criminal behaviour
      Perception
      Cognitive development
      Non-verbal communication
      The self

Unit B543: Research in Psychology

      Planning research
      Doing research
      Analysing research
      Planning an investigation

      Unit B541: Studies and Applications in Psychology 1- 40% of the total GCSE mark
      Unit B542: Studies and Applications in Psychology 2- 40% of the total GCSE mark
      Unit B543: Research in Psychology- 20% of the total GCSE mark

Students will sit one examination for each of the above units. These examinations are available twice
a year, in January and June so students will sit them through Y10 and Y11. There is no coursework
attached to the examination.


Course Description

Sociology is about attempting to have a better understanding of the world around us. In sociology
you will have the opportunity to develop informed views about the world in which we live. In
particular we study aspects of modern Britain including:

      Family
      Education
      Gender
      Class
      Ethnicity
      Poverty and Welfare
      Crime
      Politics
      Media

You will also have the opportunity to practice research skills using questionnaires, interviews,
experiment and observation. Lessons involve a variety of activities and encourage thought and
debate. Sociology students are encouraged to show an interest in news, current affairs and to look
out for relevant material in the media.

Students who have enjoyed Humanities in Year 9 should seriously consider taking sociology for GCSE.
Sociology is a very popular A Level subject and this GCSE course is excellent preparation for A Level


There is one piece of coursework (20%) and a written examination (80%). The coursework is a practical
study based on the syllabus but can take students' interests into account. Students will need to be
capable of working independently and be self-motivated.


Course Description

The course consists of building on the four skills with which you are already familiar: listening,
speaking, reading & writing. The same format applies for each of the languages.

The work is split into four main areas covering several topics – Lifestyle, Leisure, Home &
Environment and Work & Education.
     Health
     Relationships & choices

    Free Time & the Media
    Holidays

Home & Environment
   Home & Local Area
   Environment

Work & Education
   School/College & Future Plans
   Current & Future Jobs

Spanish or German requires a high level of commitment, as you have only studied French in any
depth in Lower School. You should discuss your suitability with your French teacher.


        The Listening exam (20%) is either completed at Foundation or Higher level

        The Speaking exam (30%) consists of 2 tasks and is completed in school, marked by us and
         moderated by AQA

        The Reading exam (20%) is either completed at Foundation or Higher level

        The Writing exam (30%) consists of two tasks as controlled assessments, marked by AQA

                                      A/S Critical Thinking

Course Description

A/S critical thinking is a unique opportunity to make yourself more attractive to colleges and
universities.   It is a „skills‟ based subject that requires high levels of reading, writing and
comprehension. With the highest of expectations in mind it should not be selected without a clear
positive motivation to succeed.

During the course, you will work from a variety of materials, from newspaper articles to current
affairs programmes. You will be asked to discuss them and draw conclusions about the way
arguments are presented. You might have to decide, according to the evidence put forward, which
side of an argument you believe and what sources of information you would see as reliable. You will
learn how to set out your conclusions clearly, in writing, and explain how you reached them.

The skills taken from the course will not only allow you access to further education, but be of an
instant benefit to interpretative and essay based subjects like history, RE, geography and English.
The course is split into two units both of which will be assessed by an exam:

1.   Introduction to Critical Thinking
     The unit is designed to give learners an introduction to important skills within critical thinking,
     including an understanding of how arguments are constructed and how they differ from other
     forms of written material. The unit also covers the area of credibility; and recognises that the
     plausibility of an argument, or the evidence used to support it, is also influenced by its origin, be
     that a person or an organisation.
     Assessment – 90 minute paper (75 marks) worth 50% of the A/S level
     Learners will be required to analyse a number of documents (around 900 words in total) and
     answer a series of short and discursive (logical and well thought out) questions based on their
     evaluative skills.

2.   Assessing and Developing Argument
     This unit builds on the skills developed from Introduction to Critical Thinking. Learners will be
     expected to identify, explain or evaluate a range of potential weaknesses, flaws and other aspects
     of an argument. In doing so, learners should demonstrate an understanding of the difference
     between challenging reasoning with counter arguments or alternative explanations, and the more
     complex skill of explaining the strengths/weaknesses of the original reasoning.

     Assessment – 90 minute paper (75 marks) worth 50% of the A/S level

     Section A - Learners will be expected to answer a series of multiple choice questions (don‟t start
     thinking this is easy) based on written material, diagrams or charts.

     Section B – Learners will analyse a passage and then respond to a series of short answer

     Section C – Learners will then construct their own argument based on the material given.

                   A/S Level English Language and Literature

Course Description

Following the AQA exam board specification will enable candidates to study language and literature
using an anthology of literary and non-literary texts and a pair of fictional texts with a common
theme. Further study will focus on the ways in which different writers have approached similar
subjects and the ways in which language and style are affected by change over time. Candidates will
be assessed in line with integrated linguistic and literary objectives, covering everything from in-
depth critical analysis to expertise in creative writing.


This course is divided into two units. Unit one is entitled “Introduction to Language and Literature
Study”. This introductory unit is assessed through a written examination of one and a half hours and
comprises sixty percent of the marks for the year. The examination questions will centre around the
texts in the course anthology. The second unit, “Themes in Language and Literature,” is a two part
coursework assignment that makes up the remaining forty percent of the year‟s marks. Part A
requires candidates to discuss extracts from a pair of fictional texts, while Part B is a piece of creative
writing which extends and enhances Part A.

                                                 BTEC Music

Course Description

This course is designed to introduce students to the real world of music making. Students will have a
 high degree of flexibility to create music be it a CD recording, a music video or a concert with suitable
 guidance from the teacher. Students will be assessed entirely through coursework and would
 therefore be expected to meet all deadlines set and present their work in various forms such as
written essay, CD recordings, video interviews or clips. The course is module based with the first
certificate containing three modules. The BTEC first certificate is equal to two GCSE‟s.

Module Description

Unit 6 Working as a Music Ensemble

This unit allows learners to become part of a musical team, concentrating on the process of a team
working together towards a performance. Involvement can be as a performer or as a
director/conductor. All members of the team will share responsibility for the final performance.
Students will be expected to decide what form the final performance will take, make decisions
regarding an appropriate repertoire, develop original musical material if appropriate, draw up realistic
schedules for achieving the performance and take responsibility for the presentation of the final
performance. Alongside this, students will develop the musical communication skills needed for
performing as part of an ensemble.

Unit 1 Planning and Creating a Music Product

This unit allows students to apply the specialist skills, knowledge and understanding for their
discipline to the planning, preparation and/or rehearsal of a showcase of their work in the form of a
public event or an audio CD. This unit focuses on the planning and preparation stages through to an
evaluation of the music product.

Unit 4 Exploring Musical Composition

Exploring composition brings the creative aspect of music to the fore. They will be introduced to the
technical and creative skills required of a working composer. They will be encouraged to explore a
range of compositional starting points, to investigate a range of techniques for developing and
manipulating ideas, and finally to form ideas into completed pieces of music.

                                 Performing Arts (Drama)

Course description

BTEC First Certificate in Performing Arts (Performance / Acting)

The BTEC is a largely practical course which all new KS4 Drama students moving into Years 9 or 10
will have the opportunity to study instead of the GCSE in Drama. Each BTEC First Certificate is worth
the equivalent of two GCSEs.

The first unit focuses on students practically collecting skills and experience through a “magpie” tour
of the history of theatre, such as trying out mask work as a Greek Chorus, physical comedy in
Commedia dell‟Arte, using placards in a Brechtian production or drawing on emotional memory in a
Stanislavskian style.    They also explore play texts appropriate throughout the unit through
workshops, reflection and performances. Students are encouraged to develop as performers as well
as directors of each others‟ work.

The last unit is centred on staging a production - from planning and budgeting to final performance.
Students draw upon their skills and knowledge from the initial units.         This incorporates an
understanding of the performance business including financial planning and marketing.

Students are required to evidence their work throughout each unit, in the form of a logbook / video
diaries / presentations / interviews and present this evidence for assessment at the end.
Course structure is modular. The three units chosen are drawn from the following:

Unit C7               Understanding Drama

either Unit C8 Performing Scripted Plays or Unit C10 Devising Plays or Unit C11 Musical Theatre

Unit A1               Performing Arts Production Process

How can you help your child?
Ensure that they keep their logbook up to date after each lesson. Students should be recording
notes from rehearsals, images, ideas, analysis of character or simply comments on a couple of
incidents per lesson - things that went well, or that they struggled with, something new they saw
or how they negotiated when developing their piece.

They should also try to set their own targets for next lesson based upon their work. Students are
given details about what to write when they begin the course.

In addition to this, complimentary tasks will be set in preparation for performance, which must be
completed on schedule.

Supportive Resources / Websites

Play texts - read any you can get hold of!                                            

BTEC First Performing Arts: A Practical Handbook, Webster / Jewers / East
ISBN: 978-1846902277

                                          BTEC Sport

Course description

This qualification is equivalent to 2 GCSEs at A*-C grades. The course has a vocational rather than
an academic focus and involves learning through work related contexts. Students may choose to
progress on to BTEC National Diplomas offered by many post-16 colleges. These are equivalent to
A levels and are a common route into specific careers.

There will be opportunities for students to gain experience of Sport through visits and/or visitors
from outside agencies. On occasion we may need to request a small (voluntary) contribution
towards the cost of these activities.

This course will include some of the following modules:

                     Health, Safety and Injury

                     The Body in Sport

                     Sport Leadership Skills

                     The Sports Performer

                     Practical Sport
Assessment is through assignments set and marked at school over the 2 years – there are no
terminal exams.

                                            DIDA ICT

Course description

The DIDA course is made up of two units:
      Unit 1 Using ICT
      Unit 2 Multimedia

There is also the option to study further units from the following if time allows:
       Unit 3 Graphics
       Unit 4 ICT and Enterprise

There are no written examinations and assessment is by presentation of an “E-Portfolio”.            The
content of the course is very practical and fit for the 21st Century.

Each unit in the DIDA qualification is equivalent to a single GCSE award. As a suite of
qualifications, DIDA offers progression from the Award (AIDA), which is equivalent to one GCSE, to
the Certificate (CIDA), the Certificate + (CIDA+) and on to the full Diploma (DIDA), which is the
equivalent to four GCSEs.

The suite of DIDA qualifications is designed to:

      develop students‟ ability to select and use digital applications appropriately and produce
       high quality outcomes;

      promote the use of digital applications for achieving a goal, rather than for their own sake;

      enhance creativity and communication;

      equip students with some of the skills that they will need in the workplace or in further
       education or training;

      develop project management skills;

      free students‟ work from paper, making it organized, searchable, dynamic and
       transportable; and

      encourage students to reflect critically on their own and others‟ use of digital applications.

Students will use a wide range of software throughout the course such as web design, spreadsheet,
database and image manipulation software. DIDA focuses on ICT as a powerful tool for real-life use
within a wide range of applications. With its emphasis on real-life skills, its smooth migration path
and its creative digital format, DIDA is designed to connect with young people.

DIDA is aimed at students with a high sense of literacy and ICT skills. The ability to work
independently is essential. If you would like more information then look at the DIDA website:

This award differs from GCSE ICT in the fact that it is a 100% coursework qualification which is
purely assessed electronically through an E-Portfolio, and student‟s portfolio work has to be done
independently from teacher guidance.
               Increased Flexibility Programme – Link Course

What is the Increased Flexibility Programme (IFP)

The IFP is a way for Year 10 and 11 learners to gain real skills in a real working environment. It
offers the chance to study for a vocational (skills-based) Level 1 qualification alongside your GCSE
studies. There are a number of vocational areas to choose from, giving you greater freedom of
choice in a potential career. The IFP provides a great progression route into further learning and
the workplace.

What is it equivalent to?
The IFP courses are equivalent to a number of GCSEs at grade D to G, depending on the course
chosen. For learners that are not able to access the Level 1 programmes, we are able to offer an
entry level link programme and this can be negotiated

How is the IFP structured?
You begin your two-year programme in Year 10, one afternoon per week. The courses are split
between practical and theory sessions with the emphasis on workplace skills and understanding the

What will I study and how will I be assessed?
You will have the opportunity to study one of a number of vocationally related qualifications, being
assessed through a combination of practical and theoretical work. You will produce a portfolio of
evidence that is assessed over the two years, meaning there are no final exams. All of the courses
are recognised by employers and colleges nationwide.

What are the courses available?
Animal Care
Beauty Therapy
Electronics/Electrical Installation
Heath and Social Care/Child Studies
Hospitality and Catering
Motor Vehicle
Public Services
Sport and Leisure
Visual Arts

If you are interested in one of these courses, please ask Mr Marsh or Mrs Richards for clarification of content.

                                        DIPLOMA COURSES

Diploma courses are made up of the following components:

   Principal Learning – specific to the relevant trade or occupation

   Additional Learning – a choice from a range of subjects which add or compliment the specialist
   Work experience – a period of ten days work experience giving real life experience in the area
    of study

   Project – to demonstrate the skills and knowledge acquired

   Functional skills – all students studying a Diploma have to do compulsory assessments in
    English, maths and ICT

For a Diploma prospectus please see Mr Marsh, Mrs Bowen or Mrs Richards.

We are offering diplomas in the following areas:

                    Construction and the Built Environment

Course Venue:                              Weston College

Course Description

You will learn how the built environment is designed, how it is used and how it affects people and
communities. You will be doing site visits and learning about the building of prestigious projects.
Learning will range from architecture and sustainability to what is involved in constructing a

Three main themes:

Design the built environment: How the built environment is designed and constructed, how it
impacts on people and communities, and how history, politics and economics affect it.

Create the built environment: Developing skills and knowledge needed in different industries, such
as using tools and understanding modern construction methods.

Value and use the built environment: Analyse the need for good management, continuous
maintenance, the importance of good design, workmanship and teamwork.

Where could this Diploma take me?
This could lead to a university degree in construction management, building services, engineering,
planning, architecture, civil engineering and quantity surveying. It could also be the first step in
careers such as a construction worker, electrician, urban planner, architectural technician or estate
agent. Alternatively, it could help you towards vocational training such as Apprenticeships or

You will learn how the built environment is designed, how it is used and how it affects people and
communities. You will go on site visits and learn about the building of prestigious projects.

                             Creative and Media Diploma

Course Venue:                              Worle School

Course Description

If you enjoy thinking outside the box and engaging in a multi-media world, this course will teach
you what you need to succeed. You will study visual arts, craft, music, film, TV, graphic design,
textiles, advertising, drama and dance. In addition, you‟ll learn how to identify the needs of the
audience and the business side of the creative industries.
Main themes:
Creativity in context: What can influence the creative process, such as society, culture, the
environment and work of other people.

Thinking and working creatively: Ways of exploring, experimenting and developing ideas, skills and

Principles, processes and practice: The skills, techniques and processes needed to turn your ideas
into reality.

Creative business and enterprise: Understand real situations and the skills you need to succeed.

Where could this Diploma take me?
You could study a number of degrees at university, including animation, textiles, film or

Alternatively, it could help you towards a career in this very competitive subject by leading to
vocational training such as Apprenticeships or NVQs.
This course will enable you to engage in a multi-media world, learning about the visual arts, craft,
music, film, TV, graphic design, textiles, advertising, drama and dance. You will also learn how to
identify the needs of the audience and the business side of the creative industries.

                                   Engineering Diploma

Course Venue:                       Priory Community School

Course Description

This course is intended for those who are interested in developing an understanding of engineering
and the range of opportunities that are available in engineering careers. The units look at the
engineering world, the range of career opportunities that are available and what they entail.
Engineering design and engineering applications of computers looks at how engineering is used to
solve problems in a range of contexts and how ICT is used in the world of engineering. Producing
engineering solutions, innovation and technological advance look at problem solving and how
enterprise helps develop new products. Maintenance and constructing electronic systems look at
how mechanical and electrical systems work and why they are designed in a particular way.

Students will have the opportunity to experience a range of engineering environments through
visits that will be used as a basis for the assessed assignments.


The Principal Learning will be taught in 8 units, one with an exam, and the other units with teacher
assessment of assignments. All grades will be used to determine the final grade of this part of the
qualification. A written assignment brief will be given to students for each unit and this will relate
to the topic to be covered.

The Generic Learning will cover Personal Learning and Thinking skills, an Extended Project and
Functional Skills in English Maths and ICT. These will be assessed as external examinations in
terms of the Functional Skills, and teacher assessment for the Project and Personal Learning and
Thinking skills. The principal learning and generic learning are stand alone qualifications that are
combined to form the final Diploma.
                     Environment and Land Based Studies

Course Venue:                              Weston College

Course Description

Environmental issues are big business now as firms work hard to go green and reduce their carbon
footprint. This means new ways of working, new developments and plenty of new opportunities for
budding entrepreneurs. In the UK the environment and landbased industries generate about
£8.9billion a year and employ more than 720,000 people in England. Jobs could include water and
waste management, food production, leisure and tourism, land management, forestry, animal
health as well as environmental conservation.

The diploma gives a broad understanding of the sector‟s diverse businesses and is ideal for those
wanting to make a difference to the world.

Three main themes:

Productive and working environments - The limited resources of our natural environment, our
impact on it and how it influences us.
Plants and animals - How plants are used for commercial, recreational and conservation, and
animals for food production, recreation, work or companionship.

Sustainable environments - The impact we have on the environment and how important it is to use
„green‟ practices.

                               Hair and Beauty Diploma

Course Venue:                              Weston College

Course Description

This course will show you the science behind skincare and how product research, design and
development are driving the sector into the future. You will be able to explore hair styling, skin
care, make up, hand care and nail art techniques, investigate salon businesses and how to
communicate with clients.


Course Venue:                              Weston College

Course Description

Hospitality opens up a huge range of career options – from food and drink to hotels and holidays. If
you‟re a people person, it could be your perfect career. This qualification will give you a strong grasp
of the sector and the skills involved. The hospitality industry is made up of many small businesses so
the opportunities for entrepreneurship are vast.

Four main themes:

The hospitality industry - Basics of the sector and what impact the hospitality industry has on the UK
Business and finance in hospitality - Important business and finance practices.
 People in hospitality - The importance of people, not only to the success of business but working with

Hospitality operations - Explore how food and beverages are prepared and served to customers, foods
from different cultures and the principles of healthy eating.

Where could this Diploma take me?
You could further your studies with a university degree in hospitality, events management or
business. Or it could help you begin a career in the industry or even take the step of starting your
own business.

                                           ICT Diploma

Course Venue:                Priory Community School

Course Description
The IT Diploma qualification combines the development of practical ICT skills and work related
learning. This qualification is particularly suitable for those students wishing to enter the IT or
Multimedia profession.
The Diploma course is made up of seven units:

      The potential of technology
      Exploring organisations
      Technology Systems
      Skills for innovation
      Multimedia
      Managing projects
      Extended Project

The Diploma in IT will:

      Reflect the blend of business, technical and interpersonal skills needed in modern IT roles

      Develop valued transferable skills in project management; and Personal, Learning and
       Thinking Skills including critical analysis, problem solving and creative thinking

      Help young people to prepare for adaptable careers and lives in the ever-changing landscape
       of the technology-enabled world

      Boost students‟ employability, whether after higher education or directly from the Diploma by
       offering work related learning in conjunction with local business
Students will explore the potential of technology and its contribution to organisations, individuals and
society; learn how to deliver successful projects; create solutions to meet business requirements; and
develop the ability to work effectively in a professional environment. This may include, for example,
the internet and its impact on business and society; computer games and the integration of software,
graphic design and art; and the technology behind the music industry. Students will use a wide range
of software throughout the course including spreadsheets, multimedia and web design software.

If you would like more information then please refer to the IT Diploma website:

Assessment is through a variety of methods, including portfolio evidence from units and work related
learning and may include examinations.
                                  Public Services Diploma

Course Venue:                              Weston College

Course Description

Discover the inner workings of the vibrant and valued public sector during this qualification.

If you want to make a difference to the lives of individuals and communities then this could be the
subject for you. Public services needn‟t mean working in the government. This far-reaching sector
plays a huge role in our day-to-day lives, including law and order, education, health, social services,
regeneration, leisure or the armed forces. The qualification is a combination of classroom learning and
practical experience so you learn how public service organisations operate and appreciate the social
values that sustain them.

What will I learn?

A comprehensive picture of how public services work and how they contribute to individuals,
communities and businesses. Many different services are available to the public so this will help you
become familiar with them and the wide range of career and university options on offer.

How is the diploma made up?
You‟ll learn about the issues that helped build the public sector and those affecting it today, including
how it works and the skills you need.

                   Society, Health and Development Diploma

Course Venue:                              Worle School

Course Description

The Diploma in Society, health and development teaches young people about the work, values,
attributes and attitudes of the health, justice, children, young people and care sectors which care for
and support individuals, families, groups, communities and society. It will also raise awareness among
learners of the range of rewarding career opportunities that exists across the four sectors. Students
will study at either Foundation level 1, which is broadly equivalent to five GCSEs or Higher level 2,
which is broadly equivalent to seven GCSEs.

Principal learning is a free standing qualification which is sector related, focusing on developing
knowledge, understanding and skills that are relevant to the chosen sector and applying these to
work-based situations. Level 2 principal learning consists of the following units:

Unit 1: Principals, Values and Personal Development

Unit 2: Working Together and Communication

Unit 3: Safeguarding and Protecting Individuals

Unit 4: Growth Development and Healthy Living

Unit 5: Needs and Preferences

Unit 6: Anti-social and Offending Behaviour
Unit 7: Supporting Children and Young People

Unit 8: Patient-Centred Health

Unit 9: The Social Model of Disability

Generic learning consists of:

      Functional skills
      A project
      Personal, learning and thinking skills (PLTS)
      A project
      Work experience

                       The Sport and Active Leisure Diploma

Course Venue:                               Priory School

Course Description

The Sport and Active Leisure Diploma will provide students with the knowledge and understanding of
the sport and active Leisure industry.

The upcoming 2012 Olympics means there is no better time to kick-start a career in the sports and
leisure sectors. As obesity levels continue to rise,you could be at the forefront of an industry aimed at
getting the nation healthier. This industry is relatively new but quickly gaining a high profile. Current
estimates are that 100,000 jobs are needed by 2014 and an extra 86,000 volunteers will be needed
to help stage the Olympics. Jobs could include fitness instructors, equipment supply, activity centre
managers or play workers. Communication, teamwork and people skills are crucial.

Potential students interested in the Diploma do not necessarily have to be active participants,
although they should have the strongest possible interests in the industry, whilst also be able to
understand and relate to leading an active and healthy lifestyle.

Through applied learning experiences, knowledge, understanding and skills will be developed in
contexts of fitness, playwork, leisure facilities operation, event management, stadium management
and safety, youth work, the outdoors, sports surfaces, ground maintenance and sport.

Three main themes:

The individual -the importance of an active and healthy lifestyle, science of sport and exercise and
how the body works.

The economy - The sport and leisure industry in relation to other sectors and its contribution to the

The community - Working with customers and different requirements of specific groups.

Students should be aware that this course has little practical playing sport.
                                     Travel and Tourism

Course Venue:                              Weston College

Course Description

This diploma is related to a dynamic, fun and rewarding industry with people at its heart and there is
a real need for motivated, creative and inspiring young people to help develop it.

Jobs could be in two main sectors – travel and tourism or passenger transport. Communication, team
work and people skills are important, so you will work individually and in teams to become more
confident when dealing with customers.

Three main themes:
Destinations - Why visitor numbers vary around the world and the impact of tourism.

Customer experience - Importance of customer service and addressing different needs

Changes and trends - Socio-cultural awareness in a global context.

                                  Extended Work Experience

This course involves students spending one day a week gaining practical experience of the world of

Students will need to identify the area of work that interests them and discuss in detail their
placement with our careers coordinator Mrs Davis. Our current Year 10 and 11 students are in a
variety of placements; amongst these are garage/workshops, hair salons, electrical engineering
contractors, junior schools, caretaking, building trades, engineering and shops.

Where possible, students are encouraged to find placements themselves, although, where this cannot
be done, the school is usually able to find a suitable placement. Parents will be invited in to discuss
the placement with Mrs Davis and students are encouraged to do a taster visit in the summer term of
Year 9 to satisfy themselves that they will be happy there. The school uses the Connexions service to
check that placements meet health and safety requirements.

Accreditation of this course will depend on the actual placement, but will be through at least one of
the following ways:

      Key skills certification

      NVQ level 1

      Reference from the employer

Students should be clear that the aim of the placement is for them to gain practical experience of the
world of work – students are not legally allowed to do paid work at this time. However, most of our
employers have been delighted with our students and have made offers of paid employment outside
of school hours or once the placement has finished.

Students will be expected to arrange their own transport to and from placements. Finally, students
should realise that placements are for 2 years and they are expected to “stick with” the placement for
the full two years. Only in the most exceptional of cases will students be allowed to change their
                       Year 9 Preferences Form

Name: _____________________________________________________

Tutor Group: ________________________________________________

Subject Preferences:

  1. ____________________________________________1st Choice

  2. ____________________________________________2nd Choice

  3. ____________________________________________3rd Choice

  4. ____________________________________________4th Choice

  5. ____________________________________________5th Choice

  6. ____________________________________________6th Choice

                  Choosing a Diploma or Work Experience
                           counts as 2 choices

Student Signature: __________________________________

Parent Signature:___________________________________

         Please return by Tuesday 9th February 2010 to your Tutor
Upper School Preferences/Options
               Art & Design
            Child Development
           Classical Civilisation
          DT Systems and Control
           DT Food Technology
               DT Graphics
         DT Industrial Technology
          DT Resistant Materials
          DT Textiles Technology
          Environmental Science
               Film Studies
                 Geology                     Choose
                  German                    4 Options
            Physical Education

             Critical Thinking
            English Language

            Performing Arts (Drama)

               DIDA ICT

 Increased Flexibility Programme


 Construction and the Built Environment
           Creative and Media
  Environment and Land Based Studies      Plus 2 Options
             Hair and Beauty               from above
             Public Services
    Society, health and development
        Sport and Active Leisure
           Travel and Tourism


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