Whitelands Academy School are proud to be part of The White Horse Federation Multi-Academy Trust
Welcome to The White Horse Federation
We are incredibly proud of our schools and colleagues that form our Trust It is an honour to have such a diversity of settings serving children aged 2 to 19
Every day, across our Trust, colleagues are inspiring the lives of children and families who live in the communities that we serve We are humbled to be at the heart of our communities in Wiltshire, Oxfordshire and Berkshire, as trusted partners, offering an education and experiences that support all children and their families
We are a family of over 30 schools and settings, connected and working together to inspire the lives of children with opportunity and choice Collectively seeking to support and enable children to thrive in their lives, now and into adulthood We also seek to inspire the lives of all colleagues across the Trust, with opportunity and connection, so that they are empowered to inspire each other, as well as our children
The White Horse Federation is a human organisation, based on building strong relationships, as a foundation for colleagues to reach high standards and uphold high expectations of what children can achieve A Trust that seeks to develop character and high academic standards to enable children to have more opportunities, more choice and greater agency in their lives
As a team of colleagues, a Trust and a group of schools we are deeply committed to the children who have the least and who need us the most We seek to offer high-quality education and to apply the equity required, so that we meet the needs of every child, increasing their life chances
Dr.Dan Nicholls | CEO
Introduction
Options overview
Timeline
Key stage 4
English Language
English Literature
Mathematics
Combined Science
Separate Sciences
Geography
History
French
Spanish
Business Studies
Computer Science
Creative iMedia
Fine Art
Design and Technology
Drama
Food Preparation & Nutrition
Hospitality & Catering
Music
Religious Studies
Physical Education
INTRODUCTION
Clair Edwards Principal
I would like to welcome you to the GCSE options process. We are proud of the high-quality curriculum that we have put in place and believe that the academic rigour and breadth on offer will provide amazing future opportunities for our students We can all remember the point in our lives where we began to make choices about our future, and we hope that with our guidance, students will feel confident that they have chosen subjects that will allow them to move in the direction they desire
As someone who has been here since Whitelands Academy was founded, it has been fantastic to watch our current Year 9 cohort grow over the last 3 years and I’m looking forward to seeing this continue as they study towards their GCSE’s.
Forder Vice Principal Academic
Welcome to the Year 9 options process As Vice Principal Academic here at Whitelands, I am responsible primarily for the quality of education that your child experiences here This is a really exciting time for the school as our third cohort start their GCSE programmes of study and we are excited to our help our students continue to reach their full potential in the next stage of their academic careers
At the heart of a high-quality education lies a high-quality curriculum, which aims to provide every student with equal access to the best that has been thought and said and ensure that that every student has parity of curriculum entitlement. Our Key Stage 4 curriculum is unashamedly challenging and academic, whilst celebrating and encouraging breadth and creativity Our aim is to ensure that all students leave Whitelands with a solid academic footing, whilst opening up as many pathways as possible through continuing to study a broad range of subjects during their Key Stage Four journey
Core subjects
All students will study and be examined in English Language and Literature, Mathematics and Combined Science to GCSE level, attaining five GCSEs in total.
Guided options
Students will be asked to choose between:
History and Geography 1
French and Spanish 2
Guiding options here will mean that the significant majority of students will sit and achieve the English Baccalaureate package of qualifications. This will competitively open up the doors to further education and employment for students as demonstrated through the research from UCL Institute of Education In addition to this, research from the Sutton Trust reveals that studying the English Baccalaureate can help improve a young person’s performance in English and Mathematics
The English Baccalaureate is a set of subjects at GCSE that keeps young people’s options open for further study and future careers:
English Language and Literature
Mathematics
The Sciences
Either combined Science - Two GCSEs studying Biology, Chemistry and Physics
Separate sciences - three separate GCSEs in Biology, Chemistry and Physics
Geography or History
A Modern Foreign Language
Open options
Students will then be able to make two additional choices We are offering the widest range of subjects that we are able to at this point in time of our opening There is no hierarchy of subjects here, so we encourage students to choose what they enjoy and are good at Students can broaden their qualifications and become creative
Please note that these open options will need to fit into the option blocks outlined on the next page, along with a student's guided options choices We have arranged these to give the maximum amount of flexibility, however we would recommend having reserve choices as not every combination of subjects will be possible
Non-examined
In addition to the above, students will also experience lessons in Physical Education, Religious Education and Relationship, Sexual and Health Education (RSHE) as part of the Government’s statutory guidance. Students will not be examined in Physical or Religious Education unless they choose these subjects as a GCSE
OPTIONS OVERVIEW
English Literature and Language
Mathematics
Combined or Separate Science
History
French OR OR
Geography
Spanish
Choose 2 subjects from the open options list
PE
Food Technology**
Hospitality & Catering**
Drama
Design and Technology
Computer Science
Creative iMedia
Business Studies
Geography*
History*
French*
Spanish*
*If not already selected as part of Ebacc options
**We are currently planning on running either Food Technology or Hospitality & Catering depending on uptake.
Please note that all open choices are dependent on the option block fitting. Open subjects will need to fit around Ebacc subjects (a language and humanities subject) which will fill two of the four option blocks below:
A B C D
Business Studies
Drama
French
Religious Studies
Spanish
Art
Computer Science
Food / Catering
Design & Technology
French History
PE Spanish
Creative iMedia
TIMELINE
Options launch assembly Thursday 13th March 2025.
Parental presentation Thursday 13th March 2025.
Subject taster week commencing 24th March 2025.
Choices selection form issued to students week commencing 31st March
Final option deadline Tuesday 6th May.
Where can you seek advice?
We encourage students to choose the subjects that they enjoy the most and are good at
Students can understand how they are progressing in each subject through their current classroom teacher
Students should read through the curriculum options booklet
Students should experience and ask questions throughout the subject taster fortnight
Students could speak to their tutor and / or Head of Year
KEY STAGE FOUR
There are many similarities between Key Stage 3 and Key Stage 4: High expectations in lessons Core subjects studied by all Uniform and Equipment expectations
Home learning expectations
However, there are also some differences:
Students will not have to study all of the subjects they did at Key Stage 3
Home learning will now involve the use of retrieval platforms including Tassomai, Seneca, Everlearner, Sparx, exam-styled questions and activities around the relevant GCSE specifications.
Assessments will be reported as exam grades rather than a percentage
Key Stage Four Grading System
GCSEs in England have been reformed to keep pace with Universities’ and employers’ demands and the new GCSEs have more demanding subject content The new grade scale makes it clear that the new GCSEs have been studied and has a wider range of higher grades compared to the previous A* to enable further education and employers to distinguish between the students
The grading system now consists of numbers between 1 and 9, where grade 9 is the highest grade possible
GCSE ENGLISH LANGUAGE
Specification code:
Exam Board:
Subject Leader:
Email: 8700 AQA Mrs C Montague cmontague@whitelandsacademy.org
Assessment structure:
Paper 1: Explorations in Creative Reading and Writing
Section A: Reading - one unseen literature fiction text
Section B: Writing - descriptive or narrative writing
Written exam: 1 hour 45 minutes
80 marks
50% of GCSE
Paper 2: Writers’ Viewpoints and Perspectives
Section A: Reading - one non-fiction text and one literary non-fiction text
Section B: Writing - writing to present a viewpoint
Written exam: 1 hour 45 minutes
80 marks
50% of GCSE
Non-examination Assessment: Spoken Language
Presenting a speech and responding to questions on a topic of the students’ choice in Standard English Separate endorsement
Course content:
Comprehension and analysis of unseen extracts
Writing to analyse and compare
Reading a wide range of literary and non-fiction texts
Transactional writing for a range of audiences and forms
Where can this qualification take me?
Careers
Media and journalism
Writing and publishing
Law
Teaching and education
The Arts
Post 16 Education
A Level English Language
A Level English Literature
A Level English Language and
Literature
A Level Drama
A Level Media
GCSE ENGLISH LITERATURE
Specification code:
Exam Board:
Subject Leader:
Email: 8702 AQA Mrs C Montague cmontague@whitelandsacademy.org
Assessment structure:
Paper 1: Shakespeare and the 19th-century novel
One Shakespeare play
One 19th-century novel
Written exam: 1 hour 45 minutes
64 marks
40% of GCSE
Paper 2: Modern texts and poetry
Modern prose or drama texts
The poetry anthology
Unseen poetry
Written exam: 1 hour 45 minutes
96 marks
60% of GCSE
Course content:
Shakespeare: Romeo & Juliet
19th-century novel: A Christmas Carol by Charles Dickens (tbc)
Modern drama text: An Inspector Calls by JB Priestley
Poetry anthology: Worlds and Lives (tbc)
Where can this qualification take me?
Careers
Media and journalism
Writing and publishing
Law
Teaching and education
The Arts
Post 16 Education
A Level English Language
A Level English Literature
A Level English Language and Literature A Level Drama
A Level Media
GCSE MATHEMATICS (9-1)
Specification code:
Exam Board:
Subject Leader:
Email: J560 OCR
Mr C Day charlesday@whitelandsacademy.org
About this course
Our aim is that you should reach your highest level of attainment in Mathematics
We will give you the opportunity to:
Develop fluent knowledge, skills and understanding of mathematical methods and concepts
Acquire, select and apply mathematical techniques to solve problems
Reason mathematically, make deductions and inferences, and draw conclusions
Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context
How the course be assessed:
The groups will be following a linear assessment course, which is assessed in 3 separate papers, all of which must be taken in the summer of Year 11
Foundation Tier - Grades 1 - 5
Higher Tier - Grades 4 - 9 (grade 3 considered)
Assessment structure:
Paper 1: Calculator Paper
Written exam: 1 hour 30 minutes (both Foundation and Higher Tier papers)
80 marks
33% of GCSE
Paper 2: Non-Calculator Paper
Written exam: 1 hour 30 minutes (both Foundation and Higher Tier papers)
80 marks
33% of GCSE
Paper 3: Calculator Paper
Written exam: 1 hour 30 minutes (both Foundation and Higher Tier papers)
80 marks
33% of GCSE
GCSE MATHEMATICS (9-1)
(CONTINUED)
Overview of content
1 - Number
2 - Algebra
3 - Ratio, proportion & rates of change
4 - Geometry & Measures
5 - Probability
6 - Statistics
Special equipment
A set of geometric mathematical instruments
A scientific calculator - we use Casio fx-83GTX and fx-85GTX or newer, direct equivalents
Where can this qualification take me?
Careers
Accountancy
Financial Services
Large Data Analysis
Sur veying
Architecture
Engineering
Economics
Teaching Banking
Business Management
Post 16 Education
A Level Mathematics
A Level Further Mathematics A Level
Biology
A Level Chemistry
A Level Physics
A Level Economics
A Level Psychology
org
n; Infection nse; and the ter; nges
ent of emistry of rticle model agnetism tier of r, and open rgetics; g, structure Energy mical c structure;
Two Written Exam Papers per Science, each 1 hour 45 minutes
Each paper is worth 100 marks and makes up 50% of the GCSE
Students will sit both papers in each Science subject at either Higher Tier (Grades 9 - 4) or Foundation Tier (Grades 5 - 1) This will be determined by class teachers in Year 11
Course content:
Biology: The GCSE in Biology covers the same topics as in Combined Science but with more detail in each Topics include Cells; Organisation; Infection and Response; Bioenergetics; Homeostasis; Inheritance, Variation and Evolution; Ecology
Chemistry: The GCSE in Chemistry covers the same topics as in Combined Science but with more detail in each Topics include Atomic structure and the periodic table; Bonding, structure and properties; Quantitative Chemistry; Chemical changes; Energy Changes; Rate of Chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; Using resources
Physics: The GCSE in Physics covers the same topics as in Combined Science but in more detail and with the addition of a topic on Space The other topics include Energy; Electricity; Particle model of matter; Atomic structure; Forces; Waves; Magnetism and Electromagnetism
GCSE GEOGRAPHY
Specification code:
Exam Board:
Subject Leader:
Email: 8035 AQA
Mr Johnson mjohnson@whitelandsacademy.org
Assessment structure:
Paper 1: Living with the physical environment (Written exam)
1 hour 30 minutes
88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology (SPaG))
35% of GCSE
Paper 2: Challenges in the human environment (Written exam)
1 hour 30 minutes
88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology (SPaG))
35% of GCSE
Paper 3: Geographical applications (Written exam)
1 hour 30 minutes
76 marks (including 6 marks for spelling, punctuation, grammar and specialist terminology (SPaG))
30% of GCSE
Pre-release resources booklet made available 12 weeks before Paper 3 exam
Course content:
Geography helps you to make sense of the world around you. It is hands on, it is relevant and it is fun!
GCSE Geography has a good mix of topics such as urban issues, world development, extreme environments, rivers, and hazards – to name but a few The course will give you the chance to get to grips with some of the big issues which affect our world, and understand the social, economic and physical forces and processes which shape and change our world.
GCSE Geography is designed to allow a large number of topics to be studied and to provide an insight into a variety of the most important and relevant geographical issues This diversity also allows all students to find topics they are interested and engaged in
Paper 1: Living with the physical environment
The challenge of natural hazards (earthquakes, volcanoes, weather hazards, tropical storms & climate change)
The living world (ecosystems, tropical rainforests and hot deserts)
Physical landscapes in the UK (River and coastal landscapes in the UK)
GCSE GEOGRAPHY
(CONTINUED)
Paper 2: Challenges in the human environment
Urban issues and challenges (Urban growth, study of cities including Rio De Janerio, Brazil and urban sustainability)
The changing economic world (economic development, quality of life, studying Bristol, UK)
The challenge of resource management (The changing demand for resources, how the demand of food, water and energy is rising globally and can lead to conflict and different strategies that can be used to increase supply of food, water and energy)
Paper 3: Geographical applications
Section A: Issue Evaluation - Students are given a ‘pre-release booklet’ 12 weeks before their exams that linked to one topic they have already studied, and will be expected to answer questions on the booklet during the exam. Students will also have a copy of the pre-release booklet with them on the day of the exam
Section B: Fieldwork – Students will have already undertaken two geographical enquiries (fieldtrips) and based on the fieldtrip, students will be expected to answer exam questions on the whole enquiry process, ranging from picking a question suitable for geographical enquiry to evaluating the geographical enquiry
Additional information:
Two-day field trips will be taking place during the GCSE course: one towards the end of Y10 and one towards the start of Y11 Field trips are compulsory
Where can this qualification take me?
Careers
Archaeologist, cabin crew, cartographer, climate scientist, countryside ranger, diplomatic service officer, drone pilot, ecologist, environmental consultant, estates officer, geoscientist, land surveyor, lawyer, landscape architect, planning and development surveyor, quantity surveyor, rural surveyor, secondary school teacher, seismologist, tourist guide, town planner, transport planner and travel agent to name a few!
Post 16 Education
A-Level Geography
Any literacy-based subjects
Any science-based subjects
Students who would be successful in this qualification would:
Enjoy it now
Think they will enjoy studying the topics on the GCSE course
Enjoy field work
Enjoy reading and interpreting data and maps
Be evaluative of topics
Want to be challenged personally and academically
Edexcel GCSE HISTORY (9-1)
Specification code:
Exam Board:
Subject Leader:
Email: 1HI0
Edexcel Mr C James cjames@whitelandsacademy.org
Assessment structure: 3 x written examinations
Paper 1: Thematic study and historic environment (30% of the qualification) 52 marks (4 marks) (16 marks for the historic environment, 36 for the thematic study) 1 hour and 20 minutes
Paper 2: Period study and British depth study (40% of the qualification) 64 marks (32 for the period study, 32 for the British depth study). 1 hour and 50 minutes.
Paper 3: Modern depth study (30% of the qualification) 52 marks (4 marks for SPAG) 1 hour and 30 minutes
Course content:
History helps you to understand the world as it is today by exploring the past It allows you to be inquisitive, to interact with the past in different ways and is fun.
GCSE History topics cover a wide range of subjects and areas including, Elizabethan England, Weimar and Nazi Germany, the progress of migration through time and conflict in the Middle East, helping us to understand the world around us The course will help you get to grips with some of the biggest historical issues and topics
British Depth Study- Early Elizabethan England Queen, government and religion 1558-69: Elizabeth’s accession to the throne, the ‘settlement of religion, challenge to the religious settlement and the problem of Mary, Queen of Scots Challenges to Elizabeth at home and abroad 1569-1588: Plots and revolts at home, relations with Spain, outbreak of war with Spain, Armada.
Elizabethan society in the age of exploration 1558-1588: Education and leisure, the problem with the poor, exploration and voyages of discovery, Raleigh and Virginia
Modern depth study- Weimar and Nazi German
The Weimar Republic 1918-29: Origins of the Republic 1918-19, early challenges to Weimar republic 1919-23, recovery of the republic 1924-29, changes in society 1924-29. Hitler’s rise to power 1919-33: Early development of the Nazi party 1920-22, Munich Putsch and the lean years 1923-29, growth in support for the Nazis 1929-32, how Hitler became chancellor 1932-33 Nazi control and dictatorship 1933-39: Creation of a dictatorship 1933-34, the police state, controlling and influencing attitudes, opposition, resistance and conformity
Edexcel GCSE HISTORY (9-1)
(CONTINUED)
Life in Nazi Germany 1933-39: Nazi policies towards women, Nazi policies towards the young, employment and living standards, persecution of minorities
Thematic study and historic environment- Migrants in Britain and Notting Hill
800- 1500: Migration in medieval England Context for migration, the experience and impact of migrants and a case study of York under the Vikings 1500-1700: Migration in early modern England Context for migration, the experience and impact of migrants and a case study of Sandwich and Canterbury in the sixteenth century 1700-1900: Migration in eighteenth and nineteenth century
England Context for migration, the experience and impact of migrants and case studies of Liverpool in the nineteenth century and the experience of Jewish migrants in the East End of London
Migration in modern Britain Context for migration, the experience and impact of migrants and case studies of Bristol in the midtwentieth century and the experience of Asian migrants in Leicester from 1945
Notting Hill 1948-1970 Local context, Caribbean cultures, Racism and policing, Black activism, national and regional context. Knowledge and selection of sources for historical enquiries
British America, 1713-83: empire and revolution.
British settlement in North America, 1713-41: Developments in colonial society (including impact of piracy and impact of immigration), slavery in North America and problems with the colonies
A disrupted society, 1742-64: The impact of cultural developments, war and the aftermath of the French and Indian war
The loss of an empire, 1765-83: British and American colonist relations, the War of Independence and the consequences of war in America.
Where can this qualification take me?
Careers
Academic historian, Academic researcher, Accountant, Archaeologist, Business consultant, Charity worker, Conservator, Editor, Education officer, Events manager, Heritage manager, Historian, HR Manager, Gallery curator, Genealogist, Librarian, Marketing Executive, Media researcher, Museum curator, Political Analyst, Solicitor, Teacher or Lecturer, Writer or Journalist
Post 16 Education
Skills and knowledge developed in History would be an appropriate choice for anyone wishing to pursue further academic study at A-level or degree level in the humanities and social sciences as well as a wide range of subjects where high-level thinking and writing skills are required
Transferrable skills that you gain in History include:
Highly relevant knowledgeHistory will help you to understand the world and tensions which affect the world around you
Looking at issues from different perspectives - One of a historians main roles is to consider different strands of evidence around a certain topic This will allow you to consider different viewpoints
Critical thinking - History will teach you to consider the usefulness and reliability of evidence presented to you, allowing you to question the world around you effectively
Research skills - History will require you to research topics that we are studying. This will be a highly desirable skill for future employers
Students who would be successful in this qualification would:
Currently enjoy and have and interest in some historical topics
Think they will be interested on the new GCSE topics
Be interested in understanding how different historical topics all interlink with each other, also known as a ‘holistic view’ of history
Each paper is available in Foundation and Higher tier You have to complete either all higher or all foundation papers: you cannot mix and match.
Paper 1: Speaking – 50 marks (25% of total)
15 minutes prep time, including 1 minute in a private space to prepare for the reading aloud section Foundation: 7-9 minutes
Higher: 10-12 minutes
The assessment includes three tasks:
Task 1: Read aloud and respond to 2 short unprepared questions
Task 2: Role-play in a transactional setting
Task 3: Picture description (choose one from two allocated by the exam board), with 2 short unprepared questions and a follow-on conversation chosen in advance by the student
Paper 2: Listening and Understanding – 50 marks (25% of total) Foundation: 45 minutes
Higher: 60 minutes
The assessment includes 5 minutes reading time.
There are 2 sections:
Section A: Listening – multiple choice, multiple-response and shortanswer open response questions All questions are set in English
Section B: Dictation
Paper 3: Reading and understanding in French - 50 marks (25% of total) Foundation: 45 minutes
Higher: 60 minutes
There are two sections:
Section A: Reading - multiple-choice, multiple-response and shortanswer open response questions All questions are set in English
Section B: Translation into English
Paper 4: Writing in French Foundation: 1 hour 15 minutes
Higher: 1 hour 20 minutes
There are two or three sections, depending on the tier:
Picture task (Foundation tier only)
Two writing responses (both tiers, with a choice of two options for each question)
Translation into French (both tiers)
(CONTINUED)
Course content:
The assessments for all skill areas focus on the following six themes:
My personal world (eg family, friends, relationships)
Lifestyle and wellbeing (eg equality, physical and mental wellbeing, food and drink, sports)
My neighbourhood (eg places in town, shopping, transport, the natural world, environmental issues)
Media and technology (eg social media and gaming, music, TV and film)
Studying and my future (eg future opportunities for work and travel, school)
Travel and tourism (eg. accommodation, tourist attractions)
These themes and topics are studied in the context of students’ home country, France and French-speaking countries
For listening and reading assessments, the majority of the tasks are based on the culture of France and other French-speaking countries
Additional information:
In the speaking and writing papers, students are expected to refer to the culture of France and other French-speaking countries, as well as examples from their own life It is important to take an interest in France and the wider world when studying for this course
Where can this qualification take me?
Careers
Translation and Interpreting Publishing
International finance and business International law
Travel and tourism industries
Media
Post 16 Education
A-level French
Other A-level languages
Students who would be successful in this qualification would:
Have an interest in France, French culture and the French-speaking world
Have good attention to detail
Enjoy learning about language, grammar and new vocabulary
Each paper is available in Foundation and Higher tier You have to complete either all higher or all foundation papers: you cannot mix and match.
Paper 1: Speaking – 50 marks (25% of total)
15 minutes prep time, including 1 minute in a private space to prepare for the reading aloud section Foundation: 7-9 minutes
Higher: 10-12 minutes
The assessment includes three tasks:
Task 1: Read aloud and respond to 2 short unprepared questions
Task 2: Role-play in a transactional setting
Task 3: Picture description (choose one from two allocated by the exam board), with 2 short unprepared questions and a follow-on conversation chosen in advance by the student.
Paper 2: Listening and Understanding – 50 marks (25% of total)
Foundation: 45 minutes
Higher: 60 minutes
The assessment includes 5 minutes reading time
There are 2 sections:
Section A: Listening – multiple choice, multiple-response and shortanswer open response questions All questions are set in English
Section B: Dictation
Paper 3: Reading and understanding in Spanish - 50 marks (25% of total) Foundation: 45 minutes
Higher: 60 minutes
There are two sections:
Section A: Reading - multiple-choice, multiple-response and shortanswer open response questions All questions are set in English
Section B: Translation into English
Paper 4: Writing in Spanish
Foundation: 1 hour 15 minutes
Higher: 1 hour 20 minutes
There are two or three sections, depending on the tier:
Picture task (Foundation tier only)
Two writing responses (both tiers, with a choice of two options for each question)
Translation into Spanish (both tiers)
GCSE BUSINESS
Specification code:
Exam Board:
Subject Leader: Email: J204 OCR
Ms B Lyall rlees@whitelandsacademy.org
Assessment structure:
Business (01): Business activity, marketing, and people
Students are introduced to business concepts and issues concerning the activities of a business They explore the purpose and role of a business from spotting an opportunity through to the growth of an established business They also look at the role of marketing and human resources
Written exam: 1 hour 30 minutes
80 marks
50% of GCSE
Business (02): Operations, finance, and influences on business*
Students take a closer look at the role of operations and finance in business activity Operations include production processes, quality of goods and services, customer service, and working with suppliers Finance covers its role, its sources, costs, profit and loss, cash, and cash flow
They also explore how business responds to external influences, such as ethical and environmental considerations, the economic climate and globalisation, and the interdependent nature of business
Written exam: 1 hour 30 minutes
80 marks
50% of GCSE
Where can this qualification take me?
Careers
Education, Retail, Hospitality, Accountant
Post 16 Education
A-level, Apprenticeships, University
Students who would be successful in this qualification would:
Be able to understand the business world which they will enter after finishing school / college / university
Be able to make informed decisions and put forward arguments to persuade others
Have the knowledge to help you set up a business of your own
The skills you learn such as evaluation and problem solving will be useful in several other subjects
Business can lead on to many vocational qualifications and is a good steppingstone for you in A-Level subjects, especially economics, accountancy and of course A-Level Business
GCSE COMPUTER SCIENCE
Specification code:
Exam Board:
Subject Leader:
Email: J227 OCR Mrs P Mofford pmofford@whitelandsacademy.org
Assessment structure:
Component 1: Computer Systems
Introduces students to the central processing unit (CPU), computer memory and storage, data representation, wired and wireless networks, network topologies, system security and system software It also looks at ethical, legal, cultural, and environmental concerns associated with computer science
Written exam: 1 hour 30 minutes
80 marks
50% of GCSE
Component 2: Computational thinking, algorithms and programming
Students apply knowledge and understanding gained in component 01 They develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic, and translators
Written exam: 1 hour 30 minutes
80 marks
50% of GCSE
Course content:
GCSE Computer Science is relevant to the modern, changing world and designed to boost the computing skills essential for 21st century Computing influences and affects everything we do from Science to Manufacturing to Research or Medicine just to name a few During this course you will have the opportunity to study the depths of the single most powerful tool the world has seen, which will certainly provide a great future for you. You will investigate how computers work, with the emphasis on ‘Computational Thinking’, which will help you to gain the diverse skills linked with problem solving
These skills result from studying the nature of computation through the ability to think logically, algorithmically, and recursively The course also allows you to enhance some obviously important skills you already have from the ability to explain, to be creative, work in a team and understand people Computer Science is unique in the way it brings these diverse skills together and encourages mental versatility, where you will use your new-found programming skills on an independent coding project by solving a real-world problem of your choice
Programming in action
Students are to be given the opportunity to undertake a programming task(s) during their course of study which allows them to develop their skills to design, write, test, and refine programs using a high-level programming language. Students will be assessed on these skills during the written examinations, in particular component 02 (section B) This part will challenge you to apply the knowledge and skills you have learned
Where can this qualification take me?
Career - Software developer
Post 16 Education University
Career - Web designer Post 16 Education Apprenticeship
Career - Game developer Post 16 Education Work Experience
GCSE CREATIVE iMEDIA
Specification code:
Exam Board:
Subject Leader:
Email: J834 OCR Mrs P Mofford pmofford@whitelandsacademy.org
Assessment structure:
Part 1: Coursework
60% of GCSE
You’ll spend most of your time creating incredible projects, like designing visual graphics, editing videos and building a professional portfolio to showcase your talent
Part 2: External Exam
40% of GCSE
A chance to demonstrate your understanding of the media industry in a structured, straightforward exam
Course content:
Creative Media in the Industry
Explore the fascinating roles and opportunities in the media industry
Learn about the legal and ethical sides of creating digital content and develop the skills needed to succeed in creative jobs
Visual Identity & Digital Graphics
Design logos and graphics that truly represent a brand Master the principles of graphic design and engage audiences and bring your creative vision to life.
Visual Imaging
Learn to plan, shoot and edit amazing photos and videos Discover the secrets behind impactful visuals and how to respond to real-world client briefs
Why Choose Creative Media?
Are you a creative thinker with a passion for technology? Do you love designing, storytelling or bringing ideas to life? Creative iMedia is your chance to combine creativity with cutting-edge digital kills to make exciting projects that can shape your future! This hands-on course is all about interactive multimedia products - from designing eye-catching visuals to create stunning videos and graphics It’s the perfect blend of art, design and IT skills, setting you up for an amazing career in the creative industries
Where can this qualification take me?
Creative iMedia opens the door to exciting opportunities, including:
A Levels, T Levels or Level 3 vocational qualifications in Media, IT and Digital Design.
Apprenticeships and careers in the creative industries, such as graphic design, digital marketing, filmmaking or game development
Students will complete a portfolio sustained project, working through initial ideas, experimentation and develop, to a final piece The topic is decided by individual schools and this is yet to be confirmed. Students will then have the opportunity to develop their portfolio further, choosing their own topic of study
No time limit 96 marks 60% of GCSE
Component 2: Externally set assignment
Students will respond to their chosen theme from a set list given by the exam board This is assessed during a 10-hour exam period This period takes place in the Art classroom
Preparatory period followed by 10 hours of supervised time 96 marks 40% of GCSE
Course content:
Students will explore a variety of the following:
Drawing
Painting
Sculpture Installation
Lens/Light-based media
Photography and Moving Image
Printmaking
Mixed Media
Land Art
Where can this qualification take me?
Careers
Graphic Designer
Interior Designer
Multimedia Artist
Visual Merchandiser
Art teacher/ educator/lecturer
Printmaker
Art Therapist
Architect
Post 16 Education
Level 3 Art and Design
A-level Fine Art
Students who would be successful in this qualification would:
Benefit from a model which is 100% coursework based
Be organised with time and materials
Be creative and want to develop their own style
GCSE DESIGN AND TECHNOLOGY
Specification code:
Exam Board:
Subject Leader:
Email: 8552 AQA
Mrs T Peters tpeters@whitelandsacademy.org
Assessment structure:
Part 1: Written Exam 2 hours
50% of GCSE
Part 2: Non-Exam Assessment (NEA)
Substantial Design and make task
50% of GCSE (30-35 hours approx)
Course content:
The Design and Technology GCSE focuses on the knowledge, understanding and skills required to undertake the iterative design process of exploring, creating and evaluating. The majority of the G specification will be delivered through the practical application of knowledge and understanding The subject content for the GCSE h been split into three sections as follows:
Core technical principles (for example: new/emerging technolo and developments in new materials)
Specialist technical principles (for example: forces and stresses, forms and specialist techniques/processes)
Designing and making principles (for example: the work of othe prototype development and communication of design ideas)
Additional information:
50% of the assessment is through the Non-Examined Assessment majority of the marks are awarded from the design and evaluating process rather than from the making of the product Students who successful can apply the knowledge being taught in lessons to the detailed design and evaluation process as well as the written exam paper
Where can this qualification take me?
Careers Engineering Architecture Carpentry
Post 16 Education
A-Level Art and Design
A-Level Design and Technology: Fashion and A-Level Design and Technology: Product Des
Students who would be successful in this qualification would:
Have participated in Design Technology practical lessons in a sa sensible manner throughout KS3
Have been well-focused and engaged in their Design Technolo lessons throughout KS3
Be prepared to work hard throughout Years 10 and 11 Students be prepared to work on the Non-Exam Assessment (NEA) outsi lesson time in order to complete this part of the GCSE to a high standard
GCSE FOOD PREPARATION
AND NUTRITION
Specification code: Exam Board:
Subject Leader: Email: 8585 AQA Mrs T Peters tpeters@whitelandsacademy.org
Assessment structure:
Part 1: Written Exam 1 hr 45 minutes
50% of GCSE
Part 2: Non-Exam Assessment (NEA)
50% of GCSE
Task 1: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation
Task 2: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included
Course content:
The Food Preparation and Nutrition GCSE focuses on the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating The majority of the course will be delivered through preparation and making activities Students will be able to make the connections between theory and practice to apply their understanding of food and nutrition to practical preparation Topics within the GCSE are:
In Year 10, students are likely to cook at least once over a 2-week period Students are expected to provide and organise their own ingredients based on the recipes being taught within the curriculum Year 11 focuses predominantly on the two tasks that make up the non-exam assessment (NEA)
Lv 3 Advanced Technical Diploma for Professional Chefs
A-Level Home Economics: Food & Nutrition
Students who would be successful in this qualification would:
Have participated in Food Preparation and Nutrition practical lessons regularly throughout KS3.
Have been well-focused and engaged in their Food Preparation and Nutrition lessons throughout KS3
Be prepared to work hard throughout Years 10 and 11 Students need to be prepared to plan, prepare and cook dishes at home in order to support their learning at GCSE level
Have a good understanding of Science
GCSE HOSPITALITY & CATERING
Specification code:
Exam Board:
Subject Leader:
Email: 5409 WJEC
Mrs T Peters tpeters@whitelandsacademy.org
Assessment structure:
Unit 1: The Hospitality and Catering industry
1 hour 30 minutes written exam
Worth 40% of the final grade
Unit 2: Hospitality and Catering in action
Non exam assessment (NEA)
Worth 60% of the final grade
Course content::
Unit 1: Hospitality and catering industry
You will focus on learning about different types of providers, legislation, food safety and the roles and responsibilities within the sector.
Unit 2: Hospitality and catering in action
You will develop practical skills for planning, preparing, cooking and presenting nutritional dishes to meet specific client’s needs In Year 10 students are required to provide their own ingredients and must be prepared to assume this commitment on both a financial and organisational basis
Additional information:
Hospitality and Catering is offered to all students who are aiming for a vocational route at post 16 Whilst not a GCSE qualification, a Vocational award ‘Level 2’ will be suitable for students aiming to go into college courses or the work pace, in any of a broad range of hospitality and catering roles A keen interest in following a career path in catering would be a key success in this course
Practical sessions will take place frequently to reflect the ‘hands-on’ nature of the course.
Where can this qualification take me?
Hospitality
Chef Caterer Supervisor Hostess
Waiter/Waitress
Industry
Brewer
Food Taster
Product Developer
Quality Control Officer
GCSE RELIGIOUS STUDIES A
Specification code:
Exam Board:
Subject Leader:
Email: 8585 AQA
Mr M Brown mbrown@whitelandsacademy.org
Assessment structure:
Non-textual studies route
Component 1: Study of Religions
Component 2: Thematic Studies
Written exam: 1 hour 45 minutes 96 marks (plus 9 marks in total for spelling, grammar and punctuation)
Both papers worth 50% of the GCSE each 1, 2, 4, 5 and 12 mark questions
Course content:
Hinduism: Beliefs and teachings
Hinduism: Practices
Christianity: Beliefs and teachings
Christianity: Practices
Religion and families
Religion and life
Religion, peace and conflict
Religion, human rights and social justice
Additional information: Key skills developed
Critical thinking
Understanding and challenging the ideas and arguments of others
Understanding how arguments are built to persuade people of a particular perspective
Being able to develop ideas and construct arguments of your own
Developing excellent literacy skills
Developing skills from a range of academic disciplines
Reflecting on your own ideas and values
Where can this qualification take me?
Careers
Where you need core skills the subject develops e.g.
Legal work
Humanitarian sector
Psychotherapy
Editor
OR which requires substantive knowledge of world views & cultures
Anthropologist
Documentary maker
Cross cultural consultant
Post 16 Education
Skills and knowledge developed in RS would be an appropriate choice for anyone wishing to pursue further academic study at A level or degree level in the humanities and social sciences as well as a wide range of subjects where high-level thinking and writing skills are required
Students who would be successful in this qualification would:
Enjoy it now
Think they will enjoy studying the new topics on the GCSE course
Be interested in the impact of religion on the world
Be keen to understand and develop their views about ethical and philosophical questions
Want to be challenged personally and academically
Want to improve their literacy and critical thinking skills
GCSE PHYSICAL EDUCATION (9-1)
Specification code:
Exam Board:
Subject Leader:
Email:
Assessment structure:
Paper 1: Physical factors affecting performance
1 hour
60 marks
30% of GCSE
Paper 2: Socio-cultural issues and sport psychology
1 hour
60 marks
30% of GCSE
Non-exam Assessment (NEA): Practical Performances
Practical Moderation of 3 sports one from individual list
one from team list one from either list
60 marks
30% of GCSE
Non-exam Assessment (NEA): Analysis and Evaluation of Performance
Written coursework drawing on knowledge, understanding and skills to analyse and evaluate their own or a peer’s performance in one activity Produced under controlled conditions
20 marks
10% of GCSE
Course content:
J587/01 Physical factors affecting performance
10 Applied anatomy and physiology
2.0 Physical training
J587/02 Socio-cultural issues and sports psychology
21 Socio-cultural influences
22 Sports Psychology
23 Health, fitness and well-being
J587/04 Practical Performance
This component assesses core and advanced skills in three activities taken from the approved lists:
One from individual list
One from team list
One from either list
GCSE PHYSICAL EDUCATION (9-1)
(CONTINUED)
J587/05 Analysis and Evaluation of Performance
Written coursework drawing on knowledge, understanding and skills to analyse and evaluate their own or a peer’s performance in one activity Produced under controlled conditions
Where can this qualification take me?
Careers
Professional Sportsperson
Lifeguard, Personal Trainer
Performance sports scientist
Physiotherapist
Sports psychologist
Outdoor Activities Instructor
Sports Agent
Physical Education Teacher
Sports Commentator
Events Manager
Coach
Referee/official
Leisure/wellbeing Manager
Sport development officer
Nutritionist and more
Post 16 Education
GCSE Physical Education will provide students with knowledge and transferable skills to support them in a range of post 16 routes
A-level & Degree
The course would be appropriate for students wishing to pursue further academic study at A level and Degree level in a variety of sport and science related courses
Apprenticeships / Vocational Education
The course will provide students with the necessary skills and experiences for a variety of apprenticeships and vocational course
See https://www.careerpilot.org.uk /job-sectors/subject/pe#link-3 for specific examples of post-16 Education relating to GCSE Physical Education
Students who would be successful in this qualification would:
Enjoy physical activity and take an interest in sport
Engage in physical activity and leadership/coaching roles outside of school in a minimum of 3 sports/activities
Have an interest in understanding structures and functions of body systems in relation to physical activity and sport (Sport Science)
Have an interest in understanding socio-cultural and psychological influences on participation in sport
Be interested in developing data analysis and evaluation techniques in relation to physical activity and sport
Be dedicated to developing their teamwork and leadership skills
