Haverfordwest High V.C. School

KS4 Options Booklet

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ContentsEnglish GCSE..........................................................................................................................................4

English Literature GCSE.........................................................................................................................6

Mathematics GCSE................................................................................................................................8

Mathematics - Numeracy GCSE...........................................................................................................10

Science (Double Award)......................................................................................................................12

Religious Studies GCSE........................................................................................................................14

Welsh Second Language GCSE.............................................................................................................16

Welsh Baccalaureate...........................................................................................................................17

Art and Design GCSE............................................................................................................................19

Art and Design – Textile Design GCSE..................................................................................................20

Business GCSE......................................................................................................................................21

City & Guilds Level 1 Certificate in Construction Skills (Carpentry)......................................................22

Computer Science GCSE......................................................................................................................23

Pearson BTEC Level 1/Level 2 First Award in Children's Play, Learning and Development..................24

Pearson BTEC Level 1 Diploma in Caring for Children..........................................................................26

Drama GCSE.........................................................................................................................................27

Engineering..........................................................................................................................................29

Level 1 NVQ Certificate in Performing Engineering Operations...........................................................30

Food and Nutrition GCSE.....................................................................................................................31

French GCSE........................................................................................................................................32

Geography GCSE..................................................................................................................................33

Geology GCSE......................................................................................................................................35

History GCSE........................................................................................................................................36

Information and Communication Technology GCSE............................................................................38

Music GCSE..........................................................................................................................................40

Physical Education GCSE......................................................................................................................41

Tourism WJEC Level 1/2 Vocational Award.........................................................................................42

Triple Science.......................................................................................................................................43

Technology GCSE – Product Design and Textiles.................................................................................46

VTCT Level Extended Award in Hair and Beauty Skills.........................................................................47

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COMPULSORY SUBJECTS

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English GCSE

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English language GCSE will enable learners to:

demonstrate oracy (speaking and listening), reading and writing skills that are instrumental in communicating with others confidently, effectively, precisely and appropriately

demonstrate their proficiency in accessing and retrieving information from a wide range of written and dynamic/digital texts, forming a broad general understanding of the text, summarising and synthesising content, inferring intended meaning and evaluating its purpose

understand the patterns, structures and conventions of oral and written language

understand the impact of variations in language, selecting and adapting speech and writing to different situations, purposes and audiences

develop their skills in order to meet their own personal needs as well as the needs of employers and further education so that they can fully participate in society and the world of work

develop their verbal reasoning and their ability to think constructively and critically in response to written and digital/dynamic texts

develop their proofreading and editing skills acquire the necessary skills needed for further study, including the study

of English at Level 3 of the National Qualifications Framework.

Oracy, reading and writing skills will be recognised in GCSE English language.

Students will be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study. They will develop their ability to use English as active and informed citizens and be able to speak, listen, read and write fluently, appropriately, effectively and critically – for a wide range of personal, functional and social purposes. Candidates will be expected to respond to a wide range of written texts, including challenging and dynamic texts. They will develop the knowledge and skills required to make informed decisions about further learning opportunities and career choices.

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English Literature GCSE

This GCSE specification in English Literature is based on the conviction that the study of literature should centre on an informed personal response and a critical understanding of a range of texts in the genres of prose, poetry, and drama.

This qualification is made up of two externally assessed units, and one internally assessed unit. The two externally assessed units test learners’ knowledge and understanding of prose from different cultures, contemporary unseen poetry and literary heritage and contemporary drama/prose. The internally assessed unit tests learners’ knowledge and understanding of a play by Shakespeare and Welsh writing in English.

Teachers and their students have some flexibility in the choice of texts to be studied, and some overlap with GCSE English Language is possible and, indeed, encouraged, as it is felt that the study of literature can greatly enhance a student’s writing skills, and that practising his/her own writing skills can lead a student to increased enjoyment of, and success in, reading and analysing texts.

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This GCSE specification in English Literature should encourage learners to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. It should extend learners’ interest in, and enthusiasm for, literature as they develop an understanding of the ways in which literature is rich and influential. It should prepare learners to make informed decisions about further learning opportunities and career choices.English Literature GCSE enables learners to:

understand that texts from English, Welsh or Irish literary heritage have been influential and significant over time and explore their meaning today

explore how texts from different cultures and traditions may reflect or influence values, assumptions and a sense of identity

connect ideas, themes and issues, drawing on a range of texts become critical readers of fiction and non-fiction prose, poetry and drama experience different times, cultures, viewpoints and situations as found in

literary texts foster an appreciation of Wales’ cultural heritage through the study of

Welsh writing in English.

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Mathematics GCSEThere are 3 tiers of entry for this qualification.

Higher Tier: Grades A* – CIntermediate Tier: Grades B – EFoundation Tier: Grades D – G

GCSE Mathematics will build on and progress from the levels of mathematicsPupil will have studies throughout their KS3 years.

GCSE Mathematics will extend to aspects of mathematics needed for progression to scientific, technical or further mathematical study.

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This specification will encourage learners to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study. It will help learners to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance and relevance of mathematics to their everyday lives and to society.

It will enable learners to appreciate the coherence, creativity, elegance and power of mathematics. It will help to prepare pupils to make informed decisions about further learning opportunities and career choices. It will have an emphasis on those aspects of mathematics required for progression into mathematics or mathematically-related disciplines or employment routes. It will feature problems set both in real-world contexts and within mathematics itself and will encourage learners to employ and evaluate different mathematical techniques.

Mathematics GCSE should enable pupils to: develop knowledge, skills and understanding of mathematical methods,

techniques and concepts required for progression into mathematics or mathematically-related disciplines or employment routes

make connections between different areas of mathematics select and apply mathematical methods in both mathematical and real-

world contexts reason mathematically, construct arguments and simple proofs, and make

logical deductions and inferences develop and refine strategies for solving a range of mathematical and

real-world problems communicate mathematical information in a variety of forms interpret mathematical results and draw and justify conclusions that are

relevant to the context communicate mathematical information in a variety of forms.

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Mathematics - Numeracy GCSEThere are 3 tiers of entry for this qualification.

Higher Tier: Grades A* – CIntermediate Tier: Grades B – EFoundation Tier: Grades D – G

GCSE Mathematics – Numeracy will build on and progress from the levels of numeracy expected at the end of Key Stage 3 through the Literacy and Numeracy Framework and will assess the mathematics that learners will need in their everyday lives, in the world of work, and in other general curriculum areas.

This specification will encourage learners to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study. It will help learners to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance and relevance of mathematics to their everyday lives and to society.

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It will have an emphasis on those aspects of mathematics which are of most relevance to learners functioning as informed twenty-first century citizens. It will prepare learners to make decisions about further learning opportunities and career choices. Solving problems in the real world and the problem-solving cycle will feature within the specification as well as the more numerical aspects of mathematics. There will also be opportunities for learners to make informed decisions about the use of technology, the management of money and the use of statistics.

The GCSE specification in Mathematics – Numeracy will enable learners to:

develop knowledge, skills and understanding of mathematical and statistical methods, techniques and concepts required for everyday life, in the world of work, and in other general curriculum areas

select and apply appropriate mathematics and statistics in everyday situations and contexts from the real world

use mathematics to represent, analyse and interpret information acquire and use strategies for problem solving and modelling in context understand that models may need refining and that there may be more

than one way to solve a problem interpret mathematical results and draw and justify conclusions that are

relevant to the context communicate mathematical information in a variety of forms.

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Science (Double Award)There are two tiers of entry for this qualification:

Higher Tier – Grades A* - DFoundation Tier – Grades C – G

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Science (Double Award) GCSE provides a broad, coherent, satisfying and worthwhile course of study. It encourages pupils to develop confidence in, and a positive attitude towards, science and to recognise its importance in their own lives and to society. Studying GCSE Science (Double Award) provides the foundations for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity, and all learners should be taught essential aspects of the knowledge, methods, processes and uses of science.

They should be helped to appreciate how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas relating to the sciences which are both inter-linked, and are of universal application. These key ideas include:

the use of conceptual models and theories to make sense of the observed diversity of natural phenomena

the assumption that every effect has one or more cause that change is driven by differences between different objects and

systems when they interact that many such interactions occur over a distance without direct contact that science progresses through a cycle of hypothesis, practical

experimentation, observation, theory development and review that quantitative analysis is a central element both of many theories and

of scientific methods of inquiry.

Pupils will be introduced to a wide range of scientific principles which will allow them to enjoy a positive learning experience. Practical work is an intrinsic part of science. It is imperative that practical skills are developed throughout this course and that an investigatory approach is promoted.

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Religious Studies GCSE

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Religious Studies GCSE provides opportunities for candidates to follow a course that is coherent and that balances knowledge of core beliefs, teachings and practices of at least two religions, with an understanding of how they can be applied to philosophical and ethical themes.

The specification will: develop learners’ knowledge and understanding of religions and non-

religious beliefs, such as atheism and humanism develop learners’ knowledge and understanding of religious beliefs,

teachings, practices, and sources of wisdom and authority, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying

develop learners’ ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject

provide opportunities for learners to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life

challenge learners to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community

provide learners with the opportunity to study Welsh perspectives, which arise naturally from the subject matter, enriching learners' understanding of the world around them.

Following this specification will enable learners to: deepen their understanding of the relationship between people become informed about common and divergent views within traditions in

the way beliefs and teachings are understood and expressed demonstrate knowledge and understanding of the fact that religious

traditions of Great Britain are, in the main, Christian understand that religious traditions in Great Britain are diverse and

include the following religions: Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as non-religious beliefs, such as atheism and humanism.

Religious Studies GCSE takes a distinctive issues based approach to the study of religious, philosophical and ethical studies in the modern world. It provides opportunities for pupils to understand more about the world, the religious challenges it faces and their place within it.

Following this GCSE course will deepen understanding of religions and their effects on society. It will develop learners' competence in a wide range of skills and approaches and enable young people to become religiously informed and thoughtful, engaged citizens

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Welsh Second Language GCSE

Welsh second language GCSE will enable pupils to: understand and use the language for a variety of purposes and audiences develop language learning skills and strategies in order to enable

candidates to communicate and interact confidently and spontaneously in relevant situations and specified context

develop language learning skills and strategies to enable candidates to develop their grasp Welsh further

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

use Welsh in further studies, in the workplace and in their communities develop curiosity about the Welsh language.

This GCSE has two external assessment units which are weighted equally and two internal assessment units. The two external assessment units test reading and writing skills while the two internal assessment units test oral and listening skills.

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Welsh BaccalaureateThe central focus of the Welsh Baccalaureate at Key Stage 4 is to provide a vehicle for 14-16 year olds to consolidate and develop essential and employability skills. The qualification will help learners to prepare for their future by developing skills, attributes and behaviours valued by post-16 educators and potential employers. The emphasis in the Welsh Baccalaureate is on applied learning i.e. acquiring and applying a range of transferable skills. Pupils will develop skills in the context of purposeful tasks and appropriate knowledge and understanding. The Welsh Baccalaureate will encourage the learner to value skills development as a key aspect of education and life-long learning. Offering a learning experience relevant to the needs and demands of the workplace will develop learners’ confidence, drive and initiative, preparing them to enter, succeed and progress in the world of work.

Through the Welsh Baccalaureate pupils will raise their skills levels and confidence, enabling and empowering them to take their place as responsible and active citizens within a diverse society. Alongside and through the development of skills, the Welsh Baccalaureate provides learners with the opportunity to develop their knowledge and understanding of society, the community in which they live and an awareness of global issues, events and perspectives.

The Welsh Baccalaureate is based on a Skills Challenge Certificate alongside Supporting Qualifications. The requirements of both the Skills Challenge Certificate and Supporting Qualifications must be met in order to achieve the overarching Welsh Baccalaureate. The Skills Challenge Certificate consists of four components which are followed by all learners:

Individual Project Enterprise and Employability Challenge Global Citizenship Challenge Community Challenge

The combined outcomes of the four components will determine whether the Skills Challenge Certificate is awarded at National or Foundation level. The Supporting Qualifications include two mandatory GCSEs of English Language or Welsh Language together with Mathematics-Numeracy or Mathematics. A further three GCSEs are also required, of which two may be of equivalent qualifications. To meet the National Welsh Baccalaureate requirements all five of the Supporting Qualifications must be achieved at grades A*-C. Similarly, for the Foundation Welsh Baccalaureate the Supporting Qualifications must be achieved at grades A*-G.

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OPTIONAL SUBJECTS

Art and Design GCSE18

The WJEC GCSE in Art and Design is designed to provide engaging, challenging, coherent and meaningful learning experiences through a flexible structure that supports the sequential and incremental development of creative practice.

This rewarding and immersive programme of study broadens experience, develops imagination and technical skills, fosters creativity and promotes personal and social development. The focus of the course is to nurture an enthusiasm for Art, Craft and Design and, through a broad introductory foundation programme, to develop critical, practical and theoretical skills that enable students to gain a holistic understanding of a range of practices and contexts in the visual arts, crafts and design fields.

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Art and Design – Textile Design

GCSETextile Design is defined here as the creation of designs and products for woven, knitted, stitched or printed fabrics and involves an understanding of fibres, yarns and fabrics.Students undertaking this title must explore practical and relevant critical and contextual sources such as the work of historical and contemporary textile designers and makers, as well as the different purposes, intentions and functions of textile design as appropriate to their own work. There are close links between constructed, embellished, printed, sewn and dyed methods of textile design and with fashion design and installed textiles. Interdisciplinary opportunities might be explored as well as developing a specialisation in one area. Students should demonstrate the ability to work creatively with processes and techniques appropriate to the chosen areas of study such as: weaving, surface printing (block, screen or digital), pattern making, pattern cutting, embroidery (machine or hand), knitting, batik, soft sculpture, appliqué and collage.

Textile Design encompasses a very broad range of materials, techniques and processes, including recyclable materials and a growing number of interdisciplinary approaches. The range is increasing as new materials and technologies emerge, for example, in the field of ‘intelligent textiles’.

In order to provide sufficient opportunities for research into contemporary practice, students can explore practitioners working in occupations such as a textile designer, textile buyer, fashion designer, fashion forecaster, knitwear designer, milliner, fashion journalist, colour consultant, theatrical costume designer, fashion illustrator, pattern-cutter and designer-maker.

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Business GCSE

This GCSE specification in Business will enable learners to: actively engage in the study of business to develop as effective and

independent learners, and as critical and reflective thinkers with enquiring minds

use an enquiring, critical approach to distinguish facts and opinions, to build arguments and make informed judgements

develop and apply business knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts

appreciate a range of perspectives on the impacts of business on wider society

consider the extent to which business activity can be ethical and support sustainable development

develop and apply quantitative skills relevant to business including using and interpreting data

apply and relate knowledge and understanding to real enterprise and business opportunities, decision making and scenarios.

GCSE Business introduces learners to the business world, empowering them to develop as commercially minded and enterprising individuals. Pupils will have the opportunity to develop a wide range of skills, enabling them to use business information critically, to develop arguments, to make justified decisions and to prepare them for further study and career pathways.

The focus of GCSE Business is to introduce and nurture an enthusiasm for studying business in a range of contexts. Pupils will appreciate how businesses operate in a dynamic and competitive environment and develop an understanding of the interdependent nature of business functions from a local to a global perspective.

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City & Guilds Level 1 Certificate in Construction Skills

These qualifications provide the ideal introduction to the construction industry and cover essential skills in the following construction trades: bricklaying, carpentry and joinery, plastering, painting and decorating, construction operations, wall and floor tiling and plumbing.The units will cover the following trade areas:

Phase 1: Generic Units and JoineryPhase 2: Wall & Floor Tiling, Construction, Operations, Painting & DecoratingPhase 3: Carpentry & Joinery, plumbing and general basic construction skillsPhase 4: PlumbingYou'll learn in the classroom and in the workshop, using suitable tools and materials.Each unit is assessed via practical assignments, and there is an optional e-assessment available.

Computer Science GCSE

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The WJEC GCSE in Computer Science encourages pupils to: understand and apply the fundamental principles and concepts of

computer science, including; abstraction, decomposition, logic, algorithms, and data representation

analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs to do so

think creatively, innovatively, analytically, logically and critically understand the components that make up digital systems, and how they

communicate with one another and with other systems understand the impacts of digital technology to the individual and to wider

society apply mathematical skills relevant to computer science.

Computers are widely used in all aspects of business, industry, government, education, leisure and the home. In this technological age, a study of computer science, and particularly how computers are used in the solution of a variety of problems, is essential to pupils. Computer science integrates well with subjects across the curriculum. It demands both logical discipline and imaginative creativity in the selection and design of algorithms and the writing, testing and debugging of programs; it relies on an understanding of the rules of language at a fundamental level; it encourages an awareness of the management and organisation of computer systems; it extends learners’ horizons beyond the school or college environment in the appreciation of the effects of computer science on society and individuals.

Pearson BTEC Level 1/Level 2 First Award in Children's Play, Learning

and DevelopmentRationale for the Pearson BTEC Level 1/Level 2 First Award in Children’s Play, Learning and Development The rationale for all qualifications in the BTEC First in Children’s Play, Learning and Development suite is to: ● inspire and enthuse learners to consider a career in early years, or related sectors, where knowledge of child development is relevant ● give learners the opportunity to gain a broad knowledge and understanding of, and develop skills in, the early years sector, for example, of child development and using play to promote child development ● support progression to a more specialised level 3 vocational or academic course, such as in early years, health and social care or psychology, or an apprenticeship ● give learners the potential opportunity, in due course, to enter employment.

The smallest qualification in the suite is the Pearson BTEC Level 1/Level 2 First Award (120-guided-learning-hour (GLH)) qualification. This qualification has been developed to provide an engaging and stimulating introduction to the world of early years for learners aged 14 and over.

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All of the units in this qualification are compulsory to ensure that learners develop a broad and comprehensive understanding of the early years sector, taking into account the recent Nutbrown review (June 2012) and its recommendations for content within early years qualifications, including the importance of: ● child development for the 0 to 7 age range – which is reflected in the birth up to eight years focus in this qualification, particularly in Unit 1: Patterns of Child Development

● play as a route of children’s learning, which forms the basis of early years frameworks, such as the Early Years Foundation Stage (England) and Foundation Phase (Wales) – which is covered in Unit 2: Promoting Children’s Development Through Play

● inclusive practice and empowering children, as well as the key person within early years settings – which is covered in Unit 3: The Principles of Early Years Practice.

It has been developed to reflect recent thinking and research in the sector, including the importance of having knowledge and understanding of child development for the age range from birth up to 8 years (i.e. 7 years and 11 months). Within the units, this is broken down into age ranges relevant for that particular unit area for clarity for learners at this level. For example, in Unit 1, the age ranges are broken down into categories (birth up to 12 months, 12 months up to 3 years, 3 years up to 5 years and 5 years up to 8 years) and further details the key developmental milestones within them. In Unit 2, the age ranges reflect the common groupings found within early years settings (such as the under 2s play room). These key content areas cover the essential knowledge and understanding that learners need to progress to other qualifications and apprenticeships within the sector and also more broadly. The core unit, Unit 2 Promoting Children’s Development Through Play allows learners to draw together and apply their understanding of early years practice and principles of child growth and development in order to assess how structured play activities promote children’s development. This qualification is intended for level 2 learners, with level 1 achievement possible, where appropriate, for some learners. This qualification also signposts links to the GCSE English and mathematics criteria to help improve learners’ literacy and numeracy. Assessment approach The Pearson BTEC Level 1/Level 2 First Award in Children’s Play, Learning and Development includes an externally assessed unit in the core to introduce externality into a vocational programme of study. This will assist learners as they progress either into higher levels of vocational learning, or to academic qualifications. The remaining units are internally assessed. Internal assessment enables learners to receive feedback on their progress throughout the course as they gather and provide evidence towards meeting the unit assessment criteria. Delivery strategies should reflect the nature of work within the early years sector by encouraging learners to research and carry out assessment in the workplace, or in simulated working conditions, wherever possible. It will be beneficial to learners to use local examples, wherever possible, and for your centre to engage with local employers for support and input. This allows a more realistic and motivating basis for learning and can start to ensure learning serves the needs of local areas. Learners should be encouraged to take responsibility for their own learning and achievement, taking account of the industry standards for behaviour and performance. Progression opportunities 24

The Pearson BTEC Level 1/Level 2 First Award in Children’s Play, Learning and Development provides the knowledge, understanding and skills for level 2 learners to progress to: ● other level 2 vocational qualifications ● level 3 vocational qualifications, such as the BTEC Nationals in Children’s Play, Learning and Development, or the BTEC Nationals in other sectors, such as in health and social care ● related academic qualifications ● apprenticeships within the early years and health and social care sectors. Learners who achieve the qualification at Level 1 may progress to related level 2 vocational or academic qualifications, such as BTECs or GCSEs.

Pearson BTEC Level 1 Diploma in Caring for Children

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Drama GCSE

Learners will investigate a practitioner or genre of drama, work collaboratively to develop ideas to communicate meaning and experiment with dramatic conventions, forms and techniques to produce and realise a piece of original theatre. They will also have the opportunity to participate in the performance of an extract from a published performance text. Learners will demonstrate their knowledge and understanding of drama, including their ability to interpret texts for performance, in a written examination. However, in preparation for this assessment, learners are encouraged to study their chosen text practically as a performer, designer and director.

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The WJEC GCSE in Drama is an exciting, inspiring and practical course. The specification promotes involvement in and enjoyment of drama, as performers and/or designers. Additionally it provides opportunities to attend live theatre performances and to develop skills as informed and thoughtful audience members.

This WJEC GCSE in Drama will enable learners to:

apply knowledge and understanding when making, performing and responding to drama

explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created

develop a range of theatrical skills and apply them to create performances work collaboratively to generate, develop and communicate ideas develop as creative, effective, independent and reflective learners able to

make informed choices in process and performance contribute as an individual to a theatrical performance reflect on and evaluate their own work and that of others develop an awareness and understanding of the roles and processes

undertaken in contemporary professional theatre practice adopt safe working practices.

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BTEC EngineeringKey facts This course is equivalent to 1 GCSE pass at grades A* - C

BTEC Level 2 Award in Engineering will: Inspire and enthuse learners to consider a career in the engineering sector Give learners the opportunity to gain a broad understanding and knowledge of, and skills

in, the engineering sector as these are embedded in the optional specialist units Support progression to a more specialised level 3 vocational course such as the BTEC

Level 3 in Engineering or Electrical/Electronic Engineering, or general qualifications at level 3 such as GCE AS or A Levels in Engineering or Design and Technology – Product Design

Give learners the potential opportunity, in due course, to enter employment within a wide range of engineering posts.

How you will learn: Completing practical tasks. Designing and making engineered components. Taking part in classroom based activities. Using the schools workshops and facilities.

What you will learn:Core units: The Engineered World (Externally Assessed) Investigating an Engineered Product (Internally Assessed)Specialist units: Health and Safety in Engineering (Internally Assessed) Engineering Maintenance (Internally Assessed)Specialist units may change at the discretion of the teacher and in discussion with pupils.

Expect also to: Use workshops manuals and specialised equipment Undertake visual inspections of machines. Design and invent new engineered products

How you will be assessed: Assignments (for all internally assessed units) Controlled Assessments and exams for externally assessed elements.

NB: Choose Engineering on either option line B or C

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Level 1 NVQ Certificate in Performing Engineering

OperationsLevel 1 will suit you if you are just starting out in your engineering career and require a broad range of competencies to enable safe progression into the workplace.

You will need to complete three mandatory units:

Working safely in an engineering environment Carrying out engineering activities efficiently and effectively Using and communicating technical information.

You also take a number of optional units, choosing from a broad range that includes:

Assembling mechanical components Using lathes for turning operations Assembling fluid power equipment Cutting and shaping platework components Wiring electrical equipment and circuits Making sand moulds and cores for casting.

What Careers Can This Lead To?Achieving this qualification could help you progress in a variety of engineering roles, such as:

Engineering technician Engineering maintenance fitter Welding Mechanics Energy sector

These qualification are for learners of all ages who are starting out in an engineering role.

NB: This more practical course takes twice the amount of time, if you want to choose this option choose Engineering in BOTH option lines B and C

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Food and Nutrition GCSE

Food and Nutrition GCSE equips pupils with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages pupils to cook and enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life.

By studying food preparation and nutrition learners will be able to: demonstrate effective and safe cooking skills by planning, preparing and

cooking a variety of food commodities whilst using different cooking techniques and equipment

develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks

understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health

understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices

demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety

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considerations when preparing, processing, storing, cooking and serving food

understand and explore a range of ingredients and processes from different culinary traditions (traditional Welsh, British and international) to inspire new ideas or modify existing recipes.

French GCSE

French GCSE will enable learners to: develop their ability to communicate confidently and coherently with

native speakers in speech and writing, conveying what they want to say with increasing accuracy

express and develop thoughts and ideas spontaneously and fluently listen to and understand clearly articulated, standard speech at near

normal speed deepen their knowledge about how language works and enrich their

vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts

acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts

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develop awareness and understanding of the culture and identity of the countries and communities where the language is spoken

be encouraged to make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge

develop language learning skills both for immediate use and to prepare them for further language study and use in school, higher education or in employment

develop language strategies, including repair strategies.

Geography GCSE

Geography GCSE adopts an enquiry approach to the study of geographical information, issues and concepts. It is based on the principle that geographical education should enable pupils to become critical and reflective thinkers by engaging them actively in the enquiry process. Content is organised around key questions and pupils will be encouraged to pose geographical questions of their own.

Fieldwork is an essential aspect of geographical education and of the Geography GCSE. Pupils will consolidate and extend their understanding of geographical concepts learned in the classroom by engaging with enquiries conducted outside of the classroom and school grounds. Furthermore, they will be challenged to apply what they have learned through specific fieldwork in local contexts to the

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wider context of UK geography. By posing enquiry questions, pupils will develop the ability to relate these concepts to real world situations in order to make sense of wider spatial patterns.

The enquiry approach taken by Geography GCSE, in both classroom and fieldwork contexts, should enable pupils to develop the ability to think ‘like a geographer’ if they are given opportunities to:

think creatively, for example, by posing questions that relate to geographical processes and concepts that include questioning about spatial pattern and geographical change

think scientifically by collecting and recording appropriate evidence from a range of sources, including fieldwork, before critically assessing the validity of this evidence and synthesising their findings to reach evidenced conclusions that relate to the initial aim of their enquiry

think independently by applying geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts. In so doing they should appreciate that geography can be ‘messy’ i.e. that real geography does not always match typical or predicted outcomes WJEC GCSE Geography develops and extends learners' knowledge of locations, places, environments and processes, at a range of different scales. Learners should build upon their locational knowledge acquired during key stage 3. They should have locational knowledge of Wales, the UK, the continents and oceans as well as locational and contextual knowledge of at least one low income country (LIC) and one newly industrialised country (NIC).

Pupils should develop their understanding of a number of key overarching geographical concepts such as cause and effect, cycles and flows, geographical futures, interconnectedness and sustainable communities. These concepts provide a framework for each key idea of the Geography GCSE. Pupils should demonstrate understanding of these concepts at a variety of specified scales and in a variety of specified places and contexts. Geography GCSE provides opportunities for pupils to understand these concepts and, therefore, more about the world, the challenges it faces and their place within it. Following this GCSE course will deepen understanding of geographical processes, illuminate the impact of change and of complex people-environment interactions, and highlight the dynamic links and interrelationships between places and environments at different scales.

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Geology GCSE

The WJEC Eduqas GCSE in Geology provides the foundations for understanding the science of ‘how the Earth works’: its structure, evolution and dynamics, and its mineral and energy resources. In addition, pupils following the course will appreciate that the understanding and application of Earth science is vital to the future quality of life and prosperity of the world's population; from supplying the ever-growing demand for mineral, energy and water resources to mitigation of natural hazards by improved engineering and prediction techniques.

In developing this specification, WJEC has provided opportunity for pupils to: develop knowledge and understanding of rock types, geological

structures, geochronology, the rock cycle and plate tectonics as the key ideas of geology

develop understanding of the nature, processes and methods of geology, through the different types of scientific enquiry used to answer questions about how the Earth works

develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills, both in the laboratory and in the field, and extend their competence in a range of fieldwork skills, including those required in understanding 3D geological data

develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.

The WJEC Eduqas GCSE in Geology places problem-solving at the heart of learning, encouraging learners to respond to geology in both familiar and novel situations in the laboratory and in the field. Learners are encouraged to think for 35

themselves, reflecting the skills demanded by those engaged in the study of geology, and other disciplines, beyond GCSE.

History GCSEHistory GCSE encourages learners to:

develop their interest in and enthusiasm for history and an understanding of its intrinsic value and significance

develop and extend their knowledge and understanding of specific historical events, periods and societies

develop and extend their knowledge and understanding of Welsh history and the

Welsh perspective in history acquire an understanding of different identities, including their own, within

a society and an appreciation of social, cultural, religious and ethnic diversity

build on their understanding of the past and the diversity of human experience through experiencing a broad and balanced course of study

improve as effective, independent and resilient learners and as critical and reflective thinkers through a process of historical enquiry

develop the ability to ask relevant and considered questions about the past and to investigate historical issues critically

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acquire an understanding of the nature of historical study, for example, that history is concerned with judgements based on available evidence and that some historical judgements may be more valid than others

develop their use and understanding of historical terms, concepts and skills

develop the ability to construct valid and realistic historical claims by using a range of sources in context

develop a critical appreciation of the concept of historical significance and why some people, events and developments are seen as historically significant

develop a critical appreciation of how and why different interpretations have been constructed about historically significant people, events and developments

make links and draw comparisons within and/or across different periods and aspects of the past

organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.

The WJEC GCSE in History is attractive, giving learners the opportunity to study: specific aspects of the past in depth (short term), and breadth (medium

and long term) history in a variety of geographical contexts: local, British and European

and/or wider world settings continuity, change, cause, consequence, significance and similarity and

difference over different periods of time both short term, medium term and long term

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Welsh history and a Welsh perspective which arises naturally from the subject matter which enriches learners' understanding of the world around them.

The structure of the specification is distinctive, giving learners the opportunity to study history in depth and in breadth. The structure of the specification allows learners to make a clear distinction between the study of history in the short term and the long term. At the same time it allows connections to be made between different periods and eras in history, and as such represents a coherent programme of study.

Information and Communication Technology GCSE

A course in Information and Communication Technology offers a unique opportunity in the curriculum for pupils to identify and solve real problems by designing information and communication systems in a wide range of contexts relating to their personal interests.Information and Communication Technology develops pupil’s interdisciplinary skills and their capacity for imaginative, innovative thinking, creativity and independence.

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Following a course in GCSE Information and Communication Technology should encourage learners to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. They should help learners to gain an insight into related sectors. They should prepare learners to make informed decisions about further learning opportunities and career choices.

This specification in ICT enables learners to: become independent and discerning users of ICT, able to make informed

decisions about its use and aware of its implications for individuals, organisations and society

acquire and apply creative and technical skills, knowledge and understanding of ICT in a range of contexts

develop ICT-based solutions to solve problems develop their understanding of current and emerging technologies and

their social and commercial impact develop their understanding of the legal, social, economic, ethical and

environmental issues raised by ICT recognise potential risks when using ICT, and develop safe, secure and

responsible practice develop the skills to work collaboratively evaluate ICT-based solutions.

This specification in ICT requires learners to demonstrate knowledge and understanding of:

current and emerging technologies and their impact on individuals, organisations and society

a range of ICT tools and techniques and the ways they are used in different contexts to develop ideas and solve problems

legal, social, economic, ethical and environmental implications of the use of

ICT for individuals, organisations and society, issues of risk, safety, security and responsible use of ICT

collaborative working. This specification in ICT requires learners to demonstrate the ability to: think creatively, logically and critically select, use and integrate ICT tools and techniques to meet needs find, select and evaluate information for its relevance, value, accuracy and

plausibility manipulate and process data and other information, sequence

instructions, model situations and explore ideas communicate data and information in a form fit for purpose and audience adopt safe, secure and responsible practice when using ICT develop appropriate and effective ICT-based solutions in a range of

contexts evaluate their own and others' use of ICT.

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Music GCSE

Music GCSE will enable learners to:

engage actively in the process of music study develop performing skills individually and in groups to communicate

musically with fluency and control of the resources used develop composing skills to organise musical ideas and make use of

appropriate resources recognise links between the integrated activities of performing, composing

and appraising and how this informs the development of music broaden musical experience and interests, develop imagination and foster

creativity develop knowledge, understanding and skills needed to communicate

effectively as musicians develop awareness of a variety of instruments, styles and approaches to

performing and composing develop awareness of music technologies and their use in the creation and

presentation of music recognise contrasting genres, styles and traditions of music, and develop

some awareness of musical chronology develop as effective and independent learners with enquiring minds reflect upon and evaluate their own and others’ music engage with and appreciate the diverse heritage of music, in order to

promote personal, social, intellectual and cultural development.

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Physical Education GCSE

Through studying GCSE Physical Education pupils will acquire the knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being. Pupils will develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance. Pupils will perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas. They will develop their ability to analyse and evaluate to improve performance in physical activity and sport.

By studying GCSE Physical Education pupils will: develop theoretical knowledge and understanding of the factors that

underpin physical activity and sport and use this knowledge to improve performance

understand how the physiological and psychological state affects performance in physical activity and sport

perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas

develop their ability to analyse and evaluate to improve performance in physical activity and sport

understand the contribution which physical activity and sport make to health, fitness and well-being

understand key socio-cultural influences which can affect people’s involvement in physical activity and sport in Wales and the wider world.

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Tourism WJEC Level 1/2 Vocational Award

WJEC Level 1/2 Vocational Award in Tourism offers a learning experience that focuses learning for 14-16 year olds through applied learning, i.e. acquiring and applying knowledge, skills and understanding through purposeful tasks set in sector or subject contexts that have many of the characteristics of real work. The qualification is built from discrete units, but allows for both synoptic learning and assessment. Each unit has an applied purpose which acts as a focus for the learning in the unit. The applied purpose is the vehicle through which the learning contained in the unit is made relevant and purposeful. It is also the means by which learners are enthused, engaged and motivated to study tourism. The applied purpose provides the opportunity for authentic work related learning, but more than this, it will require learners to consider how the use and application of their learning impacts on individuals, employers, society and the environment.

The applied purpose will also enable learners to learn in such a way that they develop:

skills required for independent learning and development; a range of generic and transferable skills; the ability to solve problems; the skills of project based research, development and presentation; the fundamental ability to work alongside other professionals, in a

professional environment; the ability to apply learning in vocational contexts.

The qualifications have been devised around the concept of a ‘plan, do, review’ approach to learning where learners are introduced to a context for learning, review previous learning to plan activities, carry out activities and review outcomes and learning. This approach mirrors many work related activities in tourism and also provides for learning in a range of contexts thus enabling learners to apply and extend their learning. As such, the qualification provides learners with a broad appreciation of work in tourism and wider opportunities for progression into further education, employment or training

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Triple ScienceBiology GCSE

There are two tiers of entry for this qualification:Higher Tier – Grades A* - D

Foundation Tier – Grades C – G

Studying GCSE Biology provides the foundations for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity, and all learners should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas relating to the sciences which are both inter-linked, and are of universal application.

These key ideas include: the use of conceptual models and theories to make sense of the observed

diversity of natural phenomena the assumption that every effect has one or more cause that change is driven by differences between different objects and

systems when they interact that many such interactions occur over a distance without direct contact that science progresses through a cycle of hypothesis, practical

experimentation, observation, theory development and review that quantitative analysis is a central element both of many theories and

of scientific methods of inquiry.

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Chemistry GCSEThere are two tiers of entry for this qualification:

Higher Tier – Grades A* - DFoundation Tier – Grades C - G

Studying GCSE Chemistry provides the foundations for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity, and all learners should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas relating to the sciences which are both inter-linked, and are of universal application.

These key ideas include: the use of conceptual models and theories to make sense of the observed

diversity of natural phenomena the assumption that every effect has one or more cause that change is driven by differences between different objects and

systems when they interact that many such interactions occur over a distance without direct contact that science progresses through a cycle of hypothesis, practical

experimentation, observation, theory development and review

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that quantitative analysis is a central element both of many theories and of scientific methods of inquiry.

Physics GCSEThere are two tiers of entry for this qualification:

Higher Tier – Grades A* - DFoundation Tier – Grades C – G

Studying GCSE Physics provides the foundations for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity, and all learners should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas relating to the sciences which are both inter-linked, and are of universal application.

These key ideas include: the use of conceptual models and theories to make sense of the observed

diversity of natural phenomena the assumption that every effect has one or more cause that change is driven by differences between different objects and

systems when they interact that many such interactions occur over a distance without direct contact

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that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review

that quantitative analysis is a central element both of many theories and of scientific methods of inquiry.

Technology GCSE – Product Design and Textiles

Design and Technology GCSE offers a unique opportunity in the curriculum for pupils to identify and solve real problems by designing and making products or systems. Through studying GCSE Design and Technology, pupils will be prepared to participate confidently and successfully in an increasingly technological world; and be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors.

The specification enables learners to work creatively when designing and making and apply technical and practical expertise, in order to:

develop an appreciation of the importance of creativity and innovation to good design practice

actively engage in the processes of design and technology to develop as effective and independent learners

understand the key principles of designing and making use their knowledge, skills and understanding to make design decisions in

order to make a quality prototype analyse existing products and produce practical solutions to meet needs,

wants and opportunities, recognising their impact on quality of life critically analyse links between the principles of good design, existing

solutions and technological knowledge

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understand the underlying technical principles within design and technology within their chosen endorsed area, with emphasis on emerging technologies, materials and practices.

VTCT Level Extended Award in Hair and Beauty Skills

The main purpose of the VTCT Level 2 Extended Award in Hair and Beauty Skills (VRQ) is to enable learners to develop hair and beauty skills, techniques and knowledge, which will prepare learners to progress to the next level of vocational learning. All units in this qualification have been designed as a foundation for further study in both the hair and beauty sector and more broadly. Learners will develop knowledge of the hair and beauty sector and use this as a basis or further learning at Level 2, as a full or part time learner.This qualification will enable learners to develop the practical hair and beauty skills and techniques required to create a total look using colour, via the mandatory unit: Creating an image based on a theme. Learners will also have the opportunity to select from a range of technical optional nits including: basic face painting, basic nail art, eyebrow shaping, basic skincare, basic photographic make-up, basic manicure, basic pedicure, blow-drying and finishing hair, basic winding techniques, shampooing and treating the hair, basic plaiting and twisting the hair, colour using semi-permanent colour(note: semi-permanent colour unit must be delivered using a training head/block only), basic clipper cutting techniques for men’s hair or basic cutting techniques for women’s hair.Also included in the optional section of this qualification are units that support learners practical work such as; working in the hair and beauty industries, health and safety, client and customer skills, promoting and selling products and services, promoting themselves, preparing for a job interview and create a retail display area.

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You will be awarded a Pass, Merit or Distinction for each unit. A Pass is worth 1 point, Merit worth 2 points and a distinction is worth 3 points. Your points will be added together to work out your qualification.

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