WCSA Options

LEARNING PATHWAYS OPTIONS BOOKLET

2021-22

We Challenge and Support to Achieve - WCSA

 CONTENTS PAGE
Contents Page 1
Letter to Parents 2
Options Process 3
Options Pathway Explained 4
Careers Information 5
Student Information 6
IAG 7
Core Subjects 8
English 9
Mathematics 10
Statistics 11
Combined Science 12
Religious Studies 13
History 14
Geography 15
Core PE 16
Option Subjects Science 17
Triple Science 18
Option Subjects Design and Technology 19
Food 20
Graphics 21
Resistant Materials 22
Textiles 23
Options Subjects Arts 24
Art: Fine Art 25/26
Art: Digital Art 27/28
Music 29
Music Practitioners 30
Drama 31/32
Option Subjects Languages 33
French 34
Spanish 35
Option Subjects Social Sciences 36
Religious Studies 37
Sociology 38
Citizenship 39
Business Studies GCSE 40
Option Subjects Information Technology 41
Creative iMedia 42
Computer Science 43
Option Subjects Additional Courses 44
Child Development 45
Sports Studies 46
Sport Science 47
 LETTER TO PARENTS
Mr M. Commander – Assistant Principal

Dear Parents, Carers & Students,

In September 2021 students currently in Year 9

embark on their KS4 studies. This will lead to
GCSE or vocational qualifications. Students will
be able to choose courses that meet their in-
dividual needs and prepare them for A Levels,
Further Education, an apprenticeship or em-
ployment with training. With such a wide range
of post-16 provision available to our students,
we strive to provide as broad a curriculum as
possible and have developed the three curric-
ulum pathways (described below) to meet the
needs of all our students.

All parents and students are warmly invited to

attend a virtual options evening on the 25th
February. This evening helps parents’ and car-
ers guide students in making these important
decisions. There will be opportunities to make
appointments to discuss options with subject
leaders and senior leaders. Please use the op-
tions page on the WCSA website for further in-
formation.
There are a number of ways your child can ac-
cess information and guidance to help them
choose their GCSE options. Students can con-
tact their teachers directly via email, watch the
videos produced by subject leaders, and read
through this booklet. Students can access ad-
ditional guidance from Ms Cuthbertson, Careers
Coordinator at lcutherbertson@worle-school.
org.uk . Mrs D McGill, as Head of Year, along
with tutors can also play an important role in
advising students on the options process and
appropriate choices. There are excellent careers
websites listed later in this booklet for you and
your child to explore, as well as links to related
careers/ professions alongside subject informa-
tion to help inform choices. Any general queries
can be directed to options@worle-school.org.
uk.
During the options evening there will be op-
portunities to discuss the subjects available
with subject leaders to help you make your
decisions. This is particularly important as
many of the options available are not taught
at Key Stage Three. The deadline for return-
ing the options choices form is March 11th.
Please ensure that any contact information is
accurate on the options form. We have used
a digital form this year for obvious reasons.
Choices will then be discussed with students
as necessary and subjects allocated to stu-
dents using a preference system (naturally,
we aim to allocate students to their first pref-
erence for course choices). I look forward to
seeing you on the 25th February. Meanwhile,
if you have any questions or require further
information please contact me or the relevant
subject teacher.
Kind regards,
Mr M. Commander
Assistant Principal
 OPTIONS PROCESS

36 Subjects

Students will all study a core curriculum of Eng-
lish language, English literature, maths, science,
religious studies, personal, social, health and
economic education (PHSE) and physical educa-
tion. In addition to these subjects students can
choose either three or four options. The option
subjects are listed on the next page. In total
students will have access to thirty five courses
including GCSE and vocational options. I am de-
lighted to say this is the widest range of subjects
that we have ever offered
This year we have decided to use a digital
options form. This is available on the WCSA
options page of the website. Please can you
ensure that options have been selected by
11 March at the latest. There is no urgency to
complete the form before this date - we don’t
run ‘a first come first served’ approach and
want you to have time to discuss things in full
at home. However, forms coming in after this
date might be at a disadvantage, particularly if
a subject gets over subscribed.

Please do get in touch if you have any diffi-

Students should choose a humanities subject culties with this at options@worle-school.org.
(either history or geography) and any other com- uk or contact me directly at mcommander@
bination of subjects that they would like to study. worle-school.org.uk
We have arranged the subjects in blocks and
you should consider how to make your choic-
es within and between these blocks. Students
should make a first choice and a reserve choice
in each of the blocks A, B and C. If a student is to
follow the Extend pathway, then they should also
choose an option from block D. This is only nec-
essary if the student is on the Extend pathway.
OPTIONS PATHWAY EXPLAINED
The following tables show the subjects studied on each curriculum pathway and the
choices available in each option block.

Support Achieve Extend

English Language English Language English Language

English Literature English Literature English Literature

Mathematics Mathematics Mathematics

Combined Science Combined Science Combined Science*

Geography or History Geography or History Geography or History

Two Further Options ASDAN* Two Further Options Three Further Options
*Triple Science is also availa-
ble on this pathway

OPTION A OPTIONS B OPTIONS C OPTIONS D

Geography Geography Geography

History History History
ASDAN Art Fine ASDAN*
Child Development Art Digital French*
Drama Business Studies Spanish*
DT Food DT Food Citizenship
DT Materials DT Materials Child Development Triple Science*
DT Graphics DT Textiles
Sport Studies Music GCSE Art Fine History
Business Studies Music Practitioners Art Digital Geography
Spanish* Sport Studies Computer Science*
French* Statistics DT Graphics
Sociology RS DT Food
Creative Media Sport Science Creative Media
Computer Science*

*These options are guided choices. Please talk to the relevant teachers if you are interested in taking
these courses.
 CAREERS
Choosing your GCSE Subject Options

Most GCSEs will be good general preparation for

further learning and work so it’s not crucial to
choose specific subjects to fit with a specific
career at this stage. We hope you will choose
subjects that you will enjoy and really em-
brace.

BUT, there are a few things to bear in mind

when choosing:

• If you are looking for a future career or

course in science then choose double or triple No idea what you want to do after your
science if you have been invited to do so. GCSEs? Don’t worry; choose a mix of GCSE
• If you want to have a career in art or design subjects to give yourself as many different
in the future, then ensure you choose an art options as possible.
focussed GCSE.
• If you want to deal with customers from If you like one of your GCSE subjects and are
other countries or work abroad then a lan- looking for ideas of what careers or courses it
guage will be very useful. could lead to – go to https://careerpilot.org.
How not to choose uk/job-sectors/subjects
Choosing a subject because:
• You’ve heard it’s easy Go to this website https://www.careerpilot.
• Your friend says they’re doing it! [after all org.uk/skills-profile?/he-skills-map and find
you might not even be in the same class] out what skills you have.
How to Choose
• Speak to your parents, careers advisor or Got an idea of a job or job sector you think
teachers for advice as they know you best or might suit you then check out the https://
perhaps if you have any friends or brothers www.careerpilot.org.uk/job-sectors
and sisters who have done the course already
- ask them about it. Good luck and please book an appointment if
• Find out how the course is assessed? Are you would like to talk further or email-
you someone who does better in coursework
than in exams? If so, some of the vocational lcuthbertson@worle-school.org.uk
[work related] courses might be worth consid-
ering.
• Trying to choose between two subjects?
Think about how each option fits with your
other GCSEs. Does a subject go well with
your other choices? Or does a subject pro- www.careerpilot.org.uk/
vide a welcome change? If you’re taking lots
of science and maths based subjects, it can
be good to include one choice which is essay
based.
 TO YEAR 9 STUDENTS
What should you do?
• Consider which subjects you are GOOD at.
• Consider which subjects you ENJOY.
• Think about what you would like to do when
you leave Worle Community School and find
out what subjects are NEEDED FOR YOUR
FUTURE.
• READ the information in this booklet
carefully.
• ASK if you need further information or help.
• TRY to keep open to as many future career
options as possible.
• DON’T choose a subject because you like a
teacher or because a friend has chosen it.
• Talk to subject teachers for guidance.
Who can help you make your
choices?
Why should I choose a broad and
balanced range of subjects?
• To prepare you for a future you can’t predict.
• Many students do not have firm ideas about
future jobs and careers and others change
their minds.
• It looks increasingly likely that in the future
people will have a variety of jobs during their
working lives.
What should you do next?
• When you decide on your choices FILL IN
your Options Choices Form.
• COMPLETE your Options Choices Form on
the website
• KEEP a record of your choices

• Discuss your choices with your parents – they

want you to do well.
• Your Tutor, who will be able to advise you.
• Your Head of Year, who will be able to advise
you.
• Your Subject Teachers can tell you what your
strengths and weakness are in their subjects.
• Ms Cuthbertson can advise you on appropri-
ate pathway options.
• Careers websites listed in this booklet
 INFORMATION, ADVICE
AND GUIDANCE
Under current Government legislation, your child will
be required to remain in further education or training
until the age of 18, although funding may be availa-
ble to remain in further education and training until
the academic year in which your child reaches 19. All
schools have a statutory obligation to provide impar-
tial IAG to students so that they are not only aware
of the options for future education and training but
they are encouraged to raise their aspirations. This
will help them to know how to overcome barriers to
succeed and do what it takes to fulfil their potential.

This IAG will consist of impartial information on a range

of future Education and Training providers as well as
experience in and knowledge of a diverse range of
Employment sectors and roles. Working in partner-
ship with these bodies, we aim to inspire our students
by ensuring they benefit from direct, motivating
and exciting experiences to inform decisions about
their future education and employment. Through
this we aim to help every student make an informed
choice regarding their progression opportunities.

This will be enhanced by a series of enrichment

activities through curriculum enrichment days
and 1:1 appointments for impartial careers ad-
vice, as well as their Work Experience in Year 10.

What is the English Baccalaureate?

The English Baccalaureate (EBacc) is a performance

measure for schools, not a qualification for students.
It is a measure of success and shows where pupils
have secured a grade 5 or above across a core of
academic subjects (English, Maths, Science, Geog-
raphy or History and a Language) at Key Stage 4.
 English
Mathematics
Statistics
Combined Science
Religious Studies
History
Geography
Physical Education

CORE SUBJECTS
 ENGLISH
Gemma Harris, Head of English
Qualification Type: GCSE: English Language
Examination Board: AQA
Qualification Type: GCSE: English Literature
Examination Board: AQA
Head of Department: Mrs Harris
E-mail: gharris@worle-school.org.uk
Description of Course
All pupils will take two GCSEs: English Language and
English Literature. Both courses cover a wide range
of opportunities for reading and writing, as well as
for speaking and listening, all of which are assessed
during the course.
You will read a number of different types of texts,
including a Shakespeare play and, a modern novel
and a pre-1914 novel, and a variety of literary poems
from different times, as well as looking at different
types of non-fiction and fiction texts. The study of
these texts will also help to develop the standard of
your writing. In your written tasks, you will learn how
to focus on writing with a sense of purpose, audi-
ence, format and style of expression.
How Will You Learn
English lessons will give you the opportunity for
group work, paired work and independent work.
There will be a range of reading, writing and speak-
ing and listening activities. There will also be oppor-
tunities for you to complete independent research.
You will also be encouraged to continue reading
a range of fiction and non-fiction texts, outside of
lessons, because the more you read, the better at
English you become: it really is as simple as that!
Method of Assessment
You will be assessed through:
Examinations: English Language - two end of
course examinations, one exploring fiction
reading and writing and one exploring non-fic-
tion reading and writing. Speaking and Lis-
tening Endorsement - completed as a formal
presentation in-class, which is teacher assessed
and moderated externally. This will appear as
a separate component on the exam certificate,
alongside your English Language result. English
Literature - two end of course examinations,
requiring knowledge of a range of pre-taught
texts (Shakespeare, a pre 19th century text, a
modern text and an anthology of poetry made
up of fifteen pre-taught poems) as well as an
unseen poetry element to test analytical skills.
Pathways After Year 11
Training Pathways
English is for life, not just for work. The joy of
reading and the pleasure that can be found
in communicating effectively in speech and
writing will always be of use to you. In work/ap-
prenticeships English is also a vitally important
subject: employers, colleges and universities in-
sist you have a qualification in English because
it demonstrates to them that you have achieved
a satisfactory level of literacy. If you achieve a
high grade in English you will be able to contin-
ue enjoying English at A and degree Level.
Career Routes
• Education
• Media
• Publishing
• Advertising
• Marketing
 MATHEMATICS
Sean Wood, Head of Mathematics
Qualification Type: GCSE
Examination Board: Edexcel
Specification No: Edexcel GCSE (1MA1)
Head of Dept: Mr. Wood
E-mail: swood@worle-school.org.uk

Description of Course
All students follow mathematics as it is a core subject.
There are two levels; Foundation where grades 1-5
are available and Higher where grades 3-9 are avail-
able. The course is delivered over 2 years. The topics
are Number, Ratio and Proportion, Algebra, Geometry
and Measures and Statistics and Probability. Many of
the topics will have been studied at a more basic level
in years 7-9. There is a lot of content both at Higher
and Foundation tier and regular practise of exam style
questions will mean you are able to access the exam
papers more easily.

How Will You Learn

The best way to learn mathematics is by practice.
You will use printed materials, investigations, web-
sites and past papers. Being prepared to attempt
problems that at first appear difficult will help you
greatly. The new GCSE course has a greater emphasis
on problem solving so resilience is vital when faced
with difficult questions. This subject will help develop
an analytical and logical mind whilst enhancing your
numeracy skills.
Pathways After Year 11
Method of Assessment Training Pathways
Mathematics is assessed by examinations, all taken You will need to study Higher tier if you wish to
at the end of Year 11. There are now 3 papers; study A level and beyond. There is a current short-
Paper 1 is a non-calculator paper with a mix of ques-
age of people with these skills.
tion styles
Paper 2 and Paper 3 are calculator papers with a mix Career Routes
of question styles
The level of demand increases as the students move Employers regard mathematics as a key GCSE
through the papers and will be designed to test the when they look to appoint people. Mathematics is
student’s ability to use a calculator correctly. Each used in nearly all careers. It is used extensively by
exam is 1 hour 30 minutes long and accounts for architects, engineers, the financial sector, meteor-
33.3% of the marks awarded. The emphasis on test- ologists, statisticians etc. For further information
ing has changed and can be seen in the diagrams. visit: www.mathscareers.org.uk
 STATISTICS
Sean Wood, Head of Mathematics
Qualification Type: GCSE
Examination Board: Edexcel
Specification: GCSE Statistics (1ST0)
Useful Web Address: https://qualifications.pear-
son.com/en/qualifications/edexcel-gcses/statis-
tics-2017.html

Description of Course Method of Assessment

Students who study the Edexcel GCSE in Statistics Statistics is assessed through two examinations
will learn statistical techniques and concepts such that are completed at the end of the course.
as planning, data collection, processing, represent- These exams represent 100% of the final grade.
ing and analysing data, reasoning, interpreting and Both papers are 1h30m in length and calcula-
discussing results and understanding probability. tors are allowed for both.
Statistics offers students an opportunity to apply
existing mathematical skills to applied contexts, as
well as learning new content.
How Will You Learn
Statistics complements the work you will do
The course aims to enable students to develop
in GCSE Mathematics. You will use text books,
statistical fluency and understanding through;
investigations, real life data, websites and past
•the use of statistical techniques in a variety of
papers.
authentic investigations, using real-world data in
contexts such as, but not limited to, populations,
climate, sales etc.
•identifying trends through carrying out appropri-
ate calculations and data visualisation techniques
•the application of statistical techniques across the
curriculum, in subjects such as the sciences, social
sciences, computing, geography, business and
economics, and outside the classroom in the world
in general
•critically evaluating data, calculations and evalua-
tions that would be commonly encountered in their
studies and in everyday life Pathways After Year 11
•understanding how technology has enabled the
collection, visualisation and analysis of large quan- Training Pathways
tities of data to inform decision-making processes GCSE Statistics could lead on to further study
in public, commercial and academic sectors, in- in Statistics at A-level or other related subjects
cluding how technology can be used to generate such as Maths, Further Maths and the Social
diagrams and visualisations to represent data Sciences.
•understand ways that data can be organised, pro-
cessed and presented, including statistical meas-
ures to compare data, understanding the advan- Career Routes
tages of using technology to automate processing It could lead to higher study in subjects such as:
•applying appropriate mathematical and statistical Computer Science, Biochemical Sciences, Natural
formulae, and building on prior knowledge. Sciences, Anthropology, Geography, Engineer-
The main areas of content are; ing, Medical Science, Psychology, Sociology, Lin-
•The statistical enquiry cycle guistics, Politics, Economics, Law, Accountancy
•The collection of data and Management. For further information visit:
•Processing, representing and analysing data www.mathscareers.org.uk
 COMBINED SCIENCE
Martin Davis, Head of Science
Qualification Type: GCSE
Examination Board: AQA
Specification: Combined Science: Trilogy
Useful Web Address:
http://www.aqa.org.uk/subjects/science/new-sci-
ence-gcse-specifications
Head of Dept: Mr Davis
E-mail: mdavis@worle-school.org.uk
Method of Assessment
Description of Course You will sit six written exams for combined
The combined science course includes the three science worth ~16.5% each and the course is
sciences and all students will study this science worth two GCSEs. Each is 1 hour and 15 min-
course if they are not opting for triple science. utes long and consists of 75 marks. The ques-
tions are a combination of multiple choice,
Combined Science Modules structured, short and extended writing.

We provide revision resources and support in-

Biology – cell biology, organisation, infection and
response, bioenergetics, homeostasis and response,
inheritance, variation and evolution, and ecology.
Chemistry – atomic structure, bonding and the pe-
riodic table, quantitative chemistry, energy changes,
rates of reaction, chemical analysis, and chemistry of
the atmosphere.
Physics - Energy, Electricity, Particle model of mat-
ter, Atomic structure, Forces, Waves, Magnetism and
electromagnetism and Space (triple only)
How Will You Learn
Each topic covers science that affects our everyday
lives and considers science in the future.
You will build upon the skills and knowledge you
have already developed from Years 7 and 8. Your
learning will involve a lot of applied practical work
and will help you further develop your problem-solv-
ing skills. You will look at how science develops and
impacts on our everyday lives and will have the op-
portunity to develop your communication skills.
side and outside of lessons to enable students
to make excellent progress in their GCSEs with
ample opportunities to practise revision and
exam techniques to ensure students are well
prepared for their final exams.
Pathways After Year 11
Training Pathways
You could study A-Levels in Science
Other Science-related college courses, e.g.
NVQs, BTECs and diplomas.
All post-16 courses look favourably at those
who have a Science qualification; for the skills
and commitment you have shown in the GCSE.
Career Routes
All employers recognise that studying Science
allows you to develop important skills needed
in the workplace.
There are many professions that require Double
Science qualifications, e.g. Nursing, Medicine,
Dentistry, Electronics, Engineering, Business and
Management, and Veterinary Science. There are
many more where Science is a useful subject
to have studied, e.g. Automotive, Mechanics,
Beauty, Health and Sports studies.
 RELIGIOUS STUDIES
Oliver Plumridge, Head of Department
Qualification Type: NA
Examination Board: NA
Specification No: NA
Head of Dept Mr Plumridge
E-mail: oplumridge@worle-school.org.uk
Description of Course
RS is a subject that looks at belief, philosophy, the
meaning of life and the nature of our universe. It is
where you can question your beliefs and the beliefs
of others. All students are required to study one hour
of religious studies a fortnight and this is delivered as
core RS. Throughout the course, you will study a vari-
ety of topics looking at ethical issues and big phil-
osophical questions. We start Year 10 by looking at
medical ethics, including animal testing, abortion and
genetic testing, before moving onto study human
relationships and families. Philosophical questions
you will look at include ‘Is there life after death?’ and
‘Is there a reason for the universe being created’.
Students are encouraged to ask questions, evaluate
and be empathetic. The course allows students to
be critical, analytical and build their own informed
points of view. It aims to enable students to:
• Engage with questions of belief, value, meaning,
purpose, truth, and their influence on human life.
• 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
religiously diverse society and global community.
How Will You Learn
We encourage students to ask questions, consid-
er both sides of an issue with empathy, but also
to be critical and take nothing for granted in or-
der to develop their own balanced and informed
point of view. Lessons will focus on developing an
understanding of core issues and big questions
that students face throughout life. We will then
look at different viewpoints on these, evaluate
them and look at what our own view is as well.
As this is a non-examined course we will also fo-
cus on developing the skills necessary to achieve
across all of our other subjects. From developing
opinions and putting those into analytical con-
clusion, to being able to create a balanced argu-
ment. This will ensure that each hour of core RS
has an impact on your school life as well as wider
experiences.
Method of Assessment
This is a non-examined hour a week for students.
You will complete an extended writing piece each
cycle that will be teacher assessed and you will
make improvements on. These will vary in style
to help you develop skills for writing your GCSE
answers in a variety of subjects.
 HISTORY
Maria Rand, Head of Department
Qualification Type: GCSE
Examination Board: Pearson Edexcel
Specification No: GCSE 9-1 (History) 1HI0
Useful Web Address: https://qualifications.pear-
son.com/en/qualifications/edexcel-gcses/histo-
ry-2016.html
Head of Dept: Miss Rand
Email: mrand@worle-school.org.uk

Description of Course
Method of Assessment
The course requires students to study four topics and
sit three papers. This course is 100% final exam at the end of
Year 11.
Paper 1: Medicine in Britain 1250-Today and The
British Sector of the Western Front 1914-18. A the- Paper 1 Exam – 1 hour and 15 mins (30%
matic study looking at how and why medicine has Paper 2 Exam – I hour and 45 mins (40%)
improved between 1250 and today. You will study Paper 3 Exam – 1 hour and 20 mins (30%)
ideas about the causes of disease and approaches to
prevention and treatment through time and examine
issues like how World War One helped to develop
x-ray machines.
Pathways After Year 11
Paper 2: Superpower relations and the Cold War
1941-91 (Depth study). A depth study looking at the Training Pathways
origins of the Cold War, Cold War crises 1958-70 and
the end of the Cold War. Leaves options open for a wide variety of AS
and A levels.
AND Early Elizabethan England 1558-88 A British
depth study looking at the situation on Elizabeth I’s Universities value a History GCSE as a good ac-
accession to the throne, challenges to Elizabeth at ademic qualification regardless of your choice
home and abroad and Elizabethan society in the age of course
of exploration.

Paper 3: Weimar and Nazi Germany 1918-39

A modern depth study focusing on the Weimar Re-
public 1918-29, Hitler’s rise to power 1919-33, Nazi
control and dictatorship 1933-39 and life in Nazi
Germany 1933-39.
How Will You Learn
History lessons combine a variety of teaching styles
to suit different types of learners. A combination of
interactive tasks, textbooks, on-line resources and
clips and worksheets will be utilised to support you
through the course.
Career Routes
Journalism, Law, Museum, Tour Guide, Finance,
Civil Service, Human Resources, Librarian,
Teaching, Army, Medicine, ICT, Politician, Ar-
chaeologist, Architect, Administrators, Police,
Market Research, Accountant, Air Force, Univer-
sity Lecturer, Advertising.
A History GCSE is not job specific, its students
have the skills that enable them to pursue a
variety of careers demanding a wide range of
talents, and they do so extremely successfully in
an open and competitive job market
 GEOGRAPHY
Kath Tipper, Head of Department
Qualification Type: GCSE
Examination Board: AQA
Useful Web Address: www.aqa.org.uk
Head of Dept: Miss K Tipper
Email: ktipper@worle-school.org.uk
Description of Course
The course covers the following themes:
1. Living with the Physical environment : Tectonic
hazards, climatic hazards, climate change, ecosys-
tems (TRF and cold environments), rivers and coasts.
2. Challenges in the Human environment: Urban
issues, economic development (Nigeria and UK),
resource management.
3. Geographical applications: Issue evaluation and
fieldwork
4. Geographical skills: statistical, graphical and car-
tographic
How Will You Learn
Throughout KS3 you have already been introduced
to some of the concepts that are studied at GCSE in
greater depth. Some topics may sound familiar and
some will be brand new. All topics studied will show
their relevance in the world today.
Studying GCSE geography develops all thinking skills
– description, explanation, analysis and evaluation –
these are transferable to a wide range of situations,
subjects, and careers in the future. Students also
develop skills in working with others; independent
learning and further develops literacy, numeracy,
communication and ICT skills.
Homework will be set each week. The types of home-
work will vary from tasks based on class work, or
through research of the current topic.
Method of Assessment
The assessment consists of 3 elements:
Paper 1 exam – Living with the Physical envi-
ronment – 1hour 30 88 marks 35% of GCSE
Paper 2 exam – Challenges in the Human envi-
ronment – 1hour 30 88marks 35% of GCSE
Paper 3 exam – Geographical applications in-
cluding pre-release resources – 1hour 15
76 marks 30% of GCSE
Exam questions will be practised throughout
the GCSE course
Pathways After Year 11
Training Pathways
A GCSE in geography provides a huge range of
opportunities. Apart from the obvious link to
A level geography and environmental science,
this subject will be a good backdrop for many
other subjects across the curriculum, as well as
a huge array of careers.
Career Routes
Students who have studied geography are
highly thought of for having a good combina-
tion of knowledge, flexibility, and competence
in key skills. There are also clear opportuni-
ties for fieldwork, teamwork and independent
study. In a recent survey employers regarded
geography as the most valuable GCSE after
English, maths and science.
 CORE PE ( NON-EXAMINATION)
Callum Thompson, Head of Department
Qualification Type: n/a
Examination Board: n/a
Specification No:n/a
Useful Web Address:n/a
Head of Dept: Mr Thompson
E-mail:cthompson@worle-school.org.uk

Description of Course
You will continue to develop and refine your knowl-
edge and understanding of a variety of sports. There
will be emphasis placed on your own fitness and un-
derstanding about healthy lifestyle. You will have PE
lessons every week. You will experience the following:

Organisation
You develop the skills and understanding to help
organise yourselves and others in a range of sporting
activities.

Teamwork
You will experience working as a team or for your- How Will You Learn
selves. You are encouraged to understand the value
of full involvement in all activities and to appreciate You will extend your knowledge of activities
the role and influence you can have on others. covered in lower school and wherever possible
you are given the opportunity to try out differ-
Motivation ent sports.
You will be given specific challenges and targets
which will help motivate you to improve. You will
hopefully learn the value of a committed and deter- Method of Assessment
mined approach to all activities.
This is not an examination course
Health and Fitness
You will be encouraged to take your sport seriously
and understand the impact it can have on your future
health.

Pathways After Year 11

Training Pathways
Core PE does not have an external examination.
However, students are given the opportunity to
participate in coaching others, which can lead
to leadership qualifications. This qualification
is known as Sports Leaders (SL) and it allows
students to demonstrate leadership and organi-
sational qualities with young children.
 Triple Science

OPTION SUBJECTS :
SCIENCE
 TRIPLE SCIENCE
Martin Davis, Head of Department
Qualification Type: GCSE
Examination Board: AQA
Specification No: Biology, Chemistry, Physics
Useful Web Address: http://www.aqa.org.uk/sub-
jects/science/new-science-gcse-specifications
Head of Dept: Mr Davis
E-mail: mdavis@worle-school.org.uk

Description of Course
The triple science course includes
the combined science (double Science) topics as well
as additional triple-only biology, chemistry and phys-
ics topics. This option is only available to students
achieving higher grades in science and also maths.
Students interested in studying this course should
speak to either Mr Davis or your science teacher to
discuss their suitability for the course.This is a highly
respected and successful course with a consistent
track record of students achieving the top GCSE
grades. Many students develop a real passion for the
sciences over the two years and go on to study at
least one of the sciences post-16, with many pursu-
ing careers linked to science.
All triple science classes are taught by three subject
specialists, who are passionate and experienced at
delivering the triple science courses.
Triple Modules
Biology – cell biology, organisation, infection and
response, bioenergetics, homeostasis and response,
inheritance, variation and evolution, and ecology.
Chemistry – atomic structure, bonding and the pe-
riodic table, quantitative chemistry, energy changes,
rates of reaction, organic chemistry, chemical analy-
sis, and chemistry of the atmosphere.
Physics – forces, energy, waves, electricity and mag-
netism, matter and atomic structure, and space.
How Will You Learn
You will sit two written exams for each of the three
sciences worth 50% of the GCSE each. Both exams
are 1 hour and 45 minutes long and consist of 100
marks.The questions are a combination of multiple
choice, structured, short and extended writing.We
provide revision resources and support inside and
outside of lessons to enable students to make ex-
cellent opportunities to practice revision and exam
techniques to ensure students are well prepared for
their final exams.
Method of Assessment
Each topic covers science that affects our every-
day lives and considers science in the future.
You will build upon the skills and knowledge
you have already developed from Years 7, 8
and 9. Your learning will involve a lot of applied
practical work and will help you further devel-
op your problem -solving skills. You will look
at how science develops and impacts on our
everyday lives and will have the opportunity to
develop your communication skills. You will be
expected to work in groups and independently.
Your teachers will encourage you to challenge
your learning and you must have interest and
enthusiasm for science. If you are someone who
has scientific curiosity about the world around
them then this course may be perfect for you.
Pathways After Year 11
Training Pathways
A-levels in Science
International Baccalaureate
Degree level Science
Level 3 courses at a college
Career Routes
Careers in Science research.
Medicine, Veterinary Science, Dentistry, Engi-
neering, teaching in a primary school setting
and nursing. Popular (but not compulsory) with
those wishing to take heavily subscribed Uni-
versity courses, e.g. Law.
 Food Studies
Graphics
Resistant Materials
Textiles

OPTION SUBJECTS :
DESIGN AND
TECHNOLOGY
 FOOD STUDIES
Tina Burrows, Head of Department
Qualification Type: Level 1/2 ~Hospitality and
Catering
Examination Board: Eduqas
Specification No: 601/7703/2
Useful Web Address: www.eduqas.co.uk
Head of Department: Mrs. Burrows
E-mail: tburrows@worle-school.org.uk
Description of Course
Working in food industry requires you to have a
passion for food, an interest in and understanding
of how it impacts on the body and a wide range of
skills depending on your job role and the setting you
work in.
Unit 1 Preparing to cook - This unit aims to intro-
duce learners to the safe and hygienic preparation of
the cooking environment and ingredients. Learners
will understand the importance of how to prepare
and store equipment and utensils. Learners will learn
to understand and follow recipes to demonstrate
their cooking skills to produce a variety of dishes.
Unit 2 Plan and produce dishes in response to a
brief - This unit will give learners the opportunity
to bring together their learning and skills devel-
oped throughout the course to produce a menu
in response to a brief. Learners will plan, make and
review their completed dishes.
How Will You Learn
Studying Eduqas Level 1/2 Hospitality and Catering
will help you to develop skills in making, independ-
ent learning, researching, analysing and evaluating
situations, communicating and modelling ideas and
developing decision-making skills through individu-
al and collaborative working.
Method of Assessment
The course is assessed in 2 units
Unit 1 (40%) The Hospitality & Catering Indus-
try – 1.5 hour exam
Unit 2 (60%) The Hospitality & Catering Indus-
try in Action - a Mandatory Internally Assessed
Portfolio of Evidence
There is a one-off payment of £10 in Year 10
which will cover some of the basic ingredients
needed for some activities over the two years
eg salt, pepper, oil, herbs, flavourings, parch-
ment etc.
Individual recipe ingredients will not be covered
and will need to be brought in from home.
Failure to bring in ingredients will result in the
loss of practical lessons, which are essential for
the successful completion of the course.
Pathways After Year 11
Training Pathways
By following the Level 1/2 Hospitality and Ca-
tering course the following level 3 pathways are
available:
A Level Home economics (food, nutrition and
health) a follow on vocational Food course.
Diploma in advanced Professional cookery Cer-
tificate in hospitality and catering principles
Professional cookery studies
Career Routes
Following successful completion of this course
and further studies a number of careers are
possible in hospitality and catering with man-
agement roles in food establishments and food
production. Health and well-being careers in
the form of a nutritionist, dietician, environ-
mental health officer and personal trainer. Food
development and production roles such as a
consumer scientist, food laboratory technician
and food retail positions in a bakers, butchers
and acting food buyer for larger retail establish-
ments.
 GRAPHICS
Tina Burrows, Head of Department
Qualification Type: GCSE
Examination Board: Edexcel
Specification No: 1DT0
Useful Web Address: https://qualifications.pear-
son.com/en/qualifications/edexcel-gcses/de-
sign-and-technology-2017.html
Deputy Head of D&T &I/C Graphics: Miss Keogh
E-mail: akeogh@worle-school.org.uk

Description of Course
The emphasis of the course will be to develop your
own creativeness and graphical skills. Underpinning
the course are the skills of designing and making,
which are taught through the following themes:
• Communication Techniques (colour, logos,
typography)
• Presentation Drawings (2D and 3D)
• Design and market influences (product analysis,
the environment)
• Materials and Processes (modelling, smart
materials, printing, industrial processes)
• Packaging and Pop up Mechanisms ICT/CAD/CAM
Method of Assessment
The assessment consists of 2 elements:
1. 1 hour and 45 minute exam which is taken
at the end of year 11. This counts for 50% of
your final grade.
2. A Controlled assessment (NEA) - this will
start in year 11 and will take place in the class-
room. The project will test students’ skills in
investigating, designing, making and evaluating
a prototype of a product. Tasks will be internally
assessed and externally moderated. This counts
for 50% of your final grade.

Pathways After Year 11

How Will You Learn
Projects in the first year enable students to learn a
wide range of practical & modelling skills to become
good graphic designers. Each will involve designing
and making to acquire specific skills and knowledge
for an extended coursework project in Year 11. Wher-
ever possible, theory work is taught through practical
activity but a proportion of the learning is supported
by a Text book/Revision guide and an accompanying
workbook. Learning about the theory of graphic de-
sign and production techniques is important prepa-
ration for the written examination in Year 11.
Training Pathways
Graphic Products will allow you to develop skills
which not only support other/further qualifica-
tions in order to follow a subject related career
path but are also relevant to adult life.
Should you want to take the qualification fur-
ther you can study an ‘A’ level at college/sixth
form or use the GCSE as one of your grades
towards ANY vocational qualification.
Career Routes
Should you decide to pursue Graphics as a
career; Universities offer degree courses in a va-
riety of design fields including Graphic Design,
Architecture, Web Design, Illustration, Comput-
er Animation, Photography, Product Design and
Interior design. Graphics is ‘hidden’ in many
careers and GCSE Graphic Products is where it
all begins.
 RESISTANT MATERIALS
Tina Burrows, Head of Department
Qualification Type: GCSE
Examination Board: Edexcel
Specification No: 1DT0
Useful Web Address: https://qualifications.pear-
son.com/en/qualifications/edexcel-gcses/de-
sign-and-technology-2017.html
Deputy Head of D&T & I/C Resistant Materials:
Mr Winstone
E-mail: awinstone@worle-school.org.uk

Description of Course Method of Assessment

This course involves the design and The assessment consists of 2 elements:
production of artefacts in a range of workshop ma-
terials. Production techniques are taught, from com- 1. 1 hour and 45 minute exam which is taken
puter aided design and manufacturing to traditional at the end of year 11. This counts for 50% of
workshop skills. Wherever possible, theory work is your final grade.
taught through practical activity but often class-
room theory lessons are required. Learning about 2. A Controlled assessment (NEA) - this will
the theory of material and production techniques is start in year 11 and will take place in the class-
important preparation for the written examination room. The project will test students’ skills in
at the end of the course. In the first year, students investigating, designing, making and evaluating
undertake a number of structured Design and Make a prototype of a product. Tasks will be internally
projects. Each of these develops specific design- assessed and externally moderated. This counts
ing or making skills in preparation for an extended for 50% of your final grade.
coursework project in Year 11. Coursework is a major
part of this course.
Fact – RMT is not just for boys. Some of our most
successful students have been girls. Pathways After Year 11
How Will You Learn Training Pathways
Students follow several projects covering a range of • A Level Product Design — Resistant Materials
materials. Each will involve designing and making to • A Level Engineering
acquire specific skills and knowledge. • Higher Education Degree courses
Projects in Year 10 enable students to learn a wide
range of practical & modelling skills to become
good designers and manufacturers. This will include
Career Routes
working in all resistant materials allowing for individ-
• Local industry apprenticeships
uality to develop. This will include CAD/CAM
• Local employment
• Engineering
• Boat building
• Building
• Architecture
• Construction
• Cabinet making
• Aerospace
 TEXTILES
Tina Burrows, Head of Department
Qualification Type: GCSE
Examination Board: Eduqas
Specification No: 603/1121/6
Useful Web Address: http://www.eduqas.co.uk
Head of Department & I/C Textiles: Mrs. Burrows
E-mail: tburrows@worle-school.org.uk
Description of Course
Designing
Developing, planning and communicating ideas plus
sketching and annotating. Product analysis and eval-
uation Sustainability and legislative issues
ICT and CAM
Making
Fabrics and components
Basic skills in surface decoration, embellishment, con-
struction & fastenings.
Tools and equipment
Systems and processes including manufacturing and
finishing.
Textiles is a course for EVERYONE with an interest in
Design & Technology
How Will You Learn
Studying GCSE Design and Technology - Textiles will
help you to develop skills in independent thinking and
learning, researching, analysing and evaluating
situations, communicating and modelling ideas,
developing decision-making skills through individual
and collaborative working.
A proportion of the learning is supported by a Text
book/Revision guide and an accompanying work-
book. Practical skills will be gained through demon-
strations and personal experience.
Method of Assessment
The assessment consists of 2 elements:
1. 1 hour and 45 minute exam which is taken at
the end of year 11. This counts for 50% of your
final grade.
2. A Controlled assessment (NEA) - this will start
in year 11 and will take place in the classroom.
The project will test students’ skills in inves-
tigating, designing, making and evaluating a
prototype of a product. Tasks will be internally
assessed and externally moderated. This counts
for 50% of your final grade.
Pathways After Year 11
Training Pathways
Textiles Technology will allow you to develop
skills which not only support other/further qualifi-
cations in order to follow a subject related career
path but are also relevant to adult life.
Should you want to take the qualification further
you can study an ‘A’ level at college/sixth form or
use the GCSE as one of your grades towards ANY
vocational qualification
Career Routes
Many Universities offer degree courses in differ-
ent areas of Textiles which could lead to a career
in, for example, Fashion, Car interior design,
Home interior design, children’s-wear design, soft
toy design &Textile Art. Whether your interest lies
in designing for the cat-walk, working in a team
designing the interior of the next Aston Martin
or working with a charity to develop and manu-
facture sustainable and eco-friendly products for
the developing world Textiles is a step in the right
direction. Be the next Gok, Westwood, Galliano,
Hamilton/Button Maclaren F1 designer, top
‘Diesel‘ designer or work on movie sets. Textiles
Technology is ‘hidden’ in many careers and GCSE.
 Fine Art
Digital Art
Music
Music Practitioners
Drama

OPTION SUBJECTS :
ART
 ART: FINE ART
Jodie Millar, Head of Department
Qualification Type: GCSE
Examination Board: AQA
Specification No: Art & Design (Photography:
4206)
Useful Web Address: www.aqa.org.uk/qualifica-
tions
Head of Dept: Miss Millar
E-mail: jmillar@worle-school.org.uk
Description of Course
GCSE Fine Art allows students to develop creatively
and practically whilst responding to a project theme.
Throughout the projects students are required to
explore and develop an idea through research and
experimentation, when refining their idea develop-
ment students will create personal responses. Across
the two year course students will develop a range of
skills, exploring an range of areas within fine art such
as drawing, painting, print making, photography and
mixed media. This course expects students to work
independently to develop and create ideas. Students
will be required to work to strict deadlines in order
to complete their project work and be able to write
analytically about artists and their work. Project
themes include topics such as portraiture, creative
landscapes, natural forms and social issues.
How Will You Learn
Students will be required to respond to a pro-
ject theme through the use of research, idea
development and personal responses. They will
develop their artistic ability and practical skills
through practice and experimentation with ma-
terials and techniques. Teachers will help build
students confidence by nurturing the devel-
opment of their skills in areas such as drawing,
painting, written analysis, photography and
photoshop.
Method of Assessment
COURSEWORK (60%)
• Coursework projects run from the start of Year
10 and are completed by January of Year 11.
• Students will be given interim deadlines, with
the opportunity to improve their work following
feedback.
Coursework is presented in Sketchbooks and
Flip Folders and counts for 60% of the marks.
EXAM (40%)
• The externally set terminal exam is taken in
April/May of 2nd year of the course and counts
for 40% of the marks.
• Students will be given the exam paper in
January and will complete preparation work in
lessons. Preparation work will need to be sub-
mitted before the exam.
• The final piece of work will be completed un-
der exam conditions over two days (10 hours).
Both the preparation work and the final piece
are marked as part of the exam.
Pathways After Year 11
Training Pathways
‘A’ Levels (Fine Art, Graphic Design,
Photography, Textiles)
BTEC Diploma
Creative & Media Diploma (Higher)
Career Routes
Illustration, Animation, Graphic Design, Archi-
tecture, Photography, Theatre Design, Sce-
nic Painting, Prop-Making, Teaching, Fashion
Design, Art Therapy, Advertising, working in a
Museum or gallery.
 ART: FINE ART
Jodie Millar, Head of Department

During the course each project is marked

against the following assessment objectives.
Students must be able to demonstrate that
they have met each assessment objective.

A01
Develop ideas through investigations, demon-
strating critical understanding of sources

A02
Refine work by exploring ideas, selecting and ex-
perimenting with appropriate media, materials,
techniques and processes.

A03
Record ideas, observations and insights relevant
to intentions as work progresses

A03
Present a personal and meaningful response
that realises intentions and demonstrates under-
standing of visual language.
 ART: DIGITAL ART
Jodie Millar, Head of Department
Qualification Type: GCSE
Examination Board: AQA
Specification No: Art & Design (Photography:
4206)
Useful Web Address: www.aqa.org.uk/qualifica-
tions
Head of Dept: Miss Millar
E-mail: jmillar@worle-school.org.uk
Description of Course
GCSE Digital Art allows students to develop creatively
and practicality whilst responding to a project theme.
Throughout the projects students are required to
explore and develop an idea through research and
experimentation, when developing their ideas stu-
dents will create personal responses. Across the
two year course students will develop a range of
skills, exploring an range of areas within digital art
such as the use of digital SLR cameras, studio light-
ing, photoshop, pixlr and mixed media. This course
expects students to work independently to develop
and create ideas. Students will be required to work
to strict deadlines in order to complete their project
work and be able to write analytically about artists
and their work. Project themes include topics such
as portraiture, creative landscapes, natural forms and
social issues.
How Will You Learn
Students will be required to respond to a project
theme through the use of research, idea develop-
ment and personal responses. They will develop their
artistic ability and practical skills through practice Pathways After Year 11
and experimentation with materials and techniques.
Teachers will help build students confidence by nur-
turing the development of their skills in areas such as Training Pathways
digital editing, composition, written analysis, pho-
tography and photoshop.
Method of Assessment
COURSEWORK (60%)
• Coursework projects run from the start of Year
10 and are completed by January of Year 11.
• Students will be given interim deadlines, with
the opportunity to improve their work following
feedback.
Coursework is presented in Sketchbooks and
Flip Folders and counts for 60% of the marks.
EXAM (40%)
• The externally set terminal exam is taken in
April/May of 2nd year of the course and counts
for 40% of the marks.
• Students will be given the exam paper in
January and will complete preparation work in
lessons. Preparation work will need to be sub-
mitted before the exam.
• The final piece of work will be completed un-
der exam conditions over two days (10 hours).
Both the preparation work and the final piece
are marked as part of the exam.
‘A’ Levels (Fine Art, Graphic Design,
Photography, Textiles)
BTEC Diploma
Creative & Media Diploma (Higher)
Career Routes
Illustration, Animation, Graphic Design, Archi-
tecture, Photography, Theatre Design, Teaching,
Fashion Design, Art Therapy, Advertising
 ART: DIGITAL ART
Jodie Millar, Head of Department

During the course each project is marked

against the following assessment objectives.
Students must be able to demonstrate that
they have met each assessment objective.

A01
During the course each project is marked against
the following assessment objectives. Students
must be able to demonstrate that they have met
each assessment objective.

A02
Refine work by exploring ideas, selecting and ex-
perimenting with appropriate media, materials,
techniques and processes.

A03
Record ideas, observations and insights relevant
to intentions as work progresses.

A03
Present a personal and meaningful response
that realises intentions and demonstrates under-
standing of visual language.
 MUSIC
Emma Burlinson, Head of Department
Qualification Type: GCSE
Examination Board: AQA
Specification No: 4270
Useful Web Address: www.aqa.org.uk/qual/sub-
jectindex-m.php
Head of Dept: Mrs. Burlinson
E-mail: eburlinson@worle-school.org.uk

Description of Course
Component 1: Understanding music
What’s assessed - Listening and Contextual
understanding
How it’s assessed - Exam paper with listening exercis-
es using excerpts of music. How Will You Learn
Practical tasks and theory based learning.
Component 2: Performing music
What’s assessed - Music performance
How it’s assessed - As an instrumentalist and/or Pathways After Year 11
vocalist and/or via technology:
• Performance 1: Solo performance
Training Pathways
• Performance 2: Ensemble performance
Music is a subject that helps us be creative and
Component 3: Composing music
expressive individuals. It develops your musical
What’s assessed - Composition
awareness and increases your understanding
How it’s assessed
of other cultures and countries. If you already
• Composition 1: Composition to a brief
are playing an instrument and perhaps have
• Composition 2: Free composition
taken some practical exams then this course is
aimed at you. It can give you a good ground-
Method of Assessment ing in composition and musical skills ready for
the A Level route. Many students from Worle
have gone on to study music at University or a
Performances are marked live in front of an
specialist music college and now perform, teach
audience.
and make their living through music.
Compositions are played to the class and them
marked by the teacher. Career Routes
There is a final listening examination. Music teaching
Orchestral management
Performer
Composer
Musician for film
Media-based jobs
Radio, TV
Sound production
Recording engineer
Music retail
Performing Artist
Music journalism
 MUSIC PRACTITIONERS
Emma Burlinson, Head of Department
Qualification Type: GCSE Equivalents
Examination Board: Rock School
Specification No: n/a
Useful Web Address: www.accesstomusic.org.uk
Head of Dept: Mrs. Burlinson
E-mail: eburlinson@worle-school.org.uk

Description of Course
RSL offers 2 pathways - Performance and Technology.
The performance pathway is aimed at students who Method of Assessment
are interested in popular music and performing in a
band or as a soloist. The course covers three units: Performances are marked live in front of an au-
Live Music Performance, instrumental skills and Music dience. You will put on and be responsible for an
Knowledge. event that involves music.

You will plan for a live performance and demonstrate,

in collaboration with others, the skills to perform a
set in a specific live environment to a target audience Pathways After Year 11
for 15 minutes. You will reflect on your performance
and consider ways to improve future performances.
Training Pathways
You will learn to appraise music by analysing its mu-
sical elements, emotional responses to it and factors Music is a subject that helps us be creative and
that govern these. expressive individuals. It develops your musical
You will learn how to recognise the relationship awareness and increases your understanding of
between the key elements of music and the personal other cultures and countries. If you already are
responses they elicit. The course is very practical and playing an instrument and perhaps have taken
is aimed at students who enjoy performing and mak- some practical exams then this course is aimed
ing music and have a keen interest in the subject. It at you. It can give you a good grounding in com-
allows students to develop skills such as team build- position and musical skills ready for the A level
ing, independence and confidence giving them the route. Many students from Worle have gone on
opportunity to work with other musicians and people to study music at University or a specialist music
who work in the local music industry. college and now perform, teach and make their
living through music.
You will develop the skills needed for effective re-
hearsal so you are fully prepared for a live perfor- Career Routes
mance. Throughout this project you will be expected
to: Music teaching
Orchestral management
• Devise a rehearsal schedule and individual action Performer
plan Composer
• Investigate a variety of rehearsal methods Musician for film
• Maintain a progress diary Media-based jobs
• Work effectively as a team Radio, TV
• Participate in group discussions Sound production
• Work with increasing independence from staff Recording engineer
Music retail
How Will You Learn Performing Artist
Practical tasks and theory based learning. Music journalism
 DRAMA
Becky Davies, Head of Department
Qualification Type: BTEC Tech Award
Examination Board: Pearson
Specification No: 18BVD03
Useful Web Address: https://qualifications.pear-
son.com/en/qualifications/btec-tech-awards/per-
forming-arts.html
Head of Dept: Mrs. Davies
E-mail: bdavies@worle-school.org.uk
Description of the Course
Skills:
• Confidence and communication
• Imagination and creativity
• Organisation and working to deadlines
• Team work and problem solving
• Interpretative and analytical skills
• Presentation
• Flexibility and adaptability
• Good work ethic and commitment
• Mental versatility
• Evaluation and personal development
• Independent thinking
• Acting, Directing, Design skills (Lighting, Music and
Sound, Costume and props)
• Many transferable skills that will help the student in
any future career path
Title:
1. Explore: Exploring the performing arts
2. Develop: Developing Skills and Techniques in the
Performing Arts
3. Apply: Performing to a Brief
Description:
Students will explore 3 different repertoires of prac-
titioners work in theory and in practice. Students will
explore the performance style, creative intentions,
purpose, investigate how practitioners create and
discover performance roles, skills, techniques and
processes.
Students will develop skills and techniques by
reproducing existing performances. Students
will take part in workshops, classes and re-
hearsals. Students will gain physical, interpre-
tative, vocal and rehearsal skills whilst apply-
ing these skills to their performance. Students
will also reflect on their progress, their perfor-
mance and improvements.
A synoptic unit where students apply their
knowledge in a performance. Students will
consider how practitioners adapt their skills for
different contexts, and put this into practice in
a performance. Students will work in groups
to create a performance based on a set brief.
How Will You Learn
• Through practical lessons, workshops and
large periods of time to explore your creative
ideas
• Develop skills, knowledge and understanding
from KS3
• By devising ideas from a range of stimuli,
theatre practitioners, performances spaces and
audience manipulation
• By being responsible for your own semiot-
ics (lighting, music, costume, set design and
props)
• By working collaboratively with your peers,
critically evaluating your own work and the
work of others
• Through theatre visits: Visits are vital in de-
veloping your knowledge and aid your under-
standing of repertoires for Component 1
Why do students typically pick Drama?
Why employers and further education highly regard Drama
They intend on pursuing Drama as a career
Drama creates confident individuals who can present in public and demonstrate excellent communi-
cation skills.
They enjoy the practical nature of it and like to make pieces

It is a highly reflective subject, where individuals constantly have to review and evaluate their col-
laboration, contributions, processes and the final product. This shows analytical skills and toolkit of skills to
review, refine and improve.
As an opportunity to develop their confidence and self esteem

As it requires full commitment to a group, team work, problem solving and demonstrates high
standards of commitment
They love it! They want to pick a course that is just for their own enjoyment, as an escapism
It demonstrates a variety of transferable personal skills that are needed in many situations and any
employment.
Method of Assessment
Practical:
Commitment to rehearsals, contributions, per-
formance & design elements (lighting, music,
sound, costume and props) and the final per-
formance in Component 2 and 3.

Written:
Component 1: a piece of coursework that ex-
plains your understanding of 3 theatrical reper-
toires
Component 2: reflections on their progress,
performance and what they could improve
Component 3: reviewing the process using an
ideas and skills log and reflecting on their per-
formance in an evaluation report
Home learning:
Might include research, designs, reading/writ-
ing/learning scripts, writing draft devising logs
or watching video footage of performances.
You will be expected to maintain a Drama diary
which includes notes on class work, reviews on
performances, research, developments in your
piece etc. The majority of “home learning” is
rehearsal time.
Pathways After Year 11
Training Pathways
Drama is a fantastic subject in which the skills
you learn can be applied to any training path-
way.
Or if your career choice is in the arts you can
develop your skills in an A level or BTEC Drama
and Theatre studies or Performing Arts.
Career Routes
• All employers look for the transferable skills
that you will gain through Drama
• Theatre, film or creative industries: Actor,
Director, Designer and Stage Management.
• Teaching Drama Therapy and Theatre in
education
• Entertainment, Events and Tourism
• Advertising, Marketing and Management
careers
 French
Spanish

OPTION SUBJECTS :
LANGUAGES
 FRENCH
Kate Webb-Jones, Head of Department
Qualification Type: GCSE
Examination Board: AQA
Specification No: 8658
Useful Web Address: http://www.aqa.org.uk/sub-
jects/languages/gcse/french-8658
Head of Dept: Mrs Webb-Jones
E-mail: kwebbjones@worle-school.org.uk
Description of Course
All four language skills (reading/writing/listening/
speaking) are developed and assessed across a range
of contemporary, cultural themes. There are three
main themes, which are each broken down into
topics and sub-topics throughout the course:
• Identity and culture.
• Local, national and global areas of interest.
• Current and future study and employment
You will also study grammar in more depth and be
introduced to new linguistic concepts that will enable
you to construct more sophisticated language.
How Will You Learn
Throughout the course you will hone your foreign
language skills in reading, writing, listening and
speaking, and will be encouraged by your class
teacher to:
• Work in groups, as well as independently, to
achieve set goals.
• Use a range of resources, including authentic mate-
rials, such as online news articles.
• Think creatively and spontaneously.
• Reflect on key aspects of your work.
• Appreciate other languages and cultures, as well as
your own.
You will also be expected to complete regular Home
Learning tasks and take ownership of your learning
by exposing yourself to as much language as possi-
ble outside of the classroom (e.g. internet, TV, films,
radio, magazines).
Method of Assessment
The overall assessment consists of four el-
ements which take place as final exams (in
reading, writing, listening and speaking) at the
end, or towards the end, of the course in Year
11. You will be entered at either Foundation or
Higher level across the 4 skills (numerical grad-
ing system 9-1). The exams are as follows:
• Reading – understanding written French in a
range of settings, responding to questions, plus
French – English translation.
• Writing – produce an extended written text
on a given topic, plus English – French transla-
tion.
• Listening – understanding spoken French in a
range of settings, responding to questions.
• Speaking – role play, questions, conversation
in the target language.
Pathways After Year 11
Training Pathways
A levels
Higher education
Career Routes
Common career paths include
Court Interpreter, Customs Officer, Fashion Buy-
er, Film Maker, Diplomat , Intelligence
Specialist, International Banking Officer,
Journalist, Media Specialist, National Security
Agent, Politician, Professor, Radio/TV Presenter,
Teacher, Travel Agent, Translator, Chef
Languages are a demanding but highly enjoy-
able option which broaden students’ range of
knowledge and ultimately teach many transfer-
able skills which are highly prized by employers
in an increasingly global and competitive job
market. It is also required for entry to some
degrees at certain universities.
 SPANISH
Martina Vila, Head of Department
Qualification Type: GCSE
Examination Board: AQA
Specification No: 8698
Useful Website: www.aqa.org.uk/subjects/lan-
guages/gcse/spanish-8698
Head of Dept: Miss Vila
Email: mvila@worle-school.org.uk
Description of Course
All four language skills (reading/writing/listening/
speaking) are developed and assessed across a
range of contemporary, cultural themes. There are
three main themes, which are each broken down
into topics and sub-topics throughout the course:
Identity and culture - Local, national and global
areas of interest - Current and future study and
employment. You will also study grammar in more
depth and be introduced to new linguistic concepts
that will enable you to construct more sophisticated
language.
How Will You Learn
Throughout the course you will hone your foreign
language skills in reading, writing, listening and
speaking, and will be encouraged by your class
teacher to:
• Work in groups, as well as independently, to
achieve set goals.
• Use a range of resources, including authentic
materials, such as online news articles and Spanish
specific websites.
• Think creatively and spontaneously.
• Reflect on key aspects of your work.
• Appreciate other languages and cultures, as well as
your own.
• Get to know real Spanish people your age.
You will also be expected to complete regular Home
Learning tasks and take ownership of your learning
by exposing yourself to as much language as possi-
ble outside of the classroom (e.g. internet, TV, films,
radio, magazines).
Method of Assessment
The overall assessment consists of four
elements which take place as final exams (in
reading, writing, listening and speaking) at the
end, or towards the end, of the course in Year
11. You will be entered at either Foundation or
Higher level across the 4 skills (numerical grad-
ing system 9-1).
The exams are as follows:
•Reading – understanding written Spanish in a
range of settings, responding to questions, plus
Spanish – English translation.
•Writing – produce an extended written text
on a given topic, plus English – Spanish transla-
tion.
• Listening – understanding spoken Spanish in
a range of settings, responding to questions.
• Speaking – role play, questions, conversation
in the target language.
Pathways After Year 11
Training Pathways
A level
Higher Education
Career Routes
Business Person, Scientist , Art Dealer ,
Court Interpreter , Customs Officer , Fashion
Buyer , Film Maker , Diplomat , Intelligence
Specialist , International Banking Officer ,
Journalist, Media Specialist , National Se-
curity Agent , Politician , Teacher, Radio/TV
Presenter , Professor , Travel Agent, Travel
Writer, Chef, Translator.
Languages are a demanding but highly
enjoyable option which broadens students’
range of knowledge and ultimately teach
many transferable skills which are high-
ly prized by employers in an increasingly
global and competitive job market. It is also
required for entry to some degrees at cer-
tain universities and holidays get definitely
more interesting if you can speak another
language.
 Religious Studies
Sociology
Citizenship
Business Studies

OPTION SUBJECTS :
SOCIAL
SCIENCES
 RELIGIOUS STUDIES
Oliver Plumridge , Head of Department
Qualification Type: GCSE
Examination Board: AQA
Specification No: 8062
Useful Web Address: www.aqa.org.uk/subjects/
religious-studies/gcse
Head of Dept Mr Plumridge
E-mail: oplumridge@worle-school.org.uk

Description of Course
RS is a subject that looks at belief, philosophy, the
meaning of life and the nature of our universe. It is
where you can question your beliefs and the beliefs
of others. The course introduces students to a wide
range of moral and social issues for example envi-
ronmentalism, abortion, terrorism, the paranormal,
justice, homosexuality and divorce to name but a Method of Assessment
few. Students are encouraged to ask questions, eval-
uate and be empathetic. The course allows students This course is 100% final exam at the end of
to be critical, analytical and build their own informed Year 11.
points of view. It aims to enable students to:
• Engage with questions of belief, value, meaning, Paper 1—1 hour 45 minutes (50%)
purpose, truth, and their influence on human life. Paper 2—1 hour 45 minutes (50%)
• Reflect on and develop their own values, beliefs,
and attitudes in the light of what they have learnt There is no controlled assessment.
and contribute to their preparation for adult life in
religiously diverse society and global community.
You will get a real opportunity to look in-depth at
key issues you have touched on in the previous year Pathways After Year 11
and gain an understanding of different viewpoints on
these. RS will also enable you to construct arguments Training Pathways
and evaluate viewpoints of key aspects of society
that you are an active citizen in. The skills outlined are transferable to, a wide
range of situations, subjects and careers in the
How Will You Learn future. Employers and colleges look favourably
upon the subject as demonstrating academic
ability and thinking skills. Students can continue
We encourage students to ask questions, consid-
with the subject to A Level or use the skills and
er both sides of an issue with empathy, but also to
knowledge learnt to travel down another path
be critical and take nothing for granted in order to
way or career.
develop their own balanced and informed point of
view. Homework tasks will arise from the content and
direction of the lessons and will help you create your Career Routes
revision materials so you are ready to complete the
exam when you get there. Any job, which includes contact with peo-
ple could benefit from GCSE RS. Careers
in teaching, law, social work, government,
armed forces, police, medical profession
and childcare are just a few where RS is
highly valued.
 SOCIOLOGY
Oliver Plumridge, Head of Department
Qualification Type: GCSE
Examination Board: AQA
Specification No: 8192
Useful Web Address: https://www.aqa.org.uk/
subjects/sociology/gcse/sociology-8192
Head of Dept Mr Plumridge
E-mail: oplumridge@worle-school.org.uk

Description of Course
Sociology looks at our society and asks why different
organisations in it work how they do. You will study
key areas of society and ask questions about who
these areas benefit. We will ask questions such as,
should private schools exist? Why do certain groups
get stopped more by the police? Is poverty unavoid- Method of Assessment
able in society? And, what are the positive and neg-
ative aspects of marriage and divorce. For each of This course is 100% final exam at the end of
the topics you will look at key sociologists who have Year 11.
either Functionalist, Marxist or Feminist viewpoints
and understand the research they have completed Paper 1—1 hour 45 minutes (50%)
to come to their views. Paper 2—1 hour 45 minutes (50%)
The course gives a strong understanding of how
your society works around you and will ask you to There is no controlled assessment.
work hard to analyse, evaluate and construct ideas
on fascinating topics.
The course is split into two papers, each containing
two topics. Pathways After Year 11
Paper 1—Families and Education
Paper 2— Crime and Deviance and Social Stratifica-
tion Training Pathways
The skills outlined are transferable to, a wide
range of situations, subjects and careers in the
How Will You Learn future. Employers and colleges look favourably
upon the subject as demonstrating academic
You will learn through a variety of methods. We ability and thinking skills. Students can continue
will look at and analyse real sociologists work. with the subject to A Level or use the skills and
knowledge learnt to travel down another path
We will conduct some pieces of our own small-
way or career.
scale research to understand sociological meth-
ods. We will also work on developing and ana-
lysing the strength of arguments through asking Career Routes
questions, considering both sides of an issue
and using specific evidence. You will need to be Any job, which includes contact with people
could benefit from GCSE Sociology. Careers in
prepared to work hard to develop these skills
teaching, law, social work, government, armed
in a new subject, with the payoff being that you forces, police, medical profession and childcare
gain an understanding of how your society and are just a few where sociology is highly valued.
lives are impacted by so many factors.
 CITIZENSHIP
Mick Green, Head of Department
Qualification Type: GCSE
Examination Board: AQA
Useful Web Address: www.aqa.org.uk
Head of Dept: Mr. Green
E-mail: mgreen@worle-school.org.uk

Description of Course
Citizenship GCSE prepares you to become an active
citizen in our democratic society. Choosing GCSE
citizenship will allow you to apply your learning to
real-life scenarios on both a local and global scale.
Subject content:
1. Citizenship skills, processes and methods Method of Assessment
2. Life in modern Britain
3. Rights and responsibilities
The qualification is Linear. Linear means that
4. Politics and participation
students will sit all their exams at the end of the
5. Active citizenship
two year course.
All of the themes require links to be made between
Paper 1 Section A: Active citizenship. Section
local, national, European and global dimensions B: Politics and participation.
Written exam: 1 hour 45 minutes 80 marks 50%
of GCSE.
How Will You Learn Paper 2 Section A: Life in modern Britain. Sec-
tion B: Rights and responsibilities.
Citizenship studies provides the opportunity for you Written exam 80 marks 50% of GCSE
to work individually to develop your own knowledge
and also encourages you to work with others and
take part in group activities to bring about a change.
Lessons are planned and delivered to develop key
Pathways After Year 11
processes such as critical thinking, enquiry, advocacy
and representation, taking informed and responsi- Training Pathways
ble action. In particular you will have opportunities
to explore topical and controversial issues, address GCSE Citizenship gives you an excellent foun-
issues and problems within communities. dation to progress onto any level three course.
Specifically it is a good foundation for further
studies in Politics, Law, Sociology or Public
Services.

Career Routes
• Public Services
• Politics
• Teaching
• Law
• Journalism
• Media
 BUSINESS STUDIES GCSE
Nick Somers, Head of Department
Qualification Type: GCSE
Examination Board: AQA
Specification No: 603/0304/9
Useful Web Address: www.aqa.com
Head of Dept: Mr Somers
E-mail: nsomers@worle-school.org.uk
Description of Course
Choosing to study GCSE Business will provide an
engaging and stimulating introduction to the world
of business. The qualification consists of 6 modules:
Section 1 – Business in the real world: This covers
why businesses exist, business ownership structures,
business aims and objectives and expanding busi-
nesses.
Section 2 – Influences on business: This covers how
external influences impact on business activity. This
includes laws, technology, ethical and environmental
considerations.
Section 3 – Business operations: This covers supply
chains, methods of production, quality and customer
service.
Section 4 – Human resources: This covers organisa-
tional structures, employment contracts, recruitment
and staff motivation.
Section 5 – Marketing: This covers the marketing
mix and market research.
Section 6 – Finance: This covers sources of finance,
investment, cash flow forecasting and statements of
financial position.
How Will You Learn
Business lessons combine a variety of teaching
styles to suit different learners. Theory is taught
and then is applied to specific business exams.
We make use of a combination of interactive
tasks, textbooks, DVDs and worksheets. Stu-
dents need to be able to understand business
case studies to apply their knowledge so we
use a selection of source material to put
knowledge into a business context.
Method of Assessment
The GCSE is examined by 2 exams that are
equally weighted at 50% of your final grade.
These consist of knowledge questions and
explain questions. They will be presented with
unseen business case studies and complete
analyse and recommend questions testing their
knowledge across the course.
Pathways After Year 11
Training Pathways
Continue to study Business at a higher level at
sixth form, college and university. To continue
study/training through the vocational/appren-
tice route.
Career Routes
The course will help progress into a career in
the business sector.
The course gives learners the opportunity to
develop a range of skills and techniques,
personal skills and attributes essential for
successful performance in working life.
 Creative Media
Computer Science

OPTION SUBJECTS :
INFORMATION
TECHNOLOGY
 CREATIVE MEDIA
Nick Somers, Head of Department
Qualification Type: Cambridge National Method of Assessment
Examination Board: OCR Creactive iMedia
Specification No: J817
Useful Web Address: https://www.ocr.org.uk/ Core Units
qualifications/cambridge-nationals/creative-ime- R081
dia-level-1-2-award-certificate-j807-j817/ Pre-Production Skills
Head of Dept: Mr Somers •Worth 25%of the overall qualification grade.
E-mail: nsomers@worle-school.org.uk •Assessed by external exam.
•The exam is 1 hour 15 minutes long and has
a potential 60 marks available.
•This unit focuses on the pre-production
Description of Course skills used in the creative and digital media
industry.
This is a vocational course made up of four units
designed to equip learners with a range of creative R082
media skills. There are a lot of practical elements to
Creating Digital Graphics
Creative iMedia; a course that has been purposely
•Worth 25% of the overall qualification
developed to be ‘hands on’. The course has also been
designed to challenge all learners through a range of grade.
independent project-based assignments. •Assessed through a portfolio of work
marked in school out of 60 and then exter-
nally moderated.
•This unit focuses on creating digital graph-
How Will You Learn ics such as album covers, advertisements and
book covers.
Each project-based unit follows a similar pattern, •The unit includes research, planning and
developing skills in research, planning, design and review work.
evaluation. Much of the work will be completed on
a computer, so learners will develop essential IT Other units
skills and will likely use software they have little or • R085–Multipage Website
no experience of using to date. Learners will also
• R086–Digital Animation
depend on their written communication skills in all
units for research and evaluation of their portfolio.
• R087–Interactive Multimedia Products
• R091–Designing a Game Concept
• R092–Developing Digital Games

Pathways After Year 11

Training Pathways
This course gives learners a good foundation to
goon to study ‘A’ Level Media Studies or Level
2/3 qualifications in Media or ICT.
In terms of employment, this course is perfect
for learners that want to pursue careers in the
creative media industry, such as graphic design-
er, film producer or photographer or careers in
IT such as website developer, software/game
developer, social media manager or animator.
 COMPUTER SCIENCE
Nick Somers, Head of Department
Qualification Type: GCSE
Examination Board: OCR
Specification No: J277
Useful Web Address: www.ocr.org.uk/qualifica-
tions/gcse-computer-science-j277-from-2016/
Head of Dept: Mr Somers
E-mail: nsomers@worle-school.org.uk

Description of Course
This GCSE course gives students a real, in-depth How Will You Learn
understanding of how computer technology works.
It offers an insight into what goes on ‘behind the There are many different learning methods
scenes’, including computer programming. Through used for this course. There are, of course, text
this qualification students can develop an under- books and work sheets but there is also a move
standing of current and emerging technologies towards a dynamic learning platform, where
and how they work, look at the use of algorithms lessons, activities and tests are carried out inter-
in computer programs, become independent and actively through the computers.
discerning users of IT, acquire and apply creative
and technical knowledge and understanding of IT in
a range of contexts, develop computer programs to
solve problems, evaluate the effectiveness of com-
puter programs and the impact of computer tech-
nology in society. It is a great way to develop critical
thinking, analysis and problem solving skills, which
can be transferred to further learning and everyday Pathways After Year 11
life. Computing is a very high level subject so it is vi-
tal that students have good mathematical skills and
should be working at a high level in maths and in Training Pathways
ICT. Please discuss with your ICT teacher if you feel
the course is for you but you are not at the required Continue to study ICT or Computing at a higher
levels. level at sixth form, college and university.

Method of Assessment Career Routes

There are 3 units within the course. 100% of the
final marks are gained from two written exams.
Paper 1: Computer Systems
Paper 2: Algorithms and programming
The third element is a programming unit which is
currently not graded. This is set by the board to test
programming and problem solving skills and sup-
ports Paper 2.
Any chosen career will involve an element of IT
and/or computing. Having programming and
other technical computer skills will open up
many career opportunities for students across
a wide variety of industries. All industry sectors
need people with programming skills to create
applications for them. In particular the video
games industry needs more people with pro-
gramming skills to create the next generation
of games in this lucrative industry. As more
people depend on their Smartphones on a day
to day basis, creating apps for these phones
is also likely to be a big growth area requiring
programming skills.
 Child Development
Sport Studies
Sport Science

OPTION SUBJECTS :
ADDITIONAL
COURSES
 CHILD DEVELOPMENT
Jess Matthews, Head of Department
Qualification Type: Cambridge Nationals Level 1/2
Examination Board: OCR
Specification No: J818
Useful Web Address: https://www.ocr.org.uk/
qualifications/cambridge-nationals/child-devel-
opment-level-1-2-j818/
Head of Dept: Mrs Jess Matthews
E-mail: jmatthews@worle-school.org.uk

Description of Course
All students will study three units: How Will You Learn
EXAM: RO18 Health and well-being for child devel-
opment – 50% of the Mark Practical activities such as the menstruation
The roles and responsibilities of parenthood, from bracelets.
pre-conception through antenatal to postnatal care Using our ‘Life Choice’ Babies in and around
and the importance of creating the best conditions school and at home.
for a child to thrive. Making bottle feeds.
Observing children at play.
COURSEWORK: 50% Films and documentaries
•RO19 Understand the equipment and nutritional Team work and class discussion and presenta-
needs of children from birth to five years; (25%) tions
Research into a range of equipment and nutritional Quizzes and revision
and hygiene requirements of children from birth to Workbooks
five years, and then demonstrate in a practical ac-
tivity how these needs are met to promote a child’s
development and well-being.

•RO20 Understand the development norms of a child

from birth to five years. (25%)
Pathways After Year 11
Students investigate the developmental norms of Training Pathways
children from birth to five years and develop an
understanding of the impact of play on the devel- Weston College courses
opmental norms. They apply and demonstrate their Diploma in caring for children BTEC Level 2
knowledge and understanding through practical diploma Apprenticeship in Caring for children
activities with a real child A level, FdA Early years and BA(Hons) Early
years education
Midwifery degree at various universities
Method of Assessment Medical training

Coursework: Child equipment / Feeding solutions Career Routes

(25% final grade)
Coursework: Study of a child
(25% final grade)
• End of unit assessments (exam questions)
• Knowledge tests per learning cycle
• Pre Public Examinations
• Exam (50% of final grade)
Child care worker, Nanny, Pre- school teach-
er, Social workers, Special education teachers
,Children’s nurse, Paediatrician, Neonatologist,
Midwife, Health Visitor, Entertainer, Teacher of
Primary or Secondary education.
 SPORT STUDIES
Callum Thompson, Head of Department
Qualification Type: OCR Nationals sports studies
Examination Board: OCR
Method of Assessment
Useful Web Address: www.ocr.org.uk
Head of Dept: Mr Thompson The practical component of the course is
assessed by your teachers and evidence can
E-mail: cthompson@worle-school.org.uk
be through taught lessons, competitive situa-
tions or through external evidence. You will be
assessed on your skill level in a range of sports,
Description of Course from which we determine your best two. The
theory content is taught in a classroom and will
The OCR Nationals Sports Studies course has two be assessed by a 1 hour written exam.
compulsory units and two coursework units. These
include a 1 hour exam on contemporary issues in
sport and a practical element of developing sports
skills.
Unit titles are:

• Contemporary issues in sport (Exam)

• Practical sport. Team and individual performance
• Sports leadership
• Working in the sports industry

It is essential that you enjoy PE, and those who

represent the school or an outside club in a sport
will benefit tremendously. If you do not take part in
competitive sport please do not pick this option.

How Will You Learn

For the OCR Nationals Sports studies course stu-
dents will complete a compulsory practical unit
Pathways After Year 11
of developing sports skills. The knowledge for the
exam and coursework assessed units including sport Training Pathways
and the media, sports leadership and working in the
sports industry will be taught through theory based BTEC Sports Diplomas
lessons. A-level PE
Degree in Sports Science
Degree in Human Movement Studies

Career Routes
Leisure Centre Assistant
Physiotherapist
Sports journalist/photographer
Sports Coach
Personal Fitness Trainer
PE Teacher
 SPORT SCIENCE
Callum Thompson, Head of Department
Qualification Type: Vocational Exam Board: OCR
Cambridge Nationals
Examination Board: OCR
Useful Web Address: www.ocr.org.uk
Head of Dept: Mr Thompson
E-mail: cthompson@worle-school.org.uk
Description of Course
Students who choose OCR Sport Science will follow
a structured route of classroom and practical
based lessons that will allow them to achieve one
GCSE equivalent grade. The course is broken down
into four units.
Across the two years, the course will comprise of
four units: Reducing the Risks of Sports Injuries,
Applying Principles of Training, The Body’s Response
to Physical Activity and Sports Nutrition.
The first of these involves students studying for and
completing an exam. The other units are
coursework based and involves students completing
and submitting a series of assignments.
How Will You Learn
• Watch/listen to sport to increase
knowledge of sporting examples
• Be organised and have good time management
to ensure that assignment deadlines are met
• Commit to attending P0/P6 sessions in the
lead up to the examination in January
• Use the keyword glossaries provided to
increase subject knowledge
Method of Assessment
R041: Reducing the Risk of Sports Injuries
(Written Paper)1 hour
R042: Applying Principles of Training
(Centre-assessed task, OCR moderated)
Approx. 10 – 15 hours
R043: The Body’s Response to Physical Activity
(Centre-assessed task, OCR moderated)
10 – 15 hours
R045: Sports Nutrition
(Centre-assessed task, OCR moderated)
10 – 15 hours
Pathways After Year 11
Training Pathways
• A Level PE
• Public Services Uniformed, Extended Diploma
(Level 3)
• Sport and Exercise Science, Extended Certifi-
cate (Level 3)
• Sport, Extended Certificate (Level 2)
• Sport: Coaching and Physical Education, Ex-
tended Diploma (Level 3)
Career Routes
Sport therapy, fitness instruction, sports coach-
ing, sports psychology, physiotherapy, sports
development, PE teaching, personal training,
fire fighter and exercise science.
Worle Community School Academy
Redwing Drive
Weston-Super-Mare
North Somerset
BS22 8XX

www.facebook.com/WorleCSA/

@WorleSchool