Options brochure

https://www.king-ed.suffolk.sch.uk/curriculum/

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CONTENTS

4 CHOOSING OPTIONS

9 COMPULSORY CORE SUBJECTS

10 OPTIONAL COURSES

CULTURAL LEARNING

11 BUSINESS

12 ECONOMICS

13 FRENCH

14 GEOGRAPHY

15 HISTORY

16 PHILOSOPHY & ETHICS

17 PSYCHOLOGY

18 SOCIOLOGY

19 SPANISH

CREATIVE LEARNING

20 ART

21 DRAMA

22 FILM STUDIES

23 MUSIC

24 PERFORMING ARTS

25 PHOTOGRAPHY

26 PHYSICAL EDUCATION - SPORTS SCIENCE

27 PHYSICAL EDUCATION - BTEC TECHNICAL AWARD IN SPORT

SCIENTIFIC LEARNING

28 COMPUTER SCIENCE

29 D&T: PRODUCT DESIGN

30 ENGINEERING - VOCATIONAL AWARD IN ENGINEERING

31 CHILD DEVELOPMENT - CAMBRIDGE NATIONAL CERTIFICATE

32 FOOD PREPARATION AND NUTRITION

34 OPTION CHOICES FORM - PARENT COPY

35 OPTION CHOICES FORM - SCHOOL COPY

36 PE & MUSIC RETURN FORM


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CHOOSING OPTIONS

What is this booklet for?

This booklet is designed to help you make the best choices for Years 10 and 11 (Key Stage 4). At the end of

Year 9 you will have completed Key Stage 3. You now need to start thinking about what you hope to achieve

in the future.

Some of the opportunities we offer may change because of very high, or very low, numbers of students

applying for certain subjects, and factors beyond our control. Any changes will be discussed with you

personally if they affect you. In fact, there will be close liaison between you, the school and your parents/

carers throughout this process.

Who should help me make my choices?

• your parents/carers, who know you best as a person

• your tutor, who knows you and your strengths in school

• course teachers, who can tell you about the individual courses

• our Careers Co-ordinator, Miss Granger, who can give you information about jobs and future courses

The Careers section of the Government’s website also provides lots of advice and guidance:

(www.direct.gov.uk).

What are the important events?

Thursday 5 February 2026 - Options Evening for students and parents/carers

Friday 27 February 2026 - Deadline for submitting choices


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How much choice do I have?

There are some courses which everybody has to take because they are a required part of the National

Curriculum. You have a choice of four further courses. The compulsory core subjects are shown in the table

below.

CORE SUBJECTS

Subject Number of sessions per fortnight Possible qualifications

1 English 6 2 GCSEs: one in English Language

and one in English Literature

2 Mathematics 6 1 GCSE

3 Science 9 Combined Science = 2 GCSEs

Separate Sciences = 3 GCSEs

4 Physical Education 3 Sports Leaders Award Levels 1

and 2

5 Personal Development

Programme

- See page 9 for details

OPTIONAL SUBJECTS

Subject Number of sessions per fortnight Possible qualifications

Option 1 4 GCSE or other qualification





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How should I make my choices?

There are three different curriculum areas offering courses. These are:

1. Cultural (e.g. History, Languages, Business)

2. Creative (e.g. Drama, Art, Music)

3. Scientific (e.g. Design Technology, Computer Science, Food Preparation & Nutrition).

Before you choose courses, think about your strengths and weaknesses, and your preferred style of

learning. Some students like hands-on practical work, many like courses which offer work-related elements.

Others like to be able to undertake major coursework projects, whilst some prefer examinations. If you opt

for two subjects which contain major coursework projects it is important to consider the workload that this

will entail. You would need to be a student who is capable of meeting regular coursework deadlines.

Certain subjects should not be combined, other than with the agreement of the teaching staff. For

example, Art and Photography, Product Design and Engineering or Food and Nutrition and Child

Development.

What is a good reason to choose a course?

You should base your choices on:

• Subjects you are good at - this will lead to better motivation and your best final results

• Subjects which interest you - which you enjoy and which you want to study for two years

• Subjects which may help you with your future career (if you already have some idea of what this might

be).

Do not choose a particular course just because you get on well with the teacher or because a friend has

chosen it. The chances are that you will have a different teacher next year and you may not be in the same

class as your friend.

Assessment

At the top of each information

page, a summary of the

assessment is clearly set

out. Some people find that

coursework for NEA (nonexamined

assessment) suits their

way of working. Other people

prefer to be assessed mainly

through examinations.


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Making choices

Students choose four options subjects. The first option choice, however, must contain one of the following

subjects:

• Computer Science

• French

• Geography

• History

• Spanish

For the remaining three subjects there are no restrictions. They can be from the list above or from all the

remaining subjects listed in the booklet.


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Will I get my preferred choices?

We will do our best to give you your preferred choices, but it is not always possible, so you will be asked to

choose reserves. Most courses have a maximum number of students they can accept because of the limits

of specialist rooms and staff.

Note that some courses can be studied at A Level even if not taken at GCSE, e.g. Business. Please refer to

the establishment at which you hope to study.

For a course to be taught it must have been chosen by a sufficient number of students. We cannot,

therefore, guarantee that all courses listed in this booklet will definitely be available.

What do I do now?

• Read this information booklet carefully

• Talk things through with your parent/carer, teachers and tutor and anyone else who can advise you

• Decide on your courses and put them in order of priority. Remember there is a restricted list of

courses for your first choice

• Complete and return your option choices form on page 35 & 36 to your tutor by Friday 27 February

2026

• If you have any questions please email ks3options@king-ed.suffolk.sch.uk.

On the following pages you will find an outline of the choices you can make, followed by pages giving full

information about all courses. This will help you make your decisions.


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COMPULSORY CORE SUBJECTS

SUBJECT CONTENT NOTES

English In English Language you will develop your

reading, writing and speaking & listening

skills.

In English Literature you will study poetry,

prose, Shakespeare and modern drama.

Students will take both GCSE English

Language and GCSE English Literature.

GCSE English Language is required for

most future courses and careers.

Mathematics

The course covers four strands over three

exams:

• Number & algebra

• Shape, space & measure

• Handling data

• Using and applying.

Students study for one GCSE in

Mathematics. Three exams are taken at

the end of Year 11.

GCSE Mathematics is required for most

future courses and careers.

You will improve your logic, functional and

problem-solving skills.

Science

Physical

Education

Students will follow either a Combined

Science or Separate Sciences course.

The course is designed to build self esteem

and fitness as well as develop numerous

employability skills such as teamwork,

leadership, communication and resilience.

A variety of pathways are offered to meet

students’ individual needs and areas of

personal interest.

These include:

• Sports Leaders Award

• Traditional games

• Aesthetic activities

• Alternative activities.

Both Combined Science and Separate

Sciences will be examined at the end of

Year 11. There is no controlled assessment

component in either course.

Sports Leader Awards 1 & 2 are taken in

timetabled compulsory PE lessons and do

not count as an option choice.

Personal

Development

Programme

This course will incorporate a wide variety

of topics, offering a range of learning

opportunities. The following areas will be

taught across curriculum subjects:

• Personal, Social and Health Education

(PSHE)

• Financial Education

• Careers and Work-related Learning.

This course is designed to support

the development and well-being of

all students, preparing them to play a

fulfilling adult role in society.

Relationships and Sex Education, and

further elements of PSHE will be taught

during two drop-down days and tutor

time.


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OPTIONAL COURSES

Final advice for making choices:

• Aim for a broad range of choices.

• If you are uncertain about whether two courses will go together, please talk to the course teachers,

your Tutor or your Head of Year.

Courses we offer:

CURRICULUM AREA COURSE QUALIFICATION

Cultural Learning

Business

GCSE

Economics

GCSE

French

GCSE

Geography

GCSE

History

GCSE

Philosophy & Ethics GCSE

Psychology

GCSE

Sociology

GCSE

Spanish

GCSE

Creative Learning

Art

GCSE

Drama

GCSE

Film Studies

GCSE

Music

GCSE

Performing Arts BTEC Tech Award Level 1/2

Photography

GCSE

Physical Education GCSE

Physical Education BTEC Tech Award Level 1/2

Scientific Learning

Computer Science GCSE

D&T:

GCSE

Product Design

Engineering Tech Award Level 1/2

Child Development Cambridge National Level 1/2

Food Preparation &

Nutrition

GCSE


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BUSINESS

Information from:

Mrs Howe

Course content

Unit 1 - Business Activity

Unit 2 - Marketing

Unit 3 - People

Unit 4 - Operations

Unit 5 - Finance

Unit 6 - Influences on Business

Unit 7 - The Interdependent Nature of Business

Assessment:

• OCR Exam board

100% examination. Two papers worth 50% each

• Paper 1 - Business activity, marketing and people

• Paper 2 - Operations, finance and influences on business

Course outline

GCSE Business is an excellent introduction into the business world. Using real life examples, you will explore how

businesses begin, the people behind them and what it takes to make a successful business.

When you leave education, you will either be employed or self-employed - either way this course will provide you

with some useful tools for the fututre, including how to budget your finances and what your basic employment

rights are.

Throughout this course you will be expected to combine your mathematical skills with your written skills to

explain, analyse and evaluate business situations, developing a logical approach to thinking and reasoning using

sets of data and case studies. Business is an essay based subject where you will learn over 150 business words and

definitions alongside 10 mathematical business formulae.

Both exam papers are divided into two sections: Section A: 15 marks, Section B: 65 marks. Both papers will consist

of calculations, multiple-choice, short-answer and extended-writing questions.

Which type of student excels at GCSE Business?

Students who:

• Have a genuine interest in the business world

• Engage and focus well in class, and enjoy taking part in topical discussions

• Are able to be open in understanding points of view from different sides

• Are confident in using data to form judgements

• Take owenership of their learning

• Want to develop their employability skills, such as problem solving

• Use opportunities outside of the classroom to link their learning to real-life situations

• Have a good standard of written and comprehension skills.

Work-related learning

• Students will base all of their learning on this course around real-life contexts

• Students will learn about different types of businesses and organisations, which will be connected to careers

and further learning opportunities

• Students will be expected to present themselves in a business-like manner in preparation to develop their

employability.

Progression routes

• Students can progess into Further Education, for either academic or vocational study

• It links nicely to those considering an apprenticeship, due to its employment links

• Many students go on to study Business at degreee level and beyond.


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ECONOMICS

Information from:

Mrs Howe

Course content

Unit 1 - Introduction to Economics

Unit 2 - The Role of Markets and Money

Unit 3 - Economic Objectives and the Role of Government

Unit 4 - International Trade and the Global Economy

Progression routes

• It will suit students who progress onto A-Level study. Progressing to university, Economics degrees have

been found to be the second most lucrative degree five to ten years after graduation. There are many

career paths including accountancy, banking and finance, civil service, consultancy, journalism, stockbroking

and teaching.


Assessment:

• OCR Exam board

100% examination. Two papers worth 50% each

• Paper 1 - Introduction to Economics/The role of

markets and money

• Paper 2 - Economic objectives and the role of

the Government/International Trade and the

Global Economy

Course outline

Economics is the study of how choices are made in the use of scarce resources to provide goods and

services.

During this economics course you will appreciate that individuals, families, producers and governments

make economic decisions that affect every one of us.

You will be expected to combine your mathematical skills with your written skills to explain, analyse and

evaluate economic situations, developing a logical approach to thinking and reasoning using sets of data

and case studies.

Students will need to have a good standard of English and Maths capabilities to be able to choose

Economics GCSE.

Both exam papers are divided into two sections: Section A: 20 marks, Section B: 60 marks. The papers will

consist of calculations, multiple-choice, short-answer and extended-writing questions.

Which type of student excels at GCSE Economics?

Students who:

• Are able to argue for both sides of an argument

• Are confident in using data to form judgements

• Engage and focus well in class, and enjoy taking part in topical discussions

• Who take ownership of their learning

• Who take a general interest in global affairs and keep up with the news

• Who want to understand how they will be impacted by economic factors in the future (and how to gain

from them).


• Students will base all of their learning on this course around real-life contexts

• Students will learn about the different types of businesses and organisations in the economy, which

will be connected to careers and further learning opportunities.

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FRENCH

Information from:

Mr Ghali

Assessment:

• Part one - 25% Listening

• Part two - 25% Speaking (role-play, photo card &

conversation)

• Part three - 25% Reading

• Part four - 25% Writing

Course content

Learning French will provide opportunities to develop and aquire new skills. A language GCSE builds on

what you have already learnt in Years 7, 8 & 9. By taking a language GCSE you get to find out about other

people, countries and cultures; it really is an interesting and varied subject.

• You get to study a wide range of topics all about different people and interesting cultures

• You can read books, watch films and listen to songs in their native language, and understand them

• Speaking more than one language increases your brain capacity and improves your memory

• Languages mean business - being able to speak a language will make you really stand out

• Using a language at work has the potential to increase your salary.

GCSE French has a Foundation Tier (grades 1-5) and a Higher Tier (grades 4-9).

The course covers three main themes:

• People and lifestyle

• Popular culture

• Communication and the world around us.


• You will learn about the world of work

• You will study possible careers related to law, business and tourism.

Progression routes

Opting for GCSE languages will provide you with an excellent progression route to more advanced

qualifications such as A-Level French or Spanish.

• Beyond Key Stage 5 you can study your chosen language(s) at degree level or you could combine your

language with another subject to study, for example BA (Hons) Ancient History with French

• Top universities may ask for a GCSE in a modern foreign language, regardless of your degree subject.


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GEOGRAPHY

GEOGRAPHY

Information from:

Information Mr Magee from:

Mr Assessment:

Magee

Course • 100% examination content

Course content

Assessment:

• 100% examination

The world in which we live is likely to change more in the next 50 years than it has ever done with

experiences The world to in political which we and live environmental is likely to change extremes more in becoming the next widespread 50 years than and it has polarising. ever done Geography with

will experiences help you understand to political that and our environmental planet is a shifting, extremes complicated becoming widespread system of which and polarising. people are Geography only one

part. will In help a world you understand that faces climate that our change, planet pandemics, is a shifting, drought, complicated war, system energy of shortages, which people mass are migrations only one

and part. terrorism, In a world this that viewpoint faces climate has never change, been pandemics, more relevant. drought, war, energy shortages, mass migrations

and terrorism, this viewpoint has never been more relevant.

The GCSE course is assessed in the following three ways:

Living The with GCSE the course physical is assessed environment in the following (Paper 1) three ways:

1 hour Living 30minutes with the physical written paper environment - 35% of (Paper total GCSE 1)

Challenges 1 hour 30minutes the human written environment paper - 35% (Paper of total 2) GCSE

1 hour Challenges 30 minutes the written human paper environment - 35% of (Paper total GCSE 2)

Geographical 1 hour 30 minutes Application written (Paper paper 3) - 35% of total GCSE

1 hour Geographical 30 minutes Application written paper (Paper - 30% 3) of total GCSE

1 hour 30 minutes written paper - 30% of total GCSE

The GCSE course covers:

The GCSE course covers...

Paper 1

Living with the physical environment

3.1.1 – the challenge of natural hazards

3.1.2 – the living world

3.1.3 – physical landscapes in the UK

3.3.1 Section A – issue evaluation

• Using a pre-release resource issued 12 weeks before the date of the exam. Theme based on compulsory part of the

specification.

3.3.2 Section B – fieldwork

• Assessment based on two geographical enquiries completed by candidates and on fieldwork from an unfamiliar

context. One enquiry must focus on human geography and the second enquiry must focus on physical geography.

The fieldwork will be carried out on a minimum of two occasions in Year 10. All exams will be sat at the

end of Year 11. There is no coursework component. There are many skills required to be successful at


geography such as maths including statistical analysis, English skills such as constructing essay questions,

• You will study a wide range of transferable skills recognised by further and higher education institutions

interpretation and use of synoptic skills.

as well as employers


Progression routes

Paper 2

Challenges in the human environment

3.2.1 Section A – urban issues and challenges:

3.2.2 Section B – the changing economic world

3.2.3 Section C – the challenge of resource management

3.2.3.1 Resource management. Overview of resources in relation

to the UK.

Paper 3 Geographical applications

• You will study a wide range of transferable skills recognised by further and higher education institutions

• as Post-16 well as Geography employers. All of these skills developed through studying geography are highly desirable to

• universities Careers requiring and employers. good information Geography skills can form a part of the English Baccalaureate.

• Teaching

• Progression Environmental work routes

• • Scientific Post-16 Geography study

• Environmental work • Planning

• • Planning Careers requiring good information skills • Scientific study

• Hazard response

• • Climate Teaching Science

• Climate Science • International Development

• Hazard response

• International Development.


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HISTORY

Information from:

Mr Shaw

Course content

Assessment:


By studying history at GCSE students will continue to make meaningful connections with the past so that

they become lifelong historians. To do this, the department have carefully selected a range of topics that

cover key themes which we feel are both wide in scope and relevant to all of our students. This means

that by the time our students leave they will have spent two years wrestling with powerful themes such as

national identity, civil rights, changing role of the state, conflicting ideas and war.

History is simultaneously a rewarding and demanding subject. Students who are considering taking GCSE

History should also consider the kinds of activities they will be expected to participate in:

• Weekly homework

• Whole-class discussion

• Debate

• Reading extended texts.

You should also expect to undertake a substantial amount of written work in order to prepare you for the

final examinations, all taken in Year 11. History can form a part of the English Baccalaureate.

There are five units that make up the GCSE, with three exams at the end of Year 11.

Paper/exam details:

Paper 1: 1hr 15 mins Medicine in Britain, 1250 – the present day

The British sector of the Western Front, 1914–18: injuries, treatment and the trenches.

Paper 2: 1hr 50 mins Anglo-Saxon and Norman England, c1060–88

Superpower relations and the Cold War, 1941–91.

Paper 3: 1hr 20 mins The USA, 1954–75: Conflict at home and abroad. Civil Rights and Vietnam.


• The rigour of history prepares students for a wide range of vocations. Afterall, employers need people

who can possess deep levels of expertise, can carefully analyse and are capable of solving complex

subjects. The world remains full of questions without definitive answers and history as a discipline

equips students for tackling such problems.

Progression routes

• Post-16 History

• Our modern studies on the Cold War and the USA also prepare students for Post-16 Politics and

International Relations

• Careers such as law, teaching, journalism and politics.


15

PHILOSOPHY & ETHICS

Information from:

Mrs Nacmanson

Assessment:

• 100% examination (two written papers of 1 hour

45 minutes - each constituting 50% of the GCSE)

Course content

This GCSE provides an opportunity for you to build upon the skills, knowledge and understanding

you have developed in your Year 9 Philosophy & Ethics course. It encourages you to develop skills of

communication, critical enquiry and reflective evaluation. The course will also broaden your understanding

of Christianity and Islam, whilst enabling you to develop a personal response to a range of philosophical

and ethical issues.

Students will be expected to participate in a range of activities that include:

• Group and whole-class discussion

• Formal and informal debates

• Mock trials

• Presentations

Philosophy of Religion

Students will explore the following areas with the

study of religion:

1. Islam

- Beliefs about the nature of Allah

- Prophethood

- Different sources of authority

- 5 Pillars of Islam

- Duties and festivals including Jihad.

2. Christianity

- Beliefs about the nature of God

- Jesus and Salvation

- Worship and festivals

- The role of the church in the local and global

communities.

Thematic Studies: Ethics

Students will study the following themes in Ethics:

- Religion and Life (including attitudes towards

abortion and euthanasia)

- Peace and Conflict (including attitudes towards

war, pacifism and nuclear weapons)

- Crime and Punishment (including attitudes

towards capital punishment and criminals)

- Relationships and Families (including attitudes

towards contraception and sexual relationships).

This course will suit you if you enjoy reflection and discussion, and are prepared to consider issues from a

range of different perspectives in order to inform your personal view. You will also enjoy this course if you

are keen to find out more about religious and secular approaches to various philosophical and moral issues.


• Links to any career that involves an understanding of, and interest in, people, critical analysis, written

and verbal communication and problem solving.

Progression routes

• Post-16 Philosophy & Ethics and any other Post-16 humanities courses

• Careers in education, politics, law, social services and human resources.


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PSYCHOLOGY

Information from:

Miss Ruddock

Assessment:


Course content

Psychology is the scientific study of the mind and behaviour, so an interest in Maths and Science is

essential. Students who are interested in analysing the impact of the brain and environment on human

characteristics and behaviours will enjoy this course. The main aspects of human behaviour which are

studied are:

Year 10

• Memory

• Development

• The Brain and Neuropsychology

• Social Influence

• Research Methods.

Year 11

• Psychological Problems

• Crime

• Sleep and Dreaming

• Research Methods.

These topics interconnect to provide insight into the complex way human beings behave. Over the two year

course you will be expected to learn studies conducted by psychologists across the above topic areas. You

will also be provided with the opportunity to design and conduct your own experiments before analysing

and evaluating your findings scientifically.


• Links to any career that involves an understanding of people and human behaviour

Progression routes

• Post-16 Psychology

• Careers in education, health, social services, childcare, sports medicine, advertising, business and

criminology.


17

SOCIOLOGY

Information from:

Miss Ruddock

Assessment:


Course content

Students who are interested in the social world around us, and who wish to have an understanding of how

and why people behave as they do, often choose Sociology.

Sociology students will be open-minded and interested in the world around them. This subject will enable

them to look at society in a different way.

The main aspects of society which are studied are:

Year 10

• Key concepts and processes of cultural transmission

• Families

• Education

• Sociological research methods.

Year 11

• Social differentiation and stratification

• Crime and deviance

• Applied methods of sociological enquiry.


• Careers related to Sociology include the prison service, police force, teaching, law, marketing,

advertising and the media.

Progression routes

• Post-16 Sociology

• Careers in education, health, social services, prison services, police force, human resources, law,

politics, media, advertising and marketing.


18

SPANISH

Information from:

Mr Ghali

Assessment:

• Part one - 25% Listening

• Part two - 25% Speaking (role-play, photo card &

conversation)

• Part three - 25% Reading

• Part four - 25% Writing

Course content

Learning Spanish will provide opportunities to develop and aquire new skills. A language GCSE builds on

what you have already learnt in Years 7, 8 & 9. By taking a language GCSE you get to find out about other

people, countries and cultures; it really is an interesting and varied subject.

• You get to study a wide range of topics all about different people and interesting cultures

• You can read books, watch films and listen to songs in their native language, and understand them

• Speaking more than one language increases your brain capacity and improves your memory

• Languages mean business - being able to speak a language will make you really stand out

• Using a language at work has the potential to increase your salary.

GCSE Spanish has a Foundation Tier (grades 1-5) and a Higher Tier (grades 4-9).

The course covers three main themes:

• People and lifestyle

• Popular culture

• Communication and the world around us.


• You will learn about the world of work

• You will study possible careers related to law, business and tourism

Progression routes

Opting for GCSE languages will provide you with an excellent progression route to more advanced

qualifications such as A-Level Spanish or French.

• Beyond Key Stage 5 you can study your chosen language(s) at degree level or you could combine your

language with another subject to study, for example BA (Hons) Ancient History with Spanish

• Top universities may ask for a GCSE in a modern foreign language, regardless of your degree subject.


19

ART

Information from:

Mrs Nicholas

Assessment:

• 60% coursework

• 40% externally-set task

Course content

We encourage students to be independent, creative and receptive to new ideas. Throughout the GCSE Art

course students are exposed to a wide range of exciting media; drawing, painting, mixed media, ceramics,

sculpture, printmaking and digital photography. For the examination project students respond to the

selected exam question using the media of their choice.

Some activities you will be doing:

• Developing your techniques and skills across a range of art making media

• Studying the work of contemporary artists that fit in with your work and developing research skills

• Working with professional artists and designers on special projects

• Responding to themes in art that develop your awareness of the world around you

• Going off-site to visit museums and art galleries

• Attending lunch-time and after school sessions

• Exhibiting your work in Year 11.

Students are assessed on four Assessment Objectives: Developing ideas, experimenting with materials,

understanding artists’ work and intentions and producing their own work in response to a theme. The

coursework component of the course is worth 60% of the overall grade. The externally set task (exam

project) commences after the Christmas holidays in Year 11 and counts for 40% of overall mark.


• You will work with practicing artists

• You will study possible career pathways.

Progression routes

The career prospects are varied:

• Digital Editor, Graphic Designer, Curator, Education, Product Designer, Fashion Designer, Brand Designer

• Art Historian, Animator, Architect, Visual Merchandiser, Landscape Gardener, Games Designer

• Advertising, Set Designer, Web Designer, Illustrator, Furniture Designer

• Art Therapist, Jewellery Designer, Ceramicist and Textile Designer.


20

DRAMA

Information from:

Miss Stevens

Assessment:

• 40% written assessment (Portfolio and Exam)

• 60% practical assessment (30% Devising and 30% Presenting &

Performing Texts - by teacher and visiting examiner)

Course content

Students opting for GCSE Drama should have an interest in live theatre and be prepared to attend at least

one theatre visit per year with the class. Students will also need to have the confidence performing to a

range of audiences and the ability to manage their time to complete practical rehearsals outside of lessons.

There is a choice of performance or design assessments for Components 1, 2 & 3.

The GCSE Drama course has three components:

Component 1 & 2: Devising Drama (30% 60 marks)

• Work in a group to research and explore a stimulus

• Create and perform their own devised piece to a target audience

• Analyse and evaluate the devising process and performance in a written portfolio of 1800 - 2000 words

or a verbal presentation of 8 - 10 minutes.

Component 3: Presenting and Performing Texts (30% 60 marks)

• Work in a group to perform two key extracts from a dramatic text to an audience

• Taking a specific role within the extracts, you will learn your lines and apply a range of drama skills to

prepare the performance

• Assessed by a visiting examiner

• Complete a Concept Pro-Forma on research and interpretation of the text(s).

Component 4: Performance and Response (40% 80 marks) Written Examination of 1 hour and 30 minutes

• Section A: Bringing Texts to Life

• Explore a set text practically in class

• Answer eight questions on how you would approach a selected extract from the points of view of a

director, designer and actor.

• Section B: Live Theatre Evaluation

• Attend a live performance with your class

• Answer two questions on the performance, evaluating and analysing what you have seen

You are allowed to bring 500 words of prepared notes into the examination with you.

Total marks out of 200


The course progresses well into A Level Drama and Theatre, but also challenges you to think quickly

and creatively, adapting your skills for a variety of situations. It will coach you in skills that you can apply

to any education or career route, including presentation, communication, leadership, cooperation and

evaluation. You will also experience and explore a range of possible roles within the theatre industry,

including creating, acting, directing and designing.

Progression routes

• Post-16 Drama / Theatre Studies

• Careers in the Performing Arts, Public Sector, Teaching, Events Mangement, Law and Politics

• Drama and Theatre Schools e.g. LAMDA, RADA, Mountview.


21

FILM STUDIES

Information from:

Mrs Merry

Assessment:

• 70% examination

• 30% non-examined assessment

Course content

Film Studies is an exciting and challenging course that equips students with both practical and analytical

skills. Throughout the two-year course students will study a range of films, encouraging them to consider

the way different groups in society are represented through cinema. In addition, students will learn about

the development of US film and how different funding models and institutional practices impact on the

visual style of a film. The course will appeal to students who are interested in studying a wide range of

films including independent, foreign and non-contemporary. A willingness to think critically and respond

analytically is essential.

Examination

Students will sit two examinations which require them to apply the knowledge and understanding they

have gained throughout the course.

Paper/exam details

Paper 1: 1hr 30 mins

(70 marks/35% of total GCSE)

Paper 2: 1hr 30 mins

(70 marks/35% of total GCSE)

Unit title

Key Developments in US Film

Films studied - ‘Rebel Without a Cause’, ‘Ferris Bueller’s Day

Off’ and ‘Juno’

Global Film: Narrative, Representation and Film Style

Films studied - ‘Slumdog Millionaire’, ‘Skyfall’ and ‘The Wave’

Non-Examined Assessment (NEA)

Students will produce a two-minute opening sequence for a teen feature film. They will submit a

supporting portfolio of research and planning, and a written evaluation of their final production.


• You will use industry standard software (Final Cut Pro) when producing your two-minute opening

sequence

• You will study the mechanics of filmmaking, including the rules of continuity editing, framing and shot

composition and apply these to your work.

Progression routes

• Students hoping to take Film Studies at A-Level would benefit from taking it at GCSE. The subject is also

a useful platform for further study in areas such as Sociology, Psychology, English Language, English

Literature, History and Photography.


22

MUSIC

Information from:

Mr Walmsley

Assessment:

• 30% performance coursework

• 30% composition coursework

• 40% listening and appraisal

Course content

GCSE Music is ideal for students who enjoy making music and have a desire to expand their musical

experience. The three main areas of study are performance, composition and analysis.

This is an integrated course which enables students to develop a broader understanding of music through

linking analysing, performing and composing tasks. There are four areas of study:

• Instrumental Music 1700 - 1820

• Vocal Music

• Music for Stage and Screen

• Fusions.

During the course students will:

• Compose in small groups and as individuals

• Explore the potential of music technology

• Build their musical vocabulary and theoretical knowledge

• Apply their knowledge of musical elements to analyse and evaluate musical features within eight set

works

• Improve music theory knowledge up to ABRSM Grade 5

• Develop their solo and group performance skills

Performance, comprising of 30% of the course, can be undertaken on any musical instrument including the

voice. Students need to be willing to work towards performing at least four minutes of music, incorporating

solo and group pieces in styles of their choice. Students on the course are required to take lessons in their

chosen voice or instrument, and can apply for lessons from our team of specialist visiting tutors. Students

need to be aiming to be able to perform music on their chosen instrument of Grade 4 standard by Year 11.

Composition comprises 30% of the course and through Year 10 students build up a portfolio of ideas

by completing composition based tasks linked to the areas of study. In Year 11, they compose two

compositions which are submitted as coursework. The first is to a set brief given by the exam board and

the second is a free brief in a style of their own choosing. Students can work with live instruments or music

technology when completing these tasks.

Successful students will need to have an open attitude towards all styles of music, and to the study of music

theory alongside more practical aspects.


You will:

• Learn how composers work to a specific brief

• Study the techniques of composers and professional musicians

• Attend workshops and performances given by professional musicians

• Expected to join at least one musical ensemble within school.

Progression routes

• Post-16 Music & Music Technology

• Careers in the arts and music industry


23

PERFORMINGS ARTS - BTEC AWARD

Level 1/2 Tech Award Performing Arts

Information from:

Miss Stevens

Assessment:

• 60% coursework


Course content

BTEC Tech Award in Performing Arts is ideal for young people who want to develop their technical skills

in performing arts. The qualification recognises the value of vocational learning to complement other Key

Stage 4 option choices. Students will need to be willing to perform to a wide range of audiences and the

ability to manage their time to complete practical rehearsal and written work outside of lessons.

Component 1: Exploring the Performing Arts (30%)

Internally assessed assignments.

The aim is to explore and understand what it is like to be a professional in the performing arts industry.

Students will practically and theoretically explore three different professional productions. Students will

understand the process of creating live theatre and different professional roles within theatre companies

and will create a portfolio of evidence alongside detailing their exploration.

Component 2: Developing skills and techniques in the Performing Arts (30%)

Internally assessed assignments.

Students will work in a group to perform a piece of professional work. Students will participate in

practical workshops, classes and rehearsals to develop their stylistic, physical/vocal performance skills.

They will then apply these skills in a performance. Alongside this they will evaluate and reflect on progress

made by completing workshop notes and skills audits.

Component 3: Responding to a Brief (40%)

Externally assessed performance task.

The aim is to consider how theatre practitioners create work from stimuli for different audiences. In

response to the title provided by the exam board, and using their understanding of practitioner style and

skills gained in Component 1 and 2, students will devise and rehearse a performance that will be shown to

their chosen audience.


The Award gives students the opportunity to develop sector-specific knowledge and skill in a practical

learning environment. There are four areas, each of equal importance:

• Developing key skills that prove your aptitude in performing arts, such as reproducing scripts/ professional

choreography or responding to stimuli

• Understanding effective ways of working in the performing arts, such as development of ideas, rehearsal

and performance

• Attitudes that are considered most important in the performing arts, including personal management and

communication

• Knowledge that underpins effective use of skills, process and attitudes in the sector, such as roles,

responsibilities, performance disciplines and styles.

Progression routes

• A-Levels in a range of subjects, including Performing Arts, Drama, Dance, Child Development and English

• Vocational qualifications at Level 2 and Level 3, such as a BTEC National in Performing Arts

• Study at Dance/Drama schools Post-16 through a technical certificate.


24

PHOTOGRAPHY

Information from:

Mrs Nicholas

Assessment:

• 60% coursework


Course content

We encourage students to be independent, creative and receptive to new ideas. Throughout the GCSE

Photography course students are exposed to a wide range of exciting learning experiences: digital

photography, drawing with light, location photography, portraiture and traditional darkroom techniques

(chemical photography). Students will learn about the technical components of photography (exposure,

depth of field, elements of art), digital software (Affinity), how to plan and set up a photo shoot, use of

technical lighting and how to create a personal response. For the examination project students respond to

the selected exam question using the media of their choice.

Some activities you will be doing:

• Developing your techniques and skills using a digital camera

• Developing your skills using traditional photography skills in the darkroom

• Setting up a photo shoot

• Location photography

• Digital software (how to create and manipulate photos using Photoshop)

• Developing a photographic portfolio

• Studying the work of contemporary photography artists that fit in with your work and developing

research skills

• Working with professional artists and designers on special projects

• Responding to themes that develop your awareness of the world around you

• Going off-site to visit museums and art galleries

• Attending lunch-time and after school sessions

• Exhibiting your work in Year 11.

Students are assessed on four Assessment Objectives: Developing ideas, experimenting with materials,

understanding photographers work and intentions and producing their own work in response to a theme.

The coursework component of the course is worth 60% of the overall grade. The externally set task (exam

project) commences after the Christmas holidays in Year 11 and counts for 40% of the overall mark.


• You will work with practicing artists.

Progression routes

• Gaming, Gaming Design

• Digital Editor, Designer, Videography, PR, Teacher, Photo Journalist, Advertising

• Portrait Photographer, Wedding Photographer, Forensic Photography, Fashion Photography

• A-Levels in Photography or other creative disciplines.


25

PHYSICAL EDUCATION (Sports Science)

GCSE

Information from:

Miss Ward

Assessment:

• 60% theory examination

• 10% written coursework

• 30% practical

Course content

GCSE PE & Sport Science is an exciting, challenging and technical course which will suit students with a strong

interest in science. Students who regularly participate in sport at club level will be at an advantage. Each week,

you will have two theory lessons with small blocks of practical work placed throughout the year. There are two

written papers. The first is based on ‘The human body and movement in physical activity and sport’ and topics

covered include anatomy and physiology, movement analysis, physical training and use of data. The second

is based on ‘Socio-cultural influences and well-being in physical activity and sport’ and topics covered include

sports psychology, socio-cultural influences, health, fitness, well-being and use of data.

Within practical sessions you will be taught techniques and their application in games or performance. You will

be assessed as a player/performer in three activities; one assessment is in a team activity, one is in an individual

activity and the third is in either a team or an individual activity. You will also be required to produce a piece of

coursework analysing your performance, or that of another person.


• You will study possible careers related to sport and PE.

Progression routes

• Post-16 PE

• A-Level PE, BTEC sports science, leadership and coaching courses

• Possible careers in education, health services, sports medicine, sport therapy and physiotherapy,

nutrition and psychology.


26

Pearson BTEC

Tech Award Level 1/2 in Sport

Information from:

Mr Clarke

Course content

Assessment:

• Components 1 & 2: 60% Internally assessed

written and practical assignments

• Component 3: 40% Externally assessed written

exam

This course provides a specialist, applied programme of vocational study for those students who have a real

interest in the theoretical and practical aspects of anatomy and physiology, physical and psychological sports

performance, coaching and fitness. It will give you the opportunity to develop your knowledge and investigate

a wide range of sport, exercise and coaching aspects.

The course involves three components that are all underpinned by theoretical study and research into

different aspects of sport and fitness. The units are outlined below:

Component 1: Preparing participants to take part in sport and physical activity

• Explore types and provision of sport and physical activity for different types of participants

• Examine equipment and technology required for participants to use when taking part in sport

• Adapting a warm-up for different categories of participants and different types of physical activity.

Component 2: Taking part and improving other participants sporting performance

• Understand how different components of fitness are used in different physical activities

• Be able to participate in sport and understand the roles and responsibilities of officials

• Demonstrate ways to improve participants sporting techniques.

Component 3: Developing fitness to improve other participants performance in sport and physical activity

• Explore the importance of fitness for sports performance

• Investigate fitness testing to determine fitness levels

• Investigate different fitness test results

• Investigate fitness programming to improve fitness and sport performance.


• This qualification is particularly appropriate for learners who are interested in progressing to a career

in sport and physical activity development e.g. teaching, coaching, physiotherapy, sports management

and sports analysis.

Progression routes

• This stimulating and challenging vocational course will provide students with a strong grounding for

further study such as the BTEC Level 3 Extended Certificate in Sport. It will also suit students looking to

pursue a career in Sport and Recreation.


27

COMPUTER SCIENCE

Information from:

Mr Thompson

Assessment:

• 100% written examination

• Two 1 hour 30 minute papers

Course content

A modern course for a modern world.

This is a course that has real relevance in our modern world. While you will no doubt already have some

knowledge of computers and related areas, the course will give you an in-depth understanding of how

computer technology works and a look at what goes on ‘behind the scenes’. As part of this, you will

investigate computer programming and design, and produce coded solutions to given problems.

From academic research to internet and technology-based business, there is a growing need for employees

who understand how computers work and who are able to programme them to perform specific tasks. The

knowledge and skills you will gain from the course will help you to succeed in a world that is increasingly

dominated by technology. The course is considered particularly relevant to students with an interest in

science or mathematics.

The teaching style creates a balance between hands-on experience and the need to spend time away from

the computer to develop ideas and discuss current developments. During the course you will learn:

• How computer technology works and how computers process data

• How database technology stores and manipulates data

• Design and management of networks

• The coding element of the course is taught using the programming language Visual Basic as well as the

exam board’s own reference language.


• You will study the impact computing has on both business and industry.

Progression routes

• Post-16 Computer Science

• Careers in the technology sector, such as computer programming, computer modelling and web design.


28

D&T: PRODUCT DESIGN

Information from:

Miss Pickett

Assessment:

• 50% non-exam assessment

• 50% examination

Course content

How are everyday products made? Why are they made? How are they packaged and advertised?

This exciting course is about the design process of products - from your design concept to the finished product,

packaged and ready for sale. The study of Product Design is all about how products come into being. Product

Development explores why companies spend so much time and money on the innovative and aesthetic aspects

of their products. Be they storage, electronic gadgets, tools, lighting, games or everyday utensils – designed

products are all around us.

During this course you will explore new, creative ways to design, and how the design process can be applied to

any practical problem in order to help find a solution.

You will find out about the skills required to produce outstanding products; learn how to select the best

materials, and experience the joy of producing your own designed products.

As well as learning how and why the study of product design/product development is so important to the world,

students will create a coursework project in which they follow a given brief to design and make a new product

using any or all of the appropriate materials available in the Department. This coursework project is worth 50%

of your final GCSE mark. The remaining 50% is gained via the end of course exam.

Skills for your CV

During your course you will develop a good mix of subject-specific and technical skills, as well as transferable

skills:

• Design skills and methods - drawing and sketching, printmaking

• Creativity - learning to be open to new inspirations and techniques

• Teamwork - collaborating on a range of creative projects with other students

• Time management - learning how to deliver a project to an agreed deadline

• Analytical and research skills - both of which are highly desirable in the world of work

• Technical skills - you learn how to use CAD (computer-aided design) and CAM (computer-aided

manufacturing), as well as more traditional methods to design and make

• Capacity to work independently - in order to produce your own work and build your portfolio.

Key Points

• This is one of the courses most heavily promoted by Britain’s greatest living designer/manufacturer, James

Dyson

• Design graduates are some of the most employed and employable in Britain today and enjoy well-paid

positions in the country’s leading industries.

Students taking this subject will be asked for a voluntary contribution of £35.00 to cover the cost of additional

materials (this may be paid in instalments).


• You will study possible careers related to design.

Progression routes

• Careers in product design, engineering and other creative practical employment

• Post-16 Design courses.


29

ENGINEERING

Level 1/2 Vocational Award

(Technical award)

Information from:

Miss Pickett

Assessment:

• 40% external examination

• 60% internal assessments (two units)

• All three units need to be completed to pass the course

Course content

Engineering is a driving force in the UK’s economy, accounting for 21.4% of the UK’s £5.7trillion turnover in 2018.

However, there is a considerable shortage of appropriately skilled workers in the engineering sector. This course

offers students the chance to study for a Level 2 qualification that is equivalent to, but different from, a GCSE.

It has been designed to support learners in schools who want to learn about this sector and the potential it can

offer for their careers or further study.

Unit 1: Manufacturing engineering products (internal assessment)

• Understanding engineering drawings

• Planning manufacture

• Using engineering tools and equipment

• Implementing engineering processes.

Unit 2: Designing Engineering Products (internal assessment)

• Understanding function and meeting requirements

• Proposing design solutions

• Communicating an engineered design solution

• Solving engineering problems.

Unit 3: Solving Engineering Problems (external assessment)

• Understanding the effects of engineering achievement

• Understanding the properties of engineering materials

• Understanding methods of preparation, forming, joining and finishing of materials

• Solving engineering problems.

During Year 10, students will be given the opportunity to work on several workshop-based projects acquiring

skills in engineering processes to prepare them for final assessments.

Students taking this course will be asked for a voluntary contribution of £35.00 to help cover the cost of all

materials (this may be paid in instalments).


• Students will study the many possible careers related to Engineering.

Progression routes

• Apprenticeships and careers with engineering firms and other creative, practical employment

• A-Level Engineering, A-Level Design and Technology or Level 3 Engineering.


30

CHILD DEVELOPMENT

Level 1 / Level 2 Cambridge National

Information from:

Miss Mack

Course content

Unit R057: Health and well-being for child development

This is assessed by an exam.

Topics in this unit will include:

• Pre-conception health and reproduction

• Antenatal care and preparation for birth

• Postnatal checks, postnatal care and the conditions for development

• Childhood illnesses and a child safe environment.

Assessment:

• Two non-exam assessments (NEA), worth 60

marks each

• Exam in two sections with a total of 70 marks

Unit R058: Create a safe environment and understand the nutritional needs of children from birth to five

years

This is assessed by a set NEA assignment.


• Creating a safe environment in a childcare setting

• Choosing suitable equipment for a childcare setting

• Nutritional needs of children from birth to five years.

Unit R059: Understand the development of a child from one to five years

This is assessed by a NEA set assignment.


• Physical, intellectual and social developmental norms from one to five years

• Stages and types of play and how play benefits development

• Observe the development of a child aged one to five years

• Plan and evaluate play activities for a child aged one to five years for a chosen area of development.


• You will look at how children develop from birth to five years

• Your NEA will be linked to a childcare setting.

Progression routes

• Level 2 or 3 OCR Cambridge Technicals in Health & Social Care

• The T-Level Technical Qualification in Education and Childcare or the Early Years Educator Apprenticeship

• The qualification also helps to develop other transferable skills such as research and communication that

will be valuable in other life and work situations

• Working in childcare settings such as nurseries, schools, clubs etc.


31

FOOD PREPARATION & NUTRITION

Information from:

Miss Mack

Assessment:

• Exam 50% written examination paper 1 hour

30 minutes

• Food Investigation Task 15%

Non-examined assessment (NEA)

• Food Preparation Task 35% non-examined

assessment (NEA)

Includes a three hour practical assessment

Course content

For this GCSE students will discover the essentials of food science, nutrition and how to cook. In addition to

this, students will understand the huge challenges that we face globally to supply the world with nutritious

and safe food, looking at food provenance and seasonality in detail as well as the development of culinary

traditions and sensory analysis. This GCSE encourages students to cook and make informed decisions about

a wide range of further learning, opportunities and career pathways. It will help develop life skills that

enable learners to feed themselves and others affordably, now and in later life. There are four sections that

must be covered over the two year course. They will form the foundation for the examination and two nonexamined

assessments. This course is largely theory based with practical work to support each topic. Year

10 is when most of our exam contenet is learnt. This is supported by practical work and developing skills

and techniques. Year 11 is when all NEA is largely written work on computers to create reports. There is a

small amount of practical this year due to assessments.

Section A

Nutrition

Section B

Food: food provenance and food choice

Section C

Cooking and food preparation

Section D

Skills requirements: preparation and cooking techniques

Ingredients in Year 10 are provided. Students taking this course will be asked for a voluntary contribution of

£30.00 to cover the ingredient costs in Year 10 and NEA 1. This may be paid in instalments. Please note that

students are expected to provide their own ingredients for their three hour practical assessment in Year 11.


• You will look at how new food products are designed and developed

• There may be some opportunity to work with local suppliers, producers and chefs.

Progression routes

• Post-16 food related courses as well as other non-food related A-Level and Post-16 college courses

• Careers in food and nutrition, diet and health.


32


33

Parental copy for your records.

OPTIONS 2026

Name: ________________________________

Tutor group: __________ Student number: __________

Order of

priority

1.

2.

3.

4.

Course

See note 1 below

_____________________________

or

_____________________________ or

_____________________________ or

_____________________________ or

Alternative choice (optional, see note 3 below)

______________________________

______________________________

______________________________

______________________________

Reserve

Courses

5.

6.

7.

These must be completed

_____________________________

_____________________________

_____________________________

See note 2 below

NOTES:

1. First option choice

Your first choice must be one of the subjects listed on page 7.

2. Reserve Courses (you must specify at least three reserve subjects)

You must give reserve choices in case any of your first four choices do not run, clash with each other on the

timetable or are over-subscribed.

3. Alternative Choice (this is optional)

Put a subject in the alternative column if you would consider doing this subject in place of the subject in

the course column. These subjects are likely to be similar in nature meaning you may consider only one of

the subjects, and not both, e.g. Art & Photography.

4. GCSE PE or Music

If you have chosen GCSE PE or Music, please complete the supplementary form on page 36.


34

OPTIONS 2026

School copy to be returned to tutor by Friday 27 February 2026.

Name: ________________________________

Tutor group: __________ Student number: __________

Order of

priority

1.

2.

3.

4.

Course

See note 1 below

or

_____________________________ or

_____________________________ or

_____________________________ or

Alternative choice (optional, see note 3 below)

______________________________

______________________________

______________________________

______________________________

Reserve

Courses

5.

6.

7.

These must be completed

_____________________________

_____________________________

_____________________________

See note 2 below

NOTES:

1. First option choice

Your first choice must be one of the subjects listed on page 7.

2. Reserve Courses (you must specify at least three reserve subjects)

You must give reserve choices in case any of your first four choices do not run, clash with each other on the

timetable or are over-subscribed.

3. Alternative Choice (this is optional)

Put a subject in the alternative column if you would consider doing this subject in place of the subject in

the course column. These subjects are likely to be similar in nature meaning you may consider only one of

the subjects, and not both, e.g. Art & Photography.

4.GCSE PE or Music

If you have chosen GCSE PE or Music, please complete the supplementary form overleaf.

Student signature ....................................................... Parent/Carer signature............................................


35

GCSE PE or Music

PE

Please list the sports you play inside and outside of school.

Inside:

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Outside:

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Music

Please list the instruments you play inside and outside of school.

Inside:

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Outside:

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


36

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