Year 10 Options

Exam Board:  AQA

Qualification:  GCSE Double Award

Level: 2

Teachers: Mrs N Le Page, Mrs C Britten, Mrs H Baldwin, Mrs L Saunders

Pathway: Academic

Exam board: Cambridge International Education

Qualification: GCSE

Level: 2

Approach to assessment

The assessment objectives (AOs) are: 

AO1: Show detailed knowledge of the content of literary texts in the three main forms (drama, poetry and prose), supported by reference to the text. 

AO2: Understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes. 

AO3: Recognise and appreciate ways in which writers use language, structure and form to create and shape meanings and effects. 

AO4: Communicate a sensitive and informed personal response to literary texts.

Teacher: TBC

Pathway: Academic

Exam Board: AQA

Qualification: Entry Level Combined Science

Level: Entry

Approach to assessment

6 short exams, one on each of the components, taken throughout the course in class as well as 6 compulsory practical investigations completed in class. Each of the exams and practical investigations are worth 20 marks.  50% of the course marks are awarded from the exams and 50% from the investigation work.

Teachers: Mrs C Britten, Mrs H Baldwin, Mr J Pearce

Pathway: Academic

Exam Board: CIE

Education Qualification: GCSE

Level : 2

Qualification Overview

This qualification builds upon the knowledge, understanding and skills previously gained in Geography.  The qualification has three main themes to study:

1. Population and Settlement – Population Dynamics, Migration and Policies
2. The Natural Environment – Earthquakes and Volcanoes, Rivers, Coasts and Weather, Climate and Vegetation
3. Economic Development – Industry, Food Production, Tourism, Energy and Environmental Risks of Development

Geographical Skills are also developed, these include Map Skills, Interpreting data and a variety of graphs

Approach to learning
The approach to learning is focused on making the subject interesting and relevant.  There are keywords and theories to learn, but we bring ‘Geography to Life’ by utilising the most recent case studies.  The range of case studies varies between those in different continents and examples in our region.  For example, the overpopulated country of Nigeria, to the devastating Earthquakes in Haiti, to Food Shortages in Sudan and River Flooding in Tewkesbury.  An important part of the course is the residential field trip to Devon to study coastal erosion in Slapton and Urban Deprivation in Plymouth.  This provides the perfect opportunity to practice fieldwork skills and to see Geography in action.

Approach to assessment

There are three main formal assessments that contribute to the final grade achieved – grade 1 to 9.

Paper 1.  Geographical Themes.  Pupils answer three main questions, each worth 25 marks.  This external examination is worth 45% of the final grade.

Paper 2.  Geographical Skills.  Pupils answer questions that assess map and resource interpretation skills.  Worth 27.5%.

Paper 3.  Either Coursework or Alternative to Coursework.   Depending on cohort strengths, pupils either complete a piece of coursework based on the residential fieldtrip or take a Fieldwork based external examination.  This is worth 27.5% of the final grade achieved.

Teacher: Mr N Monk

Pathway: Academic

Exam board: Edexcel

Qualification: GCSE

Level: 2

Approach to assessment

Teacher: Mr Chance

Pathway: Academic

Exam board: WJEC

Qualification: WJEC Entry Pathways qualification

Level: Entry Level 2/3

Qualification Overview
This qualification builds upon Humanities based subjects studied in year 9. It is a unique qualification that allows pupils to study topics from both History and Geography with other personal development opportunities. These include, organising a school event and working towards an important personal development goal. The topics studied include:
Responding to a Major Tectonic Event (Earthquake, Volcano and Tsunami)
People and Protest
Changing Trends in UK Tourism
Threatened Ecosystems
Working Towards Goals
Working as Part of a Group
This is an excellent combination of topics that provide interest and engagement through the use of recent events.

Approach to Learning
The approach to learning enables pupils to make and recognise progress quickly. Each of the topics listed above have different assessment criteria that are met through all classwork activities. Pupils create a variety of resources and develop skills. These include posters using media and delivering professional presentations. As a consequence, important presentation skills are developed and thus self-confidence improved. The qualification provides opportunities for all pupils to identify potential career paths and focus on the attitudes and skills required to be successful.
As stated previously, this qualification uses recent events as a means to understand academic knowledge and theory. Pupils who undertake this qualification should be interested in the World, Politics and the Environment.

A Closer Look
The modules within the course include
> Threatened Ecosystems
> Changing Trends in UK Tourism and Sustainable Tourism
> People and Protest
> Working as part of an Effective Team
> Setting an Individual Goal

Approach to assessment
Pupils are continuously assessed using coursework. This is a 100% coursework based qualification in which pupils are assessed against specific criteria.

Teacher: Mr N Monk
Pathway: Academic

Exam Board: OCR

Qualification: GCSE

Level: 2

Approach to assessment

Personal Portfolio: 60 %

Externally Set Task: 40%

We divide the course into 3 main parts: 2 units of coursework that makes up the personal portfolio and the externally set task.

The EST is approached in the same way as the personal portfolio but the final outcome is completed under a timed 10 hour examination in the Art Department and the starting point is set by the exam board.

Teacher: E Berry

Pathway: Creative

Exam board: AQA

Qualification: GCSE

Level: 1-9

Teacher: Mrs. K. Whittle

Pathway: Creative

Exam board: OCR

Qualification: GCSE

Level: 2

Approach to learning

The learning journey in Textile Design is characterised by hands-on experimentation, critical analysis, and creative exploration. Students are encouraged to investigate traditional and contemporary textile practices, incorporating their findings into personal creative projects. This exploration is supported by practical workshops, research into textile artists and designers, and the development of a portfolio that demonstrates a wide range of textile techniques and processes.

Approach to assessment

The assessment for the Textile GCSE consists of:

Portfolio (60% weighting): This is a compilation of work that students develop over the course, demonstrating their exploration, ideas, skills, and response to various stimuli in the realm of textile design. The portfolio must evidence all four assessment objectives and can include experiments with different materials, techniques, and processes, as well as final textile pieces.

Externally Set Task (40% weighting): Students are presented with a range of themes, each offering various starting points. They are to select one and spend time researching, planning, and developing their ideas, leading to the creation of a final piece within a ten-hour supervised assessment period. This task allows students to demonstrate their ability to synthesise skills, understanding, and creative vision into a cohesive textile design project.

The structure of the GCSE Textile course prioritises continuous assessment through practical work, allowing students the freedom to develop their skills and ideas progressively. It aims not only to assess students’ technical abilities and creative expression but also their capacity to engage thoughtfully with the materials, techniques, and concepts that underpin textile design. This approach ensures that students gain a comprehensive understanding of textiles as a medium for artistic and functional creation, preparing them for further education or careers within the creative industries.

Teachers: Mrs Haines and Mrs Whittle

Pathway: Creative

Exam board: OCR

Qualification: GCSE

Level: 2

Qualification Overview

Graphic Communications offers students a dynamic and engaging framework to explore and express their creativity. Through this qualification, students engage in a variety of activities, like experimenting with digital media and graphic design techniques. They might find themselves creating visual responses to contemporary issues, constructing mixed media artworks, or designing digital interfaces, all while developing a portfolio that reflects their individual journey through the course. This hands-on approach not only fosters a deep understanding of artistic processes but also encourages students to develop a personal style and critical thinking skills in the context of graphic communications.

Approach to learning

Students are encouraged to explore their personal responses to various starting points, briefs, scenarios, or stimuli, culminating in a portfolio of practical work. This portfolio uses sketchbooks, digital presentations, mounted sheets, maquettes, prototypes, animated work, scale models, or illustrated written work, depending on the specific area of study the student is focusing on. This approach emphasises the development of a broad range of skills, including traditional and digital techniques.

Approach to assessment

The OCR GCSE Graphic Communication assessment is divided into two components:

Portfolio (01): This non-exam assessment makes up 60% of the final grade. It consists of a collection of work demonstrating the student’s personal response to a given starting point, brief, scenario, or stimulus. The portfolio must evidence the student’s ability to meet all four assessment objectives, showcasing a range of skills and creative explorations.

Externally Set Task (02): Accounting for 40% of the final grade, this component involves students responding to one of five themes, each offering a range of written and visual starting points and stimuli. Students are expected to research, plan, and develop ideas for their chosen theme, culminating in a final piece produced within a ten-hour supervised period. This task tests students’ ability to consolidate their learning and skills in a timed, exam-like condition.

Teacher: Mrs Haines

Pathway: Creative

Exam board: OCR

Qualification: GCSE

Level: 2

Teacher: Mrs Haines

Pathway: Creative

Exam board: City and Guilds

Qualification: Level 2 extended Certificate in Agriculture

Level: 2

Qualification Overview
Throughout this course you will cover the key principles, knowledge, understanding and skills relevant to the agricultural industry. Learners will study a range of subjects including livestock husbandry, plant science and estate skills. This will include some trips and visits to other commercial farms, working around the school site assisting with maintenance projects and working closely with the large animals on Bredon’s farm.

Approach to Learning
The units are graded Pass, Merit or Distinction for the level 2 award. This is based on meeting certain criteria throughout the coursework, there is no formal exam for this subject. Due to the course being 100% coursework  a degree of written and independent learning is required, as well as skilful undertaking of evidenced practical’s. You should enjoy working closely with animals, being outdoors in all weathers and don’t mind getting your hands dirty. You will receive three lessons a week but will be expected to complete extra duties on the farm within some break times.

Approach to assessment

No formal exams are required for this course. All units are assessed via practical work and coursework.

Teacher: Mrs Odam

Pathway: Vocational

Exam board: Pearson (EDEXCEL)

Qualification: BTEC Level 1/Level 2 First Award in Business

Level: Level 1 / Level 2

Teacher: Mr Henry Mutumba

Pathway: Vocational

Exam Board: City & Guilds

Qualification: Land based Studies

Level: 1

Qualification overview

This qualification has Health and Safety as a mandatory unit, as this is key knowledge for working in the land-based sector. The second unit covers introductory knowledge and practical skills in agriculture and the environment.

Health and safety and its role in reducing accidents and lowering risk are a vital part of working practices. This unit is concerned with learners following the correct procedures outlined by the employer, recommended codes of practice and current legislation. It also covers reporting procedures and the correct use of personal protective equipment (PPE), other equipment and management of the workplace.  

A large part of this course is to introduce the learner to a variety of production livestock species and breeds (native, continental, rare and minority).  Upon successful completion of this unit, the learner will be able to identify a variety of different breeds of farm livestock and have knowledge of a range of production systems that the different breeds can be utilised for, whilst being able to assist with the daily care of the animals and providing a high standard of animal welfare.

Approach to learning

This Course is a very practical course with the majority of lessons being taught outdoors. Half of the grade will be achieved by completing four written assignments and various practical assessments. The other half is achieved from a written exam which is made up of multiple choice and short answer questions. This exam must be passed in order to achieve the Pass overall.

Approach to assessment

One test

One unit with both written and practical assignment

Teacher: TBC

Pathway: Vocational

Exam Board: NCFE

Qualification: NCFE Level 2 Certificate in Sport

Level: 2

Qualification overview

Pupils will complete 4 units throughout their two years of study covering

• Participating in sport 
• Anatomy and physiology for exercise
• Introduction to healthy exercise and nutrition
• Development of personal fitness through training

Approach to learning

Throughout the delivery of this qualification pupils will be assessed on their planning skills, research skills, communication and practical skills. This will be done through a range of practical and coursework based tasks throughout the two years.

Approach to assessment

Assessment for this qualification will measure pupil’s skill, knowledge and understanding against the 

standards set in a qualification. These consist of an internally assessed portfolio of evidence which is assessed within school and then externally quality assured by NCFE.

Teacher: D Keyte

Pathway: Vocational

Exam Board: City & Guilds

Qualification:

Level 2 Award in ICT Systems and Principles for IT Professionals

Level 2 Certificate in ICT Systems and Principles for IT Professionals

Level 2 Diploma in ICT Systems and Principles for IT Professionals

Qualification overview

The course helps to develop knowledge and practical skills around IT and the IT Industry. There are various avenues following its completion including pursuing an apprenticeship in IT doing roles such as, Cyber Security, Network Engineering or Software development.

The course also acts as a stepping stone towards the Level 3 Diploma course that we offer which will give students a good foundation to be able to pursue a career with in the IT Industry.

Approach to learning

A mixture of practical and theory, the course is very flexible and can be tailored to the needs of the cohort allowing us to pick and choose units based on the student’s interests and abilities. These can include topics such as Networking, Windows Server, Programming, Security and more. The department also has the advantage of being a registered Cisco Academy so we are able to include courses offered through Cisco’s online platform and use these within the qualification.

Some of the modules that can be included within the course are:

001 Customer Support Provision 

002 Networking principles

007 Creating an event driven computer program using Java

227 Copper Cabling in an Internal Environment 

229 Install and Configure ICT Equipment and Operating Systems

235 Install, Configure and Test ICT Networks  

607 ICT Fundamentals

625 IT security fundamentals

Approach to assessment

No formal exams are required for this course. All units are assessed via practical work and coursework.

Teacher: Mr Seaborne

Pathway: Vocational

Exam board: Pearson BTEC

Qualification: Btec Level 1/Level 2 First Award in Engineering

Level: Level 1/Level 2

Qualification Overview

The Pearson BTEC Level 1/Level 2 First Award in Engineering has been designed primarily for young people aged 14–19 who may wish to explore a vocational route throughout Key Stage 4, but it is also suitable for other learners who want a vocationally focused introduction to this area of study. It has been developed to:

• Give learners the opportunity to gain a broad understanding and knowledge of the engineering sector
• Give learners a more focused understanding of engineering through the selection of optional specialist units
• Give learners the opportunity to develop a range of personal skills and techniques, through the selection of optional units that are essential for successful performance in working life 
• Give opportunities for learners to achieve a nationally recognised level 1 or level 2 engineering qualification.

Approach to learning

The Pearson BTEC Level 1/Level 2 First Award in Engineering comprises of core units that underpin the knowledge and skills that are valued in the engineering sector. One core unit focuses on essential knowledge, and the other core unit focuses on applying essential vocational skills.

Approach to assessment

There are three units of work to be carried out;

Two of which are coursework  and school based and assessed.

One is a final one hour online exam.

Teacher: Andy Wright

Pathway: Vocational

Exam board: City and Guilds

Qualification: Level 2 Extended Certificate in Animal Care

Level: 2

Teacher: Mrs Wells

Pathway: Vocational

Exam Board: NCFE

Qualification: NCFE Level 1/2 Certificate in Uniformed Protective Services

Level: Level 1/2

Teacher: TBC

Pathway: Vocational

Exam Board: City & Guilds

Qualification: Land based Studies

Level: Level 1

Approach to assessment

One test

One unit with both written and practical assignment

Teacher: TBC

Pathway: Vocational

Exam board: Pearson

Qualification Overview

The Pearson BTEC Level 1/Level 2 Tech Award in Health and Social Care is for pupils who want to acquire sector-specific applied knowledge through vocational contexts by studying human lifespan development, health and social care services and values, and health and wellbeing as part of their Key Stage 4 learning.
Approach to Learning
The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden pupils’ experience and understanding of the varied progression options available to them. Two components are assessed internally, and one component is assessed through external assessment.

A Closer Look
This qualification includes three components:
> Human Lifespan Development
> Health and Social Care Services and Values
> Health and Wellbeing

The three components focus on the assessment of applied knowledge and practices.
These are all essential to developing a basis for progression and therefore learners need to achieve all components in order to achieve the qualification.
Progression

This qualification leads onto A Levels as preparation for entry to higher education in a range of subjects. The qualification can also lead onto study of a vocational qualification at Level 3, such as a BTEC National in Health and Social Care. This prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the health or social care sector.

Exam board: BTEC

Qualification: Introductory Certificate

Level: 1

Qualification Overview

Exam board: ASDAN

Qualification: Certificate in Personal and Social Effectiveness ( 13 credits) Award is 8 credits

Level: EL3 -1

Written work is kept to a minimum, using annotated photographs, tables and presentations. There are some elements that will need to be done at home which will be set as holiday prep for example doing the washing safely. For evidence done at home photographs are a fantastic way to show that the task has been done.

There are no exams in this subject.

Teacher: Mrs Morris

Pathway:  Skills Based

Eduqas

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

Approach to Learning
In the first year of the course, the pupils study a different food commodity each half term. Commodities include meat, fish, fruit and vegetables and dairy. Each week, the pupils will learn about science and theory behind each commodity through a range of multi sensory teaching activities. As well as the theoretical side, there will be a practical cooking session each week. At the end of each half term, the pupils will be assessed on cooking a dish of their choice to show off the commodity that they have been covering. The second year covers the two practical assessments and revising for their end of year exam.

A Closer Look
The qualification is divided into three themes that are covered through two practical based assessments and an end of year examination:
A Food Investigation assessment that allows the pupils to plan and carry out a series of experiments into a chosen scientific cooking process. Examples from
previous years include where pupils have investigated which sugar makes the best sponge cakes and what raising agents work best in scones.

A Food Preparation assessment, this includes a 3-hour practical session which will allow the pupils to showcase the skills that they have been taught. Pupils will carry out research into the chosen topic that will help them identify the three dishes that they would like to prepare and cook. The pupils will then trial and practise these dishes many times, before cooking them for their assessment.
A written examination in Year 11. An exam that includes a short answer and a longer answer sections that cover a range of question types to assess scientific processes, nutrition and diet, cooking methods and food safety.

Progression
Successful completion of this course would lead nicely into our BTEC Level 3 in Hospitality. Alternatively, pupils could go on to study hospitality full time at a college or undertake an apprenticeship in professional cookery or food service.

AQA

Qualification Overview
This Unit Award allows all pupils to engage with learning and have their achievements formally recognised. Pupils are rewarded with a certificate each time they successfully complete a unit of learning. They build up a portfolio of certificates to evidence their skills, knowledge and experience. The scheme boosts confidence, increases engagement and improves motivation, helping students to make progress on their lifelong learning journey.

Approach to Learning
The course is taught using practical work where possible to ensure good knowledge and understanding but there is written work, drawing and use of technology.

A Closer Look
We start by designing and making a useful product that can be used in the home. Pupils explore other materials when designing and making other products. Once the pupils have the core knowledge they need, they can use it to design and make alternative products of their choice.

Progression
This course can lead to Level 2 qualifications in Craft, Design and Technology