Key Stage 4 Courses

During Year 10, pupils will complete their first coursework unit entitled ‘Abstracting My World’. This is a natural progression from the conceptual art project at the end of year 9 and includes a very broad approach to exploring art materials and methods, with a specific focus on mark-making with materials, communicating personal messages and recording environments.

Pupils will also start their second coursework unit which takes a thematic approach, focusing on the critical and practical investigation of artists and ideas. Typical projects have included ‘Food’, ‘The Streets’ and ‘The Beach’.

During the first term, pupils will complete their second coursework unit by exploring personal ideas about the theme they have been exploring. They will design and create an ambitious outcome over two days, under supervision and they will present their coursework portfolio for assessment.

During the second term, pupils will complete their examination project. Pupils will choose from a list of topics, which are announced by the examination board in January and will create their own independent project based on this topic over several weeks. The outcome of the project is then created over two days in supervised exam conditions.

• Coursework (two projects developed from taught starting points) - 60%
• Examination (a project set by the examination board) - 40%

DEVELOP - 25% Writing about and transcribing artists' work and using this inspiration to explore artists’ styles in our own artistic development.

EXPLORE - 25% Use a wide range of materials and techniques when exploring ideas and refine and improve those ideas as work progresses.

RECORD - 25% Recording accurately from observation through a range of drawings, photographs or other media, in a way that relates to your ideas and intentions.

PRESENT - 25% Quality of your final piece of work and how closely it follows your intentions (as shown through your developmental work).

Success in this subject allows pupils to progress onto a wide variety of further education courses and is particularly useful (if not required) for anyone wishing to pursue careers in the creative industries, however having an arts-based creative qualification is also becoming increasingly desirable across a wide range of other industries, including business, manufacturing and medical.

Careers:

• Independent Fine Artist
• Graphic Designer
• Photographer or Camera Technician
• Architect
• Stage and Film Visual Effects
• Fashion and Textiles Designer
• Illustrator
• Animator
• Gallery Curator
• Art Therapist

Computational Thinking and Programming Skills: Coding in Python, including; output, input, assignment, casting, iteration, selection, arrays and modules.

Computing Concepts: Data representation, computer systems, networks and environmental, legal and ethical issues.

Computational Thinking and Programming: Coding in Python - reinforcing coding knowledge learnt in Year 10.

Computing Concepts: Revisiting all computing concepts knowledge from Year 10 and exam practice based on this knowledge.

Paper 1 - Computational Thinking and Programming Skills - 50%

Pupils learn how to program in Python. It is important to be able to code in Python because some of the questions in the Computational Thinking and Programming Skills exam are based on this language. It is an exam with a mix of multiple-choice, short answer and long answer questions, assessing a pupil's practical problem solving and computational thinking skills.

Paper 2 - Computing Concepts - 50%

Pupils will sit an examination with content that includes: computer structure, hardware, CPUs, algorithms, binary, hexadecimal, networks and social engineering.

The skills learnt at GCSE are useful in many Post-16 subjects. Pupils can study Computer Science at A level or they can take a more practical route through Darlington College. There are now several university courses, such as accounting, maths and science courses, that require pupils to be competent at coding.

Careers:

• Apps Programmer
• Games Programmer
• CGI Programmer
• Network Technician

In Year 10 we begin the course by focusing on the theoretical aspects of Design and Technology; this is completed through a series of workbooks. We then continue with a practice Non-Exam Assessment (NEA), which consists of a design-and-make task completed in the same order pupils will be using in Year 11. This helps to prepare them for their actual NEA once the exam board has set the choice of tasks.

In Year 11 pupils continue with their NEA which will have been started at the end of year 10. The design-and-make task accounts for 50% of their overall grade. The other 50% is obtained through the 2-hour exam at the end of Year 11.

The course is assessed by both the teacher and the examination board.

• There is a written examination at the end of Year 11, which counts as 50% of the final marks.
• The other 50% comes from one practical non-examination assessment project which is set by the exam board.

Success in this course will help to prepare you for A/AS Level in Design and Technology or you may need to strengthen your grades by completing a foundation or intermediate vocational qualification.

You could go straight into employment and complete further training or part-time study with the support of your employer.

Careers:

• Architecture
• Civil
• Electrical or Mechanical Engineering
• Aerospace Software Development Engineer
• Aircraft Maintenance Operative
• Research and Prototype Development Engineer
• Armed Forces Operative
• Product Design or Graphic Design

• Component 1 section A - Stage types, stage areas roles and responsibilities in the theatre.
• Component 1 section B - Read and explore the set text Noughts and Crosses. Exam questions explained. Practical exploration of the text to inform practice written exam questions.
• Component 2 Devising - The creation and performance of a devised piece of theatre. Performance conventions are explored and applied to a given stimulus. Performances will be created and performed. Logs will be completed.

• Component 1 Section C - We will watch a live theatre performance. This will be analysed from a performance perspective and informed opinions will be shared and shaped. The approach to the essay question will be taught.
• Component 3 Texts in Practice - Texts will be allocated and appropriate sections will be blocked and rehearsed. These will be performed to a visiting examiner by 31st May.
• Component 1 - Revision of all sections. General recap for the whole class and then targeted as required. 

Component 1 Understanding Drama: 1hr 45min written exam worth 40%.

The exam has three sections A, B and C.

Section A tests the knowledge and understanding of the roles and responsibilities within a theatre alongside being able to identify different stage types and the corresponding stage areas.

Section B requires pupils to answer 4 questions based on the set text they have studied in class. These questions are answered from a performance perspective and require specific and detailed knowledge of the text.

Section C is an extended essay question based on a live theatre performance that we will have watched and discussed at length. This requires an answer from an informed audience perspective. 

Component 2 Devising Drama: Practical performance worth 10% and coursework log worth 30%.

You will work in a group within lessons and in extra rehearsals to create your own performance based on a stimulus chosen by you. You will produce a comprehensive written log evidencing the rationale of decisions made, the process of creation and an evaluation of the outcome. You will regularly perform sections of this work in class as you shape and refine it. The final outcome is a 10-20 min performance that you have made with your group performed to an audience and a 2000 word coursework log.

Component 3 Texts in Practice: You will perform two extracts from a text to a visiting examiner and this is worth 20%.

A text will be selected that you will perform two extracts from. You will work in a group of between 2-5 but could also perform a monologue. This will be created and rehearsed in both lessons and extra rehearsals. You will regularly show work to receive feedback and help shape the final performance. The performance will be to an audience and a visiting examiner.

This subject develops communication, time management and collaboration amongst other vital ‘soft skills’ which are recognised as required core competencies of many businesses. It allows thinking creatively and takes place in a disciplined but practical classroom environment.

Success in this subject allows pupils to progress on to a wide variety of courses in further education due to the written rigours of the course and is particularly useful (if not required) for anyone wishing to pursue a career in the performing industries or continue with performance-based education at college.

Careers:

• Actor
• Community Worker
• Theatre Director or Stage Manager
• Lighting Technician
• Drama Therapist
• Customer Service Role
• Marketing
• Broadcast Presenter
• Arts Administrator
• Drama Teacher

• In Year 10 you will cover the theoretical side of Engineering with an overview of all disciplines. You will learn how to cut and remove wood, metal and plastic materials.
• You will complete a practice Non-Exam Assessment project (coursework) allowing you to test materials to understand their characteristics.

You will be given the Non-Exam Assessment project in September, this is a planning and manufacturing task with strict guidance from the exam board. You will work through this until Spring and will prepare for the exam at the end of the academic year.

• The course is assessed by both the teacher and the examination board.
• There is a written examination covering all aspects of Engineering, which counts towards 40% of the final marks.
• The other 60% comes from a synoptic project (coursework) given by the exam board. The pupil needs to be aware that this project is entirely independent and that they will guide its progression themselves.

This qualification prepares learners for progression into higher education, skilled employment or an apprenticeship programme through specialising in a technical occupation in the engineering sector.

Level 3 Technical Level qualifications provide post-16 learners with the knowledge and skills to study subjects such as A-Level Maths, Further Maths, Design and Technology, Biology, Chemistry and Physics.

Careers:

• Chemical, Civil, Electrical or Mechanical Engineering
• Aerospace Software Development Engineer
• Aircraft Maintenance Operative
• Research and Prototype Development Engineer
• Bioelectronics Medical Technician
• Armed Forces Operative

At Risedale the English department likes to develop the individual pupils we teach through a learning journey, helping pupils to explore a suitcase of attributes that will prepare them for success in the future.

During the course pupils work on a range of 19th, 20th and 21st Century fiction and non-fiction texts and develop skills of;

• Identification and interpretation of information
• Selection and synthesis of information
• Explanation and analysis of language and structure
• Comparison of writers’ ideas and perspectives
• Critical evaluation
• Clear, creative and imaginative writing
• Organisation of information using structural devices
• Use of a variety of sentence structures, punctuation and vocabulary, and accuracy in spelling

The Edexcel English Language 2.0 Paper consists of:

• Paper 1 (50% of total GCSE): 19th Century Non-Fiction Texts and Transactional Writing- 1 hr 55 minutes
• Paper 2 (50% of total GCSE): Contemporary Texts and Imaginative Writing- 1 hr 55 minutes

Pupils are also required to complete a separately endorsed Speaking and Listening component for the English Language specification which normally takes place in Year 11.

The Edexcel English Literature Paper consists of:

• Paper 1 (50% of total GCSE): Shakespeare and Post 1914 Literature - 1 hour 45 minutes
• Paper 2 (50% of total GCSE): 19th Century Novel and Poetry since 1789 - 2 hours 15 minutes

These examinations are closed books.

Pupils will study the following texts across the two-year GCSE course:

• Shakespeare - Macbeth
• Post 1914 Literature - Either: 'Animal Farm', 'Lord of the Flies', 'Journey’s End', or 'An Inspector Calls'
• 19th Century Novel - 'The Strange Case of Dr Jekyll and Mr Hyde' or 'A Christmas Carol'
• Poetry - Conflict, Belongings or Relationship Cluster from the Edexcel Poetry Anthology

These assessments will be single-tier and use a grading system of 9-1.

Pupils take two GCSE qualifications. These are externally assessed at the end of a two year course.

Success in this subject is a requirement for most college courses, apprenticships and further education.

Careers:

• Digital Copywriter
• Editorial Assistant
• English as a Foreign Language (EAL) Teacher
• Lexicographer
• Journalist
• Proofreader
• Web Content Manager

In Year 10 we cover a range of research materials such as books, journals, magazines, and online resources. We cover theory work on textiles, paper, card and board, wood, plastics, metals and smart materials. Alongside the theory work, we will cover practical lessons experimenting with the application of surface treatments and finishing techniques for, textiles (dying, printing, embroidery, chemical additives),  papers, card and board (printing, painting, strengthening and collage), wood (sanding, painting, varnishing and lacquering), plastics (polish, vinyl decals, printing and self-finishing), metals (preparation, protective, painting, etching and engraving) and smart materials (function, reactive and sensory). 

You will be given the Non-Exam Assessment project in September (chosen from 3 options); this is a planning and manufacturing task in which the pupil can design and make a product of their choice. You will work through this until Spring and prepare for the exam at the end of the academic year.

The qualification has 2 assessments: one written externally set and marked examined assessment and one externally set, internally marked and externally moderated non-examination assessment.

• The written examination covers all aspects of creative design and production and counts towards 40% of the final marks.
• The other 60% comes from a synoptic project (coursework) given by the exam board. The pupil needs to be aware that this project is entirely independent and that they will guide its progression themselves.
• The qualification is graded as a Pass, Merit or Distinction at Level 1 or 2.

The qualification will appeal to learners who wish to pursue a career in the design and production sector or progress to study further. 

Careers:

• Fashion Designer
• Interior Designer
• Architect
• Jewellery Maker
• Tailor

Pupils will work through the following topics;

• Food, nutrition and health
• Food science
• Food safety
• Food provenance

Application to exam questions and practical work. All pupils cook a variety of dishes, mainly savoury, which are based on the acquisition of skills for completing the coursework element of the GCSE.

Pupils will work through the following topic;

• Food choice

Pupils will be introduced to Task 1: Food Investigation and complete this by November. 

Pupils will then be introduced to Task 2: Food Preparation Assessment. This is where the 3-hour practical exam will take place along with an electronic portfolio of research.

This course is assessed by both the teacher and the examination board.

• 50% of the GCSE is assessed through a written exam of 1 hour 45 minutes including multiple-choice questions (20 marks) and 5 questions each with several sub-questions (80 marks) totalling 100 marks.
• 50% of the GCSE is assessed through 2 tasks:-
  • Task 1: Food Investigation - Pupils' understanding of the working characteristics, functional and chemical properties of ingredients will be developed. Practical investigations are a compulsory element of this non-examination task. This is assessed through a written report (1,500–2,000 words) including photographic evidence of the practical investigation.
  • Task 2: Food Preparation Assessment - Pupils will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. This is assessed through a written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.

Pupils are given the opportunity to develop and practise a wide range of skills along with having a greater understanding of nutrition, the science behind food as a material and wider environmental aspects associated with food. The GCSE course promotes independent thinking, forward planning and organisational skills. Pupils can embark on Level 3 Hospitality and Catering courses, Apprenticeships in catering and hospitality, Sport Science courses where they focus on diet and nutrition.

Careers:

• Chef / Hospitality
• Food Technologist
• Product/process Development Scientist
• Nutritional Therapist
• Quality Manager
• Regulatory Affairs Officer
• Scientific Laboratory Technician
• Technical Brewer
• Home Economist
• Food Technology Teacher

• To give our pupils a lifelong love of language learning!
• To develop an awareness, understanding and empathy of others and other cultures.
• To practise critical thinking skills and problem-solving techniques.
• To develop self-reliance through independent study and collaborative skills through group and pair work.
• To advocate Risedale’s ‘Five Pillars’ – language-learning promotes these perfectly!

• English is not enough!  75% of the world’s population doesn’t speak English.
• 60% of British trade is with non-English speaking countries.
• “In general, having Languages on your CV can move on your career quicker – 2 years ahead of the crowd” – British Chamber of Commerce.
• Having a Languages qualification makes you far more attractive to employers of all kinds and gives you a unique selling point - research suggests that people who speak more than one language can earn on average an additional £3000 to £9000 per year.

Our Key Stage 4 provision teaches pupils a range of practical language themes and gives them real ‘tools’ for communication. We listen to native French speakers, study authentic texts and practise speaking and writing skills on a range of meaningful topics, ranging from family and hobbies to school life, future plans and holidays and the environment. Pupils are encouraged to become increasingly independent and creative in their language learning and gain confidence through this.

We focus on vocabulary acquisition through regular testing and put extra emphasis on French grammar, the ‘glue’ that holds the language together. More than anything, we aim to make language learning really engaging – we play, we collaborate and we have FUN.  In this sense, the atmosphere in our Languages classrooms is unique.

We use IT really creatively to support and enrich our pupils’ learning. All pupils have access to our school subscriptions for Active Hub and Quizlet, and we also use Memrise, Duolingo, Blooket and Languages Online for further practice. We have also recently taken out a long-term subscription to Languagenut, which provides our pupils with another fantastic and motivating language-learning experience.

At Risedale we prioritise giving our pupils authentic experiences of other cultures. We run residential trips to Normandy and Paris, and visits to Berlin and also to Rhine-Westphalia in Germany, where we have a link with a local secondary school. Through our collaboration with Most Education, we have previously welcomed pupils from Kazakhstan and China to join our Risedale family. We also run a range of in-house cultural experiences, ranging from supporting the European Day of Languages (26th September) to celebrating a range of national days and traditions.

There are currently 2 GCSE French courses running at Risedale: the ‘legacy’ GCSE (current Year 11s only) and a brand new AQA GCSE French course (from September 2024 - current Year 10s), which will ultimately replace the outgoing curriculum.

New GCSE course (current Year 10s).

Themes studied:

• Media and technology
• Customs, festivals and celebrations in French-speaking countries
• Hobbies and sports
• Family, friends and relationships
• Personalities, descriptions and celebrity culture
• School life: uniform, rules, subjects and opinions
• Healthy living - meals, lifestyles and wellbeing
• Describing past and future holidays

Assessment:

• Foundation tier: Grades 1-5
• Higher tier: Grades 4-9

Listening Exam (25% of final grade)

Pupils listen to and respond to a range of language based on the themes in the GCSE course.  This is a written assessment that tests pupils’ comprehension and dictation skills.

• 35 minutes (+ 5 minutes reading time) - Foundation  /  45 minutes (+5 minutes) - Higher
• 40 marks (F)  /  50 marks (H)
• Section A - Questions and Answers in English  /  Section B - Dictation

Speaking Exam (25%)

Pupils take part in a short, recorded exam to test their oral skills on a range of activities.

• 7-9 minutes (+12 minutes preparation) - Foundation  /  10-12 (+12 mins) - Higher
• (i) ROLE-PLAY task (1 - 1.5  minutes approx.)
• (ii) READING ALOUD & CONVERSATION  (2-2.5 mins max. -  F  /  3-3.5 mins max. - H)
• (iii) PHOTO CARD DISCUSSION (4-5 mins. - F  /  6-7 mins. - H)
• 50 marks in total (F and H)

Reading Exam (25%)

Pupils read and respond to a range of language based on the themes in the GCSE course.  This is a written assessment that tests pupils’ comprehension and translation skills.

• 45 minutes - Foundation  /  60 minutes  - Higher
• 50 marks (F and H)
• Section A - Questions and Answers in English.
• Section B - Translation from French into English: 35 words (F)  /  50 words (H)

Writing exam (25%)

Pupils undertake a series of written challenges, including translation, based on their knowledge of the language.

• 70 minutes - Foundation  /  75 minutes - Higher
• 50 marks (F + H)

Foundation:

• • Q1 - Produce 5 short sentences in response to a photo
  • Q2 - Write 50 words in response to 5 bullet points
  • Q3 - 5 short grammar tasks.
  • Q4 - Translation from English to French (35 words)
  • Q5 -  Write approx. 90 words in response to 3 bullet points (choice of 2 tasks)

Higher:

• • Q1  - Translation from English to French (50 words)
  • Q2  - Write approx. 90 words in response to 3 bullet points (choice of 2 tasks)
  • Q3  - Open-ended task - 150 words (choice of 2 tasks)

‘Legacy’ GCSE course (current Year 11s only).

Themes studied:

• current and future study and employment: my life at school
• education post-16, jobs, careers and ambitions
• holidays and holiday preferences
• past holidays and future plans
• practical travel language
• healthy and unhealthy living
• local and global issues, the environment and how we can protect it
• Exam preparation and revision

Assessment:

• Foundation tier: Grades 1-5
• Higher tier: Grades 4-9

Listening Exam (25% of final grade)

Pupils listen to and respond to a range of language based on the themes in the GCSE course.  This is a written assessment that tests pupils’ comprehension.

• 30 minutes (+ 5 minutes reading time) - Foundation  /  40 minutes (+5 minutes) - Higher
• 40 marks (F)  /  50 marks (H)
• Section A - Questions and Answers in English  /  Section B - Questions in French and answers in French.

Speaking Exam (25%)

Pupils take part in a short, recorded exam to test their oral skills on a range of activities.

• 7-9 minutes (+12 minutes preparation) - Foundation  /  10-12 (+12 mins) - Higher
• (i) ROLE-PLAY task (2 minutes approx.)
• (ii) PHOTO CARD description and follow-up questions (2 mins max. -  F  /  3 mins max. - H)
• (iii) GENERAL CONVERSATION on two themes (3-5 mins. - F  /  5-7 mins. - H)
• 60 marks in total (F and H)

Reading Exam (25%)

Pupils read and respond to a range of language based on the themes in the GCSE course.  This is a written assessment that tests pupils’ comprehension and translation skills.

• 45 minutes - Foundation  /  60 minutes  - Higher
• 60 marks (F and H)
• Section A - Questions and Answers in English
• Section B - Questions in French and answers in French
• Section C - Translation from French into English

Writing exam (25%)

Pupils undertake a series of written challenges, including translation, based on their knowledge of the language.

• 60 minutes - Foundation  /  75 minutes - Higher
• 50 marks (F)  /  60 marks  (H)
• Q1 (F) - Produce 4 sentences in response to a photo
• Q2 (F) - Write 40 words in response to 4 bullet points
• Q3 (F) - Translation from English to French
• Q4 (F) / Q1 (H) - Write approx. 90 words in response to 4 bullet points (choice of 2 tasks)
• Q2 (H) - Write approx. 150 words in response to 2 bullet points (choice of 2 tasks)
• Q4 (H) - Translation from English to French

Aside from progression to A-Level and beyond, GCSE French can ‘open doors' to hundreds of careers, not all of which are the obvious paths such as tourism, translating and education.  In the global business world of the 21st century language skills can be seen as being invaluable and could take you further in careers in sales, marketing, the diplomatic service, engineering, IT, media and journalism. 

The list is almost endless, as are the opportunities to travel the world, either for business or for pleasure!

Careers:

• Travel and Tourism
• Retail and Sales
• Marketing Executive
• Interpreter / Translator
• Computing
• Law
• Diplomatic Service Officer
• Engineering
• Financial Services
• Media and Broadcasting
• MFL / EAL Teacher

This unit of the course looks at the dynamic nature of the physical environment and the relationship and interaction with people:

• • The first component focuses on natural hazards and covers tectonics, weather and climate change.
  • The second component focuses on the topic of ecosystems by looking at a range of different environments including tropical rainforests and hot desert regions of the world.
  • The third section focuses on different landscapes of the UK studying coastal and river environments.

This unit of the course looks at the different factors which produce a diverse range of human environments and the need for them to be managed sustainably:

• • The first component focuses on patterns of urban change from a global perspective.
  • The second component focuses on population distribution across the UK.
  • The third component focuses on variation in levels of global economic development and the disparity in quality of life.
  • The fourth section focuses on the implications of change within the UK economy.
  • The final section looks at the sustainability of resources and their need to be managed.

This unit of the course is comprised of two key elements:

• • Two pieces of fieldwork enquiry. One investigation focuses on human geography and the second line of enquiry is based around the natural environment. The processes involved and the outcomes of both investigations will be assessed under examination.
  • A critical thinking evaluative task based around a contemporary geographical issue. A relevant resource booklet will be provided twelve weeks before being assessed as the final component of the examination.

UK Physical Landscapes, Urban Issues and Challenges and Resource Management.

Changing Economic World and Geographical Applications.

Assessment is based on three examinations which will take place at the end of the course.

• Paper 1 – Living with the physical environment (35%)
• Paper 2 – Challenges in the human environment (35%)
• Paper 3 – Geographical applications (30%)

Many of the topics covered in GCSE Geography are some of the biggest international issues in the world today. The skills covered help prepare for a wide variety of future employment, complement vocational courses and offer an excellent basis for moving on to pursue A and AS levels.

Careers:

• Cartographer
• Environmental Consultant
• Town Planner
• Conservation Officer
• Recycling Officer
• Landscape Architect
• See www.rgs.org/choose-geography/choose-a-career-with-geography for more Geography related career ideas.

• To give our pupils a lifelong love of language learning!
• To develop an awareness, understanding and empathy of others and other cultures.
• To practise critical thinking skills and problem-solving techniques.
• To develop self-reliance through independent study and collaborative skills through group and pair work.
• To advocate Risedale’s ‘Five Pillars’ – language-learning promotes these perfectly!

• English is not enough!  75% of the world’s population doesn’t speak English.
• 60% of British trade is with non-English speaking countries.
• “In general, having Languages on your CV can move on your career quicker – 2 years ahead of the crowd” – British Chamber of Commerce.
• Having a Languages qualification makes you far more attractive to employers of all kinds and gives you a unique selling point - research suggests that people who speak more than one language can earn on average an additional £3000 to £9000 per year.

Our Key Stage 4 provision teaches pupils a range of practical language themes and gives them real ‘tools’ for communication. We listen to native German speakers, study authentic texts and practise speaking and writing skills on a range of meaningful topics, ranging from family and hobbies to school life, future plans and holidays and the environment. Pupils are encouraged to become increasingly independent and creative in their language learning and gain confidence through this.

We focus on vocabulary acquisition through regular testing and put extra emphasis on German grammar, the ‘glue’ that holds the language together. More than anything, we aim to make language learning really engaging – we play, we collaborate and we have FUN.  In this sense, the atmosphere in our Languages classrooms is unique.

We use IT creatively to support and enrich our pupils’ learning. All pupils have access to our school subscriptions for Active Hub and Quizlet, and we also use Memrise, Duolingo, Blooket and Languages Online for further practice. We have also recently taken out a long-term subscription to Languagenut, which provides our pupils with another fantastic and motivating language-learning experience.

At Risedale we prioritise giving our pupils authentic experiences of other cultures. We run residential trips to Normandy and Paris, and visits to Berlin and also to Rhine-Westphalia in Germany, where we have a link with a local secondary school. Through our collaboration with Most Education, we have previously welcomed pupils from Kazakhstan and China to join our Risedale family. We also run a range of in-house cultural experiences, ranging from supporting the European Day of Languages (26th September) to celebrating a range of national days and traditions.

There are currently 2 GCSE German courses running at Risedale: the ‘legacy’ GCSE (current Year 11s only) and a brand new AQA GCSE German course (from September 2024 - current Year 10s), which will ultimately replace the outgoing curriculum.

New GCSE course (current Year 10s).

Themes studied:

• School life: uniform, rules, subjects and opinions
• Future plans
• Free time, technology and celebrity culture
• Festivals and cultural events
• Describing people
• Family, friends and relationships
• Describing past and future events
• Sport, fitness, wellbeing and healthy lifestyles.

Assessment:

• Foundation tier: Grades 1-5
• Higher tier: Grades 4-9

Listening Exam (25% of final grade)

Pupils listen to and respond to a range of language based on the themes in the GCSE course.  This is a written assessment that tests pupils’ comprehension and dictation skills.

• 35 minutes (+ 5 minutes reading time) - Foundation  /  45 minutes (+5 minutes) - Higher
• 40 marks (F)  /  50 marks (H)
• Section A - Questions and Answers in English  /  Section B - Dictation

Speaking Exam (25%)

Pupils take part in a short, recorded exam to test their oral skills on a range of activities.

• 7-9 minutes (+12 minutes preparation) - Foundation  /  10-12 (+12 mins) - Higher
• (i) ROLE-PLAY task (1 - 1.5  minutes approx.)
• (ii) READING ALOUD & CONVERSATION  (2-2.5 mins max. -  F  /  3-3.5 mins max. - H)
• (iii) PHOTO CARD DISCUSSION (4-5 mins. - F  /  6-7 mins. - H)
• 50 marks in total (F and H)

Reading Exam (25%)

Pupils read and respond to a range of language based on the themes in the GCSE course. This is a written assessment that tests pupils’ comprehension and translation skills.

• 45 minutes - Foundation  /  60 minutes  - Higher
• 50 marks (F and H)
• Section A - Questions and Answers in English.
• Section B - Translation from French into English: 35 words (F)  /  50 words (H)

Writing exam (25%)

Pupils undertake a series of written challenges, including translation, based on their knowledge of the language.

• 70 minutes - Foundation  /  75 minutes - Higher
• 50 marks (F + H)

Foundation:

• • Q1 - Produce 5 short sentences in response to a photo
  • Q2 - Write 50 words in response to 5 bullet points
  • Q3 - 5 short grammar tasks.
  • Q4 - Translation from English to French (35 words)
  • Q5 -  Write approx. 90 words in response to 3 bullet points (choice of 2 tasks)

Higher:

• • Q1  - Translation from English to French (50 words)
  • Q2  - Write approx. 90 words in response to 3 bullet points (choice of 2 tasks)
  • Q3  - Open-ended task - 150 words (choice of 2 tasks)

‘Legacy’ GCSE course (current Year 11s only).

Themes studied:

• Transport, travel and directions
• Shopping, food and eating out
• Holidays, the weather and future plans
• Describing where people live - advantages and disadvantages
• The world of work and aspirations
• Festivals and cultural events
• The environment and global issues
• International and local campaigns

Assessment:

• Foundation tier: Grades 1-5
• Higher tier: Grades 4-9

Listening Exam (25% of final grade)

Pupils listen to and respond to a range of language based on the themes in the GCSE course. This is a written assessment that tests pupils’ comprehension.

• 30 minutes (+ 5 minutes reading time) - Foundation  /  40 minutes (+5 minutes) - Higher
• 40 marks (F)  /  50 marks (H)
• Section A - Questions and Answers in English  /  Section B - Questions in French and answers in French.

Speaking Exam (25%)

• Pupils take part in a short, recorded exam to test their oral skills on a range of activities.
• 7-9 minutes (+12 minutes preparation) - Foundation  /  10-12 (+12 mins) - Higher
• (i) ROLE-PLAY task (2 minutes approx.)
• (ii) PHOTO CARD description and follow-up questions (2 mins max. -  F  /  3 mins max. - H)
• (iii) GENERAL CONVERSATION on two themes (3-5 mins. - F  /  5-7 mins. - H)
• 60 marks in total (F and H)

Reading Exam (25%)

Pupils read and respond to a range of language based on the themes in the GCSE course. This is a written assessment that tests pupils’ comprehension and translation skills.

• 45 minutes - Foundation  /  60 minutes  - Higher
• 60 marks (F and H)
• Section A - Questions and Answers in English
• Section B - Questions in French and answers in French
• Section C - Translation from French into English

Writing exam (25%)

Pupils undertake a series of written challenges, including translation, based on their knowledge of the language.

• 60 minutes - Foundation  /  75 minutes - Higher
• 50 marks (F)  /  60 marks  (H)
• Q1 (F) - Produce 4 sentences in response to a photo
• Q2 (F) - Write 40 words in response to 4 bullet points
• Q3 (F) - Translation from English to French
• Q4 (F) / Q1 (H) - Write approx. 90 words in response to 4 bullet points (choice of 2 tasks)
• Q2 (H) - Write approx. 150 words in response to 2 bullet points (choice of 2 tasks)
• Q4 (H) - Translation from English to French

Aside from progression to A-Level and beyond, GCSE German can ‘open doors' to hundreds of careers, not all of which are the obvious paths such as tourism, translating and education.  In the global business world of the 21st century language skills can be seen as being invaluable and could take you further in careers in sales, marketing, the diplomatic service, engineering, IT, media and journalism. 

The list is almost endless, as are the opportunities to travel the world, either for business or for pleasure!

Careers:

• Travel and Tourism
• Retail and Sales
• Marketing Executive
• Interpreter / Translator
• Computing
• Law
• Diplomatic Service Officer
• Engineering
• Financial Services
• Media and Broadcasting
• MFL / EAL Teacher

VISION - The History Department at Risedale inspires in pupils a curiosity and fascination about the world and its people so that when they leave Risedale they value the differences in the world around them.

EXPECTATION - 100% in everything we do.

MANTRA - Pride (in our work), passion (in our lessons) and belief (in ourselves).

History is fascinating. Studying it will feed your curiosity about the world and help you to understand today's cultures and world events through what you have learnt about the past. Studying the subject will also equip you with cultural capital and knowledge for success, developing valuable life skills, such as analysis, evaluation and discussion, regardless of the path you follow.

British Thematic Study with Historic Environment (Crime and Punishment in Britain, c1000-present and Whitechapel, c 1870-1900: crime, policing and the inner city)

Pupils will study a broad sweep of history from medieval Britain to the present day. Pupils are given the opportunity to study fascinating individuals and events such as Matthew Hopkins and the witch hunts of 1645–47. Pupils also delve deeper into the theme by learning about a particular place at a particular moment in history – for example, discovering the conditions in Whitechapel at the time of Jack the Ripper.

Period Study: Superpower Relations and the Cold War, 1941-91

With the Period Study, pupils have the chance to study ideologies and civilisations that have shaped the world we live in today. They reflect the wide diversity of human experience and provide pupils with an opportunity to explore societies and cultures different from their own.

British Depth Study: Early Elizabethan England c1558-1588

The British Depth study offers an insight into key moments in our history. Pupils have the opportunity to study, in-depth, some of the key individuals, events and situations that have helped shape Britain.

Modern Depth Study: Weimar and Nazi Germany, 1918-1939

Pupils learn about another nation's history in depth, exploring the complexity of a society or historical situation and including events and individuals of huge historical significance.

Crime and Punishment through Time, c1000-present

• C1000-c1500: Crime, Punishment and Law Enforcement in Medieval England
• C1500-c1700: Crime, Punishment and Law Enforcement in Early Modern England
• C1700-c1900: Crime, Punishment and Law Enforcement in the 18th and 19th Centuries
• C1900-present: Crime, Punishment and Law Enforcement in Recent Times
• Whitechapel, c1870-c1900: Crime, Policing and the Inner City

Early Elizabethan England, 1558-1588

• Queen, Government and Religion, 1558-69
• Challenges to Elizabeth at Home and Abroad, 1569-88
• Elizabethan Society in the Age of Exploration, 1558-88

Weimar and Nazi Germany, 1918-39

• The Weimar Republic, 1918-29
• Hitler’s Rise to Power, 1919-33
• Nazi Control and Dictatorship, 1933-39
• Life in Nazi Germany, 1933-39

Superpower Relations and the Cold War, 1941-91

• The Origins of the Cold War, 1941-58
• Cold War Crises, 1958-70
• The end of the Cold War, 1970-91

Assessment is based on three external examinations, which take place at the end of the course. There is no coursework component to the History GCSE. The assessments are designed for pupils of all abilities with a mixture of questions requiring short or longer answers. Questions will focus on a variety of historical areas, such as what happened, why things happened, the impact of key events, and how far you agree with a view. Pupils also analyse historical sources and come up with ideas for tackling a historical investigation.

Paper 1: Crime and Punishment through time, c1000-present day

• Worth 30% of final grade
• 1 hour 20  minutes
• 6 questions, divided into two sections
• Worth 52 marks

Paper 2: Superpower Relations and the Cold War, 1941-91 & Early Elizabethan England, 1558-88

• Worth 40% of final grade
• 1 hour 50  minutes
• 2 sections; 1 exam paper per section
• Section A: Superpower Relations and the Cold War, 1941-91 - worth 32 marks
• Section B: Early Elizabethan England, 1558-88 - worth 32 marks
• 3 questions per section
• Worth 64 marks in total

Paper 3: Weimar and Nazi Germany, 1918-39

• Worth 30% of final grade 
• 1 hour 30 minutes
• 6 questions, divided into 2 sections
• Worth 52 marks

GCSE History is a great basis for many A-Level subjects and it is highly regarded by colleges, universities and employers. Pupils who have studied history often study A Level qualifications in subjects such as English, politics, economics and sociology. Some pupils enjoy it so much they carry on with it even if they are studying maths or science subjects. Many people working in law and accountancy have studied history because of the skills that can be developed in reasoning and arguing your point. There are also many areas more directly related to history, such as travel and tourism, museums and libraries, the media industry, government research and, of course, history teaching.

Careers:

• Archaeologist
• Archivist
• Curator
• Heritage Manager
• Historian
• History Teacher
• Journalist
• Lawyer
• Museum Gallery Curator
• Police Officer
• Restorer

Unit R093: Information Technology (Creative iMedia) in the media industry – Written Exam paper  

Pupils will learn about the different sectors, products and job roles that form the media industry. They will learn the legal and ethical issues considered and the processes used to plan and create digital media products. For this assessment piece, pupils will learn how to convey meaning, engage audiences and make decisions about which are the most appropriate formats and properties to use when creating digital assets and media.  

Unit R094: Visual identity and digital graphics 

Pupils will learn how to develop visual identities for clients and apply the concepts of graphic design to create original digital graphics which incorporate their visual identity to engage a target audience. Pupils will use a range of digital imaging software and develop their critical analysis skills. This will be started in Year 10 and continue into Year 11. 

Unit R094: Visual identity and digital graphics 

Continuing from Year 10, pupils will learn how to develop visual identities for clients and apply the concepts of graphic design to create original digital graphics which incorporate their visual identity to engage a target audience. Pupils will use a range of digital imaging software and develop their critical analysis skills. 

Unit R097: Interactive digital media

Pupils will learn to design and create interactive digital media products for their chosen platforms. Throughout this unit, pupils will learn to plan, create and review interactive digital media products using a variety of software to create various digital media assets. Pupils will use these skills to complete a set assignment. 

at either Darlington/QE college and ultimately follow routes either to university or apprenticeships in a computing discipline.  

Careers:

• Website Development
• Graphic Designer
• Social Media Marketer
• Video Editor

• Number
• Algebra
• Ratio, proportion and rates of change
• Geometry and measures
• Probability
• Statistics

• GCSE Mathematics is examined at Foundation and Higher tiers. Pupils will take three question papers at the same tier. All question papers must be taken in the same exam period.
• Foundation grades: 1-5
• Higher grades: 4-9
• The new grade 4 is equivalent to a low-grade C in the old grading system. This is considered a 'pass'.
• The new grade 5 is equivalent to a high-grade C / low-grade B in the old system. This is considered a 'good pass' and is required to meet the standards of the EBacc qualification.

Success in this subject at grade 4 or higher will support Sixth Form study in other subjects. In order to progress to A-Level mathematics, pupils would realistically need to achieve at least a grade 7 or above.

Careers:

• Actuarial Analyst
• Actuary
• Chartered Accountant
• Computer Software Developer
• Data Analyst
• Investment Analyst
• Research Scientist (Maths)
• Maths Teacher
• Statistician
• Systems Developer

Component 1: (40%) Pupils will study various forms of media to learn how codes and conventions are used within the industry. This will look at different forms of media, chosen by the exam board, to explore the historical, social or gender representations within them. The areas that will be studied are advertising, film posters, magazines, newspapers, video games and radio.

Component 3: (30%) Non-Examination Assessment Piece (NEA). Learners will work independently to research, plan and produce a media product. They will be sent a brief by the exam board and products typically could include a magazine or a website. The brief changes each year. 

Component 2: (30%)  Pupils will gain a deeper knowledge and understanding of media language and representation as well as study the media industry and audience. They will develop knowledge of relevant social, cultural, political, and historical contexts. This component is taught by analysis of two television crime dramas from different eras as well as three music videos.

The Media Studies GCSE is made up of two written examinations which are completed at the end of the two-year GCSE and one Non-Examination Assessment piece.

• Component 1 (40%) – 1 hour 30 minutes exam, externally set and marked by Eduqas.
• Component 2 (30%) – 1 hour 30 minutes exam, externally set and marked by Eduqas.
• Component 3 (30%) – Non-Examination Assessment (NEA): This is completed across a 12 week period during the two-year GCSE.

GCSE Media can lead onto other KS5 Media and Film courses. There is the traditional A Level Media and Film Studies course as well as several Level 3 Media courses. There are also pathways that lead to the study of Media and Film at University Level.

Careers:

• Marketing Executive
• Television and Radio Presenter
• Film and Video Maker
• Digital Media Specialist
• Computer Games Designer
• Journalist
• Publisher
• PR Executive
• Magazine Editor

Pupils must play a solo piece and an ensemble piece for the exam. Each piece performed has to be at least 1 minute in length, and the total time for the solo and ensemble pieces must be at least 4 minutes.

Pupils should already be able to play an instrument by the time they start the course and be having instrumental and, preferably, theory lessons as well. Ideally pupils will have achieved grade 3 by the time they start the course. Pupils without grades would need to demonstrate their ability to play an instrument to a good level of competence before being accepted onto the course.

Two compositions are expected as coursework from each pupil, as a written score, with a recording of the work in performance. Pupils will begin to study composition at the start of the course and will then be expected to compose two pieces; one is based on a brief set by the exam board and related to the areas of study, while the other is a free composition. It is expected that pupils who take GCSE will be able to read music and be willing to complete coursework assignments within given deadlines. Each piece must last for at least 1 minute and both compositions must last for at least 3 minutes in total.

There are four areas of study in music at GCSE, each area of study looks at 2 pieces of music:

• Instrumental Music 1700-1820
• Vocal Music
• Music for Stage and Screen
• Fusions

• Performance (30%) – pupils record a solo and an ensemble piece during Year 11. Assessment by teacher, moderated by Pearson.
• Composition (30%) – two pieces of composition or arrangement to be completed during the course. Assessment by teacher, moderated by Pearson.
• Appraising (40%) – 1 hour 45 minutes exam, externally set and marked by Pearson.

Pupils will be assessed under the 9-1 grading system.

GCSE Music can lead onto other KS5 Music courses. There is the traditional A Level Music but also A Level Music Technology and a National Diploma in Music (BTEC Level 3). All of the courses can lead onto studying music at university.

Careers:

• Music Therapist
• Musician
• Private Music Teacher / Peripatetic Tutor
• Sound Technician (broadcasting/film)
• Music Teacher
• Arts Administrator
• Event Manager
• Marketing Executive
• Radio Producer
• Theatre Stage Manager

• Physical Training – Paper 1: The human body and movement in physical activity and sport.
  Applied Anatomy and Physiology – Paper 1: The human body and movement in physical activity and sport.
• Sports Psychology – Paper 2: Socio-cultural influences and well-being in physical activity and sport.
• Applied Anatomy and Physiology – Paper 1: The human body and movement in physical activity and sport. 
  NEA Coursework.

• Health, Fitness and Wellbeing – Paper 2: Socio-cultural influences and well-being in physical activity and sport.
• Movement Analysis – Paper 1: The human body and movement in physical activity and sport.
• Socio-Cultural Influences – Paper 2: Socio-cultural influences and well-being in physical activity and sport.

• Paper 1: The human body and movement in physical activity and sport. Written exam 1hr 15 minutes, 78 marks, 30% of GCSE.
• Paper 2: Socio-cultural influences and wellbeing in physical activity and sport. Written exam 1hr 15 minutes, 78 marks, 30% of GCSE.
• Non-Examination Assessment (NEA): Practical performance in physical activity and sport. Assessed by teachers, moderated by AQA, 100 marks, 40% of GCSE.

Success in this subject allows pupils to progress on to a wide variety of courses in further education and is particularly useful (if not required) for anyone wishing to pursue careers in the sports industry.

Careers:

• Sports Scientist
• PE Teacher
• Physiotherapist
• Fitness Instructor
• Sports Coach / Consultant
• Diet and Fitness Instructor
• Personal Trainer
• Leisure Centre Manager
• Police Officer
• Armed Forces

Pupils have access to football, rugby, basketball, handball, dodgeball, boxercise, trampolining, netball, dance, table tennis, badminton, lacrosse, tchoukball and crazy catch. During the summer we offer softball, tennis, cricket, athletics, volleyball, frisbee and rounders.

We are continually working to bring onboard new activities. Pupils have access to football, rugby, badminton, basketball, netball, handball, dodgeball, boxercise, trampolining, dance, table tennis, lacrosse, volleyball, tchoukball and crazy catch. During the summer we offer softball, tennis, cricket, athletics, frisbee and rounders.

We track all pupils' attitudes towards their PE lessons in line with the school Marking, Feedback And Assessment Policy.

Careers:

• Sports Scientist
• PE Teacher
• Physiotherapist
• Fitness Instructor
• Sports Coach / Consultant
• Diet and Fitness Instructor
• Personal Trainer
• Leisure Centre Manager
• Police Officer
• Armed Forces

We follow the AQA Religious Studies Syllabus A course.

Buddhism (beliefs, teachings and practices) - 25%

• The central beliefs of Buddhism
• Festivals, celebrations and pilgrimage
• Worship, including the practice of meditation
• Ethical issues
• Communities

Christianity (beliefs, teachings and practices) - 25%

• The central beliefs of Christianity
• Festivals, celebrations and pilgrimage
• Worship
• Mission
• Communities

Christianity focusing on moral issues - 50% (4 of the 6 thematics will be studied)

• Religion, Relationships and Families
• Religion and Life
• The Existence of God and Revelation
• Religion, Crime and Punishment
• Religion, Peace and Conflict
• Religion, Human Rights and Social Justice

• Two external examinations will be taken at the end of Year 11.
• Internal assessment is continuous to monitor the progress of each individual and offer additional support if required.

Following a course in Religious Studies lays a good foundation for A-Level courses in Law, History, Health and Social Care, Child Development and Religious Studies.

Careers:

• Armed Forces
• Chaplaincy
• Civil Services
• Consultancy Services
• Counselling / Psychology
• Critical Analysis
• Criminal Psychology
• Diplomatic Services
• Economics
• Historian
• Human Resources
• Journalism
• Law
• Marketing & Communications
• Medicine
• Police Force
• Politician
• Prison Service
• Public Relations
• Teaching / Lecturing

• Module 1: Values, Beliefs and Decision making
• Module 2: Environment
• Module 3: Crime and Punishment
• Module 4: Peace and Conflict
• Module 5: Beliefs and Practice
• Module 6: Inspiration

Pupils will be continually assessed throughout the course using a variety of methods, however, this course is modular and accreditation will be given for all modules completed to the required standard. Pupils will be required to provide evidence for each module completed through the production of a portfolio. This will be verified by their class teacher and moderated internally prior to certification.

Following a course in Religion, Philosophy and Ethics lays a good foundation for A Level courses in Law, History, Health & Social Care, Child Development and Religious Studies.

Careers:

• Armed Forces
• Chaplaincy
• Civil Services
• Consultancy Services
• Counselling / Psychology
• Critical Analysis
• Criminal Psychology
• Diplomatic Services
• Economics
• Historian
• Human Resources
• Journalism
• Law
• Marketing & Communications
• Medicine
• Police Force
• Politician
• Prison Service
• Public Relations
• Teaching / Lecturing

The following topics are taught at KS4, either as part of a transition unit in Y9 or Y10-11:

Incorporated into the teaching of these units, pupils will continue to learn about the development of scientific thinking, experimental skills and strategies, analysis and evaluation, scientific vocabulary, quantities, units, symbols and nomenclature. Together with a collection of required practical activities, these ideas make up the 'Working Scientifically' aspect of each award.

Some pupils may opt to study Biology, Chemistry and Physics as separate GCSEs, leading to three separate qualifications.

In order to prepare for this, there is additional content for all of the combined science units and an additional Physics topic: Space Physics.

Success in Combined Science or Triple Science allows pupils to progress on to A-Level Biology, Chemistry, Physics or Applied Science and may also be a prerequisite to study other A Level subjects, such as Psychology.

See Science Buddies for lots of Science career ideas. The list is varied and endless!

Careers in Biology:

• Zoologist
• Botanist
• Conservation or Environmental Technician
• Microbiologist
• Biochemist
• Biomedical Technologist
• Medical Illustrator
• Forensic Investigator
• Science Teacher
• Medical Researcher

Careers in Chemistry:

• Analytical Chemist
• Chemical Engineer
• Forensic Scientist
• Pharmacologist
• Phlebotomist
• Toxicologist
• Science Writer
• Science Teacher
• Environmental Consultant
• Research Scientist

Careers in Physics:

• Acoustic Consultant
• Radiation Protection Practitioner
• Research scientist (physical sciences)
• Healthcare Scientist (medical physics)
• Geophysicist
• Metallurgist
• Meteorologist
• Nanotechnologist
• Science Teacher
• Technical author

For the current academic year (2024-2025), parents/carers do have the right to withdraw their child from "sex education" delivered as part of RSE if they so wish, parents are not permitted to withdraw their child from the relationship aspects of RSE. Parents may not withdraw their child from what is taught as part of the science curriculum. If you wish to withdraw your child from sex education then please contact the school. Also if you have any views, questions or concerns on The Relationship and Sex Education Policy for Risedale School please contact the school to discuss these or email enquiries@risedale.org.uk. Staff will ensure that RSE lessons are adapted to meet the needs of SEND pupils.

Click here to view Statutory Guidance regarding RSE from the Department for Education.

Community

• What is fake news, why does it exist and how can we spot it?
• What is community cohesion and why is it important?
• What is privilege and how does it affect our lives?
• How can we celebrate our unique identities and diversity?
• What is hate crime and why does it happen?
• Why do some people become religious extremists?
• What is antisocial behaviour, Why do people do it and what are the consequences?
• What are “county lines” and how are young people being exploited?
• What is money laundering and why is it an issue?
• How does our criminal justice system work?

Preparing for work

• Why is the ability to persevere an essential life skill?
• How can you make a good first impression when you apply for a job?
• How do I choose a career that is right for me?
• What are sexism and gender prejudice and are they still an issue today?

Communication in relationships

• How can we manage and resolve conflict safely?
• What leads to homelessness and why is it on the increase?
• What is revenge porn and what do I need to know about it?
• What should I know about forced and arranged marriages?
• What is stalking and harassment and how does the law protect us?
• Consent, rape and sexual harassment - How can we establish boundaries?

Families

• What are the different types of relationships and sexualities?
• Why is it important we learn about Sex, Gender and Trans identity?
• Why do some people have same-sex relationships and what is it like to be in one?
• What is it like being a new parent and why can it be so challenging?
• What do we need to know about fertility and reproductive health?

Exploring influence - Drugs, gangs, role modes media

• Do we need to worry about body piercings and tattoos?
• What is binge drinking and is it really that bad for you?
• Is body positivity a good thing or does it promote health issues?
• How and why do role models influence us and is this always a good thing?

Health and wellbeing

• What is CPR and how do we do it?
• What are the benefits of resting and getting a good night's sleep?

Building for the future - self-efficacy, stress management and future opportunities

• Why is social studies so important?
• Why are happiness and positivity so important to our health?
• Relaxation and stress
• Smartphone addiction
• Motivation and work ethic

Next steps - application processes, skills for further education, employment and career progression

• What are my plans beyond school?
• How can I prepare for interviews?
• Why is health and safety in the workplace essential?
• How can I successfully revise for my exams?
• What are positive and negative ‘risks’ and how can we make better decisions?

Communication in relationships - Personal values, assertive communication (contraception and sexual health, relationship changes and abuse

• What is body shaming, is it bullying and why do people do this?
• How can we manage break-ups and get over a broken heart?
• Toxic Masculinity Andrew Tate
• Healthy vs. Controlling relationships
• Date rape / Consent = sexual assault

Independence - responsible health choices, safety in independent contexts

• How can we prepare for adult life and independent living?
• Why is our digital footprint important?
• What should I know about “The Dark Web”?
• How can I keep myself and my friends safe?
• Online gambling

Addressing extremism and radicalisation - communities, belonging and challenging extremism

• What is right-wing extremism and why is it on the increase?
• Radicalisation online / incels
• Should we tolerate intolerance?
• The far Left, Antifa and Extremism

Across the year pupils are assessed with online pre and post-summative topic tests to gauge progress in knowledge and skills. In every lesson, there are formative assessment tasks to develop knowledge and skills.

Careers:

• Economist
• Social Worker
• Politician
• Careers Advisor
• Teacher
• Lawyer
• Manager
• Doctor
• Police Officer

The Cambridge National in Sports Studies Level 1/2 is a 120 guided learning hours qualification which consists of the following 1 mandatory unit in Year 10:

• Performance and leadership in sports activities.

The other mandatory unit and one further optional unit we study in Year 11 are:

• Increasing awareness of outdoor and adventurous activities
• Contemporary issues in sport (terminal exam taken in June)

You will be continually assessed throughout the course and there will be an external examination at the end of the Contemporary Issues in Sport unit. You will study real-life, work-based case studies and complete assignments to gain marks. The information can be presented in different formats to reflect your preferred learning style e.g. PowerPoint presentation, written assignment, posters, display. Each unit is graded as Pass, Merit, Distinction or Distinction.

Further and Higher Education, Level 3 Cambridge Technicals in Sport or an Apprenticeship in sport.

Careers: 

• Sports Scientist
• PE Teacher
• Physiotherapist
• Fitness Instructor
• Sports Coach / Consultant
• Diet and Fitness Instructor
• Personal Trainer
• Leisure Centre Manager
• Police Officer
• Armed Forces