options 2016-2018 rodborough

Rodborough Options Booklet 2016-2018

OPTIONS 2016 - 18

A GUIDE TO THE OPTION CHOICES

FOR STUDY IN YEARS 10 AND 11


Contents: Introduction ............................................................................................... 3

Important Dates for Option Choices ................................................................... 4

What are my choices? ................................................................................... 4

What has changed recently? ............................................................................ 5

Controlled Assessments ................................................................................. 5

The New Numerical GCSE Grades ................................................................. 6

Tiers of Entry for GCSE Exams .......................................................................... 7

The Core ................................................................................................... 7

Examined Core Subjects: ........................................................................... 7

Non-Examined Core Subjects: ..................................................................... 7

Variations ............................................................................................. 7

Options Blocks ............................................................................................ 8

Block 1 – Technology / Humanities ............................................................... 8

Block 2 – Languages ................................................................................. 8

Block 3 – Other Options ............................................................................. 8

Double Linguist Variation ........................................................................... 9

Vocational Variation ................................................................................ 9

THE OPTIONS PROCESS ................................................................................. 10

CORE COURSES ........................................................................................... 10

English Language ................................................................................... 10

English Literature .................................................................................. 11

Mathematics ......................................................................................... 12

Science ............................................................................................... 13

R.E.: Philosophy and Ethics (Short Course) ..................................................... 15

CORE NON-EXAMINATION SUBJECTS .................................................................. 16

Lifelong Learning (L2) ............................................................................. 16

Physical Education ................................................................................. 17

BLOCK 1 Technology/ Humanities .................................................................... 18

Food Preparation and Nutrition .................................................................. 18

Graphic Products ................................................................................... 19

Resistant Materials ................................................................................. 20

Textiles Technology ................................................................................ 21

Geography for Enquiring Minds ................................................................... 22

History ............................................................................................... 23

R.E.: PHILOSOPHY and ETHICS (Full Course) ................................................... 25

BLOCK 2: Languages .................................................................................... 26

French ................................................................................................ 26

German .............................................................................................. 27


BLOCK 3: Other Options Subjects ..................................................................... 28

Art .................................................................................................... 28

Business Studies: International GCSE (IGCSE) ................................................. 29

Computer Science .................................................................................. 31

Drama ................................................................................................ 32

Music ................................................................................................. 33

Physical Education ................................................................................. 34

Notes … ................................................................................................... 35

Who will help you? ...................................................................................... 36

Introduction

The decisions you make about your subject choices for Years 10 and 11 will have an important influence on the opportunities you have later on in life. Getting the choice right now will enable you to take the college course that interests you, begin an apprenticeship in your chosen career, or pursue further study at a Higher Education establishment. Good decisions now can also foster enjoyment of a subject that will stay with you into your adult life. These factors demonstrate that options influence more than just your career choice.

This options booklet forms part of the options choice process at Rodborough. We have already held a presentation evening to provide you and your parents with an overview of this process. You will also consider the options process within your Lifelong Learning (L2) lessons and participate in activities designed to make you think about your future and how your option choices will help you meet your goals.

This options booklet outlines information about the subjects available to you. You should study this information in detail so that you are able to make properly informed choices about the subjects you will study in Years 10 and 11.

You should consider these three factors when choosing your optional subjects:

What are my plans after Year 11? Qualifications you gain from these GCSE courses will form the basis of your application to college or employment with training. College tutors and employers want to see a breadth of subjects. Many of you don’t know yet exactly what you want to study at college. In two years’ time there may be subjects available at college you haven’t yet heard of. You need to select a balanced range of subjects now to give yourself the best possible opportunity of qualifying for your college course.

What am I good at? You need to match your choice of subjects to your ability and aptitude. Please look beyond the name of the subject you are choosing and consider the balance between controlled assessment and final examinations. Check the time available for study; is it a single or double option? Does the subject matter and method of working suit you?

What do I enjoy? Most people do well if they are studying subjects they enjoy. We want you to enjoy your learning. Think hard about whether your enjoyment of a subject is because of the content of the course or whether it is influenced by your classmates or current teacher. Only subject content can be guaranteed for Years 10 & 11.


Important Dates for Option Choices 25 Feb 16 10 Mar 16 17 Mar 16 24 Mar 16 May/Jun 16 June 16 Sept 16

Options Information Evening – Booklets issued Grade Reports sent home Year 9 Consultation Evening - Options forms issued Deadline to return options forms Students contacted to resolve possible issues Final choices confirmed KS4 Courses begin

What are my choices?

EVERYONE will study a ‘core’ curriculum of English, Maths, Science, RE, PE, and L2. Most students will add 3 or 4 options to this core. Some students, who have been identified as particularly able in Modern Foreign Languages, will be offered the opportunity to study both French AND German in reduced time. Weak linguists may choose not to study a language. Students interested in adding vocational courses may, subject to suitablity, opt for courses comissioned by Waverley Federation.

In order to maintain the breadth of curriculum at Key Stage 4, options subjects are grouped into blocks. Most students will select one language, one subject from the Technology/ Humanities block and two further subjects. Students choosing vocational courses have a slightly different arrangement. These minor differences are clearly outlined in the sections that follow.

The options blocks are designed to allow students the best possible free choice to build their own bespoke curriculum. Within the constraints outlined above we will do our very best to ensure that you study as many of your first choices as possible although you must understand that timetabling constraints occasionally make certain combinations untenable. For this reason we ask you to name and rank two reserve option choices.


What has changed recently?

Changes to Science Science lessons now benefit from 6 lessons each week (changed for the 2015 cohort). Students will be notified in July 2016 as to whether their group will be studying the Double Science Award or the Triple Science Award. Please note that this is NOT a choice.

Languages Studying a language is optional for those who have attained below a level 5 at the end of Key Stage 3. Studying a language is compulsory for those who have attained a level 5 or above at the end of Key Stage 3. It is possible for students possessing real flair for languages to study BOTH French AND German as a single option by relinquishing one of their core PE lessons AND committing to one after-school lesson in languages each week.

English Literature and Language The government announced fundamental changes to both English Literature and English Language for courses started in 2015. These changes were to both content and to grading of the courses and were designed to make the exams more rigorous. Spelling, punctuation and grammar will now make up 20% of your English marks. English GCSEs have a single tier of entry.

Maths The government announced fundamental changes to Maths courses from 2015. These changes are to both content and to grading of the courses and were designed to make the exams more rigorous. There is increased content for the Maths GCSE and a focus on problem solving. There are 2 tiers of entry for Maths GCSEs:

Foundation Tier: Grades 1-5

Higher Tier: Grades 4-9

Other Subjects All other subjects, with the exception of Technology subjects, change for the 2016-2018 cohort. This booklet has been printed before all the exam boards have accredited their courses. We anticipate very few, if any changes to the information published in this booklet for the new courses. The syllabi for the different exam boards will be similar and the content and grading of these new GCSEs has been designed to make them more rigorous. The new grading system is explained overleaf.

Controlled Assessments

Some GCSE Courses require students to complete controlled assessments. These take place in school under the supervision of the class teacher. Please see each subject for details. Different learning styles mean that some students will find it easier / harder to study a subject with a higher proportion of controlled assessment to final examination. Please bear this in mind when choosing your options.


The New Numerical GCSE Grades Ofqual has released details of the new Numerical Grades applicable for all GCSEs (except Technology) and how they will be applied. The new Numerical GCSE grading structure has three fixed, ‘hard wired’ links to the more familiar letters system:

The bottom of the NEW grade 4 will be closely aligned to the bottom of the ‘old’ C

The bottom of the NEW grade 1 will be closely aligned to the bottom of the ‘old’ G

The bottom of the NEW grade 7 will be closely aligned to the bottom of the ‘old’ A Additionally we may expect that:

Broadly, the same proportion of students will achieve a grade 4 and above as previously achieved a grade C and above.

Broadly, grade 5 will be positioned in the top third of the marks for an ‘old’ C grade and the bottom third of marks for an ‘old’ B grade, making it in greater demand than the ‘old’ C grade.

Broadly, the same proportion of students will achieve a grade 7 and above as previously achieved a grade A and above.

For each exam subject, the top 20% of those achieving grade 7 or above will be awarded grade 9.

‘Old’ GCSE grades and Technology Subjects

‘New’ GCSE grades except Technology Subjects

Comparison of Grading Systems


Tiers of Entry for GCSE Exams

Whilst most GCSEs set the same paper for ALL candidates, a few subjects have different papers for different (foundation and higher) tiers of entry. Final decisions on tiers of entry are not usually made until February of the year the exams will be taken. With the exception of Maths, the syllabus content is identical for both tiers and the difference in the papers will be in the depth that a topic is tackled. Students will be entered for the tier which best suits their demonstrated abilities at the time of entry.

Tiered subjects:

Foundation papers cover grades 1 - 5

Higher papers cover grades 4 - 9

The Core ALL students study the following core subjects:

Examined Core Subjects: Maths

English Language

English Literature

R.E. Philosophy & Ethics (½ GCSE course)

Double1 Science (resulting in 2 GCSEs) or Triple1 Science (resulting in 3 GCSEs)

Non-Examined Core Subjects: Lifelong Learning (L2) – this includes Personal Social & Health Education (PSHE),

Citizenship and Careers Education & Guidance

Physical Education

Variations Variations exist for students wishing to study both French AND German without losing an option and for students wishing to study one or two vocational subjects offered by Waverley Federation. These variations are laid out after the options blocks. Students will create their own curriculum by adding subjects from options blocks.

1 Students will be advised by the end of the summer term whether their group will be studying Double or Triple Science. This is NOT a choice.


Options Blocks

The following three options blocks apply to all students except those who choose vocational courses, whose options are laid out in the vocational section later in this booklet.

Block 1 – Technology / Humanities

ALL non-vocational students must choose ONE subject from this block:

Food Preparation and Nutrition

Geography

Graphic Products

History

R.E. Philosophy & Ethics FULL COURSE

Resistant Materials

Textiles

Block 2 – Languages

ALL non-vocational students who have achieved a level 5+ in French or German must choose ONE subject from this block. Students that have achieved lower than level 5 in French or German are free to decide whether to study a language at Key Stage 4. Students who wish to study French AND German as a single option in a reduced timetable must choose German from this option block.

French

German

Block 3 – Other Options

Most students will choose TWO subjects from the options below. Those students exempt from studying a language will choose THREE subjects. Vocational students should refer to the list in the Vocational section later in this booklet.

Art

Business and Communications Systems

Computer Science

Drama


French

Geography

German

Graphic Products

History

Music

Physical Education


Resistant Materials

Textiles


Double Linguist Variation This variation is for students who have demonstrated great aptitude for the study of foreign languages and who wish to study both French AND German AS WELL AS being able to choose TWO other subjects from Block 3.

THERE ARE 2 WAYS TO BE A DOUBLE LINGUIST:

1. Both languages may be studied as ONE option. Students will lose one core PE lesson and commit to one additional after-school language lesson each week. It goes without saying that this is a challenging course that will only be suitable for students with a flair for languages and mature attitude to personal study. Your language teacher can help you to decide if you are unsure. Please choose German from Block 2. French will be studied during the after-school lesson and the sacrificed PE lesson (just 2 lessons each week).

2. Both languages may be studied as TWO options. Choose French and German by choosing French from Option Block 2 and German from Option Block 3. Doing this means that you will have greater lesson time to study the languages and will not be required to give up a PE lesson or stay after school each week.

Vocational Variation

A limited number of places are provided by Waverley Federation for Rodborough students wishing to study one or two vocational courses (outlined in the separate booklet). Most of these courses take place off site for one day each week e.g. at Godalming College. Please be aware that Waverley Federation only offers these courses to students who are able to demonstrate good attendance, behaviour and commitment to the course. You must see Mr Williams for the appropriate application form and additional information. The Waverley Federation Special Options Booklet is available for download from the Y9 Options page of our website.

Vocational Option Block 1 These are the subjects that you will study in school. Please choose TWO subjects from this block:

Art

Business & Communication Systems

Computer Science

Drama


Geography

Graphic Products

History

Music

Physical Education


Resistant Materials

Textiles

Vocational Option Block 2 This is a one-day placement at College following vocational training course(s) provided by Waverley Federation. You may choose ONE course from this list:

Animal Care

Hairdressing & Beauty Therapy

Children’s Play, Learning & Development

Construction & the Built Environment

Engineering

Countryside and Environment OR TWO GCSE courses from this list:

Business

Creative Digital Media Production

Computing

Sport

Leisure and Tourism

Spanish OR Mandarin

You are advised not to choose the same courses to study in school and in college. Places on vocational courses are strictly limited and the application process is competitive. Please consider at least two reserve subjects in case your application for vocational course(s) is unsuccessful.


THE OPTIONS PROCESS

Once the option forms have been received we create four option blocks in order to allow us to build the new timetable. We organise these option blocks to allow as many people as possible to take their first choice of subjects and we speak to students for whom this is not possible as soon as we can. When all choices have been finalised the option blocks become fixed and it is no longer possible to move people between subjects. In short, this means that taking your time to get your choices right before you submit your form is really important because there is a limited amount we can do to accommodate late changes to subject choices. It is important that you place your choices in rank order on the Options form.

CORE COURSES

English Language Exam Board: AQA

We are now teaching the brand new GCSEs in English Language and English Literature. The English Department is very excited about these changes and think that the new courses will provide you with a challenging, enriching and enjoyable learning experience.

The new GCSE in English Language will require you to read a greater range of high quality and challenging extracts from literature, literary non-fiction, essays, and journalism from the 19th, 20th and 21st centuries. There will be a greater emphasis upon accurate and effective writing using Standard English, and we will be focusing on spelling, punctuation and grammar as well as the use of adventurous vocabulary and different sentence structures.

The course aims to develop your ability to:

communicate accurately, appropriately and effectively

respond creatively and analytically to a range of challenging texts

access unseen texts.

Assessment

There have also been a number of changes to the way GCSE English Language is assessed:

100% of the final GCSE grade comes from examinations taken at the end of Year 11

there will be NO Controlled Assessments

there is only one tier of entry

there will be a new numerical grading system (9 to 1 with 9 being the highest) to replace A*-G

you will complete tasks for Speaking and Listening (now called Spoken Language) although the results will NOT contribute towards your final grade.

Resources

The English section of Portal 365 will contain a wide range of resources to help you to support your learning during both the English Language and English Literature GCSEs.


English Literature Exam Board: AQA

We are now teaching the brand new GCSEs in English Language and English Literature.

The new GCSE in English Literature will involve reading a range of literature, including a whole Shakespeare play, a whole 19th century novel and a selection of poetry including Romantic poetry.

The course aims to develop your ability to:

read a range of substantial whole texts

think critically and analytically

access unseen texts

Assessment

There have also been a number of changes to the way GCSE English Literature is assessed:

100% of the final GCSE grade comes from examinations taken at the end of Year 11

there will be NO Controlled Assessments

there is only one tier of entry

there will be a new numerical grading system (9 to 1 with 9 being the highest) to replace A*-G.

Resources

The English section of Portal 365 will contain a wide range of resources to help you to support your learning during both the English Language and English Literature GCSEs.

Careers related to English Language and English Literature

GCSE English Language and Literature help to develop your ability to communicate the spoken and written word. Communication skills are important in all careers, especially those that involve working with a team, managing others or dealing with the general public.

Careers in journalism, public relations, law, teaching and advertising rely particularly on effective communication skills.

Most college courses and job vacancies will require you to have a good result at GCSE English Language (exact numerical grade to be confirmed by colleges).


Mathematics AQA

The Mathematics course provides opportunities for you to continue to develop skills in:

Number

Algebra

Ratio, Proportion and Rates of Change

Geometry and Measures

Probability

Statistics

Using and applying Mathematics, with a particular emphasis on problem solving.

The lessons continue from the work you did at Key Stage 3.

Assessment

All pupils will follow the course with exams at the end of Year 11. The examination is tiered, as explained earlier in this booklet, and each level includes calculator and non-calculator exams. Decisions about setting will be taken at the start of the course, using data from the Year 9 main exams.

Some basic equipment is essential. You will need a calculator (ideally a scientific one), a protractor and a pair of compasses. There will be opportunities for you to develop your IT skills further using the facilities in the Learning Resources Centre. A revision guide can be useful throughout the course and not only immediately before the GCSE examination.

Many of the mathematical skills which you learn on the GCSE Mathematics course are useful in other subjects, particularly Science, Geography and Technology. A good standard of Maths is required for entry to many college and university courses and job vacancies.

Careers related to Mathematics

The study of Maths helps you to learn how to think logically, calculate accurately, work methodically, solve problems and handle data. These skills are useful for numerous careers including finance, engineering, motor vehicle industry, construction, surveying, retail, market research, IT, and catering. You also need to be able to work with numbers in everyday life – paying bills, working out mortgage repayments, checking bank statements etc.


Science AQA

In July 2016 you will be advised whether your group will be studying Combined Science ‘Trilogy’ Specification 8464 which is a double award GCSE or Separate Sciences in Biology 8461, Chemistry 8462, and Physics 8463.

All students begin studying some of the GCSE curriculum after February Half Term in Year 9 and continue into Years 10 & 11.

Assessment

There are 6 exams. All will be in the summer of Year 11: 2 for Biology 2 for Chemistry 2 for Physics

For those students taking the Combined Science (Double Award) each paper will last 1 hour and 15 minutes and will contain 70 raw marks. Each counts equally and is finally worth 16.6% of your GCSE.

For those students taking the Separate Science (Triple Award), each paper will last 1 hour and 45 minutes and will contain 100 raw marks. Each counts equally and is finally worth 50% of your GCSE in that science subject.

Practical and experimental skills There will be no coursework or practical assessment as such but all papers will include specific questions on practical skills. There is a schedule of required practical experiments: a total of 16 for the combined science students and 24 (8 per subject) for the separate scientists. These will be carried out at natural points within the scheme of work and a separate portfolio exercise book will be held in school as these are completed.

Content

There are 24 key areas for learning with a 25th for the separate scientists.

Paper 1 Paper 2 Biology Biology 1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics

5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology

Chemistry Chemistry

8. Atomic structure and the periodic table 9. Bonding, structure, and the properties of matter 10. Quantitative chemistry 11. Chemical changes 12. Energy changes

13. The rate and extent of chemical change 14. Organic chemistry 15. Chemical analysis 16. Chemistry of the atmosphere 17. Using resources

Physics Physics 19. Energy 21. Electricity 23. Particle model of matter 24. Atomic structure

18. Forces 20. Waves 22. Magnetism and electromagnetism 25. Space (separate Physics only)


Careers related to Science

During GCSE science, you will learn how to use equipment safely, collect and use data, work in a team, solve problems and make judgements based on facts.

Our society and the world faces many problems – a growing population and food supply pressures on agriculture and horticulture, dwindling resources of water, fuel and other raw materials, pollution, global warming and age related illnesses.

Scientists are essential for the future of the UK economy! High paid jobs and exciting careers beckon for those who will find solutions to the global problems we face.

Chemistry is essential for medicine and pharmacy, for work in the petrochemical industries and research into fuels of the future. Physics is important for technical careers, construction and aviation. Biology is often needed for health care careers, physiotherapy and sports science, agriculture, horticulture and a whole range of new and growing Bio-industries.


R.E.: Philosophy and Ethics (Short Course) AQA A

All students are required to follow this course.

Beliefs, teachings and ethical studies

Section A: The study of religions: beliefs and teachings of Christianity and Islam

Section B: Thematic studies: religious, philosophical and ethical studies: • Theme A: Relationships and families • Theme B: Religion, peace and conflict

How it’s assessed • Written exam: 1 hour 45 minutes

Aims and learning outcomes of the course:

For students to develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism.

To develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying.

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

To reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life.

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

The course caters just as well for pupils whose religious background is not Christian or Muslim, as the course can be approached from a variety of viewpoints. You will be taught in mixed ability groups for one period each week.

Assessment

At the end of the course students will sit a written examination of one hour and forty

five minutes leading to a GCSE short course award, equivalent to a half GCSE.

The emphasis will be on using your

research skills to increase your knowledge and understanding. You will take part in discussion and debate on a

range of relevant and topical issues. There will also be opportunities for role

play.


CORE NON-EXAMINATION SUBJECTS

Lifelong Learning (L2)

A non-examination Course

The purpose of L2 in Years 10 and 11 is to equip you with the skills needed to succeed in today's society in terms of GCSE success, progression on to further education and having the skills to be a successful lifelong learner. We build upon the skills learnt in key stage 3 and encourage you to seek new ways of thinking and learning and develop new skills in creative thinking, teamwork and leadership.

In Year 10 you will be involved in discussion-based learning to develop a better understanding of personal, social, health, economic and citizenship issues which affect young people and adults.

We also examine different career paths and help you discover information about areas that interest you. During activities week you will complete work experience in a job sector of your choice. We prepare you for this by giving you a better understanding of the skills needed and consider important aspects of health and safety.

In Year 11 we help you to prepare for life after GCSEs. Building on your work in Year 10, we look more closely at different job sectors and careers you might be interested in, to get a better understanding of the skills and qualifications needed. You are then taught how to write a curriculum vitae and personal statement to highlight your particular skills. We also support you in your applications to further educational institutions, looking at different types of qualifications and starting the application process. We encourage you to share these ideas with your family.

By Year 11 you should have developed a greater understanding of how you learn best. We help you use these skills to best effect in your revision programme and explore the most suitable revision strategies for you to use. The aim of L2 is to suitably prepare you to develop these life skills to use across your GCSE subject areas to help you to achieve to your full potential.


Physical Education A non-examination Course

During the two years in the upper school, most students spend a double period each week engaged in Physical Education. The programme builds on many of the sports and activities learned in the lower school and introduces some new ones. A feature of the Year 11 programme is arranging some activities to take place off-site. These have to be paid for and a contribution made to transport where appropriate. The on-site programme is, of course, provided as part of the curriculum and there is no charge.

Year 10 New activities for Year 10 include trampolining and weight-training. Activities are divided into blocks lasting for half a term. Students also have the option to take the popular Sports Leader qualification.

Year 11 The department operates an ‘option’ programme in Year 11. In line with National Curriculum requirements, students select one activity, which they have previously covered at some time in school, to study in depth. Other choices may then be made from a selection of on or off-site2 activities.

Recent off-site activities have included ice-skating and bowling at the Spectrum and using the climbing wall at the Surrey Sports Park. All these activities are supported by the appropriate centre staff and include an element of skills tuition.

Students taking the double Language option will have reduced time in their Year 10 & 11 PE programme and will not have full access to all the PE Options in the Year 11 package.

Whether on-site or off, pupils are expected to wear the Rodborough PE kit for all activities, with some allowance made for specialist requirements.

2 Please note that off-site activities require a payment.


BLOCK 1 Technology/ Humanities

Food Preparation and Nutrition AQA 8585

GCSE Food Preparation and Nutrition is a new exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on developing students' practical cookery skills to give them a strong understanding of nutrition.

You will study: Food preparation skills are integrated into five core topics: 1. Food, nutrition and health – Macro Nutrients, Micro Nutrients, Nutritional Needs and Health. 2. Food science – Cooking of Food, Heat Transfer and the Functional and Chemical Properties of Food. 3. Food safety – Food Spoilage, Contamination and the Principles of Food Safety. 4. Food choice – Factors affecting Food Choice, British and International Cuisines, Sensory Evaluation, Food Labelling and Marketing 5. Food provenance – Environmental Impact and Sustainability of Food, Food Processing and Production.

Assessment

All Assessments take place during Year 11: Non- Exam Assessment (NEA): Task 1: Food investigation (15%) Written Report – September to November Students' understanding of the working characteristics, functional and chemical properties of ingredients. Students will submit a written report (1,500–2,000 words) including photographic evidence of the practical investigation.

Non- Exam Assessment (NEA): Task 2: Food preparation assessment (35%) Written Portfolio – November to March Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students 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. Students will submit a written portfolio (15 A4 pages) including photographic evidence.

EXAM: Paper 1: Food preparation and nutrition (50%) Written exam: 1 hour 45 minutes - Summer The paper will be made up of 20 multiple choice questions worth 20 Marks and 5 questions each with a number of sub questions worth 80 marks.

Which careers can this course lead to? Studying food preparation and nutrition can lead to exciting and well paid career options. Consumers are becoming increasingly reliant on the food industry to develop solutions for their nutritional needs. This course could lead you into roles such as a Chef, Food Product Developer, Buyer (who travels the world sourcing new food products for manufacturers), Food Safety Inspectors, Nutritionists, Dieticians, Quality Managers, Teacher, Food Engineer, Food Scientist, Food Technologist, Food Photographer, Food Stylist, Home Economist, Hotel and Restaurant Manager, Microbiologist, working in food magazines, radio and television – for more information on food careers please visit http://tastycareers.org.uk/

http://tastycareers.org.uk/


Graphic Products OCR

Graphic Products is concerned with the design and making of products using card, paper and other “soft” (compliant) materials.

This subject will help you to understand and appreciate the design and manufacture of graphic products. It will help you to be creative in your approach to problem solving and product development.

Through a range of projects you will study how to:

draw accurately in different styles and projections

develop specifications for products

analyse existing products

generate a range of design proposals

research ideas

develop products and plan production

select materials and work with tools and equipment

test and evaluate products.

You will:

develop your ICT skills by using CAD and CAM

analyse products and the processes used in their manufacture

work practically with graphic media such as card, paper, foamboard etc.

learn about the use of graphics in promoting, packaging and protecting a product, in advertising and in information systems

learn about the application and use of graphics in enriching, learning and developing communication products

develop your understanding of sustainability.

Assessment

There are two Controlled Assessments, each contributing 30% towards the GCSE leaving 40% for the final examination of 1h 30m duration.

The Year 10 Controlled Assessment focuses on researching, designing and making. You will design and produce an item of packaging. For the Year 11 Controlled Assessment, you will concentrate on making a quality product and will have the opportunity to produce 2D or 3D graphic products. Examples include a promotional stand, pop-up book or a point of sale.

The exam will be on Sustainable Design and Technical Aspects of Designing and Making.

Careers related to Graphic Products You will develop useful skills for everyday life. Graphics subjects links with specific careers including sign designer, printing, interior designer, product designer and graphic designer.


Resistant Materials OCR

Resistant Materials is concerned with problem solving by designing and making three-dimensional products using ‘hard’ (resistant) materials, i.e. wood, metal and plastic. You are encouraged to work independently and take personal responsibility for progress and production of a quality product.

Studying Resistant Materials will help you to understand and appreciate the design and manufacture of products. It will help you to be creative in your approach to problem solving and product construction.

You will study:

Properties of materials (woods, metals and plastics)

Joining, forming and finishing materials

Industrial case studies

The development of wood products

Tools and equipment

Sustainability. You will:

develop your ICT skills by using CAD and CAM.

be able to analyse products and understand. manufacturing processes

carry out market research

develop designs to meet a particular brief or specification

develop practical skills in the workshop with wood, metal and plastic materials

make products e.g. storage box, educational toy, garden products.

Assessment


Your Year 10 Controlled Assessment focuses on researching, designing and making. You will design and produce an educational toy. For your Year 11 Controlled Assessment you will concentrate on making a quality product and have the opportunity to produce a garden product.


Careers related to Resistant Materials

You will develop useful skills for everyday life. Technology subjects links with specific careers including engineering, motor vehicle mechanic, construction trades, interior designer, and product designer. This option is probably best suited to students who enjoy a ‘hands-on’ workshop situation.


Textiles Technology OCR

Textiles Technology uses the design and technology process to design and make with fabrics. If you enjoy designing and making products through the medium of Textiles then this is the course for you.

You will study:

how fabrics are made

the properties and uses of different fabrics

the sewing machine

methods of transferring designs onto fabric

methods for joining fabrics

industrial case studies

the development of textile products and sustainable design.

You will:

develop practical needlework and sewing machine skills

learn to analyse existing textile products

carry out market research

make products e.g. bags, cushions, toys

develop your ICT skills by using CAD and CAM

learn how to develop and make a new textile product

work on your own and as part of a team.

Assessment


Your Year 10 Controlled Assessment focuses on researching, designing and making. You will design and produce a bag using traditional techniques.

For your Year 11 Controlled Assessment you will concentrate on making a quality product and have the opportunity to make an educational toy.


This course will suit you if:

You have enjoyed the Year 9 course and wish to develop some of the areas that you have studied.

You wish to extend your sewing machine skills.

You are creative and enjoy making functional items.

Careers related to Textiles Technology You will develop useful skills for everyday life. Technology subjects links with specific careers including fashion designer, textile designer, interior designer and product designer.


Geography for Enquiring Minds

OCR

“Geography is the subject which holds the key to our future.” Michael Palin

Statistics show that, compared to other subjects, Geography graduates are among the most employable. This is probably because they possess the skills that employers look for. In part, this is because the subject is a combination of the facts of science and the understanding of the arts.

Geographers are:

Good communicators

Spatially aware

Socially and environmentally aware

Problem solvers

Good team players

Computer literate

Well rounded, flexible thinkers

Geographers can:

Make a concise report

Handle data

Ask questions and find the answers

Make decisions about an issue

Analyse material

Solve problems

Think independently

Assessment

Content Overview Assessment Overview % of GCSE

Global Hazards

Changing Climate

Distinctive Landscapes

Sustaining Ecosystems

Fieldwork

Geographical Skills

Our Natural World (01) 70 Marks

1 hour 15 minutes Written Paper

35%

Urban Futures

Dynamic Development

UK in the 21st Century

Resource Reliance

Fieldwork

Geographical Skills

People and Society (02) 70 Marks


35%

Geographical Skills

Decision Making Exercise

Geographical Exploration (03)* 60 Marks


30%

Careers related to Geography Geography is especially useful for careers such as land management, surveying, geology, ecology, town and country planning, meteorology, landscape architecture, cartography, leisure & tourism, media, public services and business.

Y10 Geography Field Trip to Wales


History Edexcel

There are five key areas of study:

1. Anglo Saxon and Norman England, 1060-88 This unit examines the impact of the Norman Conquest on England. The key areas of study are:

Anglo-Saxon Society

The Norman Invasion

Saxon Resistance

Norman England: Government and Church.

2. Crime and Punishment in Britain, 1000 - present This unit focuses on how the causes of crime and the nature of detection and punishment have developed and been influenced by the attitudes, beliefs and structures of historical societies. Key areas of study are:

The Middle Ages 1000-1500: How did the Norman Conquest effect crime and punishment? Did the Church, the king or the nobility control the law? Early modern 1500-1700: Why were people burnt for their religion? Why was there a witchcraft craze? What was the ‘Bloody Code’?

Industrial Britain 1700-1900: What was the impact of industrialization on crime and punishment? Why were people transported to Australia? Why were smugglers and highwaymen viewed as heroes? How did the government react to those who fought for better rights? How did attitudes towards policing and punishment change?

Modern Britain 1900-present: How did war, recession, technology and prosperity impact on crime and punishment? How did changing attitudes towards gender and race effect crime and punishment? Why was the death penalty abolished? What impact has the development of communication had on crime and policing?

3. The Historic Environment: Whitechapel, 1870-1900: Crime, Policing & the Inner City.

This unit is designed to develop source skills. Students will use a wide range of source material to study the problems of one of the most notorious inner-city slums in Victorian England. The key areas of study are:

The problems of housing and overcrowding, poverty and crime

The social structures of Whitechapel

The difficulties of policing Whitechapel: why was Jack the Ripper never caught?

4. The Conflict in the Middle East, 1945-95 Here students will gain an understanding of how the world around them today can only be understood by a study of the past. Students will study the origins of the Arab-Israeli conflict and examine how other global nations were drawn into the ongoing dispute over the rights of the Israeli and Palestinian people. Key areas of study are:

The effects of British rule and the foundations of the Israeli state in 1948

Tension between Israel, Syria, Egypt and Jordan 1955-1967

The Cold War and the involvement of the USA and the USSR

The use of Arab terrorism and the Israeli response

The Israeli occupied territories and the Palestinian Intifada

Attempts to find a peaceful solution 1988-1995.


5. Weimar and Nazi Germany, 1918-39. The modern depth study will give students an opportunity to examine in detail a key aspect of modern world history: Germany 1919-1939. This unit will focus on the reasons for the development of the Nazi dictatorship in Germany and the impact that this style of government had on the German people. Key areas of study are:

The Weimar Republic: 1919-29

Hitler & the growth of the Nazi party : 1919-33

The Nazi regime: How effectively did they control Germany, 1933-39?

The Nazi regime: What was it like to live in Nazi Germany, 1933-39?

Assessment This course has 3 exams: Paper 1 1 hour and 15 minutes 30% Course Total

Crime and Punishment in Britain, 1000-present

Historic Environment: Whitechapel, 1870-1900 Paper 2 1hour and 45 minutes 40% Course Total

Anglo Saxon and Norman England, 1060-88

Conflict in the Middle East, 1945-95 Paper 3 1 hour and 20 minutes 30% Course Total

Weimar and Nazi Germany, 1918-39

Careers relating to History

The study of History is particularly valuable for careers in law, journalism, museum and archive work, architecture and theatre wardrobe work. You will learn how to find things out for yourself and to tell the difference between facts and opinions. In addition, writing essays and giving presentations based on your own research will develop your reasoning and communication skills.

History / R.E. trip to Berlin


R.E.: PHILOSOPHY and ETHICS (Full Course) AQA A

Beliefs, teachings and ethical studies

Section A: The study of religions: beliefs, teachings, practise and worship of Christianity and Islam.

Section B: Thematic studies: religious, philosophical and ethical studies: Students will study themes A and D and 2 more from B, C, E or F Theme A: Relationships and families Theme D: Religion, peace and conflict Theme B: Religion and life. Theme C: The existence of God and revelation. Theme E: Religion, crime and punishment. Theme F: Religion, human rights and social justice. Assessment There are two Written examinations: Section A: 1 h 45 m Section B: 1 h 45 m

Aims and learning outcomes of the course:

For students to develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism.

To develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying.

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

To reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life.

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

The course caters just as well for pupils whose religious background is not Christian or Muslim, as the course can be approached from a variety of viewpoints. You will be taught in mixed ability groups for one period each week.

The emphasis will be on using your research skills to increase your knowledge and understanding. You will take part in discussion and debate on a range of relevant and

topical issues. There will also be opportunities for role play.

Careers relating to Philosophy and Ethics

This course deals with the fundamental issues in life and, though a valuable subject in careers such as journalism, law, teaching, social work and politics, it offers everyone the ability to discuss, challenging one’s own and others’ viewpoints, providing a sound philosophical and ethical approach to life in general.

History / R.E. trip to Berlin


BLOCK 2: Languages French French is offered at GCSE level to ALL pupils who have studied it in lower school. Students who have reached a level 5 at the end of Year 9 in languages are expected to study a language and will be advised by their teachers which language is most suitable for them. Some students may take the opportunity to study both languages (see Variations).

The GCSE French course (AQA) will build on knowledge gained in lower school, covering the four skill areas of Listening, Speaking, Reading and Writing.

The topics studied at GCSE are:

Identity and Culture

Local, national, international and global areas of interest

Current and future study and employment

The key subject aim is to enable students to develop:

an understanding of French in a variety of contexts

a knowledge of French vocabulary and structures

transferable language learning skills

the ability to communicate effectively in French

awareness and understanding of countries and communities where French is spoken.

Assessment The course will be assessed through 4 summative assessments for listening, speaking, reading and writing. The speaking exam will be conducted internally by the subject teacher and externally marked. The outcome of those 4 assessments will make a final grade.

Students will learn through the medium of the target language including the use of:

visual and audio materials

role play

ICT

group and pair work with the foreign language assistant.

There will be the opportunity to participate in a residential trip to Montpellier during Year 10 Activities Week. This provides pupils with the opportunity to experience the culture and practise their language skills in an authentic setting.

Year 10 French Language Trip


German German is offered to GCSE level to ALL pupils who have studied it in lower school. Students who have reached a level 5 at the end of Year 9 in languages should study a language and will be advised by their teachers which language is most suitable for them. Some students may take the opportunity to study both languages (see Variations).

The GCSE German course (AQA) will build on knowledge gained in lower school, covering the four skill areas of Listening, Speaking, Reading and Writing.

The topics studied at GCSE are:

Identity and Culture

Local, national, international and global areas of interest

Current and future study and employment

The key subject aim is to enable students to develop:

an understanding of German in a variety of contexts

a knowledge of German vocabulary and structures

transferable language learning skills

the ability to communicate effectively in German

awareness and understanding of countries and communities where German is spoken.

Assessment The course will be assessed through 4 summative assessments for listening, speaking, reading and writing. The speaking exam will be conducted internally by the subject teacher and externally marked. The outcome of those 4 assessments will make a final grade.

Students will learn through the medium of the target language including the use of:

visual and audio materials

role play

ICT

group and pair work with the foreign language assistant. There will be the opportunity to participate in a German exchange. We organise a week-long exchange with a school in our twin town of Mayen (Germany). This provides pupils with the opportunity to experience German culture and practise their language skills in an authentic setting. Careers relating to French & German Languages are not just for translation, teaching and tourism. In an increasingly international market, languages are necessary for many career choices including marketing, sciences and engineering. Students offering a language qualification may be favoured by Higher Education providers and may also have the opportunity to study abroad at University level as this is often offered as part of degree programmes.

German Exchange


BLOCK 3: Other Options Subjects Art AQA

You will undertake a variety of experiences employing a range of art and design media and techniques. Examples of art, craft and design are introduced and you will be asked to respond to these in the context of your own work by making notes, developing ideas and final pieces.

Major pieces of practical work will be produced using some of the following: Drawing and Painting

Sculpture

Mixed media

Graphics

Printmaking

Photography & Digital Manipulation

Assessment

Controlled Assessment 60% Controlled test 40% (10 hours over 2 days in February, Year 11)

You must present three extended collections of Controlled Assessment for assessment, each of which includes preliminary studies, development work, the final piece(s) and historical and critical work. Producing a piece of sculpture is a requirement of the course.

The three units submitted will be:

work developed from a day’s visit to a place of interest

a mock unit that will provide practical exam experience

work developed from a study of natural forms.

Homework is set for a minimum of 1 hour per week, although it must be noted that candidates will be expected to spend additional time working on their portfolios.

Controlled Assessment must be completed by half term of the Year 11 Summer Term.

The controlled test contains seven questions. You answer one question. Test papers are issued in January with a period of 7 weeks allowed for preparation work. The controlled test itself lasts for ten hours over 2 days in February and the final piece will be produced unaided, under supervision. You must discuss your chosen topic with your teacher.

The use of Art studios at lunchtime and after school by all Art students is actively encouraged. A one-day visit will be arranged in Year 10 to the Victoria & Albert Museum in London. Information for the environment unit will be collected on this visit. A trip to a London gallery is also organised at the start of the summer term after school hours. This visit is used to develop an aspect of work for a small mind mapping project.

You will need access to a camera and preferably have your own drawing pencils (Grades 4B, 2B & B,) and Acrylic Paints. A £30 donation is also requested to cover the cost of brushes, paints and portfolios.

Careers relating to Art

This course will help you to develop your creative, practical and communication skills. Careers involving art & design include graphic design, product styling, illustration, art editing, architecture, make-up artistry, photography, sign writing, theatre design, floristry and stage and set design.


Business Studies: International GCSE (IGCSE) Cambridge International Exam Board Syllabus No 0450

The aims of the course are to apply knowledge and critical understanding to current issues and problems in a wide range of business contexts. This includes:

developing knowledge and understanding of a wide range of business issues

appreciating different views and perspectives in business, for example stakeholders

considering opinions and evaluating data to build arguments and make informed judgements.

considering how business is organised, financed and operated

developing skills of numeracy, literacy, ICT, enquiry and selection.


The International GCSE in Business Studies is an exciting option that uses real life case studies and activities in conjunction with business theories to solve problems. The subject involves looking at a range of problems a business has to solve and the decisions it has to make. These decisions relate to six key areas:

The Economy and External Influences o How does the government and the wider economy influence business

behaviour? o What are the external responsibilities of a business?

Business Organisation o What is the most effective way to organise a business? o How do you set up a business? o What different types of economy exist?

Human Resources o How do you recruit, train, manage and motivate the best staff? o How are businesses organised internally?

Finance o How do you finance a business and make it profitable? o How do you interpret company financial accounts? What is a cash flow model? o How do you develop a break-even analysis?

Marketing o How does a company decide on a target market? o How does a company persuade people to buy a product? o How is the price of a product decided?

Production o What factors influence the location of business? o How can a company produce goods efficiently?

Assessment

There will be 2 exams each worth 50% and of 1h30m duration: Paper 1 – 4 questions (mixture of short answers and structured data responses) Paper 2 – 4 questions based on a case study provided as insert

Additional Information / Special requirements: This is an international GCSE (IGCSE) endorsed by Cambridge University. It is an academic study and requires a good attitude to learning to make the gains in learning necessary for students to achieve their target grades. The course also develops ICT skills that complement each unit – for example, using spreadsheets to understand cash flow, the use of presentation software in the marketing module.

Careers relating to Business Studies

Cambridge International Level 1/Level 2 Certificates are general qualifications that enable candidates to progress directly to employment or proceed to further study.

ICT skills are used in many units. Both ICT and Business have direct links to employability and many careers are available.

International GCSE Business Studies provides a solid platform for students wishing to continue the subject at A Level or who opt for Economics. Both subjects are also useful starting point for a wide range of university courses and a number of students at Rodborough go on to study Economics or Business at higher education.


Computer Science AQA

This is a new and exciting qualification that provides the necessary skills and knowledge to become developers of computer applications and understand how computers work. This course will challenge and enhance your problem solving ability and provide you with a wide range of strategies and tools to create imaginative solutions to technical challenges.

Assessment

One piece of extended controlled assessment worth 20% Examinations: 80% - two exams each 1h 30m (40% each) You will be required to design, develop and test a complex system. Whilst skills required will be taught in class, you are encouraged to explore programming concepts in your own time too.

The two, 90 question exams will test both the theoretical parts of the course and include practical programming-based questions, together with computational thinking skills.

To do well in this course you will need to be enquiring, logical and resourceful and enjoy technical challenges.

On completion of this course you will:

have a firm grounding in core problem solving and programming skills

understand the low level working of a computer and the way in which devices communicate

be able to analyse, create and test your own programs

have a thorough understanding of programming concepts that will enable you to learn new languages independently.

The main programming language you will study is Python.

Careers relating to Computer Science

Successful completion of this course will provide a firm foundation for studying Computing at level 3 and at university. It is also worthy of study in its own right as it emphasises independent learning and problem solving. Programming and computational thinking is a desired skill in sciences, engineering, mathematics and many creative and artistic subjects. The Computing and Information and Communication Technology sector is a big employment growth sector and there are many careers available. Specialist skills are at a premium. Specific related careers are commercial programming, web page creation and development and games design.


Drama AQA

Drama is an exciting and creative GCSE course, providing you with the opportunity to study play texts together with a variety of other practical forms of Drama including improvisation and devised theatre. This may lead to performances to outside audiences which can include local primary schools as well as parents, fellow pupils and staff. For those of you less focused on acting, there are opportunities for work in stage lighting, sound, costume, make-up design, set design, properties, masks and stage management. Evaluation of performance is an important aspect of the course. You will learn the skill of the theatre critic, assessing both your own work and that of others. You are encouraged to visit professional and local amateur productions. The school arranges a number of visits during each academic year.

Assessment

Written Exam: Understanding Drama: 40% 0f the GCSE There will be three sections to the paper as follows:

1. Section A: Multiple Choice 2. Section B: Four questions on a given extract from the Study of a SET PLAY 3. Section C: A two part question (from choice) on the work of theatre makers in a Live Theatre

production

Controlled Assessment: Devising Drama (Practical): 40% of the GCSE (80 marks in total) 1. Devising log (60marks) 2. Devised Performance (20 marks)

Texts in practice (Practical): 20% of the GCSE A performance of two extracts from a play (students may contribute as a designer or a performer)

The essential requirements for this course are the desire to work effectively within a team, become involved in performance work and the ability to approach each drama activity with commitment, energy and enthusiasm. You will be expected to see a number of live productions during the course.

Careers relating to Drama

Drama enhances your team-working, creativity, communication and co-operation. Through performing you can gain self-confidence and this will help you to succeed in your future career. Related careers include performing, stage management, technical theatre, TV production, teaching, training, sales and public relations.


Music AQA

It is essential that pupils wishing to take GCSE Music can already play an instrument and will continue to take lessons throughout their upper school course until the time of the practical examination in the Autumn term of Y11. It is a requirement that pupils taking GCSE Music must participate in at least one extra-curricular music activity run by the department in order for them to complete their ensemble performing exam.

There are four areas of study: 1. Western Classical Tradition 1650-1910 Haydn: Symphony 101 in D major, The Clock 2. Popular Music - The Beatles: Sgt Pepper’s Lonely Hearts Club Band 3. Traditional Music – Santana: Supernatural 4. Western Classical tradition since1910 Copland: Rodeo Saturday Night Waltz and Hoedown

There are three components to the course:

Component 1: Understanding Music Component 2: Performing Music Component 3: Composing Music

Assessment

Component 1: Understanding Music 40 % (96 Marks) You will sit a 1h 30m paper divided into two sections. Section A - listening to musical extracts based on the four areas of study (1 hour – 68 marks). Section B – A written paper based on the set works from Area of Study 1 and one other Area of Study chosen by the candidate (30 minutes – 28 marks). The paper will include a mixture of question types – multiple choice, structured responses and extended responses. Questions will use musical extracts from all four areas of study.

Component 2: Performing Music 30% (72 Marks 2 x 36) You will perform two different pieces; one individual and one ensemble performance. A minimum of four minutes and a maximum of seven minutes of combined performance time is required. A Grade 5+ standard of performance would be expected for a GCSE Grade 9. This will be completed by the end of the Autumn Term in Year 11.

Component 3: Composing Music 30% (72 Marks 2 x 36) You will complete two compositions. The first is based on a brief set by the examination board. This will be mainly completed in lesson times. The starting point for the second composition will be up to you to choose. Both compositions must be recorded and accompanied by a score and a written composition log.

Careers relating to Music

Studying music will develop your performing and composition skills and develop your self-confidence. The music business offers a wide range of careers including performing, composing and arranging, artist and tour management, sound recording, music therapy, music publishing and promotion, music education and music media.


Physical Education AQA

The Physical Education course aims to develop practical skills and associated theoretical knowledge across a range of sports activities.

Assessment

Written examination 60%

Practical 40%

The written examination consists of two 1h 15m papers: Paper 1 ‘The human body and movement in physical activity and sport' looks at applied anatomy and physiology, movement analysis, physical training and the use of data. Paper 2 ‘Socio-cultural influences and well-being in physical activity and sport' looks at sports psychology, socio-cultural influences and health, fitness and well-being.

Both papers include a mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

The practical component requires candidates to be assessed in three different activities in the role of player performer. One of these activities must be a team activity, one an individual activity and a third either a team or individual activity. Traditionally we cover more than the examination requirement here and then select the candidate's strongest activities. If a pupil has an expertise in an activity outside of the school based programme it may also be possible to offer this for assessment.

Careers relating to Physical Education

GCSE PE helps you to build leadership and team-working skills, sports skills, communication and awareness of health & safety.

There are many careers in sport, ranging from playing sports professionally to coaching, teaching, sports development, team management, marketing and administration.

You don’t have to take GCSE PE in order to go on to advanced level study as long as you have good GCSE grades in Science and English as well as proven sports ability.


Notes …


Who will help you?

It is important to make the best possible options choices. You should read this booklet very carefully and discuss the options with your parent/guardian.

Your form tutors will be happy to discuss your choices with you.

Your teachers will be happy to discuss their subject with you.

It is worth researching current College and University guidelines for particular career choices, although these can change over time.

Mr Williams works closely with Godalming Federation, who supplies the Vocational Options. He will be happy to discuss your suitability for these courses.

Mr Williams oversees the Options process here at Rodborough and will answer any questions relating to our process.

Front and back cover photographs show

Students opening GCSE

Results in August

options 2016-2018 rodborough

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