The English Language GCSE and English Literature GCSE are skills-based qualifications, with assessment in 2 key areas:
The course aims that students will by the end of the course be:
Over the course of 2 years, students will study a range of literary texts, including 19th century fiction, 20th and 21st century non-fiction, a Shakespeare play, a modern play or novel and a range of poetry. They will also study ways in which they can write for impact when creating a range of texts for different audiences and purposes.
The students will learn these skills through a range of learning styles:
Students will be encouraged to read independently, as much as possible; reading, in the first instance, texts that appeal to their interests and gradually moving to more challenging, exploratory texts.
We follow the Edexcel English Language GCSE and English Literature GCSE Specifications. Both GCSEs are examination only courses. There are NO Controlled Assessments. All students will sit exams for two English GCSEs:
Number of GCSEs or Equivalent: 2
Mathematics is a universal language, studied in order to help students develop numerical and problem-solving skills, higher-order thinking skills and the ability to make connections with other aspects of life.
It helps students think logically and master the art and craft involved in manipulating the 4 main strands involved in the course namely: Number, Algebra, Geometry and Data-Handling. Mathematics is crucial in the natural sciences and specialised areas like Physics and Chemistry. It is also important in the social sciences such as Business, Economics and Sociology and the Sports Sciences. It is essential to have good skills in Mathematics to be successful in other areas like Arts, Dance, Music, Design & Technology and Humanities. Most universities/ college courses require Mathematics.
It is the key to unlocking the potential to a variety of career options in the future, hence Mathematics will provide the tools needed by all students, to ensure they are prepared and equipped for the challenges of later life.
Students will build on the skills they have acquired in Year 7, 8 and 9 and learn how to speak the language of Numbers, formulate and articulate ideas, using Algebra, draw connections to other works of life through Geometry and improve their analytical skills via Data-Handling and Statistics. Students will also learn to appreciate the real-life applications of the different strands of Mathematics, by engaging in Functional Mathematics tasks regularly.
Students will have the opportunity to learn collaboratively in pairs and also work in small groups and also have access to other IT facilities, which will enhance their learning. They will develop their numerical and analytical skills in Numbers, Algebra, Geometry and Data-Handling.
The course is sub-divided into 6 modules, in each academic year of the Key Stage 4 course. Students will be assessed periodically, in order to ensure deep learning and that they are on target. There will be intensive use of Scientific Calculators and a more in-depth use of geometrical equipment, including a pair of compasses and protractors
There is an after school club/revision sessions offered to Year 10 and Year 11 students in their GCSE course in Mathematics. There is also an opportunity to take an extra qualification in Year 11 called Further Mathematics for those with higher and aspirational grades in Mathematics. We organise Mathematics challenges where KS4 students compete with their peers across the country and achieve various certificates. There will be opportunities for tutor time interventions and online tutoring for those who need it more
Independent Learning will be encouraged via tasks designed for students to use and apply the skills they have learnt during lessons. Students will be motivated to express themselves and articulate their ideas, in their small groups, and work collaboratively
There is no coursework in the Mathematics course, only externally assessed examinations. Students will sit three examinations in Year 11. Paper 1 is a non-calculator paper and the other two papers are calculator papers. Each paper is worth 33.3% of their overall grade for GCSE Maths.
Students will be entered for either the Foundation or Higher examination tier at the end of Year 11.
Number of GCSEs or Equivalent: 1
GCSE Combined Science: Trilogy takes all of the fundamental scientific concepts from GCSE Biology, GCSE Chemistry and GCSE Physics and brings them together into one specification worth 2 GCSE qualifications. This is the ideal course for providing students with a robust, well-rounded science education – developing both subject-specific scientific knowledge across all three sciences and the broader skills required to ensure that students are equipped for understanding and scrutinising science-related information in the world around them
Students will cover content from across seven different biology topics ranging from cell biology, through to evolution and ecology; ten different chemistry topics starting with atomic structure and the periodic table – building up to quantitative chemistry, organic chemistry and beyond; and seven different physics topics covering fundamental concepts such as energy, matter, and forces.
Lessons in science will be focused on three key aspects: the acquisition and understanding of scientific knowledge, the experience of hands-on practical work used to develop students’ ability to manipulate equipment and further understand scientific concepts and the analysis and evaluation of data in a scientific context. In addition, science lessons will involve routine retrieval practice to ensure that all key concepts are well-understood and embedded
Students will be expected to complete additional, regular home-learning tasks outside of the timetabled learning in lessons. Compulsory tasks will be set via Google Classroom and further resources will be provided for voluntary additional study.
GCSE Combined Science is assessed solely by external examinations which are sat during May & June of Year 11. There are six external examinations, two for each science, which are 1 hour 15 minutes in duration, and each carries a maximum mark of 70. These can be accessed at either foundation tier or higher tier, a decision which is formalised during Year 11 and will involve discussions with both students and parents. It is not possible to mix-and-match tiers of entry between exams: all exams are either sat at higher tier or foundation tier. Students are required to have experience of a range of “Required Practical” activities and skills which will be embedded throughout their studies. The skills and knowledge from these “Required Practicals” are assessed within the six externally set examinations. Final grades are determined by combining the six raw marks from each external exam to form an overall Combined Science raw mark. Students will be awarded two grades from across a 17-point grading scale (1-1, 2-1, 2-2, 3-2 … 8-8, 9-8, 9-9).
The Combined Science Trilogy pathway, completed at higher tier and achieving a suitable grade, provides a good foundation of knowledge for access to IB Diploma courses in Biology, Chemistry and Physics and Level 3 AAQ in Applied Science – with each Post-16 science course picking up where Combined Science leaves off. As such, GCSE Combined Science is not only a suitable course for enabling access to further and higher scientific study at sixth form, college and beyond, but it also enables students to develop a wider range of skills that extend to areas beyond the sciences, opening up a wide range of careers and further studies opportunities. In addition, students can choose to study Separate Science by choosing it as their Option Block C subject choice.
More details on this can be found on the Separate Science subject page
Number of GCSEs or Equivalent: 2
All students study Physical Education. The programme is designed to develop a healthy and positive attitude to sport and recreation and allow students to make healthy lifestyle choices. The themes of learning they will cover each year include; Tactics & Strategies, Developing skills & Techniques, Problem Solving activities, Aesthetic Activities, Participating in Competitive Activities.
Students will take part in a variety of games, athletics, outdoor education and health and fitness activities consisting of team, racquet and individual sports. Some of these include:
Lessons will be predominantly of a practical nature.
Students have access to a wide range of after school clubs such as football, trampolining, dance, basketball, handball, athletics, cricket, tennis and many more.
In addition, we run a wide range of sports trips in the UK, Europe and the USA that range from cycling trips to the Gravesend Cyclopark to skiing trips in the USA and Europe and summer multisport trips to Spain
As well as the individual class sports students are encouraged to take part in the wide range of extra-curricular activities that the Physical Education Learning Area has to offer.
There is no formal assessment for this course.
This course provides students with the key skills they need in order to be informed about all areas of healthy living. It encourages both teamwork and independent thinking. The course will provide a sound base for any student wishing to work in the Sport or Leisure industry
Number of GCSEs or Equivalent: 0
An academically rigorous and yet enjoyable subject, history is studied to improve a students skills and abilities, and bring a sense of understanding of the world around them. How did we get ‘here’ in the present day and age?
Students will no doubt be fascinated by the changes, discoveries and great scientists of Medicine in Britain over the last 770 years. They will be drawn into the dramatic Tudor period that ushered in a Golden Age in Britain and all under one of the most significant female leaders this country has seen. The pioneering spirit and tragic events of the American West will shock and inspire. Finally, the ever fascinating rise of the Nazis will warn our students of the most dangerous time for democracy
GCSE History Students study
For more information, sign into your school account and visit our internal google site: https://sites.google.com/leighacademy.org.uk/humanities/history/hi-ks4
Students will discuss and write about the key points and the main arguments in the various historical eras. They will learn through textbooks, videos, ICT, images and “hands-on” experiences.
We have a long-standing relationship with Greenwich Maritime Museum and run trips to their Spanish Armada day long sessions where students hear from historians and handle artefacts. We run trips abroad to the World War One trenches on the old Western Front in Belgium and to the World War Two Auschwitz Concentration Camp in conjunction with GCSE Ethics.
Students will be set written work, research and revision activities.
There will be three examinations at the end of Year 11.
The key skills used in History are desirable to many employers. Skills such as analysis, communication, independent research and evaluation are important in a range of careers. In the past students who have studied History have gone on to careers in Law, Journalism, Policing, Museums, Teaching, Public Services, Parliament and the Media.
GCSE History will allow students to have the opportunity to study IB Diploma courses in History, Social and Cultural Anthropology, and Global Politics at post-16 through the full IBDP or IBCP pathways.
Number of GCSEs or Equivalent: 1
Studying Geography at GCSE gives you the opportunity to travel the world via the classroom, learning about both natural and social sciences along the way. You will understand how Geography impacts everyday life and discover the key opportunities and challenges facing the world. You will also develop academic and life skills from writing, teamwork and communication to analytical skills
In this course students will study both Human and Physical Geography whilst developing and applying their Geographical Skills.
Human Geography covers the following units:
Physical Geography covers the following units:
With this knowledge, students will be prepared for challenges in the future and aware of possible solutions to these challenges.
Students will experience a range of learning opportunities while studying Geography. In lessons IT will be used, when possible, for students to individually and collaboratively research topics being investigated. Students will also take part in two fieldwork study trips, which they will be asked questions about in Paper 3’s examination
Students must take part in two compulsory fieldwork trips. Both of these will involve gathering primary data which will then be analysed by students in the classroom:
As 100% of the students’ grade is based on examinations, it will be important that students are able to work independently. Students will be set tasks regularly to complete in their own time.
Students will have three exams to complete at the end of Year 11:
There is no coursework in this subject.
In recent years the environment has become increasingly important to economic growth and new industries related to it will continue to emerge in the future. There are a variety of careers that are related to the study of Geography, including working for councils, environmental agencies, city/town planning and GIS (Geographical Information Systems).
For more information about GCSE Geography, please visit the Humanities website: https://sites.google.com/leighacademy.org.uk/humanities/geography
Number of GCSEs or Equivalent: 1
The content of this course encourages learners to acquire technical knowledge and technical skills through vocational contexts by studying the knowledge, understanding and skills related to data management, data interpretation, data presentation and data protection as part of their Key Stage 4 learning.
Students will learn:
Students will take notes, participate in discussions, and present key concepts to the class. Collaborative learning through pair and group work, designed to deepen understanding. Students will practice applying what they’ve learned through question-and-answer sessions, case studies that mimic exam questions, worksheets, and both group and individual challenges. The course also focuses on developing presentation skills, incorporating math and English skills throughout.
Students get an opportunity to have a live virtual tour of the Amazon Fulfilment Centre and question the employees that help make Amazon what it is. Here they can see first hand how Amazon collects and interprets data in order to make their delivery service as effective and efficient as possible. Students can get an understanding of the scale of the operation and the logistics involved from the moment you order a product to the moment it is delivered to your doorstep
The course requires independent learning throughout. Students are encouraged to continue their learning in their own time and complete personal projects relating to and extending the learning done in lessons.
Assessment for the qualification is 60% coursework. The remaining 40% comprises of an external assessment in the form of a practical examination.
The qualification gives learners the opportunity to develop a broad knowledge and understanding of the digital sector and specialist skills and techniques in project planning, designing user interfaces and manipulating and interpreting data at Levels 1 and 2. Employers will look upon this certification as a worthwhile and relevant qualification for the 21st century workplace. There are a number of demonstrable skills within this course and students who complete this course will take away many relevant skills applicable to the modern workplace.
Number of GCSEs or Equivalent: 1
Knowledge of a foreign language is not just another GCSE grade – it is a concrete and demonstrable life-skill. It can help you see things from a range of perspectives, develop your problem-solving skills, and make you more adaptable, resourceful and creative. Learning a language combines the intellectual with the practical, as no other subject does. You need to be able to think on your feet, but when you can find exactly the right foreign word or phrase, you get a real sense of achievement.
NB: STUDENTS WILL NEED TO HAVE STUDIED FRENCH IN YEAR 9
Students will learn to discuss a wide range of topics from the following themes:
Each theme contains a series of sub-themes that enable and encourage learners to develop real-life skills in a range of relevant contexts.
Teachers will employ a wide range of strategies to communicate the essential skills and knowledge with students. This will often include:
Students are further immersed into languages from the minute they arrived in Year 10:
We expect students to complete Independent Learning, on a regular basis. This will include:
The French GCSE is divided into 4 components and follows the AQA syllabus:
Today there is a global market for jobs. It is not necessary to be completely fluent in a foreign language to be an asset to any potential employer, both in the UK and abroad. Languages form part of the English Baccalaureate subjects, in recognition of the importance of Language Skills for the future of students and the UK economy. As a result, many universities, including the Russell Group (the top Universities in the UK) have a language qualification as an entry requirement. In other words, a language qualification will often be the determining factor for recruitment by employers and universities alike. It is hoped that students will have the opportunity to visit France during the GCSE Course. Students will go on to study languages in Post-16 as an IB Diploma subject at different levels or language acquisition as part of the IBCP course.
Number of GCSEs or Equivalent: 1
Knowledge of a foreign language is not just another GCSE grade – it is a concrete and demonstrable life-skill. It can help you see things from a range of perspectives, develop your problem-solving skills, and make you more adaptable, resourceful and creative. Learning a language combines the intellectual with the practical, as no other subject does. You need to be able to think on your feet, but when you can find exactly the right foreign word or phrase, you get a real sense of achievement.
NB: STUDENTS WILL NEED TO HAVE STUDIED SPANISH IN YEAR 9
Students will learn to discuss a wide range of topics from the following themes:
Each theme contains a series of sub-themes that enable and encourage learners to develop real-life skills in a range of relevant contexts.
Teachers will employ a wide range of strategies to communicate the essential skills and knowledge with students. This will often include:
Students are further immersed into languages from the minute they arrived in Year 10:
We expect students to complete Independent Learning, on a regular basis. This will include:
The Spanish GCSE is divided into 4 components and follows the AQA syllabus:
Languages form part of the English Baccalaureate subjects, in recognition of the importance of Language Skills for the future of students and the UK economy. As a result, many universities, including the Russell Group (the top Universities in the UK) have a language qualification as an entry requirement. A language qualification will often be the determining factor for recruitment by employers and universities alike. It is hoped that students will have the opportunity to visit Spain during the GCSE Course. Students will go on to study languages in Post-16 as an IB Diploma subject at different levels or language acquisition as part of the IBCP course.
Number of GCSEs or Equivalent: 1
Fine art is all about exploring ideas, experimenting creatively and developing a range of skills using different materials to the best of your ability.
Students will always be asked to create a personal response. They are asked to be innovative and to take risks. The most successful students are the ones who really practise to develop their practical skills and develop their ideas in the most interesting and creative way. Students will be making their own work in response to a theme.
The GCSE Fine Art course is exciting and will help develop problem-solving skills. Students will think and work like an artist.
As part of the course we aim to visit art galleries to see the work of artists first hand.We have a planned visit to the National Gallery. Students will also have the opportunity to make work on location on our Whitstable trip in Year 11. This trip is designed to resource the work for Year 11
Students will be encouraged at all times to make a personal response. They will therefore need to think creatively and they decide their work should be made in a particular way. Students will need to learn specific skills to make their work successful. Students need to be resourceful and do independent research.
This course will help to develop life-long skills. Students will build self-confidence and be able to express ideas. Students will become resourceful, and independent and develop a creative approach to solving problems.
They could develop their knowledge further by studying Fine art or other art-based courses such as our IB Visual Arts Diploma, or A-Level or BTEC before pursuing a degree. Careers in Design, Fashion, Photography, or as a painter, printmaker, or sculptor are popular routes forward from these courses.
Number of GCSEs or Equivalent: 1
Graphic design is all about Communication.
As a graphic designer, you will aim to communicate through images and text.
You see graphic design all around you, on TV, online, on packaging, in books and magazines, on posters, and almost every time a product or an idea or message needs to be clear. graphic design can be used for selling (advertising) or to illustrate (stories).
You need to think creatively as you will have the opportunity to develop a range of art and design skills.
As part of the course we aim to visit art galleries to see the work of artists first hand.We have a planned visit to the National Gallery. Students will also have the opportunity to make work on location on our Whitstable trip in Year 11. This trip is designed to resource the work for Year 11
Students will be encouraged at all times to make a personal response. They will therefore need to think creatively and they decide their work should be made in a particular way. Students will need to learn specific skills to make their work successful. Students need to be resourceful and do independent research.
The course will help to develop lifelong skills. Students will learn how to solve problems creatively. They will become resourceful and be able to communicate your ideas effectively. They could develop their knowledge of graphic design by studying our IB Visual Arts Diploma, A Level or BTEC level and then a degree in graphic design before becoming a graphic designer and perhaps working in a design studio of an advertising agency, or in publishing, film animation, illustration and packaging design.
Number of GCSEs or Equivalent: 1
This Photography course will introduce students to new processes and techniques but above all it will ask them to take and make photographs for a purpose.
As part of the course we aim to visit art galleries to see the work of artists first hand . We have a planned visit to the National Gallery and the Photographers Gallery. Students will also have the opportunity to make work on location on our Whitstable trip in Year 11.
Students will be encouraged at all times to make a personal response. They will therefore need to think creatively and they decide their work should be made in a particular way. Students will need to learn specific skills to make their work successful. Students need to be resourceful and do independent research.
The course will help to develop lifelong skills. Students will learn how to solve problems creatively. They will become resourceful and be able to communicate their ideas effectively. Students could develop their knowledge of photography by studying our IB Diploma in Visual Arts, A Level or BTEC level and then a degree in photography before becoming a photographer perhaps working in the fashion industry, in documentary journalism, as a sports photographer or as a portrait photographer.
Number of GCSEs or Equivalent: 1
Business studies is about understanding what makes successful businesses work, how they are organised, and how different types of businesses operate. The subject highlights local, national and international companies. The course provides an introduction to marketing, finance and operations management and explores some of the factors outside businesses’ control.
Students will learn about operations management, human resources, marketing, finance within a range of business scenarios. During the course, students will learn about ownership and control options available to businesses and develop an understanding of the many factors outside of a business control (politics, competition, demand, legal matters), as well as effective strategies to respond to these externalities.
Critical thinking and professional business writing skills are developed in all business students throughout the course. In addition to improving formal writing skills, students are encouraged to improve their IT skills, along with teamwork and presenting ideas capability in line with the needs of the fast-paced world of commerce and the competitive international environment.
In class we take notes, discuss and hot seat core ideas. Students participate in pair-work and group work to develop their understanding; with questions relating to what has been covered, as well as frequent case-study work responding to exam style questions. Students will complete worksheets, group and individual challenges as well as develop presentation skills with maths and english skills integrated throughout the course.
During Year 10, students participate in the 10X challenge, creating their own business as part of a national competition. Business students also benefit from access to industry, whether through visiting speakers or trips to organisations offering students insight into how their learning applies in the real world.
The course requires students to conduct a significant amount of independent research when they prepare for the end of year exams. Homework will also be required in order to fully understand the concepts of the course.
The AQA GCSE Business assessment consists of 2 x 1h45m exams.
Both exams are worth 50% of the GCSE and include Multiple Choice questions, Case study based questions and general subject questions.
There is no coursework with this course.
The subject provides good preparation for Post 16 business-related courses, specifically IB Business Management, the T-Level in Business and Administration, the BTEC Diploma in Business Studies and the Certificate in Financial Studies (CeFS). Students will enhance their calculation and interpretation skills, practical for a range of non-business qualifications and further training.
Number of GCSEs or Equivalent: 1
This subject gives students an understanding of key computing concepts and the fundamentals of programming. It focuses on students creating applications, such as mobile and web apps and computer games. Students build skills over the course that lead to their ability to create computer programs, but also appreciate the changing landscape of computer technology around them. Students will also keep up to date with emerging technologies that will likely become commonplace in the years to come.
YOU MUST HAVE SECURED AN IB MYP COMPUTING GRADE 5 OR HIGHER BY THE END OF YEAR 9 TO TAKE THIS COURSE.
Students completing the GCSE Computer Science course will learn the logical and computational skills necessary to succeed at A-level, BTEC, in the workplace and beyond. The course covers well-established methodologies of computing, along with technological advances. Students will also develop programming skills. The specification includes a programming exam to provide a programme of study for students of all ability levels. Students can use a range of programming languages allowing them to tailor their learning
Students will take notes, participate in discussions, and present key concepts to the class. Collaborative learning through pair and group work, designed to deepen understanding. Students will practice applying what they’ve learned through question-and-answer sessions, case studies that mimic exam questions, worksheets, and both group and individual challenges. The course also focuses on developing presentation skills, incorporating math and English skills throughout.
The course requires independent learning throughout. Students will be required to continue their learning in their own time and complete personal projects relating to and extending the learning done in lessons.
Paper 1: Computational thinking and programming skills
How it’s assessed:
Paper 2: Computing concepts
How it’s assessed:
Employers in the computer industry are desperate for more students to have this kind of qualification and having this on your CV will set you apart from everyone else. The logical thinking and creative element will also lend itself to careers outside the computer industry, such as Business Management and working generally within Corporate Enterprise.
Number of GCSEs or Equivalent: 1
Dance is a powerful and expressive subject which encourages students to develop their creative, physical, emotional, and intellectual capacity, whatever their previous experience in the subject. Students will be given the opportunity to perform in both formal and informal contexts which is key to developing self-confidence, discipline, focus, attitude, trust and ability to work with others
The specification is divided into three core areas: performance, choreography and appreciation. Students will learn about the practical processes of making and performing dance as well as how to discuss and analyse it. There is a large aspect of theory on the course as the exam is worth 40% of the final grade
Through a diverse range of activities students will explore
Students will participate in practical sessions to build core physical skills on a weekly basis, these will draw from a range of dance styles including contemporary, jazz, commercial, contact improvisation, and hip hop. However, the majority of the GCSE is contemporary based and students are advised to have prior experience in dance, especially contemporary before enrolling on this course. Workshops on set works are organised throughout the year and enable the students to learn directly from industry professionals. Trips to see live shows and participation in competitions form part of the enrichment aspect of studying dance and help to consolidate learning in the studio.
The course requires independent learning throughout. Students will be required to continue their learning in their own time and complete personal projects relating to and extending the learning done in lessons.
The course assessment is divided into 2 components.
Component 1- Performance and Choreography (60% of total grade)
Component 2- Dance Appreciation (40% of total grade)
Students will be able to continue their education in dance at A-level or consider a diploma at a dance school as an alternative option. GCSE provides students with a foundation of knowledge and dance skills preparing them for a career in the creative and performance industries. It also provides students with a broad range of interpersonal skills applicable to any industry, job or role.
Number of GCSEs or Equivalent: 1
Students studying Design and Technology will be involved in activities that develop innovation, creativity and flair. The course has no material or technology bias; it anticipates that students will develop their skills through working with a wide range of appropriate materials, as well as the use of ICT, CAD/CAM and electronic systems. Students will be able to design, model, experiment, manufacture and become active risk takers within the boundaries of Design Technology challenging expectations and understanding the design process.
Successful Design and Technology involves learning from existing commercial products, the impact technology has had on product development, social and moral implications and consider the impact of past and present designers. Students will be encouraged to develop their critical analytical skills to fully explore and evaluate the design process through the design and manufacture of commercially viable products. Students will understand the needs of different target groups and the constraints of materials and processes, all of this learning will be applied to their own designs; working to given and self generated briefs. Students will learn how to identify, comprehend, analyse, create, develop, evaluate and justify. These transferable skills will allow students to become real world participants.
In Year 10, students will complete a series of mini-projects that will build upon their theoretical and practical knowledge of manufactured products and production methods. This will be further consolidated when students embark on a coursework project that is designed to enable them to learn a systematic approach to design and manufacture. This will allow students to develop their skills independently in preparation for the major coursework project, controlled ‘non examined assessment’, which begins in Year 11. Theory sessions will be run consistently alongside to compliment the coursework, embedding a deeper understanding and to prepare them for examinations.
In Year 10, students have the opportunity to compete in a regional design and business enterprise competition at Bluewater hosted by Ahead Partnerships for Landsec, if they are successful they move on to the national finals. There will also be various after school clubs throughout the year
Students will be required to showcase their independence in lessons through practical activities and complete a range of homework activities to support theoretical content to prepare for their controlled assessment and their external examination in Year 11.
The course consists of 2 Units, both examined in Year 11: Unit 1: 2 hour external examination Unit 2: Controlled Assessment of Major coursework project, consisting of an “efolio” and final manufactured product:
There are many careers available that require problem-solving and practical skills. Students who wish to develop careers in these areas would also benefit from this option choice.
Industries linked to this course are: Product Design, Graphic Design, Marketing, Electronic Design, Consumer Tester and Buyer, Interior Design, CAD CAM Design Engineers, Publishing, Architecture, Teaching, Web Design Engineering, Concept modelling, Advertising, Finishes and Application, Styling, Colourist, and Consultant Design roles.
This course prepares students for the IB Design Diploma offered at Post-16.
Number of GCSEs or Equivalent: 1
Do you ever look around your home and think of handy products that could improve people’s lives or get inspired by the amazing feats of engineering all around you? Are you creative, and want to start building the skills you need for a successful career in the Engineering industry? The course focuses on learning through manufacture with multiple-production techniques. Students learn the main principles of Engineering including Health & Safety and Environmental Implications whilst designing and making accurate products incorporating CAD where needed and selecting materials and components for strength and fitness-for-purpose. Projects are linked to ‘real-world’ learning. Students are required to produce designs and working drawings to British Standards and incorporate CAD/CAM into their work, where appropriate. Students will gain an understanding of the vast sectors encompassed in the engineering sector and the progression of new and evolving concept technologies for the future generations.
Using realistic vocational contexts, students will acquire sector-specific applied knowledge and skills, studying mechanical, electrical/electronic and engineering design and how these sectors interrelate in industry. Students will develop a range of skills which are attractive to employers, colleges and universities including; communication, critical thinking, learning independently, research, taking on responsibility and time management.
Students will learn through practical tasks and application of knowledge. Students will be required to demonstrate their understanding by carrying out practical tasks in the workshop. Learning will be supported by visits to local Engineering establishments where possible and industry experts in lessons. Students will learn how to identify, comprehend, analyse and evaluate through the written submissions required for each component
All students will have the opportunity to attend STEM clubs before and after school throughout the academic year. Educational visits to the London Eye and Thorpe Park to experience how a range of engineering sectors work together to design and manufacture. Competitions and events with local and international companies such as John Lewis.
Students will need to be highly motivated to ensure that they keep up-to-date with assessment topics in preparation for their controlled assessment throughout both year ten and eleven. Enthusiastic students will take the time to further research principles learnt in class in order to enhance their learning. Students will be treated with expectations of industry to encourage responsibility for their actions and prepare them for a career in their field.
Students will be required to complete three units of study.
Unit One: Manufacturing engineering products. Project work worth 40% of your qualification.
Unit Two: Designing engineering products. Project work worth 20% of your qualification.
Unit Three: Solving engineering problems.
During this course a wide range of disciplines are learnt, enabling students to apply for places on specialist Engineering courses at Colleges or Post 16 at Sir Geoffrey Leigh Academy. Many of our past students have successfully progressed to study Engineering at degree level and to work in the industry as apprentices. This course leads into the Level 3 Engineering course offered at Post-16.
Number of GCSEs or Equivalent: 1
Students will plan, cook and present food, discovering food origins and various methods of food preparation, they will need to source and purchase ingredients for practical elements evaluating their finished dishes and applying their knowledge of flavours and techniques to improve. The subject content sets out the knowledge, understanding and skills common to all specifications in Food Preparation and Nutrition to ensure progression from the IB MYP and to enable the possibility of development on to further study.
Students will learn how to demonstrate effective and safe cooking skills, preparing and cooking using a variety of food commodities, cooking techniques and equipment. They will develop knowledge and understanding of functional properties and chemical processes as well as the nutritional content of food and drinks.Students will learn about the science of cooking food and the function of different ingredients in a recipe. Students will understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health, understand the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices. Students will also demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food. They will understand and explore a range of ingredients and processes from different culinary traditions (traditional British and International), to inspire new ideas or modify existing recipes.
Students will carry out a range of tasks in both theory and practical lessons. They will have to provide evidence in the form of practical demonstrations, evaluations and written theory assignments. Evidence can also be recorded photographically as well as through teacher observations, during practical work. Students will develop their analytical, questioning and evaluating skills for written work. They will be encouraged to work both independently, and within groups, using a range of media to present their ideas to appeal to a range of learning styles.
Students have opportunities to: – enter food related competitions – attend specific food related enrichments after school – demonstrating skills to other students in class
Via weekly practical lessons where they will be expected to produce dishes to develop competent practical skills and ensure a sound knowledge of dishes for all occasions e.g. buffets,picnics, three course evening meals and dishes which meet specific clients needs e.g. coeliac, vegetarians. Via simulated work experience/role-plays/watching case study videos, visits to different outlets etc.
The Food Preparation and Nutrition course equips students with the knowledge, understanding, and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages students to cook and enables them to make informed decisions about a wide range of further learning opportunities and career pathways as well as develop vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life. Students are able to apply to local colleges or train within establishments for roles such as trainee chefs, hotel management, events management, restaurant and bar management and catering supervisors and many more food related careers.
Number of GCSEs or Equivalent: 1
Ethics is about our moral principles – in other words, what we believe is either right or wrong. Almost all societies have their moral principles based in religious teachings and therefore an understanding of religious beliefs and practices are an essential part of this course.
Throughout the course students will learn about Christian, Jewish and other religious traditions as well as scientific and humanist views. Students will gain knowledge, understanding and be able to evaluate a range of topics including the following:
Students will learn through a range of activities including:
Students will be given opportunities to become involved in a range of trips. Some of these will be local to the academy, others might be further afield such as the Jewish London Tour or the Auschwitz trip to Poland. There are also a number of outside visitors who contribute to the students’ learning such as our links with NetChurch and Diversity Role Models. Students are encouraged to take part in academy clubs, such as The Debate Club, The Diversity Club and The Unity Group
Students will develop a range of skills, including: research; debating and presentation skills, note taking and essay writing.
There are two examination papers. There are no Controlled Assessments. For more information about GCSE Ethics, please visit the Humanities website: https://sites.google.com/leighacademy.org.uk/humanities
The knowledge, understanding and skills, which students will acquire, as a result of following this course, will be valuable because they are easily transferable to other subjects such as English, History, Social and Cultural Anthropology, Global Politics and Psychology, at both GCSE and IB levels. Many professions such as the medical, legal and public services professions welcome applicants who have studied Ethics
Number of GCSEs or Equivalent: 1
The Health and Social Care BTEC Tech Award is a vocational course designed for students who may go on to work in the Health and Social Care sector, or have a deep interest in it. The three assessed components focus on the knowledge, skills and practises required, developed through functional and independent learning activities. The components studied are interrelated and they are best seen as part of an integrated whole rather than as three separate topics. By the end of the two years, students will be ready to go onto further training on a pathway towards working in the Health and Social Care sector.
The three core units the students will study are:
Component 1: Human Lifespan Development. (Coursework)
Component 2: Health and Social Care Values. (Coursework)
Component 3: Health and Wellbeing (Examination)
Students will be set assignments throughout the course to complete. These may take the form of role-plays, written reports, projects and presentations. Students will also have numerous opportunities to develop their personal, learning and thinking skills (PLTS) and functional skills (English, Maths and ICT) throughout the course
Students will use physiological equipment in healthcare to interpret data, such as:
Throughout the two years, students will have the opportunity to hear from invited speakers, including representatives from the NHS. This will give students the opportunity to build skills that show an aptitude for further learning both in the sector and more widely.
Many of the assignments in the Health and Social Care course require students to work independently. Students will be expected to work well under pressure and to meet all assignment deadlines.
This course has an externally assessed examination for component 3. This makes up a total of 40% external assessment. All other units are coursework based and internally assessed
There are a range of employment opportunities in health and social care services, such as a care assistant in a care home or community work with families or young people, or in associated services such as clerical and administration. At post-16, students can go on to study a Level 3 course in Health and Social Care or the T-Level in Education and Early Years. The T-Level is the equivalent of 3 A -Levels. Learners are required to have, first and foremost, a strong interest in and respect for the children, young people or adults they may come to work with.
Number of GCSEs or Equivalent: 1
Media Studies encourages students to be inspired by the rapidly evolving world around them. The modern nature of the course is inspired by the electronic and digital world that has come to dominate our lives in recent decades. It explores how individuals and societies have been represented in film, TV, music and advertising.
Media studies encourages students to think critically and work creatively. Students will not only analyse the effect of media but also have the opportunity to be creative in the making of a coursework production based around either including music video, posters or website design.
Students will focus on four key concepts; Media language, Organisations, Audiences and Representation. These skills will help students prepare for two examination papers and the creation of a media production as part of their coursework.
Independent learning is a key skill that is required to complete this course. Students will have to organise themselves within a group and individually to undertake research, planning and production tasks. In addition, they will need to prepare for examinations during class time and revision based at home – using extensive preparation materials and resources.
The course is divided into two elements – a coursework piece worth 30% and two examinations worth 70% of the overall mark. Students prepare the case study work for their examinations over a two year period – ready for two written papers in the summer of Year 11. The coursework element is researched/planned from the end of Year 10.
At Post-16, this course leads into our Level 3 Media AAQ.
The cross curricular nature of Media Studies means that students will have access to a wide area of expertise. Media Studies is linked with ICT, Art, Technology and English which offers many career options in film, television, advertising, marketing, journalism, website design, radio and creative writing – not to mention a variety of online and digital careers
Number of GCSEs or Equivalent: 1
Drama develops creativity, personal growth, self-confidence, communication and analytical skills through the acquisition of knowledge, skills and understanding and the exercise of the imagination. It promotes student involvement in and enjoyment of drama as performers, devisers, directors and designers. Students will be given opportunities to participate in and interpret their own and others’ drama. They will investigate the forms, styles, and contexts of drama and will learn to work collaboratively to develop ideas, to express feelings, to experiment with technical elements and to reflect on their own and others’ performances.
Through a diverse range of activities students will explore:
Students will develop the ability to use improvisation skills in a range of drama contexts. Apply performance and/or production skills. Select, synthesise and use ideas and skills to create drama. Acquire reflective and evaluative skills in response to a range of dramatic texts. Work collaboratively and creatively to achieve shared dramatic intentions.
Through workshops, collaborative learning, independent research, rehearsals, performing to an audience and analysing texts and performance.
Students get the opportunity to see live theatre performances. West End actors are invited in to the academy to discuss their career pathway and participate in a question & answer session with performance tips
Students complete a range of independent activities, which include: research projects, keep a reflective diary, learn lines, arrange additional group rehearsals and write evaluations.
At Post-16, this course leads into our Level 3 Performing Arts AAQ.
Students will be able to continue their education in this and related fields of Drama, Theatre Studies, Performing Arts, Media, Film, and English. Whilst the course focuses on developing their knowledge and skills for a career in the creative and performance industries, Drama is uniquely valuable in developing core life and enterprise skills, and personal confidence, plus communication skills, which increase student’s opportunities for success in any field such as law, sales, marketing and interpersonal skills.
Number of GCSEs or Equivalent: 1
Physical Education provides students with the knowledge to make informed decisions about healthy lifestyles and activity. Students will learn how to work as a team, as well as developing individual thinking skills. They will be required to act as player/participant, in a wide variety of activities that are on offer.
YOU MUST HAVE SECURED AN IB MYP PHYSICAL EDUCATION GRADE 4 OR HIGHER BY THE END OF YEAR 9 TO TAKE THIS COURSE. STUDENTS MAY CHOOSE TO STUDY THE NCFE LEVEL 2 CERTIFICATE IN HEALTH AND FITNESS AS AN ALTERNATIVE COURSE.
Students will study and participate in a range of sporting activities, looking at the many different roles within sport. They will learn to link physical activity with dietary needs, enabling them to make informed decisions and choices about their personal lifestyle and future.
The theoretical side of the course is broken down into the following areas:
30% of the course is assessed through three practical sports (10% each). Therefore, a proportion of lessons will be taught in a practical setting. For example, students may spend one module of practical lessons developing their skills and techniques in table tennis.
10% of the course is assessed through a piece of coursework where students will analyse and evaluate their performance in a chosen sport. Students will be given time in a series of theory lessons to complete this coursework.
60% of the course is assessed through two examinations worth 30% each. Therefore, a proportion of lessons will be taught in a classroom. During these theory lessons students will learn many aspects of physical education for example; how muscles and bones work together to create movement
Students have access to a wide range of after school clubs such as football, trampolining, dance, basketball, handball, athletics, cricket, tennis and many more. Throughout the Academic year there will also be a theory revision club that all GCSE PE students are encouraged to attend. In addition, we run a wide range of sports trips in the UK, Europe and the USA that range from cycling trips to the Gravesend Cyclopark to skiing trips in the USA and Europe and summer multisport trips to Spain. All of which give GCSE PE students the opportunity to develop their skills and take part in the assessed competition element.
Practical physical education
Although students learn and develop skills, techniques and an understanding of competitive tactics in a range of practical sports during lesson time, it is vital that students develop their practical sports further by being part of a sports team or club outside of school. We also recommend that students attend a range of our extra curricular clubs at school.
Theoretical physical education
The GCSE physical education course content changed recently and the theoretical element became substantially more scientific and requires a much deeper understanding. It is therefore vital that students complete the homework tasks set by teachers on our Google classroom platforms. We also recommend that students regularly read the AQA GCSE Physical Education text book and complete the activities and tests on the AQA PE BBC Bitesize website.
Practical assessment:
Performance Analysis-coursework;
Examinations:
Due to the recent changes in the AQA GCSE PE course, it is much more difficult to access the higher grades in the practical component of the course. Ideally, students should be competing in at least 2 sports inside or outside school through the duration of the GCSE PE course.
Number of GCSEs or Equivalent: 1
The NCFE Health and fitness qualification provides students with the knowledge to make informed decisions about healthy lifestyles and activity
The course is broken down into the following units:
The course is assessed with 1 examination worth 40% of the overall qualification and a coursework project worth 60% of the overall qualification. Therefore, the course is mainly theory based and lessons will be predominantly in a classroom, however some topics such as fitness testing and types of training, will be taught via practical lessons as well as theory lessons
Students have access to a wide range of after school clubs such as football, trampolining, dance, basketball, handball, athletics, cricket, tennis and many more. Throughout the academic year there will also be a theory revision club that all NCFE Health and Fitness students are encouraged to attend. In addition, we run a wide range of sports trips in the UK, Europe and the USA that range from cycling trips to the Gravesend Cyclopark to skiing trips in the USA and Europe and summer multisport trips to Spain.
Students will be expected to complete the homework tasks set by teachers on our Google Classroom platforms. This will be essential for students in order to achieve their potential during examinations and to meet coursework deadlines. We also recommend that students regularly read the NCFE Level 2 Health and Fitness textbook and complete the activities and tests on the NCFE website.
Coursework project:
Students are given a health and fitness scenario prior to beginning their coursework. The project involves planning a health and fitness programme incorporating diet and nutritional needs, as well as an exercise plan.
Examination:
The examination will consist of multiple-choice, short-answer and long answer questions on the following topics:
This course provides students with the key skills they need to be informed about all areas of healthy living. The NCFE health and fitness course provides an excellent basis for any student wishing to study sport at a higher level and then go onto a career in the Sport or Leisure industry. Careers within the industry include: Physical Education Teacher, Sports Coach, Personal Trainer, Fitness Instructor, physiotherapist, strength and conditioning coach, sports nutritionist, sports analyst and sports psychologist Further information can be found at www.careers-in-sport.co.uk.
Number of GCSEs or Equivalent: 1
The GCSE Separate Sciences pathway offers students access to 100% of the GCSE Biology, GCSE Chemistry and GCSE Physics content and topics available from AQA. It incorporates all of the topics and content covered on the GCSE Combined Science pathway and extends on a number of the fundamental concepts, as well as adding a few new areas of study. This is the ideal pathway for students who want that bit more from their science studies and who might have a particular interest in science, with further scientific study in mind in the future. As with Combined Science, this pathway develops both subject-specific scientific knowledge across all three sciences and the broader skills required to ensure that students are equipped for understanding and scrutinising science-related information in the world around them.
Students will cover content from across seven different biology topics ranging from cell biology, through to evolution and ecology; ten different chemistry topics starting with atomic structure and the periodic table – building up to quantitative chemistry, organic chemistry and beyond; and eight different physics topics covering fundamental concepts such as energy, matter, and forces – also including Space Physics as an additional eighth topic. This pathway includes additional content not covered in Combined Science.
Lessons in science will be focused on three key aspects: the acquisition and understanding of scientific knowledge, the experience of hands-on practical work used to develop students’ ability to manipulate equipment and further understand scientific concepts and the analysis and evaluation of data in a scientific context. In addition, science lessons will involve routine retrieval practice to ensure that all key concepts are well-understood and embedded.
Students will be expected to complete additional, regular home-learning tasks outside of the timetabled learning in lessons. Compulsory tasks will be set via Google Classroom and further resources will be provided for voluntary additional study
The GCSE Separate Sciences are assessed solely by external examinations which are sat during May & June of Year 11. As with Combined Science, there are six externally set examinations – for the Separate Sciences, each exam is 1 hour 45 minutes in duration and carries a maximum mark of 100. For GCSE Separate Sciences, a GCSE qualification is awarded separately for each science, with the grade being determined by the corresponding exams taken specifically for that science.Students are required to have experience of a range of “Required Practical” activities and skills which will be embedded throughout their studies. The skills and knowledge from these “Required Practicals” are assessed within the six externally set examinations.
The Separate Sciences pathway, completed at higher tier and achieving a suitable grade, provides a strong foundation of knowledge for access to IB Diploma courses in Biology, Chemistry and Physics and Level 3 AAQ in Applied Science. The content covered by the Separate Science pathway at higher tier takes students slightly beyond the starting point of Post-16 courses. As such, the GCSE Separate Sciences pathway is excellent preparation for those students who know clearly that they wish to study sciences at a higher level at Post-16 and beyond. The pathway also enables students to develop a wider range of skills that extend to areas beyond the sciences, opening up a wide range of careers and further studies opportunities.
Number of GCSEs or Equivalent: 3
