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Programmes of Study

Key Stage 3 - Years 7, 8 & 9

Curriculum plans and schemes of learning in all subjects have strategic five year plans in place throughout which the key skills, knowledge and understanding required for success at GCSE have been mapped out. Transition is eased by staff delivering a curriculum that strengthens and builds on their KS2 knowledge.

  • All students experience a broad and balanced curriculum which is ambitious for all.
  • Science at KS3 follows  the AQA 'Big Ideas' curriculum.
  • Technology – Throughout KS3 students will study Design & Technology, Art & Art Textiles, Food Technology, Music and Performing Arts.
  • PSHCE and RE & Ethics are delivered to students by a designated teacher during two one-hour lessons per week, as well as study skills, enrichment days and assemblies.
  • Year 7 and 8 are allocated either French or Spanish. Urdu is introduced in Year 9 to students who are interested in pursuing this as a GCSE in Year 10.
  • We encourage a passion for reading. All students have regular access to the library and participate in the Academy's reader development programme.

Key Stage 4 - Years 10 & 11

Students start their KS4 qualifications in Year 10. During the Options process information for each student is carefully analysed and each child is directed towards an appropriate pathway that facilitate the best outcomes and best engage them.  A wide range of subjects and types of qualifications are offered in order to suit all learning styles.  It is expected that at least 90% of students will fill all Progress 8 buckets and that all students will study a Humanities subject in addition to the core subjects of English, maths and science. The EBacc pathway is strongly recommended to targeted students but ultimately it is the students that drive the curriculum.

PSHCE and Careers are taught in Study Skills offering a broader development, focusing on wider issues for personal development and post-16 preparation. Events and external speakers are also arranged for enrichment days.

The Bridge - ‘Alternative curriculum provision to re-engage, empower and inspire hard to reach students’

The Bridge is an onsite alternative provision for students in Years 9-11 which aims to re-engage, empower and inspire hard to reach students within the Academy through a bespoke and tailor made curriculum which meets the complex needs of the students referred to it. The Bridge provision is central to the academy’s mission of ensuring that all students fulfil their potential and gain the skills, qualifications and experience they need to go on and contribute positively to society.

The Bridge curriculum has been designed to focus upon the core subjects of English, maths and science and other pastoral and vocational related experience to meet the more complex needs of the students referred to it. Although the curriculum provision may be tailored to meet the needs of individuals it operates around the core timetable illustrated below:

Subject

Number of Lessons

English
Maths
Science
Technology
Physical Education
Study Skills/Mentoring
Travel & Tourism
Work experience
Total

3
3
3
3
2
4
2
5
25

 

Art & Design

Why study this subject at GCSE?
To develop creative thinking and artistic ability in all students.

Studying Art & Design at Thornhill Community Academy can offer you a stimulating, exciting and challenging practical GCSE course. Our results at GCSE are consistently excellent and our past students have thoroughly enjoyed their time spent in the Art department during Years 10 and 11.

Description of the course
GCSE Art & Design is a general course, it has no specialist area.  Students will study drawing, painting, ceramics, art history plus illustration, and other facets of the course may involve printing, photography and computer based work.

The course will consist of one sustained project which will be developed in response to a subject, theme, task or brief, and a series of mini projects ranging from skill based workshops, trials, experiments and responses to artists work.

Although the course is largely practical in nature, there is a written element, both investigative and creative.
In year 11 they will be given an externally set assignment which will lead into producing their final exam piece.

How the course is assessed

60% coursework - All work produced in Years 10 and 11 will be entered for assessment.
40% examination - A ten hour controlled examination (two days) is taken late in Year 11.

Other information

Future careers
Interior design / Film / Photography / Television / Teaching / Graphics / Book Illustrator / Advertising / Fashion / Theatre

Interesting fact
On average, over the last 6 years over 80% of students have achieved a grade ‘4’ or above.

See our curriculum plan here.

Art Textiles

Why study this course at GCSE?
GCSE Art Textiles is an exciting, extremely hands on and creative experience for the students. We have amazing resources to create fabrics that have been stitched, woven, felted and printed.  Students will investigate pattern, colour and texture. They can experience natural dyes, traditional and modern techniques and develop their own textile pieces or products for the future.

Description of the course:
The course is broken down into a series of mini projects that look at developing skills and interests in different areas of textiles including art textiles, fashion, surface pattern design and home furnishings. Ideas are developed through investigations including researching artists and cultures. They then undertake two major practical based project further developing their interests and skills.

How the course is assessed:
In Y11 students are given an externally set assignment which will lead into producing their final exam piece.  Students are assessed against 4 Assessment Objectives:  1 Investigating, 2 Experimenting with techniques, 3 Observations and explanations (drawing and annotation), 4 Final pieces.

60% coursework portfolio – All work produced in Years 10 and 11 will be entered for assessment.
40% examination – Preparatory period then a ten hour practical controlled exam (2 days) to produce a final outcome  is taken later in Year 11.  

Other information:
This course will leave students with many art based options post 16. 

Careers in: Textiles, Art, Surface Pattern Design, Fashion Design, Journalism, Retail.

See our curriculum plan here.

Computing and Computer Science

Why study Computer Science at GCSE?

Computer Science is engaging and practical, encouraging creativity and problem solving. It encourages students to develop their understanding and application of the core concepts in computer science. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing, and evaluating programs.

Computer science is a discipline of computing, which focuses on the study of information processes and creating computer programmes. It involves writing code and applying complex algorithms to design computer software and models, solve computing problems and also create new ways to use technology.

From the movies you watch on your smartphone during boring train rides to the functioning of the entire railway system itself, the use of computer science has become second nature to our daily lives. Even your favourite apps such as Instagram, Tik Tok and Twitter require computer science to exist.

That’s not all. The algorithms and computer models in computer science are useful in almost every field including medicine (such as using MRI scans to diagnose diseases), linguistics (using computers to recognise speech) and economics (using models to forecast economic conditions).

Undertaking a Computer Science Degree will equip you with the skills to become a competent software developer and programmer.
 
A GCSE in Computer Science will encourage students to:

  • Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation
  • Analyse problems in computational terms through practical experience of solving such problems, including designing, writing, and debugging programs
  • Think creatively, innovatively, analytically, logically, and critically
  • Understand the components that make up digital systems, and how they communicate with one another and with other systems
  • Understand the impacts of digital technology to the individual and to wider society
  • Apply mathematical skills relevant to Computer Science.

Course Information
 
Link to Specification for students: https://www.ocr.org.uk/qualifications/gcse/computer-science-j277-from-2020/

The qualification is comprised of 2, externally assessed, exam-based components which are called:

  • Component 1: Computer Systems
  • Component 2: Computational Thinking, Algorithms and Programming

Within the current specification, there is also a separate ‘Practical Programming’ component which students can complete independently. This is designed to give students that chance to undertake a programming task within the course of student. This will further develop the skills and knowledge needed within component 2.

This qualification is equivalent to 1 GCSE and is graded using the GCSE (9-1) system.

Each student will have 3 hours of computing a week in which they will learn key concepts and programming techniques which underpin computer science.

Course Content and Assessment

Component 1 - Exam 50% (80 Marks)
Introduces students to systems architecture, memory and storage, computer memory and storage, computer networks, connections and protocols, network security and system software. It also looks the at ethical, legal, cultural, and environmental impacts of digital technology. Assessment will be based on multiple choice questions, short response questions and extended response questions.

Component 2 - Exam 50% (80 Marks)
Introduces students to algorithms, programming fundamentals, producing robust programs, Boolean logic, programming languages and integrated development environments. Assessment will be based on a broad set of examination style questions and problem-solving tasks.

Practical Programming (Not assessed)
Students are given the opportunity to undertake a programming task(s) during their course of study which allows them to develop their skills to design, write, test, and refine programs using a high-level programming language. Students will be assessed on these skills within the component 02 assessment.

Pathways for Computer Science

Below are some of the careers you can pursue with qualifications in Computer Science:

  • Software Engineer
  • Cybersecurity Analyst
  • Database Analyst
  • Java Programmer
  • Network Engineer
  • Technical Support Engineer
  • Technical Helpdesk Analyst
  • Test Development Engineer
  • Web Developer

See our curriculum plan for Key Stage 3 here.

See our curriculum plan for Key Stage 4 here.

Creative Media

Why study Cambridge National Creative iMedia?
The Cambridge National in Creative iMedia equips students with the wide range of knowledge and skills needed to work in the creative digital media sector as well as many other sectors of the economy. Students start by looking at pre-production and develop their skills through practical assignments as they create final multimedia products, embedding knowledge and building upon pre-existing skills throughout. This builds upon what they have learnt at Ks3 including creating digital content to achieve a given goal as well making judgements about digital content when evaluating and repurposing them for a given audience.

The aim is to enhance student’s employability when they leave education, contributing to their personal, economical and digital development that will enhance their future wellbeing and provide a pathway to further and higher education and/or employment in a variety of sectors.  This qualification will help towards this through encouraging independence, creativity and awareness of the digital media sector in abroad manner.

The Creative iMedia course assesses the application of creative media skills through practical use and provides learners with essential knowledge, transferable skills and tools that has the potential to bridge and mesh their learning in a cross curricular manner.  Creative iMedia will equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. 

Through the use of these skills, learners will ultimately be creating fit-for-purpose creative media products. The Cambridge Nationals in Creative iMedia will also challenge all learners, including high attaining learners, by introducing them to demanding material and techniques; encouraging independence and creativity and providing tasks that engage with the most taxing aspects of the National Curriculum.

Course Information
Link to Specification: https://www.ocr.org.uk/qualifications/cambridge-nationals/creative-imedia-level-1-2-award-certificate-j807-j817/

The qualification is comprised of 3, externally moderated pieces of coursework and 1 exam-based component.  The components students will study are called:
Component 1: R081 – Pre-Production Skills (written exam paper)
Component 2: R082 – Creating Digital Graphics (coursework)
Component 3: R084 – Story Telling with a Comic Strip (coursework)
Component 4: R087 – Creating Interactive Multimedia Products (coursework)

 

Course Content and Assessment

Component 1: R081 – Pre-Production Skills (written exam paper)
30 GLH
1 hour 15 minutes written paper
60 marks (60 UMS)
OCR set and marked

This question paper contains a scenario on which all questions are based, consists of two sections, comprising short answer and extended response questions and assesses the quality of written communication.

Component 2: R082 – Creating Digital Graphics (coursework)
30 GLH
Centre-assessed tasks 
60 marks (60 UMS)
Centre-assessed and OCR-moderated

The centre-assessed tasks will be practical tasks in the context of an assignment, selected from the OCR bank of set assignments. 

Component 3: R084 – Story Telling with a Comic Strip (coursework)
30 GLH
Centre-assessed tasks 
60 marks (60 UMS)
Centre-assessed and OCR-moderated

The centre-assessed tasks will be practical tasks in the context of an assignment, selected from the OCR bank of set assignments. 

Component 4: R087 – Creating Interactive Multimedia Products (coursework)
30 GLH
Centre-assessed tasks 
60 marks (60 UMS)
Centre-assessed and OCR-moderated

The centre-assessed tasks will be practical tasks in the context of an assignment, selected from the OCR bank of set assignments.

R081 and R082 are mandatory units that students must complete.  The other two units (R084, R087) are made up from optional units that need to be complete for a level 2 award. This qualification is equivalent to 1 GCSE and is graded using the Pass, Merit and Distinction system.  Each student will have access to approximately 3 hours of iMedia lesson time per week  

Progression and Pathways
Students that study iMedia may use it as a stepping-stone to more advanced courses in this area for post 16 student.  The diagram and list below offer some course and career options offered by completing this course.

 

Future Careers

  • Animator
  • Architect
  • Art editor
  • Art gallery curator
  • Broadcast engineer
  • Broadcast journalist
  • Photographer
  • Photographic stylist
  • Set designer
  • Studio sound engineer
  • TV or film director
  • TV or film camera operator
  • TV or film sound technician
  • TV presenter
  • Web content editor
  • Web designer

See our curriculum plan here.

Design & Technology

Aims of Department
Design and Technology is a dynamic and enormously valuable subject area in which all pupils can develop self-esteem, vital key skills and have the confidence to make a positive contribution to society. Design and Technology at the Thornhill Community Academy is about encouraging, teaching and inspiring children to:

  • Enjoy the subject
  • Design creatively
  • Develop high quality making and thinking skills
  • Pay attention to detail
  • Have confidence to experiment and make informed decisions
  • Produce quality products in a range of materials
  • Use technology to make things work
  • Work independently
  • Evaluate critically and suggest modifications

The key stage 3 curriculum
In year 7 and 8 students will study 2 hours of Design & Technology each week on. Each material area will emphasise on design and make activities providing a sound foundation for KS4. These activities include: CAD (Computer aided design), practical design and workshop skills. At the end of each project students are given an assessment task before moving onto the next material area.

AQA Design & Technology offered at key stage 4
In the Design & Technology department our students will study the new GCSE Design & Technology course over 2 years. The GCSE course will allow our students to build on the skills taught in KS3 through making high quality products using woods, metal and plastics. The department is equipped with modern technologies such as laser cutters, CNC routers and vinyl cutters. Our students will be given the opportunity to use these modern technologies as well as focusing traditional tooling skills.
 
BTEC First Award in Construction and the built Environment  level 2 offered at Key stage 4
The BTEC first award in construction and the built environment is aimed at students who have an interest in the building sector. Through a combination of practical experience and written assignments, this vocational qualification will provide level 2 learners with the knowledge, skills and understanding needed for a career in the building sector. 

See our Design Technology curriculum plan here.

See our Key Stage 4 Construction and the Built Environment plan here.

English Language & English Literature 

Compulsory subject
English is the means by which communication takes place in all walks of life. Across the world, English is a recognised and widely spoken language, and we want our students to be confident, accurate and expressive in their use of written and spoken English. English constantly changes and evolves, and the new specification GCSE courses reflect this, with a modern, vibrant approach. Among others, English is one subject which holds the key to succeeding in the future.

Description of the course

GCSE English Language
Students will be assessed by means of two examinations where students analyse unseen fiction and non-fiction texts. In addition, they will be required to write a narrative piece and a piece of transactional writing that shows awareness of audience and purpose. 

GCSE Literature
Students will be assessed by means of two examinations where students will study both modern and pre-20th-century literature. This includes Shakespeare, a 19th century novel and a variety of poetry.

How the course is assessed:

English Language. Eduqas. 100% examination

English Language Paper 1 - 1 hour 45 minutes (40% of overall grade)

Section A of this paper will require students to read an extract of fiction from the 20th century. Students will answer 5 questions about the text that require them to retrieve specific information, analyse language and structure and then evaluate a given statement about the text. Section B of this paper will require students to write a narrative with a choice of 4 titles. 

English Language Paper 2 – 2 hours (60% of overall grade)

Section A of this paper will require students to read two non-fiction texts. Students will answer questions that use the skills of synthesis and inference, they will analyse language and they will compare the views and perspectives of the writers of the two texts. Section B of this paper will require students to write two transactional writing tasks (letter, articles reviews, speeches, guides) and show awareness of purpose and audience.
 
English Literature. AQA. 100% examination:

English Literature Paper 1 - 1 hour 45 minutes (40% of overall grade)

Students will be required to answer questions about ‘Macbeth’ and ‘A Christmas Carol’. Students will be given a section of each text and will have to analyse the extract and how it links to the rest of the play/novel, based on a specific theme or character.

English Literature Paper 2- 2 hours 15 minutes (60% of overall grade)

Students will be required to answer a question about the play ‘An Inspector Calls’. They will be given a choice of two questions focusing on theme or character. The next section of the exam focuses on poetry. Students will answer a question about a named poem from a pre-studied cluster and how it compares to another poem from the cluster. They will then answer two questions on previously unseen poems.

The final element of the course is a speaking and listening assessment which requires students to give a speech about a given topic to an audience. This is accredited separately and does not contribute to the overall grade for English.

Other information

English is a compulsory course at Key Stage 4, and, as such, is able to offer a number of different routes through GCSE, based on individual student performance.

In addition, throughout the course, students will be offered opportunities to enhance their study of English by partaking in excursions to see live theatre performances, out of the Academy revision activities, and will be taught by enthusiastic staff, who are dedicated to students’ achievement. Throughout the course, students will be targeted for support and revision, suited to their individual needs.

See our curriculum plan here.

Business Enterprise

Why study Business Enterprise at BTEC?
This qualification is equivalent to 1 GCSE and is graded PASS, MERIT and DISTINCTION.
Each student will have 3 hours of Business a week in which they will learn key concepts of Business Studies and complete coursework. 
Link to Specification: https://qualifications.pearson.com/en/qualifications/btec-tech-awards/enterprise.html
 
The qualification is assessed through the completion of 3 Units which are called Components.
Component 1: Exploring Enterprises
Component 2: Planning for and Pitching an Enterprise Activity
Component 3: Promotion and Finance for Enterprise
 
Component 1 & 2 are assessed through a number of Assignments that students must complete. 
Component 3 is assessed through a two hour exam which will be available in February and May each year. Students will be afforded a maximum of two attempts at the exam.

Course Content and Assessment

Component 1- Internal- 30%

In this component, you will have the opportunity to develop knowledge and understanding of the different types of enterprise and their ownership, looking at the characteristics of small and medium enterprises (SMEs) and entrepreneurs with reasons for levels of success.
 
You will understand the importance of having a clear focus on the customer and the importance of meeting their needs. Enterprises can struggle if they do not carry out market research. It is important for you to develop relevant skills in market research and to analyse and be able to interpret your findings to support your understanding of customers and competitors.
 
You will explore why enterprises are successful, looking at the impact of factors both inside and outside the control of the enterprise, and investigate ways in which situational analysis can be used to support decision making. You will discover how success can be monitored in an SME.

Component 2- Internal- 30%

If you are going to succeed as an entrepreneur or as an innovator in business, you need to have great ideas and plan how you are going to put them into practice. Any enterprise needs to plan how it will succeed through working out how it can harness physical, financial and human resources – which means the skills that you and others bring.
 
An entrepreneur will also have to pitch their ideas to an audience in order to secure funding. In this component, you will use the research knowledge gained from Component 1 to consider a number of ideas before developing a plan for a realistic micro-enterprise activity. You will have the opportunity to plan how best to set up the chosen enterprise and how to fund it.
 
You will need to take responsibility for creating and then delivering a pitch for your developed idea to an audience using your knowledge of business, and demonstrating entrepreneurial characteristics, qualities and skills. In the final part of the component you will use feedback to review your plan and pitch for the micro-enterprise activity, reflecting on your plan, your pitch and the skills you demonstrated when pitching.

Component 3- External Exam- 40%

The performance of an enterprise can be affected by both internal and external factors. To monitor and improve an enterprise’s performance, you need to be aware of the impact of these factors and the strategies you can use to make the most of opportunities and minimise any threats.
 
In this component, you will assess and analyse financial information in an enterprise context to monitor the performance of an enterprise and strategies to improve its performance. You will investigate cash flow forecasts and statements, exploring the effects that positive and negative cash flow can have on an enterprise, and suggesting ways to improve them.
 
You will consider the different elements of the promotional mix in order to be able to identify target markets and put forward strategies that enterprises can use to increase their success in the future.

Opportunities for Progression
Study of the qualification as part of Key Stage 4 learning will help students to make more informed choices for further learning, either generally or in this sector. The choices that a learner makes post-16 will depend on their overall level of attainment and their performance in the qualification.

Students who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:

  • A-Levels as preparation for entry into higher education in a range of subjects
  • study of a vocational qualification at Level 3, such as a BTEC National in Enterprise and Entrepreneurship, which prepares them to enter employment or apprenticeships, or to move on to higher education by studying a degree in the business sector.

See our curriculum plan here.

French

Why study this subject at GCSE?
It will give an international dimension to your GCSE choices. After all, 94% of the world does NOT speak English as their first language.

  • You already have a solid base in French with 3 years’ of learning already completed.
  • You can already express yourself.  You will not be starting at the very beginning.
  • The topics and the language will be familiar.
  • Do you visit France? It is, after all, the nearest European country to us!
  • The language most in demand in the UK amongst businesses is French.

Description of the course
You will study the language in relation to 3 main themes across all 4 skill areas of Listening, Reading, Speaking and Writing:

  • I.D and culture
  • Local, National and Global areas of interest
  • Current and future study and employment. 

At Key Stage 3 you have developed important language skills and knowledge. The GCSE will build on this and introduce you to a wider range of themes, structures and vocabulary. 
 
How the course is assessed

Unit One - Listening and understanding - 25%
Unit Two - Speaking - 25%
Unit Three - Reading and understanding -  25%
Unit Four - Writing - 25%

All 4 skills of Listening, Reading, Writing and Speaking are examined at the end of the 2 year course.

For 2021 only in all languages studied: the 3 skills of listening, reading and writing will be assessed in the examination and be worth 33% each. The speaking will be an endorsement.

 
Other information
Where will this lead me next?

  • Study for further language qualifications.
  • Employers are always asking for candidates with language skills. A GCSE in languages will place you in a strong position with interesting career opportunities e.g. Media, Law, Marketing, Medicine, Fashion, Business, Travel and Tourism, ICT, Sport and Leisure and Journalism.
  • It will give you job security in a changing and developing world. Learning another language can help you find a job in business, engineering or fashion and give more opportunities for further education.
  • It will open up new opportunities.

See our curriculum plan here.

Geography

Why study this subject at GCSE?
Geography is everywhere. By studying this you will gain an overall, excellent understanding of how the world works around you and how we as humans are altering it. The subject looks at how human interactions can create distinctive geographic processes and changes to landscapes. How are people changing the world? What problems are we causing? And How can we manage these issues for the future?

You will learn a wide range of skills including collection, presentation and analysis of data through the study of fieldwork skills and real-life application of knowledge. This is great preparation for further geographic studies at College and University.

Description of the course
Here at Thornhill we complete a GCSE geography using AQA as our exam board. The course is broken down into three papers: 

Paper 1: Living with the Physical Environment

  • Rivers, Tectonics, Coasts, Ecosystems, Weather Hazards and Climate Change
  • 1 hour 30 minutes 
  • 88 marks 
  • 35% weighting 

Paper 2: Challenges in the Human Environment

  • Urban Issues and Challenges, Changing Economic World and Challenges of Resource Management
  • 1 hour 30 mins 
  • 88 marks 
  • 35% weighting 

Paper 3: Geographic Applications 

  • Issue evaluation (Pre-release), Fieldwork and Geographic Skills 
  • 1 hour 15 mins 
  • 76 Marks 
  • 30% weighting 
  • Pre-Release available 12 weeks before exam

How the course is assessed

  • X3 GCSE exams at the end of y11
  • X3 Star assessments throughout each academic year in the lead up to GCSE examinations 
  • Y11 Mock Exams (Jan-Feb)

Other information
As part of the course students will be partaking in a field trip to the Holderness Coast. Half of the day, they will conduct a physical fieldwork data collection task measuring the rate of Long Shore Drift. The second half of the day consists of a human field work data collection, in which an environmental quality survey will be taken at three locations around Bridlington.

See our curriculum plan here.

Health & Social Care

Why study this BTEC course?
You will develop knowledge and understanding and practical and social skills to help prepare you for working in a health and social care career.

This BTEC course is designed to give you a flavour of the world of work and is suited to anyone interested in a career related to health and social care.

It is a VOCATIONAL course

Description of the course

UNIT 1 HUMAN LIFESPAN DEVELOPMENT (30% marks)
In this component, you will study how people grow and develop over the course of their life, from infancy to old age, this includes physical, intellectual, emotional and social development, and the different factors that may affect them. An individual’s development can be affected by major life events, such as marriage, parenthood or moving house, and you will learn about how people adapt to these changes, as well as the types and sources of support that can help them.
 
UNIT 2 HEALTH AND SOCIAL CARE SERVICES AND VALUES (30% marks)
This component will give you an understanding of health and social care services and will help you develop skills in applying care values that are common across the sector (some of which are transferable to other sectors that involve interactions with clients or customers).

UNIT 3 HEALTH AND WELLBEING (40% marks) Exam Unit
In this component, you look at the factors that can have a positive or negative influence on a person’s health and wellbeing. You will learn to interpret physiological and lifestyle indicators, and what they mean for someone’s state of health. You will learn how to use this information to design an appropriate plan for improving someone’s health and wellbeing, including short- and long-term targets. Additionally, you will explore the difficulties an individual may face when trying to make these changes.

How the course is assessed
This course is graded Level 1 Pass, Merit Distinction and Level 2 Pass, Merit, distinction and Distinction *. Unit 1 and 2 are worth 30% each and unit 3 is worth 40% of the final overall grade. Unit 3 is an external assessment (Exam) and the other two units are assessed through controlled assessment, producing a portfolio of evidence to match the assessment criteria for the unit.

See our curriculum plan here.

History

Key Stage 3
The curriculum at KS3 is designed to allow students to understand the ‘big picture’ of History. By starting with the Ancient World and progressing chronologically through to today students will be able to draw out similar themes across history (e.g. religion, science, government) and to understand change over time. Students will develop secure understanding of the chronological history of the British Isles as well as significant developments and events in Europe and the wider world including the Holocaust. They will ask and answer key enquiry questions around significant events, developments and individuals to widen their knowledge about the world they live in today.

Why study History at GCSE?
Students in KS4 are studying the Edexcel Specification. They will study:

Paper 1: Thematic study and historic environment 
Written examination: 1 hour and 15 minutes
30% of the qualification 
52 marks (16 for the historic environment, 36 for the thematic study)

Content overview
Students take the following option:
Medicine in Britain, c1250–present 
and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches.

Assessment overview
Section A: historic environment
Students answer a question that assesses knowledge plus a two-part question based on two 
provided sources.
Section B: thematic study
Students answer three questions that assess their knowledge and understanding. The first 
two questions are compulsory. For the third question, students answer one from a choice of 
two.

Paper 2: Period study and British depth study 
Written examination: 1 hour and 45 minutes
40% of the qualification
64 marks (32 for the period study and 32 for the British depth study)

Content overview
Students take the following British depth study option:
Early Elizabethan England, 1558–88.
Students also take the following period study option:
The American West, c1835–c1895

Assessment overview
Booklet P Period study
Students answer three questions that assess their knowledge and understanding. The first two 
questions are compulsory. For the third question, students select two out of three parts. 
Booklet B British depth study
Students answer a single three-part question that assesses their knowledge and understanding. 
The first two parts are compulsory. For the third part, students select one from a choice of two. 

Paper 3: Modern depth study 
Written examination: 1 hour and 20 minutes
30% of the qualification
52 marks

Content overview
Students take the following modern depth study:
Weimar and Nazi Germany, 1918–39

Assessment overview
Section A
Students answer a question based on a provided source and a question that assesses their
knowledge and understanding. 
Section B
Students answer a single four-part question, based on two provided sources and two provided 
interpretations.
 

See our curriculum plan here.

Food and Hospitality & Catering

Why study this course at Key Stage 4?
This new and exciting hands on course is ideal for those who are interested in food preparation in a commercial catering environment. Students will develop a portfolio of products, develop practical skills and gain knowledge of the Hospitality and Catering industry. 

Studying Hospitality and Catering offers students a stimulating, exciting, challenging and very practical course.

Description of the course:
The level 1 / 2 Award in Hospitality and Catering gives students the opportunity to develop their understanding of:  Practical food preparation skills and techniques, meal and menu planning, cooking methods and recipes, commercial practice, food hygiene and safety and career opportunities in the hospitality and catering sector. The course is made up of 2 units. Unit The course is made up of 2 units. Unit 1 is a written exam, students will use knowledge gained over the course of all parts of the industry.  Unit 2 is the controlled assessment which forms the coursework, this is a project leading to a practical assessment.

How the course is assessed:
Unit 1: The Hospitality and Catering Industry- this is the exam unit and is worth 40% of the overall grade.
Unit 2: Hospitality in action – This is the controlled assessment and is worth 60% of the overall grade.

Other information:
This course will leave students with many hospitality and catering based options post 16. 

Future careers:
Career within the commercial and non- commercial industry including: 
Chef, Hospitality management in hotels, restaurants, catering companies, Food research and development, Sport links- personal trainers, Dietitian, Food photographer, receptionist, waiters, administrators, food safety.

See our curriculum plan here.

Mathematics

Compulsory subject
GCSE Mathematics is a qualification that is required by most employers and is often needed for entry to further or higher education, and so it is an important subject to study.
Mathematics requires logical thinking and develops practical and analytical skills that can be used in everyday life.

Description of the course

You will study:

  • Number
  • Algebra
  • Geometry and Measures
  • Probability and Statistics
  • Ratio and proportion

You will learn to following skills:

  • Numeracy
  • Logical Thinking
  • Problem Solving Techniques
  • How to Work Independently

How the course is assessed
The new GCSE is still based on two tiers of examinations, a higher and a foundation. Grades are no longer being used to assess students and they will gain a number from 9-1. The number 5 now represents a good pass and the number 7 approximately equal to an A.

Examination
Assessment for the GCSE is 100% exam and is assessed through three linear papers at the end of year 11. 1 non calculator and 2 calculator papers each an hour and a half long. Each paper holds 80 marks and are equally weighted.

Other information
All students will be expected to bring a pen, pencil, ruler and rubber to all Mathematics lessons. There are numerous resources that the department has invested in to support students at home and it is expected that students complete at least 1 hour per week of independent work.

See our curriculum plan here.

Music

Why study Music at Key Stage 4?
This course is ideal for any student with a love for Music.
It provides opportunities to build practical skills and technical knowledge through exploration of a range of styles from the last 60 years. 
Students can develop their performance ability in a range of instruments and also learn how to create music using computer sequencing software.
As a vocational course it focuses on real life products and expects students to be creative, organised and increasingly independent.

Description of the course:
Component 1 - Exploring the Music Industry
Students explore musical styles from the last 60 years including Disco, Hip Hop, Reggae & Music for Media. They will listen to, perform and compose using the key features of each genre creating a portfolio of work which demonstrates their understanding.

Component 2 - Music Skills Development
Students will learn how musicians create and share their music. They will then focus on their own skills, evaluating where they could improve, before developing their skills in either Performance, Creation or Production through a practical project.

Component 3 - Responding to a Commercial Brief
Students are given a list of 10 pieces by the exam board and will work to create a cover version in a style different to the original. Their submission will demonstrate the skills they have developed as a creator/performer or creator/producer.
 
How the course is assessed
60% internally assessed - coursework - Components 1 & 2
40% externally assessed - controlled conditions - Component 3 

Other information
Students studying this course could progress on to further A level/Level 3 study.
The course also looks to develop music making skills and personal attributes that could be used professionally or personally for the rest of your future.

See our curriculum plan here.

Performing Arts

Why study this subject (Tech Award)? 
This course allows students to develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance. Students will also develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers.

Description of the course 
This course gives students the opportunity to develop Performing Arts specific knowledge and skills in a practical learning environment. The course is split into three components:

Component One - Exploring the Performing Arts (Internal Unit) This component will help you to understand the requirements of being a performer (in acting, dance, or musical theatre) and/or designer across a range of performances and performance styles.

Component Two - Developing Skills and Techniques in the Performing Arts (Internal Unit) In this component, you will develop performing or design skills and techniques. You will have the opportunity to specialise as a performer or designer in one or more of the following disciplines: acting, dance, musical theatre. You will take part in workshops and classes where you will develop technical, practical and interpretative skills through the rehearsal and performance process. You will work from existing performing arts repertoire, applying relevant skills and techniques to reproduce performance or design elements of the work.

Component Three - Responding to a Brief (External Unit) In this component, you will have the opportunity to respond to a brief. You will be given a brief that outlines the performance and design requirements and that asks you to consider your target audience and to start the creative process by using the given stimulus included in the brief. Working as part of a group, you will develop your ideas for a workshop performance and apply your skills and techniques to communicate your creative intentions to your audience.

Other information 
Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning, either generally or in this sector. Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:

  • A Levels as preparation for entry to higher education in a range of subjects
  • Study of a vocational qualification at Level 3, such as a BTEC National in Performing Arts, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the Performing Arts or Production Arts areas.

See our curriculum plan here.

Physical Education and Sport

Physical Education Programme of Study 

The aim of the department is to provide a broad and balanced curriculum of both team and individual activities which allow students to develop and understand their own physical capabilities and interpersonal skills.

Enjoying participating in sport is paramount and we look to develop in each pupil a lifelong interest in being physically active and healthy as well as encouraging them to continue their involvement beyond the academy day.
 
More specifically our objectives are:

  • To promote enjoyment and a sense of achievement. 
  • To develop social and interpersonal skills 
  • To encourage good levels of health and fitness. 
  • To promote a sense of competitive spirit and a sense of fair play. 
  • To promote lifelong participation in sporting activities.

Key Stage 3 
Students follow a prescribed curriculum with 2 different activities being covered each half term.  These include; Invasion games (Football, Basketball, Rugby & Netball), health & fitness, aesthetic activities (dance, trampolining and gymnastics), athletics and striking and fielding games such as rounder and cricket. Students will also cover a topic called alternative sports which introduces them to variety of less common sports which are played in different countries around the world. 

Why study BTEC Sport?
In Years 10 & 11 students are given the opportunity to study P.E. as a BTEC First Award in Sport.  If this subject is chosen by the student they will follow a variety of physical activities and also cover a wide variety of theoretical topics.  These include; Healthy active lifestyles, sport leadership, sports development and practical sport.

If a student does not opt for examination P.E they still participate in a core practical lesson. We offer the same variety of activities to KS4 as we do to KS3, with a greater focus on application of skills and tactics in game-based activities.
 
We have a range of facilities and lots of great equipment to ensure that pupils can experience a number of sports and pursue them to a high level.

Facilities include:

  • A floodlit astro-turf
  • Sports hall – used for Basketball, Handball, Dodgeball, Badminton, 5-a-side Football, Netball, Short Tennis and fitness.
  • Extensive playing fields – used for Football, Rugby, American Football, Athletics, Cricket, Rounders, and Softball. 
  • 2 Trampolines.
  • Gym – used for delivering Dance, Gymnastics, Table Tennis and Fitness.

There is also a full extra-curricular program that runs for all students before, during and after the academy day.

See our PE Core curriculum plan here.

See our BTEC Sport curriculum plan here.

PSHCE

The PSHCE curriculum at Thornhill Community Academy provides students with a broad and rich; careers, citizenship, financial, health, physical, sexual and relationship education. It seeks to equip students with the opportunity to develop the knowledge, skills and attributes they need to manage their lives both now and in the future. Through the PSHCE curriculum, students learn how to stay healthy and safe, whilst preparing themselves to make the most of their life and work. The curriculum aims to allow students the opportunity to improve their own physical and mental health and their emotional and social well-being.

The PSHCE curriculum aims to equip students with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. It offers a place in the curriculum where difficult or ‘risky’ questions can be tackled within a safe but challenging context. It provides opportunity for students to learn about, understand and discuss/debate different world-wide topics such as relationships, drugs and alcohol, peer influences, gangs, extremism, and radicalisation. The curriculum provides opportunity for students to enquire into human questions, supports problem solving and critical thinking skills. The PSHCE curriculum provides students with opportunities to reflect on their own beliefs, values and understanding in the light of their study.

The course at Key Stage 3
The PSHCE curriculum within KS3 provides students with an ambitious programme of study which is designed to give students a well-rounded education in health and wellbeing, relationships, and living life in the wider world. Students receive a discreet 1-hour lesson per week which is delivered by teachers with secure subject knowledge. The PSHCE associations Thematic scheme of learning has been used as a basis for the development of a curriculum of study at Thornhill Community Academy. In addition, the PSHCE curriculum has been planned alongside guidance from National Policies such as Keeping Children Safe in Education (DfE 2019) and input from the Designated Safeguarding lead. Our PSHCE policy and programmes of study have strong links with Thornhill Community Academy policies on; behaviour management, mental health, PE and healthy eating, online safety, careers related learning and the Science curriculum.
  
The curriculum is a broad and diverse one which covers all statutory topics and acts upon guidance from the DfE and Ofsted. The curriculum has been developed to incrementally build upon prior knowledge of topics from Primary school. Schemes of learning are planned to ensure that students are exposed to a breadth of topics with are built on, year by year in an age-appropriate way. The PSHCE curriculum has been designed to not just be reactive but to pre-empt and recognise the daily challenges which young people face, and to help them to think about these challenges and address them in an appropriate way. The curriculum has been designed to ensure that all students are fully equipped for life in modern Britain.  Regular student voice ensures that lessons covered are current and topical and are appropriate to the needs of our community. 

Units of work across Key Stage 3 are sequenced in such a way to enable students to build upon the knowledge they study, unit on unit and prepare them for living in the wider community. Each unit has a specific theme in which students enquire into human questions about relationships, health and wellbeing and topics relating to living in the wider world, e.g., careers, finance, digital literacy. Over the course of a year, students’ study six half termly units of work. Schemes of learning are well sequenced to enable students to develop deep accurate representations of topics. The PSHCE curriculum enables learners to retain and deploy learning and build on what they learn term by term, year on year.  

The course at Key Stage 4
Y10 & 11 students receive three Enrichment days per year. These days are made up of both guest speakers and staff led sessions. As an Academy, we strive to welcome as many outside agencies as possible to give our students a broad and balanced offering. We are proud to welcome in high-profile companies and charities, all delivering sessions which engage and educate our students on topical issues. All Drop Down days have particular focuses linking to the DfE Statutory RSE Guidance, Gatsby Benchmarks, Religious Studies themes and areas of identified student need (Kirklees Student Survey, Student Voice & Community areas of concern).
 
In addition to this, health and wellbeing topics are delivered via Study Skills sessions, assemblies and TEAMS presentations. The PSHCE Curriculum at KS4 is responsive to the needs of students and the local community. 

See our curriculum plan here.
 

Combined Science & Separate Sciences (Trilogy GCSE)

Compulsory subject
Our aim is to give you a broad and balanced education in science, which will help you to 

  • Understand the importance of science in everyday life.
  • Learn about the fascinating and curious world in which we live.
  • Develop investigative skills.
  • Be prepared to make informed decisions about scientific issues that will influence your life now and in the future. 

Teachers will provide you with the opportunity to plan and carry out investigations, complete problem solving tasks, and to discuss and write about your findings. 
You will also have the opportunity to make sense of scientific information presented in a variety of interesting ways.

Description of combined science
Combined Science: Trilogy is offered to all students who have not chosen Triple Science as an option. The course focuses on scientific explanations and models, and gives students an insight into how scientists develop scientific understanding of ourselves and the world we inhabit. Students study a wide range of Biology, Chemistry and Physics topics with practicals, including many required practicals, covered throughout the course. The content follows the AQA exam board specification.
   
How the course is assessed 
Combined science is assessed using an external terminal exam at the end of year 11, which will represent 100% of the final grade. There is no coursework aspect of the course. Students will sit 6 x 1 hour 15 minute exams, with each exam worth 16.7%. Students sit paper 1 and paper 2 for Biology, Chemistry and Physics with different topics assessed in each exam. The exams include exam questions, which are a mixture of multiple choice, structured, closed short answer, and open response questions. Students will gain two GCSE grades, which is calculated based on their score for all six exam papers.

Other information
There is a large amount of content to learn so additional sessions are offered including P0, P7, pizza and coke nights and holiday intervention sessions are regularly provided for KS4 students.  These sessions vary in focus and range from revisiting content, to revision techniques and exam practice.

Separate Science: TRIPLE Science (GCSE)

Option subject
Our aim is to give you a broad and balanced education in science, which will help you to 

  • Understand the importance of science in everyday life.
  • Learn about the fascinating and curious world in which we live.
  • Develop investigative skills.
  • Be prepared to make informed decisions about scientific issues that will influence your life now and in the future. 

Teachers will provide you with the opportunity to plan and carry out investigations, complete problem solving tasks, and to discuss and write about your findings. 
You will also have the opportunity to make sense of scientific information presented in a variety of interesting ways.

Description of separate science
The course focuses on scientific explanations and models, and gives students an insight into how scientists develop scientific understanding of ourselves and the world we inhabit. Students study a wide range of Biology, Chemistry and Physics topics in great depth with practicals, including many required practicals, covered throughout the course. The content follows the AQA exam board specification; students will receive a separate grade for each of the separate sciences. Students will have a different teacher for each of the separate science classes; the teacher will be a subject specialist in that subject. Triple science is recommended for students targeted to achieve at least a grade 6 in science who want to go onto to study science at A Level and beyond.  
   
How the course is assessed 
The Triple Science course will include 6 x1 hour 45 minute exams. This will result in three GCSE grades, one for Biology, Chemistry and Physics. Two exams for Biology worth 50% each of the Biology grade, two exams for Chemistry worth 50% each of the Chemistry grade and two exams for Physics worth 50% each of the Physics grade. The exams include exam questions that are a mixture of multiple choice, structured, closed short answer, and open response questions.

Other information
There is a large amount of content to learn so additional sessions are offered including P0, P7, pizza and coke nights and holiday intervention sessions are regularly provided for KS4 students.  These sessions vary in focus and range from revisiting content, to revision techniques and exam practice.

See our Combined Science curriculum plan here.

See our Triple Science curriculum plan here.

Religious Studies & Ethics

The Religious Education curriculum at Thornhill Community Academy provides students with a rich knowledge of a range of religions, traditions and worldviews. The Religious Education curriculum seeks to equip students with substantive, disciplinary and personal knowledge via the study of religions, traditions and non-religious worldviews. The curriculum does not endorse one belief over another, or religious beliefs over non-religious beliefs. Rather it seeks to provide opportunity for rich discourse between religions studied and pupils’ own ways of seeing the world. It provides an opportunity for pupils to reflect on their own beliefs, values and experiences in the light of their study.

Religious Education is a rigorous subject which uses a range of academic disciplines in age-appropriate ways in order to prepare pupils for adult life in modern diverse Britain. The curriculum provides opportunity for pupils to enquire into human questions, supports problem solving and critical thinking skills. For example, the meaning of their existence and their purpose in life. The Religious Education curriculum seeks to nurture informed and resilient responses to misunderstanding, stereotyping and division. It offers a place in the curriculum where difficult or ‘risky’ questions can be tackled within a safe but challenging context. 

Description of the course at Key Stage 3
The Religious Education curriculum within KS3 provides students with an ambitious programme of study which is designed to give students a well-rounded, Religious Education. Students receive a discreet 1-hour lesson per week which is delivered by teachers with secure subject knowledge. The Kirklees Agreed Syllabus has been used as a basis for the development of a curriculum of study at Thornhill Community Academy. 

Units of work across Key Stage 3 are sequenced in such a way to enable students to build upon the knowledge they study, unit on unit and prepare them for study at key Stage 4. Each unit has a specific theme in which students enquire into human questions about religion, tradition and non-religious worldviews. Over the course of a year, pupils’ study four ten-week units of work. Schemes of learning are well sequenced to enable pupils to develop deep accurate representations of religion, traditions and non-religious worldviews. The Religious Education curriculum enables learners to retain and deploy learning and build on what they learn term by term, year on year.  

Key Stage 4 Core Religious Education 
Y10 & 11 students receive three Enrichment Days per year. These days are made up of both Guest Speakers and Staff led sessions. As an Academy, we strive to welcome as many outside agencies as possible to give our students a broad and balanced offering. We are proud to welcome in high-profile companies and charities, all delivering sessions which engage and educate our students on topical issues. 

All Drop down days have particular focuses linking to the DfE Statutory RSE Guidance, Gatsby Benchmarks, Religious Studies themes and areas of identified student need (Kirklees Student Survey, Student Voice & Community areas of concern).

Why study GCSE Religious Studies?
Do you enjoy discussing, debating and listening to other peoples’ points of view? If so, this course is for you. The aim of this course is to encourage you to look at decisions people have to make in our society, how they made them and who influenced them. This subject is very much based on your own views and opinions; there is lots of discussion in this course. There are many opportunities for ‘out of the academy learning’ experiences during your studies. This is a living issues course, so it is important to discuss the issues with friends and family whilst listening to and analysing responses, in light of your own learning.

Description of the course
This course is studied over three years. Different units are studied in years 9, 10 & 11. The course examines Christian, Islamic attitudes to a variety of issues.

Area of study 1 - Religion and Ethics.
You will study all four content sections and focus on the religion of Christianity:

  • Beliefs
  • Marriage and the family
  • Living the Religious Life
  • Matters of Life and Death

Area of study 2 - Religion, Peace and Conflict.
You will study all four content sections and focus on the religion of Islam:

  • Beliefs
  • Crime and Punishment
  • Living the Religious Life
  • Peace and Conflict

How the course is assessed?
Two externally assessed examinations, both at the end of Year 11, one for each topic studied.

Area of study 1 - Religion and Ethics:

  • Written examination 1hour and 45 minutes
  • 50% of the qualification
  • 102 marks

Area of study 2 - Religion, Peace and Conflict:

  • Written examination 1hour and 45 minutes
  • 50% of the qualification
  • 102 marks

Other information
Course particularly suited to all students. Prior knowledge of Christianity and Islam is helpful but not essential.

See our curriculum plan here.

Spanish

Why study Spanish at GCSE?
It will give an international dimension to your GCSE choices. After all, 94% of the world does NOT speak English as their first language.  English is not enough, the rest of the world already speak some.

  • Spanish is the second most widely spoken language in the world (320 million globally).
  • Do you visit Spain? It is, after all, a country which lots of people visit for holidays.
  • A language increases employment prospects – ¾ of employers want foreign language skills.
  • A language connects cultures and breaks down barriers.
  • You will be more successful at communicating.

Description of the course
You will study the language in relation to 3 main themes across all 4 skill areas of Listening, Reading, Speaking and Writing:

  • I.D and culture
  • Local, National and Global areas of interest
  • Current and future study and employment

At Key Stage 3 you have developed important language skills. The GCSE will build on these skills, develop them and introduce you to a wider range of themes, structures and vocabulary in the target language.

How the course is assessed
Unit One - Listening and understanding - 25%
Unit Two - Speaking - 25%
Unit Three - Reading and understanding -  25%
Unit Four - Writing - 25%

All 4 skills of Listening, Reading, Writing and Speaking are examined at the end of the 2 year course.

For 2021 only in all languages studied: the 3 skills of listening, reading and writing will be assessed in the examination and be worth 33% each. The speaking will be an endorsement.

Other information
Where will this lead me next?

  • Study for further language qualifications.
  • Employers are always asking for candidates with language skills. A GCSE in languages will place you in a strong position with interesting career opportunities e.g. Media, Law, Marketing, Medicine, Fashion, Business, Travel and Tourism, ICT, Sport and Leisure and Journalism.
  • It will give you job security in a changing and developing world. Learning another language can help you find a job in business, engineering or fashion and give more opportunities for further education.
  • It will open up new opportunities.

See our curriculum plan here.

Travel & Tourism

Why study TECH Award Travel & Tourism?
Do you enjoy visiting new places and learning about the world you live in? Are you interested in the UK tourism industry? If so this course is for you. 
The aim of this course is to give you the opportunity to gain a broad knowledge and understanding of, and develop skills in, the travel and tourism sector.

What do we study?
Component 1: Travel and Tourism Organisations and Destinations  - this unit covers the main types of tourism in the UK, the contribution that travel and tourism makes to the UK economy and the different component industries that make up the UK travel and tourism sector.
Component 2: Influences on Global Travel and Tourism – this unit covers how the different factors influence travel and tourism destinations.
Component 3: Customer Needs in Travel and Tourism – which looks at how organisations identify travel and tourism trends and explores how to meet the needs and preferences of travel and tourism customers

What else do you need to know?
Component 1: Travel and Tourism Organisations and Destinations 
Coursework (30% of the total course)
Component 2: Influences on Global Travel and Tourism 
External examination, 2 hours (40% of the total course)
Component 3: Customer Needs in Travel and Tourism 
Coursework (30% of the total course

How the course is assessed
This course is graded Level 1 Pass, Merit Distinction and Level 2 Pass, Merit, distinction and Distinction *. Component 1 and 3 are worth 30% each and component 2 is worth 40% of the final overall grade. Component 3 is an external assessment (Exam) and the other two components are assessed through controlled assessment, producing a portfolio of evidence to match the assessment criteria for the component. 

See our curriculum plan here.

Urdu

Why study Urdu at GCSE?
It will give an international dimension to your GCSE choices. After all, 94% of the world does NOT speak English as their first language.

  • You already have a base in Urdu with some learning at home and in the mosque.
  • You can already express yourself.  You will not be starting at the very beginning.
  • The topics and the language will be familiar.
  • Do you visit Pakistan or India? It is the most common language in the subcontinent.
  • The language most in demand in the UK amongst Asian communities.

Description of the course
You will study the language in relation to 3 main themes across all 4 skill areas of Listening, Reading, Speaking and Writing:

  • I.D and culture
  • Local area, National, International and Global Interests 
  • Current and Future study with Employment

How the course is assessed
Unit One - Listening and understanding - 25%
Unit Two - Speaking - 25%
Unit Three - Reading and understanding -  25%
Unit Four - Writing - 25%

All 4 skills of Listening, Reading, Writing and Speaking are examined at the end of the 2 year course.

For 2021 only in all languages studied: the 3 skills of listening, reading and writing will be assessed in the examination and be worth 33% each. The speaking will be an endorsement.

Other information
Where will this lead me next?

  • Study for further language qualifications.
  • Employers are always asking for candidates with language skills. A GCSE in languages will place you in a strong position with interesting career opportunities e.g. Media, Law, Marketing, Medicine, Fashion, Business, Travel and Tourism, ICT, Sport and Leisure and Journalism.
  • It will give you job security in a changing and developing world. Learning another language can help you find a job in business, engineering or fashion and give more opportunities for further education.
  • It will open up new opportunities.

See our curriculum plan here.