Optional GCSE Subjects - Strood Academy

Music Drama Media Studies Computer Science

Digital IT Enterprise Hospitality & Catering Health & Fitness

Health & Social Care Religious Education Sociology Citizenship Studies

Art and Design: AQA GCSE 3D Design

Subject lead: H Janagel

Students should be introduced to a variety of experiences that explore a range of three-dimensional media, processes and techniques. They should be made aware of both traditional and new media.

Students should explore the use of drawing for different purposes, using a variety of methods and media on a variety of scales. Students may use sketchbooks/workbooks/journals to underpin their work, where appropriate.

Students should explore relevant images, artefacts and resources relating to a range of art, craft and design, from the past and from recent times, including European and non-European examples. This should be integral to the investigating and making process. Students’ responses to these examples must be shown through practical and critical activities that demonstrate their understanding of different styles, genres and traditions.

Students should be aware of the four assessment objectives to be demonstrated in the context of the content and skills presented. They should be aware of the importance of process as well as product.

Unit 1: Art Deco
Unit 2a: Inside/outside
Unit 2b: Construction
Unit 3: Exam unit

Examination – One exam project (Unit 3) (40% of GCSE)
Coursework – Two units of coursework (Unit 1 & 2) (60% of GCSE)
Controlled Assessment – Two days in the workshop producing an outcome (10 hours)

By studying 3D students are able to progress onto future career pathways such as:

Architecture
Product Design
Furniture design
Manufacutring
Teaching
Engineering
Teaching
Lecturning
Graphic Design
Design consultancy

Art and Design: AQA GCSE Fine Art

Subject lead: Marissa Blackman

This course is defined as ‘the need to explore an idea, convey an experience or respond to a theme or issue of personal significance’. As a faculty we aim to meet this definition to the highest standard. Students will be introduced to a wide range of materials, techniques and processes, preparing them for their exams and for the art journey into KS5.

The course is broken into two different components in which students are required to work in one or more of the following disciplines: Drawing/ Painting/ Sculpture/ Installation/Photography/ Printmaking/Mixed Media and Land Art. It is likely that many of the project themes will overlap and combine many of these techniques covered with KS3, this interleaving of subject areas and techniques will provide the students with the confidence and skills needed to succeed. This course is suitable for students who are determined to work hard, engage in independent and group activities and meet deadlines. GCSE Fine Art is a portfolio based course which requires skill, concentration and dedication. Students will need to form strong opinions about art forms and styles and be able to relay this within their annotations and portfolio.

Year 10 Units of study:

Unit 1: Food unit
Unit 2: Independent unit (choosing from the themes of Expression/ Human form/ Still Life)

Year 11 Unit of study:

Unit 1: Independent unit (choosing from the themes of Expression/ Human form/ Still Life)
Unit 2: Exam project- this is a theme selected from the exam paper issued by AQA examboard

Examination – One exam project (40% of GCSE)
Coursework – Two units of coursework (60% of GCSE)
Controlled Assessment – Two days in the Art studios producing an outcome (10 hours)

By studying FIne Art students are able to progress onto future career pathways such as:

Artist
Teacher
Curator
Creative director
Interior designer
Graphic designer
Gallery manager

Art and Design: AQA GCSE Photography

Subject lead: Marissa Blackman

You will work in one or more areas of Photography listed below. You may explore overlapping areas and combinations of areas.

Portraiture, documentary and/or photo-journalism
Environmental photography
Experimental photography
Working from objects, still life and/or from the natural world.

Dark room and ICT facilities are available at the school. 35mm and digital cameras can be provided, though students are encouraged to acquire their own. Other materials are provided, though there may be small extra costs in some instances.

Year 10 Units of study:

Unit 1: Identity unit
Unit 2: Independent unit (choosing from the themes of Black & White, Macro, Low lighting)

Year 11 Unit of study:

Unit 1: Independent unit (choosing from the themes of Black & White, Macro, Low lighting)
Unit 2: Exam project- this is a theme selected from the exam paper issued by AQA exam board

Examination – One exam project (40% of GCSE)
Coursework – Two units of coursework (60% of GCSE)
Controlled Assessment – Two days in the Art studios producing an outcome (10 hours)

By studying FIne Art students are able to progress onto future career pathways such as:

Artist
Teacher
Curator
Creative director
Interior designer
Graphic designer
Gallery manager

Performing Arts: Pearson BTEC Dance

Subject lead: Miss Bassett

The performing arts are a major part of the creative and cultural industries in the UK, which in 2017–2018 were growing at over five times the rate of the wider UK economy, contributing £111.7 billion a year to the economy. There were more than 9,000 enterprises in the performing arts industry in 2018, and in 2019 more than 82,000

people working in a wide range of roles from performers to designers and directors. The skills developed through the study of performing arts are integral to roles across the creative industry, including film and TV, theatre, games and advertising.

The Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts is for learners who want to acquire sector-specific applied knowledge and skills through vocational contexts by studying professionals’ work and processes used, the skills and techniques used in different roles, and how to contribute to the creation of a performance. The qualification enables learners to develop their sector-specific skills, such as refining work and applying skills for a performance using realistic vocational contexts, and personal skills, such as working with others, working to deadlines, and responding to feedback through a practical and skills-based approach to learning and assessment.

This Tech Award broadens experience and skills in different types of performance activities, with the opportunity to practically apply knowledge and skills through project work, such as developing ideas and performing for specific audiences. Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning and employment opportunities, either generally or in this sector.

Component 1: Exploring the Performing Arts (100% Coursework based)
Component 2: Developing Skills and Techniques in the Performing Arts (60% Coursework and 40% Performance based)
Component 3: Responding to a Brief (70% Coursework and 30% Performance based)

Coursework – Component 2: Written evaluation of final performance (40% of Component 2).
Controlled Assessment – Component 1: Exploring the roles and responsibilities of different individuals within the performing arts industry (100% of Component 1) and Component 3: Log of ideas and skills used in their response to the stimulus as well as an evaluation of their final work (70% of Component 3).
Performance – Component 2: Applying skills to an adaptation of a professional performance (60% of Component 2) and Devising a piece of dance in response to a stimulus (30% of Component 3).

By studying Performing Arts (Dance), students are able to progress onto future career pathways such as:

Performer
Choreographer
Fitness Instructor
Arts Therapist and Support Officer
Youth, adult and community Theatre Coordinator
Teaching/Private Tutoring

Performing Arts: Drama

Subject lead: Mr J Pointer

The Drama department has developed this curriculum to develop the skills that students have learnt at Key Stage Three. Students will continue to focus on their confidence and ability to speak, perform and present publicly. This course draws on skills from English in order to think critically as well as analyse and evaluate a range of professionals/own work. The curriculum is designed to encourage students to work collaboratively and independently to become successful problem solvers. The teaching ethos behind Drama is to develop skills in communication, confidence, collaboration and creativity fundamental skills that are commonly looked for by employers today. Giving students the required skills needed for future job opportunities.

Students will continue to develop their performance skills, through devising, script work and exploration of different styles of theatre. Students will work towards creating a number of different performances that will be performed to staff, pupils and parents. During lessons we will watch a range of professional productions and learn about how the industry works. Exploring the different roles and responsibilities that are required for a production to be created. Our students will have the opportunity to explore a range of cultures and current world affairs to inspire their creativity when developing their own performances. Allowing students to be empathetic, caring and see how theatre can evoke change.

Students will complete the BTEC Performing Arts Tech Award specification to ensure they have the best opportunity if they decide to continue their development, and choose Performing Arts at KS5.

Component 1: Exploring the Performing Arts (100% Coursework based)
Component 2: Developing Skills and Techniques in the Performing Arts (60% Coursework and 40% Performance based)
Component 3: Responding to a Brief (70% Coursework and 30% Performance based)

Coursework – Component 2: Written evaluation of final performance (40% of Component 2).
Controlled Assessment – Component 1: Exploring the roles and responsibilities of different individuals within the performing arts industry (100% of Component 1) and Component 3: Log of ideas and skills used in their response to the stimulus as well as an evaluation of their final work (70% of Component 3).
Performance – Component 2: Applying skills to an adaptation of a professional performance (60% of Component 2) and Devising a piece of dance in response to a stimulus (30% of Component 3).

By studying Performing Arts (Drama), students are able to progress onto future career pathways such as:

Performer
Choreographer
Fitness Instructor
Arts Therapist and Support Officer
Youth, adult and community Theatre Coordinator
Teaching/Private Tutoring

Eduqas GCSE Music

Subject lead: Mr J Selby

Welcome to the exciting world of GCSE Music with Eduqas! This course is a thrilling musical journey that will not only deepen your understanding of music but also ignite your passion for diverse musical genres. Get ready to explore the rich tapestry of musical history, from the classical masterpieces of Mozart to the cutting-edge sounds of contemporary pop and everything in between.

In the first part of this course, we’ll dive into the fundamental elements of music, unravelling the secrets behind melody, harmony, rhythm, and dynamics. Through engaging activities and hands-on experiences, you’ll develop your musical skills, whether you’re an aspiring instrumentalist or a budding composer. The course doesn’t just stop at theory – it’s a dynamic blend of theory and practice, giving you the chance to unleash your creativity in composing and performing tasks that reflect your unique musical voice.

As we journey deeper, we’ll uncover the fascinating stories behind iconic pieces and musicians. From the passionate expressions of Romantic composers to the revolutionary sounds of 20th-century innovators, you’ll embark on a time-travelling adventure, connecting the dots between historical movements and the music that shaped them. Alongside this, you’ll have the opportunity to explore the world of music technology, discovering how modern innovations are reshaping the musical landscape. Get ready to unlock your musical potential, express yourself, and immerse yourself in the captivating world of GCSE Music with Eduqas!

Component 1: Performing – Total duration of performances 4-6 minutes

Non exam assessment: internally assessed externally moderated. A minimum of two pieces, one of which is an ensemble performance of at least one minute. Grade 3 performance standard.

Component 2: Composing

Duration of pieces 3-6 minutes.
Non exam assessment: internally assessed externally moderated.
Two compositions one of which must be in response to a brief set by WJEC.
Briefs are set in the first week of September of the academic year.

Component 3:

Assessed component via a listening / paper exam based on the 4 areas of study:
AOS 1- Musical Forms & Devices
AOS 2 – Music for Ensemble
AOS 3 – Film Music
AOS 4 – Popular Music

Component 1 – Performance: Applying skills to produce a professional performance. Grade 3 performance standard (30% of GCSE)

Component 2 – Composing: Two compositions one of which must be in response to a brief set by WJEC (30% of GCSE)

Component 3 – Examination (appraising): Written / listening examination of approximately 1 hour 15 mins (40% of GCSE)

By studying Music students are able to progress onto future career pathways such as:

Performer
Composer
Teacher / Educator
Youth, adult and community Music Coordinator
Teaching/Private Tutoring

Eduqas GCSE Media Studies

Subject lead: Miss Kallie Worsfold

Students who study Media Studies at GCSE and decide to do any media-related subjects at sixth form or college will be equipped with analytical skills and industry knowledge of the various forms of media. At KS4, students analyse media language in advertisements, magazines, film and newspapers using specific media terminology. Students also discuss how social groups are represented in media products, as well as exploring the industry and audiences of media texts too. Students will then use Photoshop to create their own media products, as decided by the exam board. Students may be asked to create film marketing products for a new film or create a new print or online magazine. Students will be taught how to use Photoshop and use camera equipment to take images for their production.

Component 1:

Advertisements
Magazines
Newspapers
Film Marketing
Radio
Video Games

Component 2:

Television
Music Videos

Examination (70% of GCSE)

Component 1 accounts for 40% of the qualification and is a 1 hour and 30 minute exam.
Component 2 accounts for 30% of the qualification and is a 1 hour and 30 minute exam.

Coursework (30% of GCSE)

In this component, learners must apply their knowledge and understanding of media language and representation to an individual media production for an intended audience in response to a choice of briefs set by WJEC. The following media forms and frameworks will form the basis of all set briefs: Advertising and Marketing: Film (print-based marketing material for a new film) or Magazines (create a new print or online magazine).

By studying Media Studies, students are able to progress onto future career pathways such as:

Film production
Web designer
Journalism
Photography
Screenwriter

OCR GCSE Computer Science

Subject lead: Ravina Sangha

The GCSE Computer Science curriculum is designed to provide students with a comprehensive understanding of fundamental concepts in computer science, equipping them with both theoretical knowledge and practical skills. The curriculum aims to foster critical thinking, creativity, and problem-solving abilities, essential for navigating the rapidly evolving world of technology. Students engage in the study of key topics such as algorithms, programming languages, data representation, computer systems, and ethical considerations in computing. The intent is not only to introduce students to the theoretical underpinnings but also to facilitate hands-on experiences, enabling them to apply their knowledge through coding and problem-solving activities. Emphasis is placed on developing computational thinking skills, which are valuable not only in computer science but also in various disciplines and everyday problem-solving scenarios. For those considering A Level Computer Science, the GCSE curriculum serves as a solid foundation, laying the groundwork for more advanced studies. Simultaneously, its alignment with apprenticeships and T-levels is evident through its practical and applied nature, addressing the needs of the workforce.

Paper 1: J277/01: Computer systems (Externally Assessed – 50%)

This paper serves as an introductory exploration into fundamental aspects of computer science, encompassing a comprehensive understanding of key components such as the central processing unit (CPU), computer memory, storage systems, data representation methods, wired and wireless networks, diverse network topologies, as well as insights into system security and the role of system software. We will look into broader perspectives by addressing ethical, legal, cultural, and environmental considerations within the realm of computer science. Students will not only gain a foundational knowledge of the technical aspects but also develop an awareness of the ethical implications, legal frameworks, cultural influences, and environmental impacts associated with the field.

Paper 2: J277/02: Computational thinking, algorithms and programming (Externally Assessed – 50%)

Students will utilise the knowledge and insights acquired in Paper 1 as a foundation for practical application in this stage. This segment involves the development of skills and a deeper comprehension of computational thinking, focusing on areas such as algorithms, programming techniques, the creation of robust programs, computational logic, and the use of translators. A key component of this phase involves providing students with opportunities to engage in programming tasks throughout their course of study. These tasks are designed to empower students in honing their abilities to conceptualise, design, write, test, and refine programs utilising a high-level programming language. The assessment of these practical skills is integrated into the written examinations. This approach ensures that students not only grasp theoretical concepts but also gain proficiency in the hands-on application of programming skills, contributing to a well-rounded understanding of computational thinking and programming principles

Examination – 2 exam papers taken in Year 11 (100% of GCSE, 50% per paper)

By studying Computer Science, students are able to progress onto future career pathways such as:

Software Developer
IT Support Specialist
Data Analyst
Cybersecurity Analyst
Web Developer
Systems Analyst
Network Engineer

Pearson BTEC Level 1/2 Technical Award in Digital Information Technology

Subject lead: Ravina Sangha

The BTEC Tech Award in Digital Information Technology (DIT) is centred on cultivating practical skills and a profound understanding of key aspects within the dynamic field of digital information technology. With a strong emphasis on hands-on application, the intent is to empower students with the ability to navigate and master concepts such as User Interfaces and Data Collection and Interpretation. The curriculum’s ultimate goal is to instil in students a set of transferable skills that extend beyond specific technologies, fostering adaptability and resilience in an ever-evolving technological landscape. BTEC Tech Award in Digital Information Technology intends to equip students not only with knowledge but also with the practical, problem-solving, and critical-thinking skills vital for success in their future academic and professional pursuits. The course offers a platform for students to extend their comprehension, acting as a bridge for those interested in advancing to BTEC Nationals Level 3 IT in KS5, where they can delve into similar advanced concepts like data modelling.

Component 1: Exploring User Interface Design Principles and Project Planning Techniques (Internally Assessed – 30%)

User interfaces allow individuals and individuals in organisations to interact with digital technologies. The design of the user interface is crucial in ensuring that users can interact positively with their hardware devices.

In this component, you will learn different project planning techniques that can be used to plan and deliver a project that meets a set of user requirements. You will learn the different design principles that can be used to design effective user interfaces and apply appropriate project planning techniques to create a user interface that meets user requirements.

Component 2: Collecting, Presenting and Interpreting Data (Internally Assessed – 30%)

In this component, you will learn the different data manipulation tools that can be used to change the way that data is presented. You will provide clear summaries of the data and present them in a dashboard that will allow organisations to make effective decisions. You will learn the different presentation features that can be used to ensure that information is understood clearly in an objective way so that it is not misinterpreted. You will develop your understanding of how to represent information in different ways to give it more meaning.

Component 3: Effective Digital Working Practices (Externally Assessed – 40%)

This component will give you an opportunity to explore how the developments in technology over recent years have enabled modern organisations to communicate and collaborate more effectively than ever before. The component is designed to allow you to explore the digital systems available to organisations and how their features have an impact on the way organisations operate. You will explore how developments in technology have led to more inclusive and flexible working environments, and how regulation and ethical and security concerns influence the way in which organisations operate.

You will analyse information in a range of vocational contexts so that you develop a greater understanding of the use of digital systems by organisations and so that you are able to make reasoned judgements on the systems

Examination – Synoptic examination taken in Year 11 (40% of BTEC)
Controlled assessment – 2x Controlled assessments taken in Year 10 (60% of BTEC)

By studying Digital Information Technology, students are able to progress onto future career pathways such as:

Data analyst
Digital marketing specialist
ICT educator
Technology advisor
UX/UI designer

Pearson BTEC Level 1/2 in Enterprise

Subject lead: Mr A Attra

Enterprise is an important part of the business sector and plays a major role in the UK’s global economic status. The role of entrepreneurs is to help create wealth for the nation and its citizens through the creation of enterprises that innovate and grow the economy. According to 2019 data, there are nearly six million such businesses in the UK, employing around 16.6 million people. Small and medium-sized enterprises (SMEs) account for 99.9 per cent of the business population in the UK and account for three-fifths of the employment and around half of the turnover in the UK private sector, worth around £2.2 trillion. Study of this sector at Key Stage 4 will complement GCSE study through providing an opportunity for practical application alongside conceptual study. There are also strong opportunities for post-16 progression in this vital sector.

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. The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification. 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 Enterprise and Entrepreneurship, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the business sector.

Component 1: Exploring Enterprises

Learners will explore different enterprises to develop their knowledge and understanding of the characteristics of enterprises and the skills needed by entrepreneurs to be successful. Learners will explore how enterprises use market research to find out about their customer needs and competitor behaviour and how internal and external factors may affect enterprises. Pearson sets the assignments for the assessment of this component. The assignment for this component consists of three tasks.

In response to Task 1, learners will use the information provided on the sectors to select and research an appropriate enterprise and their associated entrepreneur(s), exploring how the activities of the enterprise and the skills and characteristics of the entrepreneur(s) help the enterprise to achieve their aims.
In response to Task 2, learners will investigate the market research methods currently used by their chosen enterprise and explore the information this provides the enterprise on their customers and competitors, making recommendations for improvements to these methods.
In response to Task 3, learners analyse PEST and SWOT factors to make supported judgements on the actions the enterprise could take and make supported judgements on opportunities and threats as a result. The assignment will take approximately 6 hours of monitored preparation and 5 supervised hours to complete.

Component 2: Planning and Presenting a Micro Enterprise Idea

Learners will generate two realistic ideas for a micro-enterprise and choose one of these to plan within budget. They will individually present their business plan for their idea and review the production and delivery of their presentation to make recommendations for improvements. In this component, you will use the knowledge gained from Component 1 and undertake some further research to generate two ideas before choosing one realistic idea to plan for a micro-enterprise. There are specific requirements that you need to consider when planning your idea. This will be a micro-enterprise that you could start at the age of 14–16 years, i.e. you are not able to legally rent premises, employ anybody or get a loan from a lender. You will have the opportunity to plan how best to set up the chosen enterprise. You will need to think about the costs you may incur and the financial documents that would be required by potential investors. You will need to take responsibility for producing and then delivering a presentation for your idea using your knowledge of business, and demonstrating entrepreneurial characteristics, qualities and skills. You will need to record the delivery of this presentation, but it does not have to be in front of a live audience. In the final part, having watched a recording of your presentation delivery, you will review the presentation and make justified recommendations. Developing your planning and research, communication and self-reflection skills will help you to progress to Level 2 or Level 3 vocational and academic qualifications.

Component 3: Marketing and Finance for Enterprise

Learners will explore how marketing is used by enterprises and the factors that influence how enterprises identify and target their market. Learners will complete financial documents and statements and explore how to use them to monitor and improve the performance of an enterprise in order to make decisions and recommend strategies for success. This external component builds on knowledge, understanding and practices acquired and developed in Components 1 and 2, and includes synoptic assessment. Learners will be provided with a case study of a small to medium-sized enterprise (SME), and a number of questions to answer.

Examination – Synoptic examination taken in Year 11 (40% of BTEC)
Controlled Assessment – 2x Controlled assessments taken in Year 10 (60% of BTEC)

By studying Enterprise,students are able to progress onto future career pathways such as:

Entrepreneur
Financial Adviser
Human Resources Manager
Teacher
Marketing Manager
Business Analyst

WJEC GCSE Hospitality & Catering

Subject lead: H Janagel

The Vocational Award in Hospitality and Catering has been designed to support learners in schools who want to learn about this vocational sector and the potential it can offer them for their careers or further study. It is most suitable as a foundation for further study. This further study would provide learners with the opportunity to develop a range of specialist and general skills that would support their progression to employment.

Unit 1 enables learners to gain and develop comprehensive knowledge and understanding of the hospitality and catering industry including provision, health and safety, and food safety . Unit 2 enables learners to develop and apply knowledge and understanding of the importance of nutrition and how to plan nutritious menus. They will learn the skills needed to prepare, cook and present dishes. They will also learn how to review their work effectively.

Unit 1: The hospitality and catering industry Written examination: 1 hour 20 minutes 40% of qualification 80 marks
Unit 2: Hospitality and catering in action Controlled assessment: approximately 12 hours 60% of qualification 120 marks

Examination – The hospitality and catering industry Written examination: 1 hour 20 minutes 80 marks (40% of GCSE)
Coursework – Hospitality and catering in action Controlled assessment: approximately 12 hours 120 marks (60% of GCSE)

By studying Catering students are able to progress onto future career pathways such as:

Baker
Industrial baker
Baking operative
Artisan baker
Craft baker
Bar person
Bartender
Barista
Butcher
Butler
Cake decorator
Catering manager

NCFE Health & Fitness Award

Subject lead: Mr Glen Childs

The NCFE Health and Fitness Award is targeted to students who have a keen interest in the way the body works and changes to aid sporting performance. It also supports students in developing their own and others personal fitness, creating detailed fitness training plans to develop their clients individual needs.

Unit 1: This unit encourages students to explore how the body works and responds to exercise. Students will identify a range of body systems including; skeletal, muscular, respiratory, cardiovascular and energy. Within this examination students will also learn different ways of developing fitness through the learning of principles of training and training methods to improve performance.
Unit 2: This unit asks students to complete a synoptic project. An internally assessed unit of work whereby students are provided with a client and specific components of fitness that need to be developed. Students will use their knowledge of components of fitness, lifestyle questionnaires, goal setting and training methods to devise a training programme to aid their clients individual performance. Students also need to acquire the knowledge of nutrition to complete a detailed food diary that will allow them to meet the demands of physical activity.

Unit 1: Examination – 80 mark, 1 hour 30 minute assessment whereby students will complete a range of 1-9 mark questions. Teaching of this unit is completed across Year 10 and 11 (40% of NCFE Award)
Unit 2: Synoptic Project – Six Task synoptic project, Internally complete. Externally moderated. This task will be completed in Year 11 with the content being delivered across Year 10 (60% of NCFE Award)

By studying NCFE Health and Fitness, students are able to progress onto future career pathways such as:

Personal Trainer
Fitness Instructor
Sports Development Officer
Coaching
PE Teaching
Sports Journalist
Sports Therapy
Physiotherapist
Elite Athlete

OCR Cambridge National Level 1/2 Health & Social Care

Subject lead:

Three units studied over year 10 and 11 that explore the basic concepts of the health and social care sector.

There are 2 pieces of coursework, delivered in year 10 and a final exam in year 11. The first unit focuses on creative and therapeutic activities that are used in different health and social care settings and the way they improve Physical, Intellectual, Emotional and Social outcomes for different individuals. Students will be observed conducting a creative activity of their own as part of the assessment for this unit.

The next unit of study explores the human experience from Childhood to Older Adulthood, understanding key milestones at each life stage and the impact of expected and unexpected events through these life stages. Students will use research to explore formal, informal and charity support available for individuals as they experience these events.

In the examined unit in year 11, students explore practical skills needed to work in health and social care, including communication, safeguarding and infection prevention and control, including legislation that underpins these concepts.

Students can achieve up to a Level 2 Distinction in this qualification. From this qualification, students will be able to move on to study Level 3 Health and Social Care at sixth form, as well as the T-level in Health and Science. This course would be relevant for students interested in working or studying directly in the Health and Social Care field, including medicine, domiciliary care and social work. The sector is broad and concepts and skills gained within this course would also support students in continuing study within the social sciences, into teaching or childcare.

RO34 – Creative and Therapeutic Activities
RO33 – Supporting Individuals Through Life Events,
RO32 – Principles of care in health and social care settings

Coursework – Students complete 2 Assignments in Year 10 and early Year 11 for RO34- Creative and Therapeutic Activities and RO33- Supporting Individuals Through Life Events (50% of Cambridge National)
Examination – In the final term of Year 11, students will sit an exam in Unit RO32- Principles of care in health and social care settings (50% of Cambridge National)

Studying Health and Social Care could lead directly to:

Domiciliary Care,
Teaching Assistant,

Further study at sixth form at Level 3 or T-Level that could lead to roles in the medical or social field, including but not limited to:

Nursing Assistant
Maternity and Paediatric Support

AQA GCSE A Religious Education

Subject lead: Christopher Pleasant

Exploring the beliefs, teaching and practices of different religious groups in our society builds upon the extensive global outlook developed within the IB MYP at Key Stage 3. Students have the opportunity to better understand the world around them as it is and contribute to creating a better world through their knowledge of core beliefs within Christianity and Sikhism. They will draw comparisons between the two as well as appreciate the reasons for those differences both in the public and private sphere.

With this foundational knowledge, students will explore the big questions and ethical debates which are core to these belief systems and will reflect upon their own views in light of this understanding. Students will explore questions such as “How did life begin?”, “What do we mean by the sanctity of life?”, “How is justice promoted within different beliefs systems?” and “Which types of relationships are promoted within this belief system?” From this, students will learn to develop nuanced arguments, offering both critical and supportive points of view of the different positions explored.

The knowledge developed in this course then allows students to… (not applicable for R.E. as not offered at KS5)

Component 1:

Unit 1: Christianity: Key beliefs (God, creation and the afterlife)
Unit 2: Christianity: Jesus Christ and salvation
Unit 3: Christianity: Practices (e.g. prayer, worship, festivals and pilgrimage)
Unit 4: Christianity: The role of the church in the local and worldwide community
Unit 5: Sikhism: Key beliefs (God, human life and liberation)
Unit 6: Sikhism: Beliefs about the nature of human life
Unit 7: Sikhism: Worship and service
Unit 8: Sikhism: Festivals and lifestyle

Component 2:

Unit 9: Religion and Life (origins & value of the universe and human life)
Unit 10: Religion, crime and punishment
Unit 11: Religion, human rights and social justice
Unit 12: Relationships and families

Examination – Students complete 2 examination papers in the summer of Year 11, both of which are worth 50% of the final grade. Paper 1 is scheduled for 1 hour and 45 minutes and covers the content outlined in Component 1. Paper 2 is scheduled for 1 hour and 45 minutes and covers the content outlined in Component 2. (100% of GCSE)

By studying Religious Studies students are able to progress onto future career pathways such as:

Teaching
Working in the charity sector
Journalism
Working within the Civil Service

AQA GCSE Sociology

Subject lead:

Studying Sociology gives students the opportunity to delve deeper into society and understand how it functions through critically examining ways of life. It aims to create responsible citizens with awareness of social issues such as inequality, prejudice and discrimination, and encourage students to lead healthy and happy lives by developing awareness of social issues which they can apply in their own lives. The knowledge and skills gained in Sociology aims to create students who are confident in developing and expressing their own informed opinions but are also respectful of the views of others.

Year 10:

Unit 1: The Sociological Approach
Unit 2: Social Structures, Social Issues and Social Processes
Unit 3: Families
Unit 4: Education

Year 11:

Unit 3.5: Crime and Deviance
Unit 3.6: Social Stratification
Unit 3.7: Sociological Research Methods

Examination

Students complete 2 examination papers in the summer of Year 11, each of which is worth 50% of the final grade.

Paper 1: The sociology of families and education (50% of GCSE)

The sociology of families
The sociology of education
Relevant areas of social theory and methodology

Paper 2: The sociology of crime and deviance and social stratification (50% of GCSE)

The sociology of crime and deviance
The sociology of social stratification
Relevant areas of social theory and methodology

By studying Sociology students are able to progress onto future career pathways such as:

Careers in the Public Sector
Teaching
Social Worker
Police
Researcher
Politics

Citizenship Studies

Subject lead: John Newman

GCSE Citizenship Studies has the power to motivate and enable young people to become thoughtful, active citizens.

Students gain a deeper knowledge of democracy, government and law, and develop skills to create sustained and reasoned arguments, present various viewpoints and plan practical citizenship actions to benefit society.

They will also gain the ability to recognise bias, critically evaluate argument, weigh evidence and look for alternative interpretations and sources of evidence, all of which are essential skills valued by higher education and employers.

The four themes of the course allow students to gain a broad understanding of politics in local and global contexts and draw upon comparisons between the UK government and how other countries are run. Students will learn about the importance of legislation, the police and the judiciary system as well as the rights that we have as citizens and the acts brought in to protect our rights.

A student favourite when studying Citizenship is the active citizenship investigation which allows students to select an area of interest and investigate how they can make a difference in their local area. This theme has allowed students at Strood Academy to investigate beauty standards, domestic violence, supporting food banks and allocation of free school meals.