Caldicot School Year 8 options evening 2021


Exploring the Year 8 Virtual Evening:

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Options Evening Presentation

Application Process

Subject Information

Year 8 Options Evening Presentation

Rob Downs - Deputy Headteacher


Year 8 Options Process

Please follow the link below to access the options booklet for September 2021. The majority of information outlined in the options booklet can also be found in the 'Subject Information' section of this virtual open evening. The online application details will be sent directly out during the week commencing 15th February.

Options Booklet

For advice or further information please email: Michele.Thomas@caldicot.schoolsedu.org.uk or Hayley.Moseley@caldicot.schoolsedu.org.uk



Examination Board - WJEC

Assessment Summary

Non-examination Assessment UNIT1 (Portfolio 60%)

Non-examination Assessment UNIT2 (Sustained Focus 40%)

All work is internally assessed and externally moderated

Assessment details

• Non-examination Assessment 1 (Portfolio 60%). In addition to classwork, students are required to undertake independent study in support of their portfolio work (contextual research/reflective recording).

• Non-examination Assessment 2 (Sustained Focus 40%). Preparatory period culminating in 10 hours sustained study under exam conditions.

Course description

The GCSE provides students with a wide range of creative, exciting and stimulating opportunities through which to explore their interests in Art and Design. The course builds on students’ skills at all ability levels and enables them to become confident, creative learners and independent thinkers.

Students initially engage with two coursework projects. They then crucially develop aspects of this work, according to their own interests and ideas. Students work is individually monitored, and supported; they are encouraged to work to their strengths and areas of interest. Students select and present a portfolio of their work and outcomes at the end of the course. The coursework experience prepares students for the exam and the preparatory work, which starts in January, of Year 11.

Throughout the course, students are required to undertake independent research and to collect and organise visual information. They develop their knowledge of skills and processes and present their own interpretation and ideas through the making of their own personal response. Work is assessed holistically and a preparatory sketchbook work forms an intrinsic part of each project.

What skills do I need?

Students must be prepared to carry out research independently and to give their best effort in producing the required quantity of work in order to practise and fully develop skills and techniques. Students will need to be able to think about other artists' ideas and to consider new and alternative viewpoints and solutions. Students need to have an interest in practical and creative ways of working. Art enhances fine motor skills, problem solving skills, lateral thinking, complex analysis and critical thinking skills.

Useful websites




Email contact Juliet.Grabner@Caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

Unit 1 Understanding Computer Science (50% 1 hour 45 minutes written paper)

Unit 2 Solving Problems Using Computers (30% 2 hour on-screen examination

Unit 3 Software Development (20% Non-examination assessment)

Assessment details

Unit 1 Understanding Computer Science

1 hour 45 minutes Written Exam Paper (100 marks - 50% of GCSE). This examination will assess understanding of the theory content of the specification with a mixture of short, medium and longer answer questions.

Unit 2 Computational thinking and programming

2 hour on-screen examination set by WJEC. This unit investigates problem solving, algorithms and programming constructs, programming languages, data structures and data types and security and authentication.

Unit 3 Software Development

Non-examination assessment (80 marks 20% of GCSE). This non-examination will give candidates the opportunity to develop a piece of work using programming software following a task brief from a choice of two issued by WJEC.

Unit 3 will be internally assessed using WJEC set criteria and externally moderated.

Course description

We will be using the Python programming language for GCSE coursework. This is a free language that can be downloaded onto any platform including Windows, Mac etc. Students will need to

• understand standard programming techniques;

• be able to design a coded solution to a problem including the ability to

o Develop suitable algorithms; and

o Design suitable input and output formats; identify suitable variables and structures; and identify test procedures;

• Create a coded solution fully annotating the developed code to explain its function; and

• Test their solution

o To show functionality;

o To show how it matches the design criteria; and

o Identifying successes and any limitations.

The course offers candidates a unique opportunity to gain an understanding of how computers work and to create and troubleshoot computer programs for real-life purposes relating to their own personal interests. It develops valuable programming and computational thinking skills, which are increasingly relevant to a wide variety of jobs. Employers want workers with an understanding of rigorous principles that can be applied to changing technologies.

Useful websites

Syllabus and course details: https://www.wjec.co.uk/qualifications/computer-science/r-computer-sciencegcse-2017/cy-wjec%20gcse-computer-science-spec-from-2017%20(22-07-16).pdf

Email contact Barry.Blake@Caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment details

Unit One – 40% Devising Theatre

Students will create a practical performance based on supplied stimuli, linked with a practitioner or style explored during the course. Students will also produce a portfolio of evidence and a written evaluation of the final product. This work will be recorded, internally assessed and externally moderated.

Unit Two – 20% Performing Theatre

Students will develop and participate in a performance based on two extracts from one published play studied. This will be externally assessed by a visiting examiner.

Unit Three - 40% Interpreting Theatre

Students will practically study a set text from a prescribed list to generate understanding of the play’s characteristics and context. Students will sit an exam answering questions which will assess their ability to analyse a text from the perspective of an actor, director and designer. The exam will also feature a section which assesses students’ ability to critically analyse and evaluate a live theatre production seen over the course of the GCSE.

Through the course students will gain an understanding of the basic elements of theatre, exploring a variety of genres, styles and practitioners through practical workshops. Students will develop performance and creative skills as well as the ability to analyse and evaluate theatre performance. Specialist study areas in Theatre Design are also offered to students on this course. These include Costume (Hair and Makeup), Lighting, Set and Sound.


As part of the GCSE course, students will be offered the opportunity to attend a variety of theatre visits and participate in workshops with visiting professional artists. There are regular opportunities held after school for students to rehearse practical work and to check their understanding of theory work.

Students will also be offered the opportunity to support younger students through working with KS3 Drama Clubs and modelling excellence in lessons as well as viewing the practical work of more experienced drama students.

Skill Development

The GCSE course is very rewarding and delivers a range of skills that will support the learning of students in other subject areas. For example skills such as working collaboratively, problem solving and communication are areas that are constantly being developed in Drama. There is also a high literacy content to the subject.

Useful websites: http://www.wjec.co.uk/qualifications/drama/r-drama-gcse-from-2016/index.html

Email contact Claire.Ashton@Caldicot.schoolsedu.org.uk



Examination Board Edexcel

Assessment Summary

Unit 1 One on screen Test (1 hours) (25%)

Unit 2, 5 and 7 A series of assignments that are internally marked and externally moderated.(75%)

Course description

The BTEC Level 2 Certificate is an Engineering related course where pupils learn about engineered products made from metals and plastics. Pupils also learn about methods used to manufacture an engineered product. Pupils acquire skills needed in industry by completing projects and assignments based on realistic workplace situations.

In Unit 6, pupils create engineering drawings using specialised computer software known as Computer Aided Design (CAD). They will learn what information should be shown on a drawing for a product to be manufactured. Pupils will also learn Computer aided Manufacture (CAM) techniques through the use of CAD software, to communicate with a Computer Numerically Controlled (CNC) machine and therefore manufacture an engineering component.

Unit 7 will provide the opportunity to use a range of machining techniques, work holding devices and tools in order to carry out safe and effective machining operations. Pupils will experience manufacturing techniques such as drilling, turning, milling and welding .This enables pupils to acquire skills which may be transferred to the workplace should they begin a career in engineering.

The course is made up of 4 units. All pupils take two Mandatory units:

• The Engineered World

• Investigating an Engineered Product

Pupils also take two specialist units which will include:

• Computer-aided Engineering and Manufacture (CAM) with Computer Aided Drawings (CAD)

• Health and Safety

Useful websites


Email contact Sean.Davidson@caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

Unit 1 Written Paper 2 hours (50%)

Unit 2 Design and Make Task NEA 35 hours (50%)

Course description

This course offers a unique opportunity in the curriculum for students to identify and solve real problems by designing and making products or systems. They will be prepared to participate confidently and successfully in an increasingly technological world, be made aware of and learn from, wider influences, including historical, social/cultural, environmental and economic factors. The specification enables students to work creatively when designing and making, and apply technical and practical expertise, in order to:

• develop an appreciation of the importance of creativity and innovation to good design practice;

• actively engage in the processes of design and technology to develop as effective and independent learners;

• understand the key principles of designing and making;

• use their knowledge, skills and understanding to make design decisions in order to make a quality prototype;

• analyse existing products and produce practical solutions to meet needs, wants and opportunities, recognising their impact on quality of life; and

• critically analyse links between the principles of good design, existing solutions and technological knowledge.

Students will learn the following techniques:

• The use of disperse dyes, the heat press and various other transfer techniques;

• Dye and screen printing;

• Fashion illustration;

• Laser cutting;

• Using the sewing machines and digital embroidery machines;

• Hand embroidery and appliqué methods; and

• Laminating and bonding fabrics.

Useful websites


Email contact Clare.Downs@Caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

3 written papers (one will be an in-class assessment)

1 hour 30 minutes each

Assessment details

Unit 1 Landscapes, landform processes (rivers and coasts), tectonics landforms and hazards, coastal management and rural-urban links;

Unit 2 Weather, climate and ecosystems; development and resource issues; Environmental issues; and Unit 3 Fieldwork Enquiry.

Course description

This course incorporates both art and science disciplines and provides students with an excellent knowledge of both the human and physical landscapes and their complex interactions. The course is exciting and contemporary, challenging students to think, enquire, research and debate. Themes reflect some of the most urgent and challenging issues facing the planet today; ranging from climate change, developing coastal defences, solving the UK housing crisis, Aid provision and the importance of planning for and managing change. It provides students with a range of knowledge and skills highly valued by employers.

Students who complete GCSE geography may go on to study it at “A” level. The Guardian 2017 regards Geography as one of the top A Levels to acquire, equipping students with the skills required for all future employment opportunities.

Students can expect lessons to be both challenging and stimulating with a variety of mediums and techniques used to deliver concepts and develop their skills and understanding.

The department prides itself in offering help and support to those encountering difficulties with any aspects of their study. We welcome regular communication with parents/carers so together we can ensure every student achieves their full potential.

Useful websites


Or visit Twitter to see some of our recent trip visits and up to date teachings @CaldicotGeogra1

Email contact Sian.Fowler@Caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

Unit 1: Human growth, development and well-being Written examination: 1 hour 30 minutes (40%)

Unit 2: Promoting and maintaining health and well-being Non-examination assessment: approximately 25 hours (60%)

Course description

Health and Social Care, and Childcare equips learners with knowledge, understanding and skills related to the development and care of individuals throughout the life cycle from conception to later adulthood. Students have the opportunity to develop their understanding of influences on human growth, development, behaviour and well-being. They will also gain an understanding of the social, physical, emotional, and cultural needs of people who use care and support services, and recognise that each individual has a unique blend of abilities and needs.

Students will gain an understanding of how service provision in Wales supports the development and wellbeing of individuals, to be able to make informed decisions now and in later life.

This specification has been designed to include contemporary issues in relation to the provision of an ethical and sustainable health and social care, and childcare system in Wales, and to create independent learners that can make informed decisions about further learning opportunities or continuing into related career choices.

By studying Health and Social Care, and Childcare students will be able to:

• develop and apply knowledge, understanding and skills to contemporary issues in a range of health and social care, and childcare contexts;

• actively engage in the study of health and social care, and childcare to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds;

• appreciate a range of perspectives on the impacts of health and social care, and childcare services on wider society;

• consider how health and social care, and childcare practice should be ethical and support a sustainable health and care system;

• develop and apply skills relevant to health and social care, and childcare including using and interpreting data; and

• develop an awareness of career pathways available within the health and social care, and childcare sector.

Useful Websites


Email contact Louise.Frost@Caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

Unit 1 written paper (1 hours 30 minutes) (40%)

Unit 2 Non-Examination Assessment (60%)

Course Description/Assessment details

This course concentrates on the hospitality and catering industry. You will develop the knowledge and understanding related to a range of hospitality and catering providers; how they operate and what they have to take into account to be successful. You will have the opportunity to learn about issues related to nutrition and food safety and how they affect successful hospitality and catering operations. In this qualification, you will also develop food preparation and cooking skills as well as transferable skills of problem solving, organisation and time

You will learn about the hospitality and catering industry by:

Completing lots of practical work to learn new skills with weekly practical lessons. Therefore, it is essential that you are prepared to bring ingredients at least once a week.

Materials Needed

As this is a practical course and strict hygiene standards have to be set, a contribution will be required to purchase chef whites (approx. £14) these are sourced by the school and are to be worn for practical lessons. You will also be expected to bring in ingredients to complete practical work.

This qualification develops student’s skills in communication, creativity, independence, team building and evaluation. Food is one of the fastest growing industries with many varied jobs on offer.

The WJEC Level 1/2 Award in Hospitality and Catering has been designed to support learners in schools and colleges 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, providing learners with a core depth of knowledge and a range of specialist and general skills that will support their progression to further learning and employment. Learners completing the Level 1/2 Award in Hospitality and Catering may be interested in progressing to our Level 3 qualifications in Food Science and Nutrition.

Email contact Stephen.Dyer@Caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

3 written papers (3 hours 15 minutes) (80%)

Non-Examination Assessment (20%)

Course Description/Assessment details

Unit 1 ’Wales and the wider perspective’

Written examination (1 hour) (25%)

Students will study ‘Depression, War and Recovery, 1930-1951’. This will focus on the causes of and life during the Depression of the 1930s. Students will investigate the coming of the Second World War and life on the Home Front, including morale. Students will also learn about the 1945 Labour victory and creation of the Welfare State.

Unit 2 A further study in-depth: ‘History with a European/World Focus’

Written examination (1 hour) (25%)

Students will study ‘USA: A Nation of Contrasts, 1910-1929’. This will focus on immigration, religion, race and crime and corruption. Students will also investigate the economic boom and bust as well as popular entertainment and the changing role of women.

Unit 3 A thematic study

Written examination (1 hour 15 minutes) (30%)

Students will study ‘Changes in Crime and Punishment c.1500 to the Present Day’. This will focus on the issue of change and continuity over the 500 year period. Issues such as the causes and changing nature of crime will be taught. Students will investigate how law and order was enforced as well as methods of combating crime and attitudes to punishment. Students will study methods of punishment as well as a case study of ‘China’ in Merthyr.

Unit 4 Working as an historian

Non-Examination Assessment (NEA) (20%)

This facilitates the development and assessment of historical and wider skills through two separate tasks. Preparatory work for the task will be done in lesson time under teacher supervision.

Part A has a focus on source evaluation within the creation of an historical narrative:

The lives of women on the Home Front were greatly affected by World War I.

How useful and reliable are sources in showing how women's lives were affected by World War I

Part B has a focus on the formation of different historical interpretations of history:

Some historians argue that British generals like Haig were incompetent leaders.

How valid is this interpretation of British generals like Haig in World War I?

Useful websites

www.wjec.co.uk (For more specific information on the examination units above)

https://www.bbc.co.uk/bitesize (for a range of sources of information for GCSE and beyond)

Email contact Matthew.Handford@caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

3 Units

Unit 1: The digital world

On-screen examination: (1 hour 30 minutes 40%)

Unit 2: Digital practices Non-exam assessment (NEA): 45 hours 40%

Unit 3: Communicating in the digital world Non-exam assessment (NEA): 15 hours 20%

Assessment Details

Unit 1: The digital world

On-screen examination: 1 hour 30 minutes 40% of qualification 80 marks.

An assessment (taken on-screen), comprising of a range of question types to assess specification content related to digital technology systems, the value of digital technology and perspectives on digital technology.

Unit 2: Digital practices Non-exam assessment (NEA): 45 hours 40% of qualification 80 marks.

A non-examined assessment comprising of two sections. In Section A candidates will interrogate a supplied data set imported into a spreadsheet in order to inform Section B, where they will create a website incorporating either an animation or a game related to a set context.

Unit 3: Communicating in the digital world Non-exam assessment (NEA): 15 hours 20% of qualification 60 marks.

A non-examined assessment focusing on marketing digital assets using social media. Candidates will create digital assets related to a set context and then formulate an online digital communications campaign around them

Course description

The WJEC GCSE qualification in Digital Technology is a broad-based qualification that allows learners to build on the digital skills, knowledge and understanding that is used both in their school and everyday lives.

The qualification will allow learners to develop their understanding of the range of digital technology systems at use in our connected and globalised society. It will also allow learners to explore the ever-evolving nature of digital technology systems and how these systems can be used productively, creatively and safely.

This course in Digital Technology will enable learners to:

Become independent, confident and knowledgeable users of existing, new and emerging digital technologies.

Develop knowledge of different digital technology systems used across a range of occupational sectors.

Understand the impact digital technologies can have on individuals and wider society and the ways in which they can bring about change.

Develop skills in organising and analysing data to identify trends and audiences.

Become creators of digital products, in a variety of formats and for a variety of purposes that meet specified, authentic needs.

Develop transferable skills in a range of hardware and software and develop their understanding of the systems

Development life cycle and of how ideas can become products.

Useful websites

Syllabus and course details https://www.wjec.co.uk/qualifications/digital-technology-gcse/#tab_overview

Email contact Barry.Blake@Caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

Unit 1 Speaking (25%)

Unit 2 Listening (25%)

Unit 3 Reading (25%)

Unit 4 Writing (25%)

Students are welcome to carry on studying the language they have been studying at KS3.

Assessment details

Unit 1 Speaking oral assessment (60 marks)

Foundation paper (7-9 minutes); or Higher paper (10-12 minutes)

Three tasks: a role play, a discussion based on a photograph, and a conversation

Unit 2 Listening written examination (60 marks)

Foundation paper (35 minutes); or Higher paper (45 minutes) Listening comprehension tasks with non-verbal and written responses

Unit 3 Reading written examination (60 marks)

Foundation paper (1 hour); or Higher paper (1 hour 15 minutes)

Reading tasks with non-verbal and written responses, including one translation task from French into English

Unit 4 Writing examination (60 marks)

Foundation (1 hour 15 minutes); or Higher paper (1 hour 30 minutes) Writing tasks, including one translation task from English into French

No dictionaries are allowed in any of the exams.

Course description

The GCSE Modern Foreign Languages courses build on work covered in Key Stage 3, deepening knowledge of French or Spanish language and cultures through a range of topic areas. A variety of teaching techniques and resources are used. Students learn through whole class teaching, pair and group work and individual research. Students are given opportunities to develop their thinking skills and to evaluate their own and others’ work against exam criteria.

Useful websites



Email contact Frances.page@caldicot.schoolsedu.org.uk



Examination Board: WJEC

Assessment Summary

Coursework: Magazine Unit (40%)

Exam 1: Exploring the Media (30%)

Exam 2: Understanding TV and Film (30%)

Course description

Media Studies is one of the most popular GCSE option subjects at Caldicot. But don’t think it’s easy. Across Wales, around the same percentage of students gain A/A* grades in Media as they do in other similar subjects. Talk to our current students and they’ll tell you just how much analysis, reading and writing there is, but they’ll also explain how interesting Media Studies can be.

During the course you’ll study a variety of different Media texts each linked to a different Media Industry. These include:

• Music (music videos, companies, artists, magazines, gigs etc…)

• Film (narrative, genres, technical codes, special effects, star appeal etc…)

• TV (representation of Welsh and English stereotypes, comedy, drama etc…)

• Magazines and Advertising (how stereotypes have changed, marketing, use of new technology etc…)

• Gaming (stereotypes in games, addiction, success of specific franchises)

• Social Media (how it’s used to market and promote people/products, influence audiences, etc…)

What kinds of skills will I develop?

Pre-production/planning skills: storyboarding, poster design, print advertising design, flat plans for magazines and newspapers, news selection, mock-ups for magazines, scheduling, sketching etc.

Production Skills: photography to create still image work, video/digital cameras to create moving image work, recording equipment for sound media, editing techniques to produce finished products, Adobe packages to create finished magazines, advertising, film posters, video sequences etc.

Essay writing: writing skills to analyse and evaluate media products

Assessment details

• 40% of your final grade will be based on coursework. You will research, plan for and analyse a genre of magazine of your choice (i.e. fashion, gaming, gossip, sports). You will then be taught how to take effective photos using our cameras and produce a realistic front cover and contents page.

• 30% of your grade is based on analysing Advertising and the Music Industry. At the end of Y11 you will sit a 1 hour 30 min exam.

• 30% of your grade is based on analysing a TV programme (currently Gavin and Stacey) and a film franchise and specific film (currently Marvel films and Black Panther). At the end of Y11 you will sit a 1 hour 30 min exam.

Email contact Richard.Page@caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

1 written paper (1 hour) Appraising (MUS3) (30%)

Non-examination Assessment 2 units (70%)

Assessment details

Unit 1 Performing (35%)

Section A Performance (30%) A minimum of two pieces; solo and ensemble; duration of 4-6 minutes per performance.

Section B Programme Note (5%) A programme note for one of the solo pieces chosen for performance, linked to an area of study.

Unit 2 Composing (35%)

Section A Composing (30%) Two compositions, one of which must be in response to a brief set by WJEC. The second composition is a free composition for which students set their own brief. Each composition will be 3-6 minutes in duration.

Section B Evaluating (5%) An evaluation of the piece composed in response to a brief set by the WJEC.

Non-exam assessments are internally assessed and externally moderated.

Unit 3 Appraising (30%)

This unit is assessed via a listening examination (1 hour)

There are eight questions in total, two on each of the four areas of study; Musical Forms and Devices, Music for Ensemble, Film Music and Popular Music. Two of the eight questions will be based on prepared extracts set by the WJEC.

Course description

Students learn to perform and compose music; listen to features in music; develop creative skills; develop analytical skills; make decisions; work in teams and develop communication skills. All music students are expected to participate in various extra-curricular music activities, both in school and at county level.

Useful websites

www.wjec.co.uk www.themusicland.co.uk (subscription) http://www.musicatschool.co.uk www.mtrs.co.uk

(subscription) http://naxos.com/education/glossary.asp

Websites to support Performing www.abrsm.org/resources/theseMusicExams0607.pdf ABRSM guide

To practical music examinations: www.abrsm.org/?page=students/advice/practiceTips.html

Tips on how to practise: YouTube, various performances

Suggested websites to support Composing: http://www.ng-cymru.org.uk/

Resources for teaching composition for different areas http://www.bbc.co.uk/blast/music/tipsandtools/

Online revision and listening tasks: http://hwb.wales.gov.uk

Glossary of terms with some audio examples http://www.essentialsofmusic.com/glossary/glossary.html

National Orchestra of Wales website http://www.bbc.co.uk/wales/now/BBC

Email contact sara.humber@caldicot.schoolsedu.org.uk



Examination Board Edexcel

Assessment Summary

Individual Showcase -Externally Assessed

Preparation, Performance and Production

Acting and Production Skills for Performance

Assessment Details and Course Content

The BTEC Level 2 Award in Performing Arts consists of three units which give the student the opportunity to practice and perform/produce their skills a number of times throughout the course. Practical workshops will be recorded by the student in the form of an ongoing log book and performance evaluations will take the form of written assignments.

Assessment of each unit involves final performances and also evaluation of any accompanying written work. Grades are given in the form of Pass, Merit, Distinction and Distinction*.

This course is designed for those pupils who have an interest in acting or theatre production but wish to gain a broader understanding of the performing arts industry. It has also been designed in consideration of the Sector Qualifications Strategy for creative and cultural industries.

The course consists of one Specialist Unit and two Option Units, as outlined below:


Students will create pieces of drama for a theatrical audition that is placed within a vocational context. This audition is accompanied by a letter of application and formally assessed. Students explore practically an extensive range of performance and design skills to fulfil the Unit’s requirements.


In this unit you will learn how to develop a performance piece as a member of a fictional performance company. You will take on a specific performing or production role and prepare for, and produce, a performance by carrying out tasks that are appropriate to your role. The performance company can include both performers and a production team. The performers could be actors, dancers or musicians and the production team can include some, or all, of the following roles: sound or lighting technicians, costume, set, makeup, prop or mask designers and those who construct theatrical materials for the performance.

UNIT THREE – ACTING SKILLS (Internally Assessed)

In this unit you will be introduced to important acting skills and will learn about the specific demands that acting makes on the body and mind. In particular, you will undertake a programme of regular exercises to help you master the techniques that will enable you to control and use your voice and body to communicate a character or role. As well as physical skills, you will need to use your imagination to create characters or roles. This unit will, therefore, also help you to develop your knowledge of theatre and acting style.

Final decisions on internally assessed units are made by the subject teachers.


A number of theatre trips are arranged throughout the academic year in order to give pupils the opportunity to see live performances. Also, where possible, professional artists come into school to work with pupils in order to broaden their experience and understanding of theatre.

Students will also be offered the opportunity to support younger students through working with KS3 Drama Clubs and modelling excellence in lessons as well as viewing the practical work of more experienced dram students.

Skill Development

Performing Arts at KS4 can be extremely rewarding. It helps pupils to develop their academic, practical and social skills and complement other subjects. It is not necessarily aimed at pupils who wish to be involved in theatre as a career. The course offers a far wider range of challenges and opportunities to facilitate academic achievement and learning for life.

Email contact Claire.Ashton@Caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

1 written paper (2 hours) (50%)

Internal assessment (50%)

3 Practical Sporting Performances; and

Personal Fitness Programme Controlled Assessment

Assessment details

Unit 1 Introduction to Physical Education (50%)

Written examination (2 hours)

Topics to be studied include anatomy and physiology applied to performance, biomechanics in sport, the development of skill and the social issues affecting participation. These topics aim to prepare students for AS, A2 and Level 3 BTEC work.

Unit 2 The Active Participant in Physical Education (50%)

Students are assessed in three different activities in the role of a performer; one activity must be an individual sport, one team sport and one other activity that can be either individual or team based. One activity will be a major activity which will have a personal fitness programme linked to it. This will be completed during both independent study time and as a non-examination assessment.

Course description

The GCSE Physical Education Course is best suited to students who possess a genuine enthusiasm and practical aptitude for the subject. It is essential that they are actively involved in sport through school extracurricular activities and/or outside clubs or agencies. An interest in the sciences will also ensure that students fully engage in their studies in GCSE Physical Education.

The syllabus allows students to extensively develop both their practical and theoretical knowledge from the standards achieved during previous key stages. The wide range of topics relating to sport and physical activity are studied through classroom-based lessons and the use of our sporting facilities. Wherever possible key concepts are covered through direct application during practical experiences before being applied to written examination techniques.

The five key areas of study are health, training and exercise, exercise physiology, movement analysis, psychology of sport and socio-cultural issues in sport. These are examined through a variety of question types including pieces of extended writing where topics are discussed in relation to one another. The interpretation of data in various forms is an integral aspect of each area of study.

Useful Websites


Email contact Steve.Reed@caldicot.schoolsedu.org.uk



Examination Board Edexcel

Assessment Summary

1 online examination (multiple choice)

• Fitness for Sport and Exercise (25%)

3 Non-examination assessment units

• Practical sports performance (25%)

• Training for personal fitness (25%)

• Planning and Leading Sports Activities (25%)

Assessment details

Unit 1 Introduction to Physical Education (50%)

The Fitness for Sport & Exercise is an externally assessed unit, this will comprise of an onscreen test with; multiple choice questions, short answer questions and an extended writing section to stretch and challenge you. This is worth 25% of your overall level.

The remaining units are assessed through the marking of coursework completed during lesson time. PASS (equivalent to a grade C at GCSE), MERIT (equivalent to a grade B at GCSE), DISTINCTION (equivalent to a grade A at GCSE.

Course description

The qualification is designed to provide specialist work-related qualifications in sport. They give learners the knowledge, understanding and skills that they need to prepare for employment. The BTEC Level 2 in Sport have been developed in the sport and active leisure sector to provide education and training for sport, leisure and recreation employees and give opportunities for sport, leisure and recreation employees to achieve a nationally recognised Level 2.

Unit Topic

Fitness for Sport and Exercise What enables our bodies to cope with the demands of sport

Practical Sports Performance Your ability to participate and observe team and individual sports

Training for Personal Fitness How to design and implement training programmes like a fitness instructor

Planning and Leading Sports Activities How to become a sports leader and how to lead sporting events in school

Email contact Steve.Reed@caldicot.schoolsedu.org.uk



BTEC Level 2 Course in Life Skills

On successful completion of the course students will be awarded an equivalent B grade at GCSE.

Course description

The Sweet* course provides a package of core learning outcomes from success in life and the world of work. Students follow a high quality and comprehensive curriculum, through the completion of bespoke resources, which are specifically designed to meet the requirements of the course.

Sweet* does not entail any examinations, and is purely a portfolio-based approach to learning.

Students will complete 8 units of work, the final 3 of which provide additional support for the Welsh Baccalaureate Qualification.

• Personal Identity;

• Managing Relationships;

• Healthy Living;

• Moving Forward;

• Money Matters;

• Global Citizenship;

• Community;

• Enterprise and Employability.

Students will learn through a variety of methods, including group work, presentations, internet research and case studies. Each student will be provided with a printed workbook for each topic studied. This booklet will contain all the notes required for the course.

Email contact rob.downs@caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

Four written papers (2 hours each)

Three Non-Examination Assessment Tasks

Assessment Details

Written examinations:

Two for English Literature in Year 10 Unit 1 (2 hours: 35%) and Unit 2 (2 hours: 40%)

Two for English Language in Year 11 Unit 2 (2 hours: 40%) and Unit 3 (2 hours: 40%)

Non-examination Assessment:

English Language: Unit 1 Oracy (Individual Presentation: 10%; Group Discussion: 10%)

English Literature: Unit 3 Non-Examination Assessments (Shakespeare: 12.5%; Poetry 12.5%)

Course description

English Language and English Literature GCSEs aim to develop high-level understanding of a variety of literary texts. Furthermore, they aim to increase pupils’ abilities to construct and convey meaning through speech and writing.

Building upon speaking, reading and writing skills developed at Key Stage Three level, pupils will begin with a combination study in Year 9, interrogating a range of challenging texts to consolidate skills required for both Language and Literature GCSEs. In Year 10, they will complete the English Literature GCSE, and in Year 11, the English Language GCSE.

The reading sections of the Unit 2 and Unit 3 English Language examinations are closely aligned with the skills examined in the National Reading Tests in Key Stage Three. Moreover, Key Stage Three Schemes of Work and teacher assessments have been designed to reflect these GCSE skills.

Year 8 assessments, alongside teacher recommendations, will determine teaching groups for GCSE.

Useful websites


Email contact Nancy.Mason@caldicot.schoolsedu.org.uk



Examination Board London Institute of Banking and Finance (LIBF)

Assessment Summary

4 online examinations

No written examinations or Non-Examination Assessment

Assessment Details

The qualification students work towards is a Level 2 Certificate in Financial Capability and Careers Development (CeFCCD). This is equivalent to a GCSE qualification and students that pass will achieve a grade from the range A*-C.

To achieve this qualification, students must complete four units. They must pass each of these individual units in order to achieve the qualification and be awarded an overall grade.

• Unit 1 – Personal Financial Encounters (30%)

• Unit 2 – Money Management Solutions (30%)

• Unit 3 – Personal Finance Management (20%)

• Unit 4 – Careers in Finance (20%)

All four units are assessed via online, multiple choice 30 minute examinations.

A more accessible course, LIFE (Lessons in Financial Education), is offered for identified students who may benefit from this.

Course description

Students work towards this qualification throughout Year 11. The course provides students with knowledge and an understanding of all aspects of personal finance, preparing them for adulthood and life beyond school.

Unit 1 - Personal Financial Encounters, aims to increase students’ understanding of the sources of money and understanding of everyday financial encounters, enabling them to make informed decisions about their finances.

Unit 2 - Money Management Solutions, will develop their understanding of the banking systems available to them, enabling them to make suitable choices about their bank accounts and spending decisions.

Unit 3 - Personal Finance Management, considers affordability, choice and protection.

Unit 4 - Careers in Finance, aims to provide students with an understanding of the careers available in financial services and the key entry routes, providing them with ways of enhancing their employability.

Useful websites


Email contact Emma.Baker@caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

4 written papers (100%)

Two separate qualifications

No non-examination Assessment

Assessment Details

All Key Stage 4 students will study two distinct GCSE qualifications as part of the Mathematics course. Each qualification is has two examinations;

Mathematics: Unit 1 Non Calculator (1hour 45mins, 50%) and Unit 2 Calculator (1hour 45mins, 50%)

Numeracy: Unit 1 Non Calculator (1hour 45mins, 50%) and Unit 2 Calculator (1hour 45mins, 50%)

Course description

GCSE Mathematics

This qualification will extend and assess the mathematics needed for progression in scientific, technical and further mathematical study. It is designed to enable students to develop their knowledge, skills and understanding of mathematical methods.

GCSE Numeracy

This qualification assesses the mathematics that students will need in their everyday lives, in the world of work and in other general curriculum areas. There is roughly a 90% crossover of content with the GCSE mathematics course.

The GCSEs are divided into 3 tiers and all students will be prepared and entered for the tier most appropriate to their mathematical development.

• Higher Tier (Grades A* - C);

• Intermediate Tier (Grades B – E); and

• Foundation Tier (Grades D – G).

It is possible for a student to sit papers at a different tier of entry for each qualification but all students will complete both qualifications as part of the course.

Useful websites





Email contact Christopher.James@caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

2 written papers (2 hours) (100%)

One paper in the summer of year 10 (50%)

One paper in the summer of year 11 (50%)

Course description

The topics of study are:

• Christian Beliefs and Practices which includes; Beliefs about the Nature of God; The Trinity; Beliefs about Creation; and Beliefs about Human Nature.

• Muslim Beliefs and Practices which includes; The Nature of God in Islam; The Muslim Beliefs on Creation; Human Nature According to Islam; and The 5 Pillars of Islam.

• Philosophical Concepts: Life and Death which includes; Religious and Humanist Attitudes towards the Sanctity of Life; Medical Ethics; and Life after Death.

• Philosophical Concepts: Good and Evil which includes; Religious Attitudes towards Good and Evil; Philosophical Explanations on the Origins of Evil; Moral Decision Making; Sources of Moral Authority; and Religious and Humanist Attitudes towards Punishment and the Death Penalty.

For all kinds of reasons, good and bad, religious and moral issues play a significant role in modern society. Religions have always asked fundamental questions, such as; Is it ever right to go to war? What is the true meaning of life? What happens to us after death? Why do innocent people suffer? Whether you consider yourself a religious person or not, Religious Studies offers you the opportunity to explore these religious and moral issues and have your say!

This extremely relevant and stimulating course of study proves enjoyable to students because it begins with their own experiences of life and enables them to understand the world in which we live. GCSE Religious Studies not only allows students to deepen and utilise their understanding of Christianity, but also broaden their understanding of other world religions such as Islam and Humanism.

Throughout the two year course, students will develop a number of skills including communication, working with others, constructing clear and logical arguments, research, literacy, critical Thinking and many more. Moreover, they will be provided with a valuable qualification that will equip them for the future in further education or a vast number of careers. Many industries and employers value those who can work with others in a respectful manner, who can construct an argument with the use of sound reasoning, who have an awareness of the world around them and who possess an understanding and an appreciation for the beliefs of others.

Useful Websites https://www.wjec.co.uk/qualifications/religious-studies/r-religious-studies-gcse-2017/

Email contact Tina.Bryant@caldicot.schoolsedu.org.uk


GCSE SCIENCE (Compulsory)

Examination Board WJEC

Assessment Summary

Double Award Science

6 written papers (90%); and 1 Practical Assessment (10%)

Separate Sciences:

3 separate Science courses (3 GCSE grades) Each consists of 2 papers (90%) and 1 practical assessment (10%)

Assessment details

Double Award Science

6 written examinations; each worth 15% of the qualification (1 hour 15 minutes each).

Biology 1, Chemistry 1 and Physics 1 will be taken in Year 10.

Biology 2, Chemistry 2 and Physics 2 will be taken in Year 11.

Practical Assessment

1 practical unit worth 10%. It will be completed in the Spring Term of Year 11.

Separate Sciences:

6 written examination papers (2 per Science course)

3 exams in June of Year 10: Biology 1, Chemistry 1 and Physics 1

3 exams in June of Year 11: Biology 2, Chemistry 2 and Physics 2 (1 hour 45 minutes each)

Practical Assessment

1 practical unit per GCSE (10% of qualification) to be completed in the Spring Term of Year 11 (3 practical assessments in total).

Course description

In Year 9, students will cover a course that covers core aspects of both the Double Award and Separate Science courses. After end of year examinations in year 9, the most suitable GCSE course for students to follow will be reviewed by the department. Students will either follow a Separate Science course leading to three GCSEs or a Double Award Science course leading to two GCSE grades. Both courses provide an excellent grounding for A level biology, chemistry and physics.

All exams are available at Higher and Foundation tiers; the tier of entry is submitted in January of the examination year. Students can sit combinations of tiers of entry if their ability differs between biology, chemistry and physics. In order to determine the tier of entry the subject teachers will use evidence from internally assessed topic tests and homework tasks as well as consideration of a student’s target grade during lesson time and the attitude towards learning they have shown.

Useful websites

Course specifications http://www.wjec.co.uk/qualifications/science/

Revision material www.s-cool.co.uk ; http://www.bbc.co.uk/schools/gcsebitesize/science/

Email contact Anthony.Brady@caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

Non-examination assessment only

Assessment details

Three challenges and an individual project

In Year 9 - Community Challenge (15%).

In Year 10 - Enterprise and Employability Challenge (20%); and Global Citizenship Challenge (15%);

In Year 11 - Individual Project (50%).

Students must achieve the National Skills Challenge Certificate (equivalent of one GCSE) together with the following:

• GCSE English Language at grade A*- C;

• GCSE Mathematics-Numeracy or Mathematics at grade A*- C; and

• A minimum of three further GCSEs grade A*- C, of which two may be equivalent qualifications.

Course description

The Skills Challenge Certificate aims to develop an understanding of essential and employability skills. These are the skills that employers and higher education establishments value which students need for their future careers and life.

Through the three challenges and the individual project, the seven essential and employability skills are

• Literacy;

• Numeracy;

• Digital Literacy;

• Critical Thinking and Problem Solving;

• Planning and Organisation;

• Creativity and Innovation; and

• Personal Effectiveness.

The essential skills are presented through a variety of real-life contexts, providing a theoretical underpinning of knowledge and techniques related to skills and allowing students to demonstrate these. For example, in the Enterprise and Employability challenge, students are encouraged to plan and develop a marketing strategy to bring a new product to the marketplace, providing costing and taking part in ‘Dragons Den’ style presentations and meetings.

In the Global challenge students reflect on current global issues and develop their own standpoint. They use their critical thinking and problem solving skills to analyse the issue and raise awareness. In the Community challenge students have the opportunity to plan their own activities working within our school community.

The Individual project (which takes the structure of a mini-dissertation) encourages students to carry out a research activity in an area of personal interest or one that reflects future educational or career aspirations. They explicitly develop skills in digital literacy, planning and organisation, critical thinking and problem solving then apply them to produce a formal report, a highly relevant skill for future study.

Useful websites


Instagram: @calwelshbacc

Email contact Rachael.Lawer@caldicot.schoolsedu.org.uk



Examination Board WJEC

Assessment Summary

Two Internal assessments – Speaking and Listening; and Two written examinations – Reading and Writing.

Assessment details

Unit 1 A Speaking Response to a Visual Stimulus (25%)

10% Speaking and 15% Listening.

Pair 6-8 minutes; Group of three: 9-12 minutes.

Students watch a visual stimulus clip, respond and then engage in a discussion about what has been viewed.

Unit 2 Communicating with others (25%)

20% Speaking, 5% Listening.

Pair 6-8 minutes; group of three 9-12 minutes.

The pair/group task will be based on stimuli provided by the WJEC in order to stimulate discussion.

Unit 3 Specific and Directed (25%)

A written examination (1 hour 30 minutes).

15% reading, 10% writing.

Writing and reading tasks: responding non-verbally and in writing; one translation task – English to Welsh; one proofreading task.

Unit 4 Descriptive, Creative and Imaginative (25%)

A written examination (1 hour 30 minutes).

10% reading, 15% writing.

Writing and reading tasks: responding non-verbally and in writing.

The GCSE specification in Welsh second language enables candidates to:

• understand and use the language for a variety of purposes and audiences;

• develop language learning skills and strategies in order to enable them to communicate and interact confidently and spontaneously in relevant situations and specified context;

• develop language learning skills and strategies to enable them to further develop their grasp of Welsh;

• develop listening, speaking, reading and writing skills in an integrated manner, emphasising listening and speaking skills;

• use Welsh in further studies, in the workplace and in their communities;

• develop curiosity about the Welsh language.

Instagram/Twitter: AdranGymraegCyC

Email contact Ann.Davies@caldicot.schoolsedu.org.uk