Contents
How to navigate this website:
Click on the buttons below to take you directly to specific pages or, alternatively, keep scrolling down to view the entire website.
If you wish to go back to a previous section, please click the 'Return to contents' button at the bottom of every page rather than using the 'click to go back' arrow at the top of the browser.
Options Process
Choosing Your Options
Choosing your subjects for Years 10 and 11 may be one of the first big decisions you will have to make in your life. Where do you start? After all, even if you don’t know what career you want in the future, these decisions will affect what happens when you leave compulsory education.
Here you will find information about all of the different subjects available at Cardiff High School and receive advice from our Curriculum Leaders on how to make the best choices for your future.
You may want to start by trying the Careers Wales Job Matching Quiz. This will help you to find out the types of careers that suit your personal interests and may guide your option choices.
Careers Wales
Which GCSEs do you have to do to get into a particular career?
If you’re unsure what GCSEs to take, alongside the compulsory subjects, e.g. Mathematics, English and Science, please be mindful that you don’t always have to take a certain subject to get into a particular career – but there are exceptions you need to be aware of.
If you’re considering a career in languages or related to art and design, you will most likely need to have those GCSEs to progress. But subjects such as business or psychology, can often be started at A level (or equivalent) and even at degree level.
Maths and English GCSEs are asked for by all universities and the majority of employers, but all your GCSEs give you the best foundation for education, training and employment.
Careers Wales website have an A– Z on career ideas and information on GCSEs you would need for certain jobs
Compulsory Subjects
There are some subjects that you have to take:
You have to take these subjects because they help you develop the skills you’ll need in the future, like reading and writing clearly, being able to use numbers and problem solving. Many employers will expect you to have a GCSE in these subjects.
Fact: As part of the National Curriculum you will also have lessons in Physical Education (Games), Religion & Philosophy, Personal and Social Education, which includes Careers Education and Work Related Education.
GCSE – English Language and English Literature
All pupils will study towards WJEC GCSE English Language and GCSE English Literature.
English Language
There are no tiers in English Language. All pupils sit the same paper and differentiation is by outcome, with grades G-A* available. The examination is assessed as follows:
20% of the exam is assessed by Controlled Assessment.
Task 1 (10%) – Individual Researched Presentation (40 marks). One individual, researched presentation, which may include responses to questions and feedback, based on WJEC set themes.
Task 2 (10%) – Responding and Interacting (40 marks). One group discussion to written and/or visual stimuli provided by WJEC to initiate the discussion.
The remaining 80% of the exam is assessed by two written papers, each worth 40% of the mark and comprising reading and writing tasks.
English Literature
There are two tiers of entry for English Literature, Foundation and Higher. They have the same syllabuses.
At Higher tier pupils can achieve grades from E-A*.
At Foundation tier pupils can achieve grades from G-C.
For both Foundation and Higher tiers the examination is assessed as follows:
25% of the exam is assessed by Controlled Assessment.
Task 1 (12.5%) – Shakespeare (24 marks). Pupils study a play by Shakespeare and write on a theme specified by WJEC
Task 2 (12.5%) – Welsh Poetry (24 marks). Pupils study a range of poetry set by WJEC and again write on a theme specified by
The remaining 75% of the exam is assessed by two written papers, one focusing on Of Mice and Men and unseen poetry, and one focusing on a novel and a play, chosen from a range specified by WJEC.
At the start of year 10, pupils will be grouped according to their specific needs. There will be smaller classes, but class size does not indicate ability level. Smaller classes may still sit higher tier and pupils in larger classes can sit foundation should the need arise. Teachers will decide whether pupils will sit Foundation or Higher tier in English Literature, based on performance and effort within lessons.
It is possible that pupils will sit one external examination of their Literature GCSE in Year 10. In recent years we have completed Unit 1 in the January of Year 10. Re-sit opportunities are then offered.
GCSE – Mathematics and GCSE Mathematics - Numeracy
All pupils are entered for GCSE Mathematics - Numeracy in the summer of Year 10 and the WJEC GCSE Mathematics in the summer of Year 11. Occasionally, a few pupils are also entered for the Entry Level Certificate.
There are three tiers of entry for both GCSEs; Foundation, Intermediate and Higher. They have different but overlapping syllabuses. For both GCSEs the examination is comprised of two final written papers, each worth 50% of the total mark. The first of the written papers does not allow the use of a calculator. There is no coursework element.
Tier: Grades available
Foundation: D, E, F, G
Intermediate: B, C, D, E
Higher: A*, A, B, C
The best grade achievable at Foundation Tier is a D. The best grade achievable at Intermediate Tier is a B. Candidates for the Higher tier who achieve less than grade C are recorded as ungraded at GCSE. It is therefore essential that each pupil be entered for the tier that matches their understanding. At the start of Year 10, pupils will be grouped according to their performance in Year 9 – both in terms of test results and their classroom performance. Final decisions on tier of entry will be made by tracking their progress during Year 10.
GCSE Double Award Science and GCSE Triple Award Science
Studying Science helps pupils understand the complexities of how they and the Universe works and develop an appreciation of the world around them.
All pupils are required to study Science at GCSE. Here at CHS we offer Double Award and Triple Award pathways. Watch the short video below from Dr S Henry explaining the difference between the two qualifications.
Triple Award Science
Studying Triple Award Science uses up one of your options, where as all other pupils will automatically follow the Double Award route (which does not use an option column).
Three SEPARATE GCSEs in Biology, Chemistry and Physics over two years. In each subject, How Science Works is taught in the context of that subject and includes work on the origin of data, evidence, theories and explanations, practical enquiry skills, communication skills and the applications and implications of science.
In each science, pupils will study three units: unit one exams will take place in the summer of Y10 and will last 1 hour 45 mins each; unit two exams will be completed in the summer of Y11 and will last 1 hour 45 mins each and finally unit three will be a practical exam which is carried out in school during the spring term of Y11 and is then marked externally. Unit one and two are each worth 45% of the final grade (per subject) and the practical exam is worth 10%.
Candidates may be entered at Higher Tier (grades A* to D) or Foundation Tier (grades C to G). For each individual module exam, a candidate may be entered for higher or foundation. This is dependent on performance in lessons and assessments for that unit.
The full range of GCSE grades will be available. At the end of Year 11, students will receive three GCSE grades.
This exciting and challenging course provides a more detailed knowledge of each science area, making the transition to A Level and further studies in Science more manageable.
Due to the increased challenge of the Triple Award qualification, pupils must have achieved a Level 7 or above in KS3 and 65% or over in their end of year exam in order to follow for Triple Science.
Welsh (Cymraeg)
All students will sit a full course GCSE in Welsh 2nd language, building on the patterns learnt in KS2 and KS3. A qualification in Welsh can be significantly advantageous in the pursuit of all careers in Wales. Many companies must have a bilingual policy and students at Cardiff High School will be able to gain a good understanding of both the language and culture of Wales. Many adults have to attend courses in order to address the above and have regretted not following a Welsh course during their time in school. The Welsh Government have set a target of a million Welsh speakers by 2050 and your child could form part of that target.
The new GCSE started in September 2017 and revision guides are available from the school at the reduced rate of £4.
• Students will sit 100% of the exam in Year 11
• There will be no tier in Welsh second language – as they will follow in the footsteps of English and Welsh first language GCSE. Therefore, all students have the opportunity to achieve the highest grades whatever their set.
• The course includes tasks that will assess reading, writing, speaking and listening
• Work and grammar patterns taught in KS3 are essential and very relevant.
All the work will be based on 3 broad themes:
• Employment/Cyflogaeth (year 10)
• Wales and the World/Cymru a’r Byd (year 10)
• Youth/Ieuenctid (year 11)
During the course they would be expected to read and write a variety of styles e.g email, forms, interviews, letters, articles, messages. They would also expect to learn the following grammar:
Unit 1. Listening/Speaking exam (groups of 3) (25%- 10 minutes)
This will be held around April of Year 11.
• Watch a dvd clip twice (around 3 minutes)
• Fill in an information grid before discussing the content and themes raised in the clip
• Speaking will be 10% and Listening 15%.
Unit 2 Speaking/Listening assessment (25% - 10 minutes)
This task will also be assessed in April of Year 11
• Read paragraphs/pictures/graphs on a given topic
• Respond to the paragraphs by discussing the content in pairs/threes (Speaking 20% and Listening 5%)
• The task will be given 10 minutes before they are assessed. Task will be marked out of 50.
Unit 3 and 4 Reading/Writing assessment (25%- 90 mins each)
This will consist of a variety of reading and writing tasks of a factual/creative nature which will vary in difficulty, length and type of answers required. Reading 15% and Writing 10%. These exams will be sat in May of Year 11. These may include:
• Extended answers
• Multiple choice
• Written tasks
• Translation tasks
• Correction tasks
Students will be given a variety of booklets during the 2 year course and they will be expected to keep up with the tasks presented. Homework booklets will be set and completed every fortnight. All the tasks are past paper questions in order for the students to track their progress.
GCSE Art and Design
Art and Design GCSE is an exciting course which covers a broad range of two and three dimensional studies which may include drawing, painting, sculpture, ceramics, digital art, textiles, digital photography, illustration, graphic design and illustration.
Art and design is a two year course which is compiled of 60% Candidate Portfolio and 40% Externally Set Assignment. The candidate portfolio will be made up from the projects you will complete throughout year 10 and 11. The Externally Set Assignment is a ten hour practical responding to a chosen theme or starting point presented in an examination paper. All of the work submitted for the candidate portfolio and the Externally Set Assignment should show that you have researched the work of other artists, designers or cultures to deepen your own ideas. You will need to show evidence of creative experimentation through a range of media, ideas and methods of working, which are refined and modified leading to an innovative and skilful personal response.
The creative industries are the fastest growing part of the UK economy generating more than £100bn a year to the UK economy. There are a wide range of possible careers within this subject such as; special effects, television, film, photography, advertising, marketing, communication, beauty, fashion, textiles, CAD, animation, illustration and architecture to name just a few. Throughout the course there are opportunities for you to broaden your knowledge by participating in visits to galleries both in the UK and Europe.
ASDAN Level 2
ASDAN is an approved awarding body. It specialises in accrediting achievement in the development of pupils’ personal life skills.
To achieve ASDAN's 'Certificate of Personal Effectiveness' (COPE), candidates must gain a number of credits by completing a variety of practical and theory-based challenges. Each challenge, of which there are twelve in total, provides evidence to demonstrate targeted skills, e.g. 'working with others' via our highly successful charity events and 'improving own learning' via vital tasks such as: creating a professional C.V; partaking in mock interviews and undertaking environmental projects, to name but a few.
ASDAN Level 2 is the equivalent of a grade B at GCSE. There is no final external exam, since all work is portfolio-based.
ASDAN lessons are usually taught in small, supported, groups, allowing for additional targeted support.
GCSE Business
The GCSE Business specification introduces students to the business world, empowering them to develop as enterprising individuals. They will have the opportunity to develop a wide range of skills, enabling them to use business information critically, to develop arguments, to make justified decisions and to prepare them for further study and career pathways.
Taking this subject can lead onto the A-level course in either Business or Economics which will be very beneficial for either careers or higher education courses in the following areas:
Business, Banking, Management, Human Resource Management, Accountancy, Marketing, Economics and Law to name a few.
What will I learn?
The content is presented in six clear and distinct topic areas:
• Business activity
• Influences on business
• Business operations
• Finance
• Marketing
• Human resources
Business is a subject for students to find out what it takes to be a successful Entrepreneur. We want the students to learn about the world of work and have an understanding of what will be expected of them when they enter employment.
Business is a fun, relevant and challenging subject. We encourage our students to share opinions and ideas and communicate them in the most effective way.
If you are interested in going into the world of business then this is the subject for you!
The GCSE COURSE:
The subject content for GCSE Business will be assessed across two examination papers.
The course is taught using a wide variety of teaching methods including the use of hand-outs, text-books, case studies, videos, pupil presentations & role plays, research lessons and internet and ICT work.
GCSE Computer Science and GCSE Digital Technologies
GCSE Computer Science
WJEC GCSE Computer Science is assessed by a mixture of exams. The course offers students the opportunity to gain an understanding of the way computers works, and to create and review computer programs for real-life purposes based on their own interests. It encourages them to create their own games, applications and other systems, rather than simply use those designed by others. There are three units in total which will be studied across the two years.
Assessment is divided into three units:
1. Understanding Computer Science (45%) - 90 minute examination to assess understanding of the theory content of the specification.
2. Solving Problems Using Computers (30%) - 2 hour external assessment to assess the practical application of knowledge and understanding through a series of on-screen tasks.
3. Developing Computing Solutions (25%) - internally assessed and externally moderated 15 hour controlled assessment to develop a piece of work using programming software following a task brief issued by WJEC. There is a choice of two task briefs.
Why choose WJEC?
• This bold and exciting course provides students with a stimulating and motivating study of computer science fit for the 21st century.
• Another distinctive feature of the specification is the opportunity for students to demonstrate their programming and problem solving skills, skills that are assessed through external assessment in unit two.
• The depth of coverage means that it provides a solid foundation for either the study of ‘A’ level Computing or employment.
GCSE Digital Technologies
The WJEC GCSE qualification in Digital Technology is a broad-based qualification that allows you to build on the digital skills, knowledge and understanding that is used both in their school and everyday lives. The qualification is designed for you who wish to begin their journey towards a career that utilises digital technologies or to progress onto advanced level programmes of learning involving digital technologies.
The qualification will allow you to develop their understanding of the range of digital technology systems at use in our connected and globalised society. It will also allow you to explore the ever-evolving nature of digital technology systems and how these systems can be used productively, creatively and safely.
This specification in Digital Technology will enable you 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 using a range of hardware and software
• develop their understanding of the systems development life cycle and of how ideas can become products.
GCSE Drama
Is this the right subject for me? If you enjoy:
• Expressing yourself in an active and exciting way
• Working in a group
• Contributing your ideas and taking on board those of others
• Exploring ideas by putting yourself in other people’s shoes
• Playing many parts in different imaginary situations
• Creating your own drama work
• Looking at plays written by other people
Then GCSE Drama is the ideal subject for you.
What do I need to know, or be able to do, before taking this course?
You may have had experience of Drama outside of school. You may be a member of a drama club, or been part of theatre production company performance. Any of these experiences can help if you choose Drama as a GCSE subject. You will develop your improvisation and acting skills to a higher level. You will also look at plays in more detail and at different ways of bringing a script to life on stage.
What will I learn?
• All about DEVISED drama, which asks you to create your own work. This includes all the acting and staging skills that are needed to put a piece of drama into practise
• How to read, understand and perform a published play as well as the theoretical approaches to live performance
• Many skills that are highly valued in any walk of life including teamwork, collaboration and confidently presenting yourself in public
What does the course contain, and how will I be assessed?
WJEC GCSE DRAMA Course Structure and Assessment Methods:
Unit 1- Devising Theatre (40%)
Non-exam assessment: internally assessed, externally moderated
40% of qualification (60 marks)
• Learners complete a written evaluation of the devised performance under formal supervision and an on-going portfolio of supporting evidence that will show how the process was carried out.
• Learners will be assessed on either acting or design.
• Learners work in groups of between two and five performers.
• Up to four additional learners, each working on a different design skill, may work with each performing group.
Unit 2: Performing Theatre (20%)
Non-exam assessment: externally assessed by a visiting examiner
20% of qualification (60 marks)
• Learners participate in a performance based on two 10 minute extracts from a performance text of their own choice.
• Learners will be assessed on either acting or design
• Learners work in groups of between two and four performers.
• Up to two additional learners, each working on a different design skill, may work with each performing group.
Unit 3: Interpreting Theatre (40%)
Written examination: 1 hour 30 minutes
Section A: Set Text
• A series of questions on one set text explored as an actor, designer and director from a choice of five:
- Romeo and Juliet by William Shakespeare
- 100 by Diene Petterle, Neil Monaghan and Christopher Heimann
- 1984 by George Orwell, adapted Robert Icke and Duncan Macmillan
- Two Faces by Manon Steffan Ros
- The Shadow of the Sickle by Islwyn Ffowc Elis, adapted Sion Eirian.
All texts will be available in English and Welsh.
• Section B: Live Theatre Review
One question, from a choice of two, requiring analysis and evaluation of one live theatre production seen during the course.
GCSE Design & Technology - Product Design
Product Design offers a unique opportunity in the curriculum for students to identify and solve real problems. Students will look at a range of needs, wants and opportunities and respond to them by designing and making products in a wide range of contexts. Pupils are able to select the most appropriate materials and equipment during this process.
Product Design develops student’s interdisciplinary skills and their capacity for imaginative, innovative thinking, creativity and interdependence. The problem solving skills developed through the study of Product Design are much sought after.
As a ‘Designer’ pupils will solve a design problem by Investigating, Designing, Modelling, Testing and Evaluating a final design proposal/product.
To be successful in Product you need to be Committed Creative, Artistic, Motivated, a Problem Solver and most importantly, enjoy all aspects of the subject and not just making.
Course Specification
The course is essentially practical based, with pupils communicating their ideas through sketching and professional Computer Aided Design software. Pupils are inspired by products within their daily lives and become familiar with a number of famous designers/companies, such as Dyson, Sony, Apple, Nike, etc, all of which have developed ‘fashionable products’ that you may own!
Pupils will learn to use a variety of tools and equipment, using them to make their ‘own’ designs in a variety of materials. Pupils thoroughly enjoy the subject and are encouraged by the outcomes they produce. The course is enriched by an educational visit to ‘Morgan Car’s Design and Production Plant’ in Malvern. It is a very rewarding subject to those pupils whom wish to undertake an alternative subject within their GCSE curriculum.
Summary of Assessment
The assessment for Product Design is divided into two units and students will be assessed in the following areas:
1. Unit 1 Focus Area Examination Paper (50%)
2. Unit 2 NEA: Design & Make Project (50%)
Progression
What can you do with ‘Product Design’?
The course, which is centred on ‘Design’ and ‘Manufacture; this is a suitable foundation for students whose interests and careers intentions are in the creative/artistic areas or by those who wish to embark upon a STEM future, such as:
Architecture, Product Design, Graphic Design, Automotive Design, Fashion Design, Jewellery Design, Furniture Design, Engineering, Marketing/Advertising, Surveying, Planning, Ergonomics, etc.
Students who have studied GCSE Product Design have received prestigious Arkwright Engineering Scholarships (opportunity applied for in Year 11) and won awards such as the Education Engineering Education Scheme Wales student of the year, WJEC Innovation Award, National D&T Association student of the year awards and Triumph Motorcycles Design Awards.
If you have any questions, see a member of the Design and Technology Department.
GCSE Economics
GCSE Economics offers students a great opportunity to learn about how everyday individuals, organisations and governments are faced with making economic choices in terms of how best to use the limited amount of resources that they have available. The GCSE course provides students with an introduction to major economic topics such as supply and demand, growth, inflation, globalisation and exchange rates.
GCSE Economics offers students the chance to be introduced to concepts related to Microeconomics enabling them to explore how markets function. Learners will also consider Macroeconomic theories helping reflect on how the economy of a country functions.
What will I Learn?
The content is presented in four clear and distinct topic areas:
1. Introduction to Economics
2. The role of markets and money
3. Economic objectives and the role of government
4. International trade and the global economy
The GCSE COURSE:
The course is assessed through two external written examinations both sat at the end of Year 11:
Economics is a fascinating subject to study, which is not only well respected but also extremely relevant to the real world. Throughout the course students will be able to develop their skills of analysis and evaluation as they learn to apply economic theory to different contexts. The GCSE Economics course lays excellent foundations for AS and A Level study.
GCSE French
After studying French for three years, pupils have a good level of competency in the four language skills of listening, speaking, reading and writing across many topic areas. In addition to this they have an awareness and knowledge of the culture, customs and way of life in French-speaking countries. In multi-lingual and multi-cultural societies, the knowledge of at least one foreign language is highly desirable and is considered essential by many employers.
A GCSE qualification in French will considerably broaden the scope of job opportunities and can be combined successfully with many other subjects at A Level and at University. The study and experience of French will also increase your skill set for life – it develops skills in clear communication, problem-solving, considering ideas from another culture’s point of view, translation, active and fine listening skills and the ability to think quickly. In addition, it enhances your knowledge of English and will boost your literacy skills.
At GCSE the four language skills and cultural knowledge form the basis of the course. The new GCSE course places emphasis on developing speaking and listening skills to enable the learner to become independent in their communication. These skills are then supported and reinforced by reading and writing in French.
We use video, audio and multi-media tools to support and enhance teaching and learning in the classroom and pupils are encouraged to use French as much as possible. Each of the 4 elements of the course is worth 25% and will be assessed via a final examination towards the end of year 11. In French, we have the advantage of mixing the tiers across the four skills to play to the pupil’s strengths.
GCSE Geography
Geography is an education in life! Much of the work covered is related to important current affairs and is designed to develop enjoyment in the subject for any student with an interest in the local and global economy, social issues and environmental concerns. It is an excellent basis for intellectual development and provides broad exposure and a range of topics. The school follows the WJEC ‘Specification A’ Geography GCSE syllabus and it is a linear course. The course is a very popular and successful option.
Unit 1 Changing Physical and Human Landscapes
This paper is worth 40% of the final grade and is made up of 3 questions from a choice of four. Section A – core themes is two questions assessing landscape and physical processes and rural-urban links. Section B is one question from a choice of two, this will either be tectonic landscapes and hazards or coastal hazards and their management.
There will be a mixture of question styles including data response and extended answers.
Unit 2 Environmental and Development Issues
This paper is worth 40% of the final grade and is made up of 3 questions from a choice of 4. Section A – core themes is two questions assessing weather, climate and ecosystems and resource and development issues. Section B is one question from a choice of two, this will either be social development issues or environmental challenges.
Unit 3 Geographical Enquiry/Controlled Assessment
This unit is worth 20% of the final grade and is a non-examination assessment.
Students will be required to write a report which includes evidence of the enquiry process and their independent ability to process/present data and complete extended writing.
Fieldwork is a positive feature of the department and a range of local and international locations are visited.
Geography GCSE is a fascinating and relevant course helping you to make sense of what you see in the world around you. Should you wish to continue your Geography studies into the sixth form, it combines well with both science and arts subjects. Importantly Geography is certainly very well regarded by both Universities and employers. Indeed, the beauty of Geography is that it really provides an excellent foundation for pursuing academic life yet is equally useful in the working world.
The WORLD today…
• weighs approximately 5,940,000,000,000,000,000,000 metric tons
• people will use 10 billion tonnes of fresh water
• has a population of about 7,258,782,987
• there are 196 countries, across 7 continents
Nearly everything that has happened in the past, is happening now or will happen to our planet in the future can be linked to GEOGRAPHY.
GCSE History
As a department we feel that learning and studying History is a very important part of our understanding of the world we live in today. As a result we have decided to tailor our History GCSE to cover aspects of modern history in depth as well as an overview of the last 500 years. There will be four major topics studied throughout the two years:
Unit 1 – DEPRESSION, WAR AND RECOVERY, 1930-1951
This option focuses in depth on selected themes and issues surrounding the Second World War, notably economic depression, the impact of the war on Britain and recovery after, during the period 1930-1951. Learners will develop an awareness of how aspects of life in this period have been represented and interpreted and they should also address the key questions in each topic area using a range of historical sources.
Unit 1 will be examined in 1 hour paper and will account for 25% of the final GCSE
Unit 2 – THE USA: A NATION OF CONTRASTS, 1910-1929
This option focuses in depth on selected themes and issues relating to the history of the USA between 1910 and 1929. Pupils will be required to consider the main problems and challenges facing American society during the period from racism to gangsters, the major economic problems and the development of American culture and society such as cinema, jazz and the role of women. Pupils should develop an awareness of how aspects of life in the USA in this period have been represented and interpreted and they should also address the key questions in each topic area using a range of historical sources.
Unit 2 will be examined in a 1 hour paper and will account for 25% of the final GCSE
Unit 3 – CHANGES IN CRIME AND PUNISHMENT, c.1500 to the present day
This option focuses thematically on the main trends in the history of crime and punishment in Britain from c.1500 to the present day. Pupils will be required to consider the causes and types of crime, law enforcement, combating and punishment of crime and changing attitudes towards crime and punishment over time. Pupils will also be required to examine the major political, social, economic and cultural perspectives which have contributed to the development of both crime and punishment from c.1500 to the present day. The impact of changes in crime and punishment on Wales will be highlighted and pupils will investigate an historic site connected with this theme. The required content below shows which key features and characteristics of the period must be studied.
Unit 3 will be examined in 1 hour 15 minute paper and will account for 30% of the final GCSE
Unit 4 – An investigation into an issue of historical debate or controversy
This unit is a two part written assignment based on an era of British history, for example World War I. Due to new regulations set out by the WJEC, this work will be produced under controlled conditions within the classroom. The WJEC will be setting the question and resources each year.
Unit 4 under controlled conditions, both worth 20% of final marks.
History gives students not only a thorough understanding of the wider world they are living in but also some important skills which are regarded highly by Universities and employers. In short, History at GCSE level is a demanding yet very interesting and rewarding subject, particularly in terms of results and overall learning. It can certainly be an asset to any future career.
Junior Apprenticeships at Cardiff and Vale College
Junior Apprenticeships are a unique new way to learn and start training for a future career for 14-16 year olds.
During Year 10 and 11 young people on a Junior Apprenticeship programme come to college, instead of school, five days a week during term-time.
On a Junior Apprenticeship you can develop knowledge, skills and gain industry qualifications for your chosen future career. Alongside this you will study English and Maths and continue to sit GCSE exams in these subjects which are important for any future career.
These unique programmes, jointly funded by Cardiff City Council, Cardiff schools and Cardiff and Vale College, offer a brand new route for young people to train for a future career. Our aim is to make you employable and ready to progress onto your next step – a higher level course or apprenticeship in your chosen career at the age of 16.
Junior Apprenticeships are offered in a range of areas including:
Catering and Hospitality, Multi Trades, Hair dressing and Beauty.
How can I apply?
To apply you must speak to Miss Warren, Year 9 Achievement Leader or Mrs Venn, Head of Lower School. The College is unable to take direct applications for Junior Apprenticeships. All applicants must be referred through school or where you are currently registered to learn.
You can find out more on the Cardiff & Vale College website:
https://cavc.ac.uk/en/junior-apprenticeships#Junior-Apprenticeships
Please note that the Junior Apprenticeship is equivalent to four option choices.
GCSE Media Studies
The WJEC specification is designed to introduce learners to the key concepts for studying media - media language, representation, media industries and media audiences – in relation to examples from a wide range of media forms. Through this study, learners gain a good understanding of the foundations of the subject, enabling them to question and explore in a critical way aspects of the media that may seem familiar and straightforward from their existing experience. This exploration extends learners' engagement with the media to the less familiar, including products from different historical periods or those aimed at different audiences, providing rich and challenging opportunities for interpretation and analysis. This specification recognises the cross-media, multi-platform nature of the contemporary media and the centrality of online and social media platforms in distributing, accessing and participating in the media. In some instances, specific forms are highlighted for detailed study, but this is in the context of their relationships to online platforms. Studying aspects of the media in Wales is also an important part of this specification. Learners will explore a range of media products that reflect this Welsh dimension, including those produced by the media industries in Wales, those set in Wales or those intended for a Welsh audience.
Summary of Assessment
Unit 1: Exploring the Media
Written examination: 1 hour 30 minutes
30% of qualification (60 marks)
Section A: Representations – advertising, video games and newspapers
This section will assess knowledge and understanding of the representation of gender and events in relation to any of the media forms studied – advertising, video games and newspapers.
• One stepped question based on unseen print-based resource material related to advertising, video games or newspapers.
Section B: Music
This section will assess knowledge and understanding of media language, representation, media industries and audiences.
• One stepped question and two single questions.
Unit 2: Understanding Television and Film
Written examination: 1 hour 30 minutes
30% of qualification (60 marks)
Section A: Wales on Television
This section will assess knowledge of media industries, audiences, media language and representation.
• One stepped question based on the set ‘Wales on Television’ product chosen by the centre. The final part of this question requires an extended response where the quality of written communication will be assessed.
Section B: Contemporary Hollywood Film
This section will assess knowledge and understanding of media industries, audiences and media language.
• One stepped question and two single questions.
Unit 3: Creating Media
Non-exam assessment 40% of qualification (80 marks)
• A media production, including individual research and planning, created in response to a choice of briefs set by WJEC, and applying knowledge and understanding of key concepts.
An individual reflective analysis of the production.
GCSE Music
Aims:
The GCSE Music course sets out to develop broad based musicians through a wide range of performance, listening and composition activities. This engaging course covers a very wide range of musical styles including Film Music, Popular Music &Jazz as well as music from the Western Classical Tradition.
Suitable for:
GCSE Music is designed to be accessible to all students who have studied music in Years 7 to 9 and caters for students of all abilities and musical tastes. A wide range of ICT equipment is used to produce and record music also. Pupils who have not received formal tuition on an instrument or voice are given the opportunity to do so in Year 10 through the school. The broader aim of the course is to give students the opportunity to:
1. Develop their understanding and appreciation of a wide range of music through practical activity, individually and in groups.
2. Develop a lifelong interest in music.
3. Develop creative thinking, aesthetic sensitivity as well as emotional and cultural development.
The course integrates the activities of performing, composing and appraising and is assessed as follows:
Are there set pieces?
Yes, we study all sorts of styles but look in details at the Pop song ‘Everything Must Go’ by the Manic Street Preachers and the piece ‘Anitra’s Dance’ from the Peer Gynt Suite by Grieg.
Students will enjoy concert and theatre visits as well as benefiting from an extensive range of extra-curricular activities provided by the Music Department.
Further information and details can be found in the Music Department from Mr. Leggett & Miss Edge.
TWITTER: Mr. Leggett: @musicchs
Email: LeggettD1@hwbcymru.net
GCSE Physical Education
Through studying GCSE Physical Education learners will acquire the knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being.
Pupils will study a range of topics across two years of study:
1. Health, training and exercise
Defining health and the exploring the health benefits of exercise. Acquiring the knowledge to develop your own training programme and how to monitor your own fitness levels.
2. Exercise physiology
Studying the cardiovascular, respiratory, skeletal and muscular systems, how they react to exercise and the long-term adaptations they experience.
3. Movement analysis
Classifying the different movements that are performed in sport and exercise. Critically evaluating the technological developments that influence performers, coaches, supporters and officials across sport.
4. Psychology of sport and physical activity
Exploring the mental processes, we follow when learning a new skill. Classifying the characteristics of skilled performers as well as researching forms of motivation and the use of mental preparation to improve performance.
5. Socio-cultural issues in sport and physical activity
Investigating the impact that sport has on society. Participation in sport is broken down, with target groups such as; women, ethnic minorities and disabled performers, involvement in sport analysed. The commercialisation of sport discusses the impact that the media and sponsorship has on all levels of sport.
This is assessed in one examination worth 50% of the overall qualification.
The course assesses pupils practical performance in sport. Pupils will be assessed in three different activities in the role of performer in at least one individual sport, one team sport and one other. Pupil will complete a Personal Fitness Programme (PFP) based on their major activity. These activities include sports offered in school, but also outside activities such as skiing, horse riding, combat sports, etc, although video evidence is required.
This is assessed through completion of the PFP and assessment in 3 activities, combined this is worth 50% of the overall qualification.
This course is for those who have a passion for sport and exercise. It is important you have a deep interest in sport and are prepared to explore the theory aspects of the course across a board range of topics. Pupils should be regularly participating in sport and exercise and be in a position to meet the practical assessment.
Summary of Assessment
Q Plus
This option aims to provide pupils with support in literacy and numeracy, as well as offering the opportunity to study towards other level 2 qualifications in ICT and Personal Finance.
The ICT qualification is a TLM Level 2 Extended Certificate in IT User Skills in Open Systems and Enterprise (ITQ). This qualification is entirely coursework based and is graded as a ‘pass’ once complete. A pass is equivalent to 2 x B grades at GCSE.
The finance qualification is a Level 2 Certificate in Financial Capability and Careers Development (CeFCCD). This qualification involves pupils studying 4 units and completing online multiple choice exams after each. Finance is graded A* - C depending on the overall marks for all tests.
Q+ will help pupils to develop wider skills, gain in confidence and also improve their GCSE results. Some pupils do find the usual number of GCSE subjects to be quite challenging, particularly with coursework commitments. Therefore, a reduction by one subject may provide extra time in order to develop a broad range of skills and concentrate efforts.
The additional support can focus on written language skills, for example, spelling, punctuation, comprehension and essay writing and mathematical skills. However, there is also opportunity to gain individual help in all curriculum areas. Support is also provided with organisation and study skills.
GCSE Religious Studies
“Religious Studies is becoming a hot subject as pupils look for answers to problems in today’s uncertain world. And it’s not just believers who are switching on.”
Hilary Wilce, The Independent
Are you interested in exploring some of the world’s most important moral and philosophical issues through debate and discussion with your peers? Do you like exploring different beliefs and cultures? If so, GCSE Religious Studies will be an ideal course for you. Religious Studies is a fascinating and complex, cross-curricular subject with direct relevance to the world we live in. It is a qualification highly valued by universities and employers alike, across a broad range of subjects and careers.
Both units will focus on the religions of Christianity and Islam, and will also incorporate some non-religious perspectives:
Unit 1: Religious Responses to Philosophical Themes
Written examination: 2 hours, 50% of qualification
Part A: Core beliefs, teachings and practices of religious believers, including God, Worship and Morality.
Part B: The philosophical and religious themes of Life and Death and Good and Evil from religious and non-religious perspectives.
Unit 2: Religious Responses to Ethical Themes
Written examination: 2 hours, 50% of qualification
Part A: Core beliefs, teachings and practices of religious believers, including Holy Books, the Afterlife, Life’s Journeys and Special Places.
Part B: The ethical and religious themes of Relationships and Human Rights.
Skills Challenge Certificate
Skills Challenge offers opportunity for learners to develop the skills required for higher education, employment and life.
The Skills Challenge National is a level 2 qualification and is graded A*- C.
The Skills Challenge Foundation is a Level 1 qualification and is graded Foundation Pass* or Foundation Pass
What is the Skills Challenge Certificate?
This is a skills based programme that consists of the following elements:
Individual Project
This is an independent, research based project based on an individually selected subject. Pupils will demonstrate their knowledge and skills to produce a written report based upon their own research. This makes up 50% of the Skills Challenge Certificate.
Enterprise and Employability Challenge
Pupils will have opportunity to develop enterprising skills and attributes to enhance their employability in the future. This contributes 20% of the certificate.
Global Citizenship Challenge
Pupils will develop their understanding and respond appropriately to a global issue. This contributes 15% of the certificate.
Community Challenge
Pupils will have opportunity to develop and participate in activities that will benefit the community. This contributes 15% of the certificate.
All aspects of the Skills Challenge must be successfully completed in order for the certificate to be awarded. The qualification can be awarded a Foundation or National grade depending upon the level of achievement across the component parts.
The National Skills Challenge Certificate is graded A*-C
The Foundation Skills Challenge Certificate is graded Foundation Pass or Foundation Pass*
More detail on the awarding of grades and additional course information may be found at:
http://www.wjec.co.uk/qualifications/welsh-baccalaureate/welsh-bacc-from-2015/
Getting the Balance Right
Now you’ve looked at different types of courses and subjects. You have found that there are some subjects you have to do – like it or not! You’ve also checked out the options available at your school. Now you have to work out how to put it all together and get the balance right for you.
Subjects for everyone
Remember that there are some subjects that are so important everyone has to take them. These are:
English
Mathematics
Science
Welsh
Gaining employability skills
You also need to gain employability skills which will help when you start to look for work. These are the skills that employers look for when recruiting staff. They include:
Communication
Teamwork
Problem solving
Initiative and enterprise
Planning and organising
Self-management.
You will study and develop these skills at school, often as part of other courses, in particular, Skills Challenge. Your hobbies will also develop your skills. For example, if you play a team sport you will develop your skills in working with others.
Do you have lots of job ideas, but can’t choose?
If yes, then:
Find out which qualifications you need. Are there any that match all your ideas?
Keep your options open by choosing a broad range of subjects.
HOT TIP !
Subjects do not need to be directly relevant to a job. Some are worth taking just because you enjoy them. Some subjects, like PE, sound like they will be easier than others, but they are not a soft option. You have to work just as hard as for any other course.
Getting Help and Advice
We all need help to reach decisions throughout our lives. There are lots of people ready to help you, just ask!
Your parents/carers, family and friends are probably the people who know you best and understand your good and bad points.
Subject teachers know what each subject involves and can advise you whether they think it’s for you.
Careers Wales’ careers advisers offer confidential help and support on a wide range of issues and can link you with other organisations for more specialists help. You can speak with Mrs Natalie Lewis.
Your Form Tutor/Achievement Leader knows you well, they may be able to give you help and advice.
Additional Learning Needs Co-ordinator (ALNCo). Most schools have an ALNCo, whose role is to help if you have a learning difficulty or disability that affects your studies. At Cardiff High School the ALNCo is Mrs G. Brownlow and the Assistant ALNCo is Miss H. Williams. They are based in the Learning Support area.
Useful contacts:
Miss N Warren - Year 9 Achievement Leader (warrenn17@hwbcymru.net)
Mrs A Venn - Head of Lower School (venna4@hwbcymru.net)
ALNCo - Mrs G. Brownlow (brownlowg@hwbcymru.net)
Mrs H M Williams - Assistant ALNCo (williamsh166@hwbcymru.net)
Mrs C Falcus –Assistant Head (Curriculum) (falcusc@hwbcymru.net)
Curriculum Leader Contacts
If you have any further questions, do not hesitate to contact Curriculum Leaders
English - Ms. H. Davies (daviesh176@hwbcymru.net)
Maths - Mr. J. Nicol (nicolj@hwbcymru.net)
Science - Miss. S. Isaac (isaacs17@hwbcymru.net)
Art - Mrs. H. Penny (pennyh10@hwbcymru.net)
Business Studies & Economics - Mrs S. Carter (carters86@hwbcymru.net)
D&T - Mr. L. Powell (powelll356@hwbcymru.net)
Drama - Mr. I. Miles (milesi2@hwbcymru.net)
French - Ms A. Hales (halesa4@hwbcymru.net)
Geography - Mrs. S. Evans (savages@hwbcymru.net)
History - Mrs. J. Toye (toyej@hwbcymru.net)
ICT & Computing - Mrs. J. Farag (faragj1@hwbcymru.net)
Media - Ms D. Jones (jonesd310@hwbcymru.net)
Music - Mr. D. Leggett (leggettd1@hwbcymru.net)
PE - Mr. D. Curnow (curnowd@hwbcymru.net)
Religious Studies - Mrs. L. James (jamesl96@hwbcymru.net)
Welsh - Mrs. L. Evans (evansl237@hwbcymru.net)
Skills Challenge - Mrs. E. Tumelty (tumeltye@hwbcymru.net)
Additional Learning Needs - Mrs G. Brownlow (brownlowg@hwbcymru.net)
Q+ & ASDAN Miss S. James (jamess448@hwbcymru.net)
Credits:
Created with images by geralt - "business the next step next" • Unknown - "Welsh Flag Drag National Symbol · Free vector graphic on ..." • Unknown - "Royalty-Free photo: Person holding black and white pen ..." • athree23 - "whiteboard marketing idea" • Unknown - "Supply Demand Graph : Public Domain Pictures" • Unknown - "프랑스 국기 국가 · Pixabay의 무료 사진" • Unknown - "Brown and Blue Desk Globe · Free Stock Photo" • Oli Woodman - "Taken at the 76th Goodwood Members’ Meeting at Goodwood Motor Circuit in Chichester, England. This photograph shows a preoccupied mechanic behind a selectively focused engine that was destined for this Porsche race car." • Unknown - "Free illustration: Icons, Ball, Networks, Internet - Free ..." • Ashkan Forouzani - "untitled image" • Unknown - "Career Road Away Way Of · Free photo on Pixabay" • geralt - "business establishing a business startup" • Unknown - "Looking For A Job Work Silhouettes · Free image on Pixabay" • Miles Burke - "untitled image"