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GCSE Art - WJEC This is a successful, enjoyable and stimulating course, constructed to enable students of all abilities to experience success. Pupils study a wide variety of artistic media and styles, whilst developing their skills to the fullest. The syllabus areas available for students are:

drawing and painting; graphics; textiles; three dimensional studies; printing.

The exam reflects modern work practices. Working from a brief students will be expected to demonstrate the ability to develop their own creative ideas. Their ideas and communication of these ideas have a greater emphasis than artistic ability. The exam is divided into two assessment units, one of which is coursework. Much of the coursework and exam work requires pupils to complete work at home. The assessment units involve working to a theme. The final exam unit has a development period of six weeks, followed by ten hours of work under exam conditions.

Exam Board Exam Paper – 40% Coursework – 60% Grades Possible WJEC – 1 tier of entry Six weeks of

development and preparation of an idea – 10 hours of examination

time.

One assessment unit of at least 2 parts.

A* - G

Creative ideas + work = success The exam starts in January of Year 11 when pupils receive the exam paper. Pupils choosing to do this course will be expected to have the basic equipment of pencil, pen, rubber, colouring pencils, paints with a brush and a folder to keep their work tidy and safe. These can be purchased at the beginning of the course from the Art Department.

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ASDAN Certificate of Personal Effectiveness - ASDAN The ASDAN Certificate of Personal Effectiveness provides formal accreditation within the National Framework of Qualifications. The aims of the qualification are to enable candidates:

to develop and demonstrate a range of personal, key and employable skills leading to personal effectiveness; to broaden experience and manage learning through the enrichment activities provided by the ASDAN Award

programmes; to receive formal recognition and accreditation for the above.

To be eligible for the Certificate of Personal Effectiveness candidates must complete all of the requirements of the ASDAN Awards, through which evidence of skill development in six areas is demonstrated: Unit WO: Introduction to working with others (in a team)

Unit LP: Introduction to improving own learning and performance

Unit PS: Introduction to problem solving

Unit R: Planning and carrying out a piece of research

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Unit D: Communicating through discussion

Unit OP: Planning and giving an oral presentation

Qualification: Level 1 and 2 COPE is a full GCSE equivalent qualification Level 1 is equivalent to an E grade at GCSE. Level 2 is equivalent to a grade B at GCSE. The Modules Menu: Some examples of modules that can be chosen to complete the COPE qualification. There are 12 modules in total.

Communication Citizenship The Environment Independent Living

This course is studied over 2 options.

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Level 1/Level 2 BTEC First Award in Business – EDEXCEL The business world is all around us. Companies advertise their products on TV, Posters, the internet and on the streets sometimes without us even knowing! BTEC Business Studies gives you the opportunity to understand these companies, and who knows even give you the motivation to own one in the future. The next Alan Sugar could be here in Blackwood! Business Studies is very different to some other traditional subjects as most of the information learnt you may already know you just need to be made aware of it! The BTEC looks at the following areas within the vast subject:

• types of business; • business finance; • people in business, e.g. motivating factors; • marketing (advertising, pricing strategies); • business and society; • the global economy (in particular looking at the recent economic climate).

You also have the opportunity to create your own business. There are many different learning methods used in Business Studies such as business reports, team challenges, and business speakers visiting the school, trips to business organisations and class presentations, as well as the traditional worksheets and internet research. There is even a Dragons’ Den day where pupils present their business ideas to real business people.

This course is recommended for any students who are interested in running their own business in the future or go on to study Business at A-Level.

How the course is assessed: The BTEC is equivalent to a GCSE grades A* to D. Therefore students who think they cannot achieve a D or above level should not consider studying a BTEC. It consists of the following: Unit 1- Introduction to Business Unit 2- Finance for Business* Unit 3- Enterprise in the Business World Unit 3- Promoting a brand

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You can achieve a Pass (equivalent to a C), Merit (equivalent to a B) and a Distinction (equivalent to an A) in all 4 units. The units market with a * are examined externally. If you would like more information please see Mrs Cole in M19.

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Level 1/Level 2 BTEC First Award in Sport - EDEXCEL

A BTEC First Award provides the equivalent of one GCSE.

Work is completed via assignments and is coursework based. 25% of the course is externally assessed.

BTEC First awards are work-related. All the topics pupils will study provide them with the necessary skills and knowledge needed in the workplace.

There is a practical element. Pupils will learn how to apply their knowledge, both on their own and as a

member of a team, to develop their personal skills and abilities.

BTEC assignments are assessed as a Pass, Merit or Distinction in each of the assignments. Pupils will then be awarded an overall Pass, Merit or Distinction for the whole course.

If you would like more information please see Mr Villa or Mrs Corcoran in the PE Department.

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Level 1/Level 2 BTEC First Award in Performing Arts - EDEXCEL

Do you enjoy singing, acting and dancing? Do you see yourself on the stage? Do you like musicals?

If you answered ‘Yes’ to any of these questions then BTEC Performing Arts is the course for you! BTEC Performing Arts is a vocational qualification (equivalent of 1 GCSE grade A*-C) that focuses on working within the Performing Arts Industry. How is the course assessed? Unlike previous BTECs, the new Performing Arts course is assessed externally as well as internally. Unit 1: Individual Showcase (External Assessment) (Example assessment)

• A letter of application to a further education college to be considered for a higher level Performing Arts course. (This is sent off for marking).

• An entry audition for college consisting of 2, 2 minute performance pieces from a musical. (This is filmed and sent off for marking).

Unit 2: Preparation, Performance and Production (Internal Assessment) • This will require you to participate in the school musical as part of the company and demonstrate your

progression through rehearsals and final performance.

Unit 5: Musical Theatre Skills (Internal Assessment) (Example assignments)

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• Musical Theatre Bootcamp – you will be involved in a series of workshops on singing, acting and dance, these will be taken by staff and visiting professionals.

• Musical Theatre Showcase – you will prepare and perform a short performance piece from a musical.

Throughout the course, pupils will have access to iPads to diary their progress as well as keeping progress journals. Many of the lessons and workshops will be filmed to provide evidence to the exam board. It is expected that you will also attend drama club and other musical rehearsals to develop your skills and to ensure you fulfil all the requirements to pass the course! Any questions you may have regarding the course please see Mr Hawkins (Head of Music and Performing Arts).

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Level 1/Level 2 BTEC First Award in Music- EDEXCEL This course is suitable for ALL pupils who enjoy playing, creating or listening to music. Pupils who choose this option will be expected to play or sing during practical sessions but you do not need to be having lessons. There are also opportunities to specialise in the production side of the music industry rather than the performance side. Why choose BTEC Music? Music is an exciting, creative, challenging and versatile subject. If you have been enjoying the challenges of the current Uke Band project for example, enjoy being a ‘team player’ and have an interest to what makes up the ever-growing Music Industry, then this is the course for you! BTEC Music is a vocational qualification (equivalent of 1 GCSE grade A*-C) that focuses on working within the Music Industry. How is the course assessed? Unlike previous BTECs, the new Music course is assessed externally as well as internally. Pupils can achieve a PASS, MERIT or DISTINCTION. Unit 1: The Music Industry (External Assessment)

• This is a 60 Minute Exam based on a study of the Music Industry. What are the different organisations that make up the Music Industry? What are the various job roles in the Music Industry?

Unit 2: Managing a Music Product (Internal Assessment) • This will require you to work in groups to plan, prepare and market a music product. A possible example

could be a CD. You will need to decide on the performers, pieces etc. and record them and market your CD for sale.

Pupils will be required to study two additional units and we will decide the ‘best-fit’ options for the cohort from the following units: Unit 3: Introducing Live Sound – preparing a venue for a public performance, setting up the sound equipment etc. Unit 4: Introducing Music Composition – learning the skills required to write a variety of musical genres. Unit 5: Introducing Music Performance – learning the skills required to prepare for a public music performance. Unit 6: Introducing Music Recording – learning the techniques to make a digital recording (this will require you to learn how to use the iMacs to full effect).

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GCSE DESIGN AND TECHNOLOGY IN THE 21ST CENTURY – Product Design

Product Design Unit 1: Design and Technology in the 21st Century. Written examination: 2 hours. 50% of qualification. A mix of short answer, structured and extended writing questions assessing candidates' knowledge and understanding of product design. Unit 2: Design and make task. Non-exam assessment: approximately 35 hours. 50% of qualification

A sustained design and make task, based on a contextual challenge set by WJEC, assessing candidates' ability to: -identify, investigate, analyse and outline design possibilities -design and make prototypes and evaluate their fitness for purpose

Each learner will therefore study four areas of content:

1. Core knowledge and understanding

2. In-depth knowledge and understanding of:

product design

3. Core skills

4. In-depth skills of:

product design

Design and Technology in the 21st Century Design and make task NEA: approximately 35 hours 50% of qualification

100 marks

Product design –You will learn about • Papers and boards • natural and manufactured timber • Ferrous and nonferrous metals • Thermoforming and thermosetting polymers • Modern and smart materials • The sources, origins, physical and working properties of materials, components and systems • The way in which the selection of materials or components is influenced by a range of factors such as

functional, aesthetic, environmental, availability, cost, social, cultural and ethical • Stock forms, types and sizes in order to calculate and determine the quantity of materials or components

required • Alternative processes that can be used to manufacture products to different scales of production • Specialist techniques and processes that can be used to shape, fabricate, construct and assemble a high

quality prototype • Appropriate surface treatments and finishes that can be applied for functional and aesthetic purposes.

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WJEC Level 1/2 Award in Constructing The Built Environment WJEC Level 1/2 Awards in Constructing the Built Environment offer a learning experience that focuses learning for 14-19 year olds through applied learning i.e. acquiring and applying knowledge, skills and understanding through purposeful tasks set in sector or subject contexts that have many of the characteristics of real work.

Each qualification is built from discrete units, but allows for both synoptic learning and assessment. Each unit has an applied purpose which acts as a focus for the learning in the unit. The applied purpose is the vehicle through which the learning contained in the unit is made relevant and purposeful. It is also the means by which learners are enthused, engaged and motivated to study how buildings are constructed. The applied purpose provides the opportunity for authentic work related learning, but more than this, it will require learners to consider how the use and application of their learning impacts on individuals, employers, society and the environment. The applied purpose will also enable learners to learn in such a way that they develop:

• Skills required for independent learning and development; • A range of generic and transferable skills; • The ability to solve problems; • The skills project based research, development and presentation; • The fundamental ability to work alongside other professionals, in a professional environment; • The ability to apply learning in vocational contexts.

There is no specific requirement for prior learning with this specification. The qualification has been designed to build skills, knowledge and understanding acquired at Key Stage 3, particularly skills related to literacy, numeracy, problem solving and enterprise. WJEC Level 1/2 Awards in Constructing the Built Environment have been designed to develop in learners the skills needed for progression from Key Stage 4 and GCSE learning to further education, employment and training. The successful completion of this qualification, together with other equivalent qualifications, such as in maths and the sciences, could provide the learner with opportunities to access a range of qualifications including GCE, apprenticeships, vocationally related and occupational qualifications. These include:

• Level 3 Extended Project; • Level 3 qualifications in construction, such as Diplomas in Construction and the Built Environment; • Level 2 qualifications in construction, including specialist areas such as plumbing, bricklaying and

carpentry; • Apprenticeships in construction.

Equally, the skills and understanding developed, including Essential Skills (Wales), Functional Skills, Key Skills and Personal, Learning and Thinking Skills (PLTS), are relevant to any qualification at Level 3, whether ‘General’ or ‘Vocational’.

WJEC Level 1/2 Awards in Constructing the Built Environment Unit Number Unit Title Assessment GLH

9811 Safety and security in construction External 30 9812 Practical construction skills Internal 60 9813 Planning construction projects Internal 30

Each unit in this qualification has been allocated a number of Guided Learning Hours (GLH). This is the number of guided learning hours that WJEC expects centre to provide to support learners to achieve a unit. Guided learning means activities such as classroom – based learning, tutorials and online learning, which is directly supervised by a teacher, tutor or invigilator. It also includes all forms of assessment which take place under the immediate guidance or supervision of a teacher, supervisor or invigilator. The total number of GLH assigned to this qualification is 120 hours.

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Unit 1: Safety and security in construction will be externally assessed. Details of the external assessment are as follows: (25%)

• 60 minute examination; • Total of 60 marks; • Online assessment; • Short and extended answer questions, based on stimulus material and applied contexts; • Each question will have an applied problem solving scenario; • Each paper will assess all learning outcomes. Assessment criteria will be sampled inn each series; • Available in June of each year; • Learners are allowed one re-sit opportunity. The highest grade will contribute towards the overall grade

for the qualification; • WJEC will produce a mark scheme which will be used as the basis for marking the examination papers; • Graded Level 1 Pass, Level 2 Pass, Level 2 Merit and Level 2 Distinction.

The following units are internally assessed: Unit 2: Practical construction skills – (50%) Unit 3: Planning construction projects – (25%)

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WJEC Level 1/2 Award in Hospitality & Catering The NEW WJEC Level 1/2 Vocational Award in Hospitality and Catering has been designed to support learners in schools who want to learn about this vocational sector and the potential it can offer them for their careers or further study. Employment in hospitality and catering can range from waiting staff, receptionists and catering assistants to chefs, hotel and bar managers and food technologists in food manufacturing. All of these roles require further education and training either through apprenticeships or further and higher education. WJEC Level 1/2 Vocational Awards:

Are designed for 14-16 year old learners in a school environment include an element of external assessment through either a written exam or controlled assignment are graded L1 Pass, L2 Pass, L2 Merit, L2 Distinction, L2 Distinction*

The WJEC Level 1/2 Vocational Award in Hospitality & Catering is made up of two mandatory units: Unit 1 = 40% The Hospitality and Catering Industry. This is externally assessed with an online examination that lasts 90mins. Grading: Level 1 Pass Level 2 Pass Level 2 Merit Level 2 Distinction

Unit 2 = 60% Hospitality and Catering in Action. Internally assessed: This involves you completing a piece of controlled assessment in school under examination conditions. You will be set a task by the WJEC and will have to safely plan, prepare, cook and present dishes that satisfy the task.

Learners must complete both units. This structure has been designed to develop in learners 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. There is the opportunity to learn about issues related to nutrition and food safety and how they affect successful hospitality and catering operations. In this qualification, learners will also have the opportunity to develop some food preparation and cooking skills as well as transferable skills of problem solving, organisation and time management, planning and communication. Through the two units, learners will gain an overview of the hospitality and catering industry and the type of job roles that may be available to assist them in making choices about progression.

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As this is a practical course and strict hygiene standards have been set. All pupils are expected to purchase their Catering Whites/Aprons (Approx £12 and scull caps £5) These will be sourced by school and you will need to bring your money in September. All pupils will be expected to cook on a weekly basis and it is your responsibility to ensure that you have everything required for your lessons.

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WJEC GCSE Health and Social Care and Childcare Single Award The main aims of the course is to equip learners with knowledge and understanding and skills related to the development and care of individuals throughout the life cycle from conception to later adulthood. This award covers 2 units: Unit 1 Human growth development and wellbeing. This unit covers: • Human development across the life cycle physical, social, emotional and intellectual health. • The importance of active participation on development and wellbeing. • Early intervention and prevention to promote and support growth development and wellbeing for a range of

conditions. This is an external examination. Unit 2 Promoting and maintaining health and wellbeing. This unit covers: • Health and Social Care and Childcare provisions in Wales to promote and support health and wellbeing; • Public health and health promotion across the life cycle; • Factors affecting health and wellbeing across the life cycle. This is an internal assessed piece of coursework. This is 60% of the qualification. This qualification will be in Health and Social Care and Childcare, which can lead to a profession in:

• Childcare • Social Work • Teaching/Learning Support Assistant • Nursing/Health Workers • Learning Support Assistance

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GCSE English Language - WJEC The English Language GCSE will be a linear specification: all assessments must be taken at the end of the course (May or June). Component 1: Oracy (Controlled Assessment comprising of an individual researched presentation and a group discussion). Component 2: Reading and Writing (external examination – lasting 1 hour 45 minutes to 2 hours). Component 3: Reading and Writing (external examination – lasting 1 hour 45 minutes to 2 hours). GCSE English Language enables learners to develop their skills in speaking and listening, reading and writing. These skills will be assessed as follows:

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Assessment Objectives Weighting

A01 Oracy 20% A02 Reading 40% A03 Writing 40%

AO1 Oracy

Present and organise information clearly and purposefully, sustaining and adapting their talk in formal and informal situations using a variety of techniques and verbal reasoning as appropriate;

Listen and respond appropriately to other speakers’ idea , questions and perspectives, and how they construct and express meanings;

Interact with others, shaping meaning through suggestions, comments and questions and drawing ideas together;

Use a range of appropriate sentence structures appropriately for clarity, purpose and effect with accurate grammar and expression.

Half of the available credit for A01 will be awarded for the choice of appropriate register, grammatical accuracy and range of sentence structures with the remainder for content and organisation. A02 Reading

Use inference and deduction skills to retrieve and analyse information from a wide range of written texts;

Synthesise and summarise information from a range of texts; Interpret themes, meaning, ideas and information in a range of texts and challenging writing; Compare and evaluate the usefulness, relevance and presentation of content within or across texts; Refer to evidence within texts distinguishing between statements that are supported by evidence and

those that are not; Evaluate and reflect on the ways in which texts may be interpreted differently according to the

perspective of the reader and distinguishing between facts or evidence and opinions, bias and argument;

Understand and recognise the purpose and reliability of texts. A03 Writing

Write to communicate clearly and effectively, using and adapting register and forms and selecting vocabulary and style appropriate to task and purpose in ways that engage the reader;

Use linguistic, grammatical, structural and presentational features in their own writing to achieve particular effects, to engage and influence the reader and to support overall coherence;

Use a range of sentence structures and paragraphs appropriately for clarity, purpose and effect, with accurate grammar, punctuation and spelling.

Half of the available credit for A03 will be awarded for spelling, punctuation and grammatical accuracy.

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GCSE English Literature – WJEC The English Literature qualification is a non-linear, tiered specification. Assessment will be through controlled assessment and examination.

Tier Grades Available Higher A*, A, B, C, D Foundation C, D, E, F, G

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The GCSE English Literature requires that pupils become critical readers of fiction and non-fiction prose, poetry and drama. They should experience different times, cultures, viewpoints and situations as found in literacy texts and explore how texts from different cultures and traditions may reflect or influence values, assumptions and sense of identity. The course will be assessed in the following ways: Unit 1: Prose (different cultures e.g. ‘Of Mice and Men’) and poetry (contemporary) 35% 2 hour external assessment – January/June Section A – Individual texts in context Section B – comparative study Unit 2a: Literary heritage drama (An Inspector Calls) and contemporary prose (Heroes) 40% 2 hour external assessment – June Unit 3: Poetry and drama (literary heritage) 25% Controlled assessment – ‘cashed in’ – June Section A – Shakespeare Section B – Welsh writing/texts in English Additional marks should be awarded for grammatical accuracy

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GCSE Languages - WJEC The study of a modern foreign language is an increasingly important skill for students who will be working in a society that has such close links with Europe. With BREXIT and the unfolding events and uncertainty, it is even more important than ever to ensure that our young people have the ability to speak a European language. Financial institutions are threatening to move abroad taking thousands of jobs and at present the official language of the E.U. is English and this is very likely to change. In order for Wales to remain globally competitive and for our pupils to have the ability to apply for jobs in Europe, a modern foreign language is a must. The Welsh Government have recognised the importance of languages and have launched their vision of “Global Futures” which we as a MFL Lead Network School for the consortia are heavily involved in. The Welsh Government know that for Wales to be globally competitive in the future, foreign language skills are vital. ‘Employees with language skills are definitely more marketable and have more worth in the labour market.’ Bob Shankley, HR Director, BMW Also, modern foreign languages are listed as one of a few “facilitating subjects” desired for entry into the Russell Group of Universities which is the group of the top universities including Oxford, Cambridge, Cardiff, Bath and Exeter. 75% of the world’s population do not speak English and it is vital that Britain remains competitive in the global market. Languages can be useful for many jobs both home and abroad. Languages are used in many local businesses including our Business Language Champion partner Eriez Magnetics, based in Bedwas. Jobs and careers where languages are an advantage include teaching, interpreting, banking, marketing, business and retail, journalism, engineering, law to name but a few. Language classes are fun and interactive, similar to lessons in KS3 but more challenging so pupils easily notice the improvements they make in the foreign language. Pupils also learn about the people and culture of the country and will hopefully have the opportunity to take part in a residential trip to France. Ipads and digital technology are a regular feature of our lessons helping pupils to develop the research skills necessary to become competent linguists.

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GCSE French & GCSE Spanish – WJEC We offer both GCSE French and GCSE Spanish courses. Both have been very successful in the past with excellent pass rates at C and above and particularly at A*/A. The GCSE course is structured in the same way for both languages. It is very practical in nature and enables pupils to develop the ability to:

understand the language communicate in the language develop knowledge of the language and language learning skills

During the two-year course the following topics are explored:

Identity and Culture Wales and the World – areas of interest

Current and Future Study and Employment

Youth Culture • Self and relationships • Technology and social

media Lifestyle

• Health and fitness • Entertainment and

leisure Customs and Traditions

• Food and drink • Festivals and

celebrations

Home and Locality • Local areas of interest • Transport

France and French-speaking countries / Spain and Spanish –speaking countries

• Local and regional features and characteristics

• Holidays and tourism Global Sustainability

• Environment • Social issues

Current Study • School/college life • School/college studies

Enterprise, Employability and Future Plans

• Skills and personal qualities

• Post-16 study • Career plans • Employment

The four skills are assessed in the following way:

Skill

Exam Papers Weighting Foundation

Grades C-G Higher

Grades A*-D Listening 35 minutes

45 minutes 25%

Speaking 7-9 minutes

10-12 minutes.

25%

Reading 1 hour 1 hour 15 minutes

25%

Writing 1 hour 15 minutes

1 hour 30 minutes

25%

Foundation and Higher tiers are offered and tiers can be mixed enabling the exam to be pitched to the pupils’ strengths. Some pupils have started the GCSE course already with their topic of Holidays and are being trained in all the skills necessary to be successful in the GCSE exam as the skills are embedded from Year 7. For pupils opting for Spanish, lunchtime and/or afterschool classes will start in the Summer Term.

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Level 1/Level 2 Vocational Award in Global Business Communication in French- WJEC Some pupils have already started this business-focussed course, which is perfect for those with an interest in languages and business but who lack confidence in external exams. During the 2 year course the following topics will be covered: Global Opportunities Understanding the role of languages, benefits, links to global economy and

how to access work opportunities. Global Travel Be able to plan and undertake global travel. Global Customer Relations Cultural awareness, dealing with customers effectively, meeting and

greeting, building customer relationships. Handling orders, enquiries and complaints.

Global Sales and Marketing Principles of global marketing, marketing channels and materials, web pages. Carrying out a sales pitch.

The four units are assessed in the following way: Unit Assessment Method Weighting Global Opportunities Internal assessment 25% Global Travel External assessment – exam at end of Year 10,

possibility to re-sit in Year 11 25%

Global Customer Relations Internal assessment 25% Global Sales and Marketing Internal assessment 25% Assessment is by outcome in the following levels with the equivalent grade: Level 2 Distinction * A* Level 2 Distinction A Level 2 Merit B Level 2 Pass C Level 1 Pass D

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GCSE Geography - WJEC Component 1: Changing Physical and Human Landscapes Written examination: 1 hour 30 minutes (40%) Section A: Core Themes Core Theme 1 (Landscapes and Physical Processes) and Core Theme 2 (Rural-urban Links). Section B: Options One structured question (from a choice of two) assessing either Theme 3 (Tectonic Landscapes and Hazards) or Theme 4 (Coastal Hazards and their Management). Component 2: Environmental and Development Issues Written examination: 1 hour 30 minutes (40%) Section A: Core Themes Core Theme 5 (Weather, Climate and Ecosystems) and Core Theme 6 (Development and Resource Issues). Section B: Options

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One structured question (from a choice of two) assessing either Theme 7 (Social Development Issues) or Theme 8 (Environmental Challenges). Component 3: Applied Fieldwork Enquiry Non-examination assessment: (20%) As preparation for the fieldwork enquiry, the Geography department at Blackwood Comprehensive will offer a residential trip within the UK or overseas during Year 10.

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GCSE History – WJEC The WJEC GCSE in History is designed to give students the opportunity to study specific aspects of the past in depth (short term), and breadth (medium and long term). Students will enhance their skills in the subject by analysing continuity, change, cause, consequence and significance over different periods and areas of study. The study of Welsh history and a Welsh perspective arises naturally from the subject matter which enriches learners' understanding of the world around them. The course is exceptionally rewarding and develops skills across a variety of disciplines. It will, however, challenge even the most able and talented of pupils. It requires hard work, dedication and good literacy skills. Course specifications for 2020 are as follows:

Unit One - Wales and the Wider Perspective- Depression, War and Recovery in Wales and England 1930-1951

1 Hr exam 25% of final mark

Unit Two - History with a European Focus/World Focus- The USA: A Nation of Contrasts 1910-1929 1Hr exam 25% of final mark

Unit Three - Thematic Study- Changes in Crime and Punishment c.1500 to the Present Day 1Hr 15 mins exam 30% of final mark

Unit Four - Controlled assessments X 2- Germany 1919-1939 20% of Final mark

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GCSE Information Technology – WJEC The ICT single award course is designed to teach students a wide range of computer based technologies including the more recent, fast-growing range of digital communication technologies that are now an integral part of our everyday lives. Throughout the course, pupils are given the opportunity to identify and solve real problems by designing information and communication systems in a wide range of contexts relating to their personal interests. ICT develops students’ interdisciplinary skills and their capacity for imagination, innovative thinking, creativity and independence. To gain a GCSE qualification in ICT at single award, students are required to study Unit 1, Unit 2, Unit 3 and Unit 4. At Single Award, students take two examination papers for unit 1 and unit 3. They are also required to submit controlled assignments for unit 2 and unit 4. The units consist of the following:

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Units Studied Summary of assessment Grades available Unit 1 Understanding ICT (external

Assessment – 20%)

A*-G Unit 2 Solving Problems with ICT

(controlled assessment – 30%) Unit 3 ICT in Organisations (External

assessment – 20%) Unit 4 Developing Multimedia ICT

Solutions (controlled assessment – 30%)

Following a course in GCSE Information and Communication Technology should encourage students to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. It should help students to gain an insight into related sectors. This specification in ICT enables students to:

become independent users of ICT, able to make informed decisions about its use and aware of its implications for individuals, organisations and society;

acquire and apply creative and technical skills, knowledge and understanding of ICT in a range of contexts;

develop ICT-based solutions to solve problems; develop their understanding of current and emerging technologies and their social and commercial

impact ; recognise potential risks when using ICT, and develop safe, secure and responsible practice; evaluate ICT-based solutions.

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GCSE Computer Science The aim of this course is to develop a pupil’s knowledge of how computers work and how they can be used. It is aimed at pupils who want to pursue a career designing and implementing computer systems and software. Pupils therefore must be Level 6/7 in Mathematics and preferably Level6/7 in Science (Physics) to opt for this subject. The course is best suited for pupils who are interested in how a computer works and how to programme a computer to successfully complete a task. Pupils should enjoy problem solving and they should be logical thinkers. The course is designed to: • inspire pupils to become more “technology aware” – producers of software not just users of software • help pupils to gain a broad based understanding and a basic knowledge of computing, with an emphasis on programming and problem solving • encourage personal development, motivation and confidence. It also helps pupils to take responsibility for their own projects and learning.

Computer Science Computer Science is a linear course where pupils sit both exams at the end of year 11.

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Unit 1External exam (written) – Understanding Computer Science. This examination will assess understanding of the theory content of the specification, including hardware, logical operations, communication, and data management etc. 1 Hour 45 Minutes

Marks

50% 100

Unit 2 External Exam (on screen) – Computational Thinking and Programming This assessment consists of a series of tasks set and marked by WJEC and completed on screen by candidates. These tasks will assess skills such as problem solving, algorithms, programming languages etc. 2 Hours

30% 60

Unit 3 Practical Assessment (Non exam)- Software Development This unit requires candidates to produce a programmed solution to a problem. Candidates will be required to analyse the problem, design and develop a solution, test the solution and give suggestions for further developments. 20 Hours

20% 80

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GCSE Mathematics - WJEC GCSE Mathematics is one of two GCSEs in mathematics for use in Wales. GCSE Mathematics will build on and progress from the levels of mathematics expected at the end of KS3 through the National Curriculum Programme of Study for Mathematics. Whilst GCSE in Mathematics – Numeracy will assess the mathematics that learners will need in their everyday lives, in the world of work, and in other general curriculum areas, GCSE Mathematics will extend to aspects of mathematics needed for progression to scientific, technical or further mathematical study. This specification will encourage learners to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study. It will help learners to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance and relevance of mathematics to their everyday lives and to society. It will enable learners to appreciate the coherence, creativity, elegance and power of mathematics. It will prepare learners to make informed decisions about further learning opportunities and career choices. It will have an emphasis on those aspects of mathematics required for progression into mathematics or mathematically-related disciplines or employment routes. It will feature problems set both in real-world contexts and within mathematics itself and will encourage learners to employ and evaluate different mathematical techniques. The GCSE specification in Mathematics should enable learners to:

• develop knowledge, skills and understanding of mathematical methods, techniques and concepts required for progression into mathematics or mathematically-related disciplines or employment routes

• make connections between different areas of mathematics; • select and apply mathematical methods in both mathematical and real-world contexts; • reason mathematically, construct arguments and simple proofs, and make logical deductions and

inferences; • develop and refine strategies for solving a range of mathematical and real world problems; • communicate mathematical information in a variety of forms; • interpret mathematical results and draw and justify conclusions that are relevant to the context; • communicate mathematical information in a variety of forms.

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SUMMARY OF ASSESSMENT for GCSE MATHEMATICS There are 3 tiers of entry for this qualification:

• Higher Tier: Grades A* – C; • Intermediate Tier: Grades B – E; • Foundation Tier: Grades D – G.

Learners entered for this qualification must sit both units at either foundation, intermediate or higher tier, in the same examination series. Unit 1: Non-calculator Written examination - 50% of the qualification Higher: 1 hour 45 minutes (80 marks) Intermediate: 1 hour 45 minutes (80 marks) Foundation: 1 hour 30 minutes (65 marks) The written paper for each tier will comprise a number of short and longer, both structured and unstructured questions which may be set on any part of the subject content of the specification. Candidates entered for GCSE Mathematics will be expected to be familiar with the knowledge, skills and understanding implicit in GCSE Mathematics – Numeracy. Questions may be set on topics that are explicitly listed in the content of GCSE Mathematics – Numeracy. Some questions will use multiple-choice assessment.

Unit 2: Calculator-allowed Written examination - 50% of the qualification Higher: 1 hour 45 minutes (80 marks) Intermediate: 1 hour 45 minutes (80 marks) Foundation: 1 hour 30 minutes (65 marks) The written paper for each tier will comprise a number of short and longer, both structured and unstructured questions which may be set on any part of the subject content of the specification. Candidates entered for GCSE Mathematics will be expected to be familiar with the knowledge, skills and understanding implicit in GCSE Mathematics – Numeracy. Questions may be set on topics that are explicitly listed in the content of GCSE Mathematics – Numeracy. Some questions will use multiple-choice assessment.

****** GCSE Mathematics Numeracy – WJEC GCSE Mathematics – Numeracy is one of two GCSEs in mathematics for use in Wales. GCSE Mathematics – Numeracy will build on and progress from the levels of numeracy expected at the end of Key Stage 3 through the Literacy and Numeracy Framework and will assess the mathematics that learners will need in their everyday lives, in the world of work, and in other general curriculum areas. This specification will encourage learners to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study. It will help learners to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance and relevance of mathematics to their everyday lives and to society.

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It will have an emphasis on those aspects of mathematics which are of most relevance to learners functioning as informed twenty-first century citizens. It will prepare learners to make decisions about further learning opportunities and career choices. Solving problems in the real world and the problem-solving cycle will feature within the specification as well as the more numerical aspects of mathematics. There will also be opportunities for learners to make informed decisions about the use of technology, the management of money and the use of statistics. The GCSE specification in Mathematics – Numeracy will enable learners to:

• develop knowledge, skills and understanding of mathematical and statistical methods, techniques and concepts required for everyday life, in the world of work, and in other general curriculum areas;

• select and apply appropriate mathematics and statistics in everyday situations and contexts from the real world;

• use mathematics to represent, analyse and interpret information; • acquire and use strategies for problem solving and modelling in context; • understand that models may need refining and that there may be more than one way to solve a problem • interpret mathematical results and draw and justify conclusions that are relevant to the context; • communicate mathematical information in a variety of forms.

SUMMARY OF ASSESSMENT for GCSE MATHEMATICS – NUMERACY There are 3 tiers of entry for this qualification:

• Higher Tier: Grades A* – C; • Intermediate Tier: Grades B – E; • Foundation Tier: Grades D – G.

Learners entered for this qualification must sit both units at either foundation, intermediate or higher tier, in the same examination series. Unit 1: Non-calculator Written examination – 50% of the qualification Higher: 1 hour 45 minutes (80 marks) Intermediate: 1 hour 45 minutes (80 marks) Foundation: 1 hour 30 minutes (65 marks) The written paper for each tier will comprise a number of short and longer, both structured and unstructured questions which may be set on any part of the subject content of the specification. Some of these questions will involve different parts that assess different aspects of numeracy but in the same context. Part-questions may vary in level of demand. Some questions will use multiple-choice assessment. A calculator will not be allowed in this paper Unit 2: Calculator-allowed Written examination – 50% of the qualification Higher: 1 hour 45 minutes (80 marks) Intermediate: 1 hour 45 minutes (80 marks) Foundation: 1 hour 30 minutes (65 marks) The written paper for each tier will comprise a number of short and longer, both structured and unstructured questions which may be set on any part of the subject content of the specification. Some of these questions will involve different parts that assess different aspects of numeracy but in the same context. Part-questions may vary in level of demand. Some questions will use multiple-choice assessment. A calculator will be allowed in this paper.

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****** Entry Pathways in Mathematics The Entry Pathways Qualification in Mathematics is primarily intended for pupils for whom GCSE is not an appropriate course. The Entry Pathways qualification is based on a pupil portfolio. Pupils follow a specially created and flexible course to suit their needs. Each unit has its own learning outcomes, assessment objectives, content guidance, resources, advice and assessment suggestions. The course is centre assessed and externally moderated. There is no written or oral exam. Units available: Introduction to whole numbers; Working with whole numbers; Working with fractions; Using money; Working with 2D and 3D shapes; Working with measures Working with angles and position; Data handling. There is a choice of an 8 credit Award or a 13 credit Certificate at each Entry 2 and Entry 3 Candidates can study Entry 1 units and achieve an Award and Certificate at Entry 1 in Personal Progress. Most specifications are co-teachable with their GCSE equivalents and fit into the National Qualifications Framework.

****** GCSE Music – WJEC This course is best designed for those pupils who already play an instrument or have vocal lessons, although lessons can be arranged. Why study Music if you already play an instrument? Music is an exciting, creative, challenging and versatile subject; one which universities and employers regard highly. Studying Music supports cognitive development and therefore drives academic achievement. The syllabus for Music at GCSE level is designed to offer all candidates a varied and interesting course based on the three main musical activities of Performing, Composing and Appraising. One of the main aims is to stimulate and develop an appreciation and enjoyment of many different types of music through an active involvement in each of the three musical activities. Students are expected to develop their skills in performing through practice within the classroom together with practice at home, as they will be required to sing or play for the Performing Unit of the course. If pupils do not currently receive instrumental/singing lessons in or out of school, we will endeavour to fit them into lessons in school to ensure that their performance is of the highest standard. It is also essential that pupils taking music take part in at least one extra-curricular ensemble (choir, orchestra, Celtic band etc.) to help develop their ensemble skills. The course will develop students’ musical creativity and prepares them to work individually to compose or arrange music in a variety of styles. Students will develop their critical appraisal and analysis skills so that they are able to make informed observations about a variety of different genres of music from the 17th Century to the present day during the Listening examination (30%).

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SUMMARY OF ASSESSMENT Unit 1: Performing Total duration of performance: 4-6 minutes 35% of qualification (84 marks)

• A minimum of two pieces, one of which must be an ensemble performance of at least one-minute duration. The other piece(s) may be either solo and/or ensemble.

• One of the pieces performed must link to an area of study of the learner's choice. • A programme note for one performance linked to an area of study.

Unit 2: Composing Total duration of compositions: 3-6 minutes 35% of qualification 84 marks

• Two compositions, one of which must be in response to a brief set by WJEC. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken.

• The second composition is a free composition for which learners set their own brief. • An evaluation of the composition composed in response to a brief set by WJEC.

Unit 3: Appraising Written examination: 1 hour 30% of qualification 72 marks

• This unit is assessed via a listening examination. • Eight questions in total, two on each of the four areas of study. • Area of study 1: Musical Forms and Devices • Area of study 2: Music for Ensemble • Area of study 3: Film Music • Area of study 4: Popular Music • Two of the eight questions are based on prepared extracts set by WJEC. • Music by Welsh composers and performers is incorporated within the

specified areas of study. There are 2 set works: Rondeau from Abdelazar by Henry Purcell and Handbags and Gladrags by the Stereophonics.

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GCSE Physical Education - WJEC GCSE Physical Education is a challenging and enjoyable course for students interested in all aspects of PE. Because 50% of the course is practical assessment it is important that interested pupils are at least of average or above average ability in a number of practical areas. Students, however, also need to be aware that being a capable gymnast, team player or athlete is not the only requirement for success as 50% of the course is theory based. Some pupils may be offered BTEC First Extended Certificate in Sport. GCSE PE Full Course Theory (50%) – Theory Paper Section A includes video and written questions of 1 hour & 30 minutes

Unit 1 & 2 A series of short answers and extended writing compulsory questions to test candidates knowledge and understanding of exercise and fitness, its assessment and factors affecting performance, provision and participation in sporting, health and well-being activities.

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A series of short answer and extended writing compulsory questions to test candidates’ knowledge and understanding of the physical, psychological and technical/tactical factors that have an influence on performance, health and well-being.

The content has been split into two Units: Unit 1: Introduction to physical education Unit 2: The active participant in PE and Sport 50% - 100 marks Written examination: 2 hours short answers & extended answers using video stimulus Content 1. Health, training and exercise 2. Exercise physiology 3. Movement analysis 4. Psychology of sport and physical activity 5. Socio-cultural issues in sport and physical activity.

Non examination assessment 50% - 100 marks RICH TASK Three different activities – player/performer One individual One team Any one other One activity will be a major activity Personal fitness programme – linked to one of the chosen activities

To fully meet the requirements of this course it is essential that pupils commit to attending extra-curricular activities in order to enhance their skill levels. GCSE Physical Education activity list Candidates will be assessed in three activities from the following list, one of which will be a major activity carrying a higher weighting plus two minor activities each having a lower weighting. The major activity would require a written fitness programme to be linked to it in order to access the additional available marks. Each candidate must undertake at least one activity as a team activity.

Team activities Activities which can be undertaken as a team or individual activity

Individual activities

Association football Baseball Basketball Cricket Hockey Lacrosse Netball Rowing Rounders Rhythmic gymnastics Rugby league Rugby sevens Rugby union Synchronised swimming Volleyball

Badminton Dance Mountain walking Rock climbing Sailing Sculling Table tennis Tennis

Amateur boxing Athletics (including Cross-country) Canoeing Cycling Diving Equestrian Golf Gymnastics Judo Kayaking Mountain biking Skiing Snowboarding Squash Swimming Taekwondo Trampolining Triathlon Weightlifting

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Specialist team activities

Specialist activities as a team or individual

Specialist individual activities

Blind cricket Goalball Table cricket Powerchair football Wheelchair basketball Wheelchair rugby

Polybat Boccia

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GCSE Religious Studies – WJEC You don’t have to be religious to study RS. It is a course for anyone who is interested in people and the things they find important. The GCSE Religious Studies course involves the study of core beliefs, teachings and practices of the religions of Christianity and Islam. It also involves the study of a range of philosophical and ethical themes from Christian, Muslim and personal perspectives. Study Area One – Religion and Philosophical Themes. Issues relating to Christian and Muslim beliefs about:

• The nature of God; • Morality; • The afterlife.

Study Area Two – Religion and Ethical Themes. Issues relating to Christian, Muslim and personal perspectives about:

• The origins of the universe; • The value of human life – abortion and euthanasia; • Forgiveness; • Suffering and evil; • Relationships; • Equality.

So, if you have an enquiring mind, appreciate different viewpoints and can make a balanced decision, then this course could be right for you.

How the course is assessed:

Tiers of Entry Exam Papers Grades Possible One tier 2 written papers

2 hours each

A* - G

RS and Careers For many people-orientated careers, a qualification in Religious Studies is ideal: personnel work, broadcasting, teaching, community work, the police force, publishing, journalism, social work, law, medicine and healthcare.

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Science Courses All pupils must follow a balanced science course in Years 10 and 11 (Key Stage 4). There are a variety of Science courses operated within the school. Each course includes the three science subjects of Biology, Chemistry and Physics. However, the final qualification obtained varies according to the type of course followed during Years 10 and 11. Each course offered by the Science department aims to provide pupils with:

an understanding of science in a range of domestic, industrial and environmental contexts; the ability to carry out a range of investigations, collecting data and evaluating their work using ICT

where appropriate; an appreciation of the importance of scientific and technological developments including those related

to the environment, personal health and quality of life, and considering ethical issues; an understanding of scientific ideas and how they develop; the ability to select, organise and present information clearly and logically, using appropriate scientific

terms and conventions, and using ICT where appropriate. A final decision has yet to be made regarding the courses which we can offer in September 2018, however, the likelihood is that the following courses will be available: Entry Level Science This course is designed to cater for pupils who will find difficulty following Science courses at GCSE level. Biology, Chemistry and Physics topics are studied leading to the award of a single Entry Level qualification at the end of year 11. GCSE Single Award Applied Science – This course may be offered to some of the Entry Level pupils during Y10 depending on their ability. GCSE Double Award Science This course involves studying the 3 sciences (Biology, Chemistry and Physics) during Y10 and Y11. Pupils sit a one hour exam in each of the Science subjects in June of Y10 and will “bank” their scores until the following year. During Y11, pupils will complete a controlled assessment task which is worth 10% of the final qualification. At the end of Y11, pupils sit three further exams in each of the sciences and cash-in all their banked marks resulting in the award of two GCSE Science grades. GCSE Separate Sciences, Biology, Chemistry and Physics all involve a combination of written exams and controlled assessments. Pupils sit a 11/2 hour exam in each of the 3 subjects at the end of Y10. The marks are banked and cashed-in at the end of the course. During Y11, pupils will sit a further exam as well as completing an assessed practical task. At the end of Y11, the exam mark from Y10 is combined with the Y11 exam mark and the practical score resulting in the award of a GCSE grade for each science subject. It is important that pupils understand that all the GCSE Science courses are of an equal level of difficulty. The only difference is the number of lessons per fortnight:

A comparison of the courses for Science in Key Stage 4

Course Lessons per fortnight

Practical task

Controlled assessment

GCSE Written Exam

Grade Range

Entry level Science 6 Y10 / Y11

50% Y10 / Y11

25% Y11 25%

1 - 3

GCSE Double Award Science

9 N/A Y11 10%

Y10 3x15%

Y11 3x15%

A*A* - GG

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GCSE Biology

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N/A Y11 10%

Y10 45% Y11 45%

A* - G

GCSE Chemistry N/A Y11 10%

Y10 45% Y11 45%

A* - G

GCSE Physics N/A Y11 10%

Y10 45% Y11 45%

A* - G

Which course is most suitable for me?

This is a question many pupils ask during Year 9, and certainly you should discuss this with your Science teachers if you have any doubts. The following information may be of use to you when considering your options. Entry Level Science – Suitable for pupils who would struggle with the level of difficulty of all GCSE Science courses. GCSE Double Award Science – A good general science course which will enable pupils to progress to A’ level or BTEC courses in science or a career which requires a background knowledge of science. GCSE Separate Sciences – A good choice for more able pupils who enjoy science and want to pursue a career in a science related profession. Any pupil interested in following an A` level science or BTEC course in a science related subject would be advised to choose this course. All pupils must carefully consider the type of course that will suit them best for their future college courses and careers. Please speak to your science teachers if you require any further advice. Further information about each of the courses described above is also available on the WJEC website: www.wjec.co.uk/qualifications/science/index.html

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GCSE Sociology This GCSE is a great opportunity to develop pupils understanding and awareness of the social world around them. Pupils will be encouraged to explore and debate contemporary issues. In the first unit, the pupils will explore how we form our identity, and how our culture influences social behaviour with a focus on the family and education. In the second unit, there will be a focus on inequality, crime and deviance.

The GCSE develops a wide range of skills such as analysis, interpretation and evaluation. These skills will complement other GCSE studies and develop the pupil as an independent learner.

The course is examined with two external exams both worth 50% of the overall mark.

Unit 1 – Understanding Social Processes - 1 Hour 45 mins.

• Culture • Family • Education • Research Methods

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Unit 2 – Understanding Social Structures - 1 Hour 45 mins.

• Social Inequality • Crime and Deviance • Applied Research Methods

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GCSE Welsh - WJEC All pupils in Wales must follow a course in Welsh until the age of 16. A knowledge and understanding of the Welsh language is becoming increasingly important in a modern Wales and the ability to speak and communicate in the language can open up many career prospects, including the Civil Service, the Fire Service, the media, banking, local government and many other public services. ‘Knowledge of Welsh would be advantageous’ is a sentence that appears in many job advertisements throughout Wales and over a wide range of careers. Welsh GCSE The Welsh department at Blackwood Comprehensive School follows the WJEC syllabus which is organised under three broad themes:

• Employment • Wales and the World • Youth

These topics will be assessed by a combination of examinations and non – examination assessments. This is a non-tiered assessment. Unit 1 Oracy response to visual material (25% of qualification)

This unit consists of 1 task. Speaking (10%) Listening (15%) This is a task for a pair/ group of three which is based on a visual stimuli provided by the WJEC to stimulate discussion. The assessment will consist of two parts which are to be carried out in the following order: • to watch a visual clip and fill in a sheet while listening to the stimulus. • to hold a discussion within the group on what was watched.

Unit 2 Communication with others (25% of qualification)

This unit consists of 1 task. Speaking (20%) Listening (5%) This is a task for a pair/ group of three based on the stimuli provided by the WJEC to stimulate discussion.

Unit 3 Written examination (25% of qualification)

This unit consists of 1 Reading and Writing examination paper of 1 hour 30 minutes. Reading (15%) Writing Reading (10%)

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It could include writing tasks with non-verbal and written responses, including one translation task from English to Welsh and a proofreading task.

Unit 4 Written examination (25% of qualification)

This unit consists of one Reading and Writing examination paper of 1 hour 30 minutes. Reading (10%) Writing (15%) This examination paper will include reading and writing tasks with non-verbal and written responses and will assess descriptive, creative and imaginative aspects of the language.

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Welsh Baccalaureate Diploma Introduction The central focus of the Welsh Baccalaureate at Key Stage 4 is to provide a vehicle for 14-16 year olds to consolidate and develop essential and employability skills. The qualification will help learners to prepare for their future by developing skills, attributes and behaviours valued by post-16 educators and potential employers. Content

The Welsh Baccalaureate is based on a Skills Challenge Certificate alongside Supporting Qualifications. The requirements of both the Skills Challenge Certificate and Supporting Qualifications must be met in order to achieve the overarching Welsh Baccalaureate. The Skills Challenge Certificate consists of four components which are followed by all learners: Individual Project The purpose of this project is for pupils to carry out a research activity in an area of personal interest or one that reflects future educational or career aspirations. During the Individual project learners will explicitly develop skills in Digital Literacy, Planning and Organisation and Critical Thinking and Problem Solving and apply them in an appropriate manner. (50% assessment)

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Enterprise and Employability Challenge This challenge provides opportunities for learners to develop enterprising skills and attributes and enhance employability. During the Enterprise and Employability Challenge learners will explicitly develop skills in Digital Literacy, Creativity and Innovation and Personal Effectiveness and apply them in an appropriate manner. (20% assessment) Global Citizenship Challenge This challenge provides opportunities to understand and respond appropriately to global issues. During the Global Citizenship Challenge learners will explicitly develop skills of Critical Thinking and Problem Solving and Creativity and Innovation and apply them in an appropriate manner. (15% assessment) Community Challenge This challenge encourages learners to identify and participate in opportunities that will benefit the local community. During the Community Challenge learners will explicitly develop skills of Planning and Organisation and Personal Effectiveness and apply them in an appropriate manner. (15% assessment) Assessment The Skills Challenge Certificate components are internally assessed and externally moderated. The combined outcomes of the four components will determine whether the Skills Challenge Certificate is awarded at National or Foundation level. The Supporting Qualifications The supporting qualifications include two mandatory GCSEs of English Language or Welsh Language together with Mathematics-Numeracy. A further three GCSEs are also required, of which two may be of equivalent qualifications. To meet the National Welsh Baccalaureate requirements all five of the Supporting Qualifications must be achieved at grades A*-C. Similarly, for the Foundation Welsh Baccalaureate the Supporting Qualifications must be achieved at grades A*-G. Aims The aims of the Welsh Baccalaureate are to:

• develop and assess a wide range of essential and employability skills; • promote the value and development of skills for education, life and work; • provide opportunities to develop and assess skills through purposeful, meaningful and engaging learning

experiences; • make learning relevant and set in real-life contexts for real-life purposes; • build on and align with the wider curriculum and associated learning frameworks.

Objectives The objectives of the Welsh Baccalaureate are for learners to be able to:

• develop an appreciation of the importance of skills development as a key aspect of life-long learning; • engage in active, creative, open-ended and learner-led opportunities; • enquire and think for themselves, plan, make choices and decisions, solve problems and reflect on and

evaluate these; • broaden their experience through engagement with external organisations; • develop as effective, responsible and active citizens ready to take their place in a global society and in the

workplace; • develop initiative, independence and resilience; • increase their confidence and their motivation for learning and skills development; • work independently, take on responsibilities and work effectively with others.

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Skills The Welsh Baccalaureate aims to enable learners to develop and demonstrate an understanding of and proficiency in essential and employability skills. These are the skills that employers and next-stage educators value and which learners need for learning, work and life. The seven essential and employability skills are:

• Literacy • Numeracy • Digital Literacy • Critical Thinking and Problem Solving • Planning and Organisation • Creativity and Innovation • Personal Effectiveness

Religious Education is also compulsory as part of our Welsh Baccalaureate programme. During these lessons pupils will complete the global citizenship challenge, and follow the LA’s agreed syllabus for Religious Education. Pupils will also be able to opt to study full course GCSE Religious Education We are also planning to include the following course as part of our WBQ programme: LIBF Level 1/Level 2 Lessons in Financial Education Certificate – (LiFC) (LIBF = The London Institute of Banking and Finance) What will I learn? Unit 1: Finance, the Individual and Society Essentially, you will understand the role that money plays in our society, supported by key areas such as how our economy works, interest rates, inflation and foreign exchange. Unit 2: Practices of Managing Money Personal budgets and the need to manage money, what ‘value for money’ really means, and safe ways to borrow money. Unit 3 Financial Capability, Work and Enterprise How businesses can be successful, the real meaning of ‘business ethics’, and how society benefits from acting honestly in day to day transactions. How will I be assessed? The first two units are tested by multiple choice examination. These will be on-line and available to sit at the end of each completed unit. The final unit is assessed by answering questions on a pre-released case study. The skills and knowledge developed are valuable for life, and are also recognised by employers and colleges. Students, in the past, have gone on to consider careers in Finance and Banking, indeed this course prepares you for day to day use of money in our lives. Students who are considering self-employment will also benefit from this qualification since it gives you a solid grounding in the key areas that all businesses need to get right.

Qualification Grading PASS/FAIL .(NB A pass is equivalent to a B grade)