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About Consilium

Consilium Academies is a multi-academy Trust working across the North of England. It has nine academy schools located in Yorkshire, the North West, and the North East. Consilium is dedicated to enriching lives and inspiring ambitions for both students and colleagues.

Curriculum Model

Further details on all courses can be found within the individual subject page. Our curriculum consists of:

  • Art
  • BTEC Tech Award Level 1/Level2 in Music Practice
  • English Language
  • Geography
  • Mathematics
  • Triple Science
  • Design & Technology
  • English Literature
  • BTEC Tech Award Health and Social Care
  • Art & Design – Photography
  • Combined Science
  • Citizenship Studies
  • Drama
  • Food Preparation and Nutrition
  • History
  • Religious Education
  • Computer Science
  • BTEC Award in Engineering
  • French
  • BTEC Level 1/2 First award in Sport

Art

Overview

Through Art and Design and Photography you will learn a range of enjoyable, creative and exciting approaches to making art such as painting, drawing, printmaking and a range of photography techniques and approaches. You will develop observational skills through sustained studies as well as shorter workshop exercise. You will learn to analyse artworks and to present high-quality research on a range of artists, designers and photographers.

Content

AO1:

Developing ideas by looking at artists, designers, craftspeople and photographers. Their ideas will influence and lead your work in individual ways; you will analyse and show understanding of their work.

AO2:

Experiment and select different resources, media, materials, techniques and processes. You will show these in studies on paper and through computer manipulation too, presentation skills and good literacy skill are essential.

AO3:

Recording ideas, observations and insights of the subjects that your topics are based on. This is required to be in a visual and written form.

AO4:

Present a personal and meaningful response. Your personal studies from above will have led you to this point and all the hard work is put together showing how artists have led you here and showing how your experiments all link together.

Assessment

Component 1 – Portfolio

A portfolio that in total shows explicit coverage of the four assessment objectives. It must include a sustained project evidencing the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the student’s course of study.

How it’s assessed: No time limit, 96 marks. 60 per cent of the GCSE.

Component 2 – Externally set assignment

Students respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives.

How it’s assessed: Preparatory period followed by 10 hours of supervised time, 96 marks, 40 per cent of GCSE.

Further Information

The course content is the same for GCSE Art AND GCSE Photography. The assessment objectives are also the same. The difference is that in GCSE Art, the focus is on creating a portfolio of Art, in GCSE Photography, producing a portfolio of photographs.

There are many career choices which Art can support. For example architect, graphic designer, artist, teacher, curator, lecture, photographer, theatre designer, museum educator, costume designer, craftsperson, illustrator and film director and many more.

 

BTEC Tech Award Level 1/Level2 in Music Practice

Overview

What is it? What will I do?

The course has a vocational focus and is the same size and level as a GCSE.

It is ideal for you if you would like to learn about the practical side of music making, such as composing and songwriting, performing, and producing. You will explore many different musical styles, study music theory, practise instrumental techniques, and then apply that knowledge in a practical way. You will develop skills that are vital in the modern music industry, such as rehearsing, performing, writing your own music, recording in the studio, and producing music using computer-based DAWs (e.g. Bandlab). You will also develop many of those soft-skills so attractive to future employers, such as self-discipline, memory and concentration, communication skills, teamwork and presenting yourself with confidence.

Content Overview

There are 3 components:

1. Exploring the music industry and different genres of music

2. Developing your skills as a musician

3. Responding to a commercial music brief

 

How will I be assessed?

Component 1 (30%)

Component 2 (30%)

Component 3 (40%)

 

Components 1 and 2 are internal assessments. These are set, marked and moderated in school, and take the form of building up a portfolio of your work over your time in Years 10 and 11.

Component 3 is an external assessment. This is externally set, marked and moderated, and is a set task completed in school over a 23 hour period.

 

What can I do with this subject when I leave Wyvern Academy?

 

Learners who achieve this award at Level 2 could consider progression to:

• A Levels or a Level 3 vocational qualification, such as a BTEC National in Music or a BTEC National in Music Technology, preparing you to enter into employment or an apprenticeship, or to move onto higher education by studying a music-related degree.

Learners who achieve this award at Level 1 could consider progression to:

• Level 2 vocational qualifications in a range of technical routes designed to lead to work, apprenticeships or to further study at Level 3.

Learning journey in Music

English Language

Overview

The Eduqas English Language GCSE provides the opportunity for flexible teaching
approaches, with a specification designed to be highly accessible, broad and interesting.

With a wide range of set texts, learners develop their ability to read critically, write
effectively and coherently, use grammar correctly and expand their vocabulary. The specification offers the attraction of two papers, each separately relating reading fiction or non-fiction sources to the topic and theme of writing tasks. The reading sources act as a stimulus for a choice of writing tasks, providing students with a clear route through each paper.


Content and Assessment

Component 1: 20th Century Literature Reading and Creative Prose Writing.  40% of the GCSE.

Section A (20%) – Reading Understanding of one prose extract (about 60-100 lines) of literature from the 20th century assessed through a range of structured questions

Section B (20%) – Prose Writing One creative writing task selected from a choice of four titles

Component 2: 19th and 21st Century Non-Fiction Reading and Transactional/Persuasive Writing. 60% of qualification

Section A (30%) – Reading Understanding of two extracts (about 900-1200 words in total) of high-quality non-fiction writing, one from the 19th century, the other from the 21st century, assessed through a range of structured questions

Section B (30%) – Writing Two compulsory transactional/persuasive writing tasks

Non-Examination Assessment: Spoken Language

Although this is a separately endorsed assessment, it will still assess critical skills, which will serve students well in their lives beyond the classroom.

English Learning journey

English Literature

Overview

The AQA specification takes a skills-based approach to the study of English literature that is consistent across the genres. The structure of the course allows for inspirational literature teaching and allows students of all abilities to achieve their best on every question. It also offers excellent preparation for AS and A-level English Literature, as well as giving students a grounding in a wide variety of literature that will stay with them for life. 

Content and Assessment

Paper 1: Shakespeare and the 19th Century Novel closed books, 40% of the GCSE. 

Students will study set texts in both genres, before answering one question on each. They will be required to write in detail about an extract from the text, before writing about the text as a whole. This close study will allow for in-depth study and understanding of the themes, style, and context of both texts. 

Paper 2: Modern Texts and Poetry, closed books, 60% of the GCSE.

The ‘Modern Texts’ part of the exam will give students a choice of two questions about their studied modern prose or drama text. For the second half of the exam, focusing on poetry, students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. Finally, students will answer two questions on unseen poetry.

Further information

All students will sit both GCSEs; both courses are assessed by terminal examination meaning there are no external examinations until the end of Year 11. Mock exams and regular assessed work will ensure that student progress is tracked and monitored closely to ensure that all students are fully prepared for all exams and equipped with the skills and knowledge to achieve their potential.

English Learning journey

 

Geography

Overview

Specification B takes an enquiry approach to a range of contemporary geographical and environmental issues which are organised into three broad themes:

Content

Changing Places

Changing Economics. Here students will cover key ideas such as 'Urbanisation in contrasting global cities' and 'A global perspective on development issues'

Changing Environments

Here students cover ideas such as 'Shaping the landscape - coasts and coastal management and examine 'Climate Change – cause and effect'

Environmental Challenges

Ideas such as 'Ecosystem under threat' and 'Water supply and demand' will be studied

Assessment

Further information

The Geography course at Wyvern Academy is useful for a number of career areas. These include land manager, property developer, tourist information officer, town planner, travel agent, transport manager, weather forecaster, army, navy, navigator, pilot, air host/hostess, archaeologist, and many more. 

The course is also an excellent option to have should you be unsure what you want to study further as it shows that you have a strong work ethic and will easily allow access to many different routes. It also gives pupils a range of important skills including fieldwork, research, presentation skills, completing investigations and enquiries, discussion and the use of thinking skills techniques to assist learning.

Learning Journey in Geography

Mathematics

Overview  

Pupils will follow the two-year Edexcel GCSE (1-9) Mathematics course. The GCSE specification in mathematics provides a broad, coherent, satisfying and worthwhile course of study. It encourages students to develop confidence in, and a positive attitude towards mathematics and to recognise the importance of mathematics in their own lives and to society.

The specification does this by enabling students to:

1. develop fluent knowledge, skills, and understanding of mathematical methods and concepts

2. acquire, select, and apply mathematical techniques to solve problems

3. reason mathematically, make deductions and inferences and draw conclusions

4. comprehend, interpret, and communicate mathematical information in a variety of forms appropriate to the information and context.

Content

The content is taught under the heading of:

Number

  • Structure and calculation
  • Fractions, decimals, and percentages
  • Measures and accuracy

Algebra

  • Notation, vocabulary, and manipulation
  • Graphs
  • Solving equations and inequalities
  • Sequences
  • Ratio, proportion and rates of change

Geometry and measures

  • Properties and constructions
  • Mensuration and calculations
  • Vectors
  • Probability
  • Statistics
  • Assessment 

Consists of 3 x 1 hour 30 minute papers, each containing 80 marks

The qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total mark across all three papers where 9 is the highest grade. Individual papers are not graded.

Foundation tier: grades 1 to 5.

Higher tier: grades 4 to 9 (grade 3 allowed).

Further information 

Further information can be found using the link:

Pearson Edexcel GCSEs Mathematics

Learning Journey Maths

Triple Science

Overview

Students will study AQA’s triple science specification, which will earn them three GCSE’s awarded on a 9 point scale; (1:9). Exams are tiered at foundation (grades 1-5) and Higher (grades 4-9) Students will be awarded separate GCSE’s in Biology, Chemistry, and Physics rather than a double award in combined science upon meeting the exam boards minimum requirements.

Content

The pupils will cover ALL of the combined science curriculum plus extra (usually more difficult) content in most units. Then an additional unit – Space physics – which isn’t in the combined science curriculum.

Assessment

Pupils will sit 6 x 1 hour 45-minute examinations:

Biology 1 – Units 1-4 in biology

Biology 2 – Units 5-7 in biology

Chemistry 1 – Units 1-5 in chemistry

Chemistry 2  – Units 6-10 in chemistry

Physics 1 – Units 1-4 in physics

Physics 2 – Units 5-8 in physics

Further information

Practical is important in science and although there is no coursework requirement, there is still a number of required practicals students will complete over the course of their study.  These will be assessed during written papers and will contribute to 20 per cent of the overall marks on each paper. 

Design & Technology

The new GCSE places greater emphasis on understanding and applying iterative design processes. Students will use their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants, and values.

The Design & Technology GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. Pupils will also have the opportunity to study specialist technical principles in greater depth.

Content

The course is divided into three areas:

  • Core technical principles
  • Specialist technical principles
  • Designing and making principles

Assessment

How it's assessed

Written exam: 2 hours, 100 marks, 50 per cent of GCSE

Questions

Section A – Core technical principles (20 marks)

Section B – Specialist technical principles (30 marks)

Section C – Designing and making principles (50 marks)

Substantial design and make task: Approx. 35 hours, 100 marks, 50 per cent of GCSE

Further information 

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.

Curriculum learning journey ADT

BTEC Tech Award Health and Social Care

About 3 million people work in health and social care. Health care roles include doctors, pharmacists, nurses, midwives, and healthcare assistants, while social care roles include care assistants, occupational therapists, counsellors, and administrators. Together, they account for nearly one in ten of all paid jobs in the UK. Demand for both health and social care is likely to rise, so they will continue to play a key role in UK society and the demand for people to carry out these vital roles will increase.

Content

Component 1: Human Lifespan Development

Learners will investigate how, in real situations, human development is affected by different factors and that people deal differently with life events.

Component 2: Health and Social Care Services and values

Learners study and explore practically, health and social care services and how they meet the needs of real service users. They also develop skills in applying care values.

Component 3: Health and Wellbeing

Learners will study the factors that affect health and wellbeing, learning about physiological and lifestyle indicators, and how to design a health and wellbeing improvement plan.

Assessment

Component 1: Human Lifespan Development

Teaching time 36 hours. The pupils will produce a portfolio of work to support their learning. This unit is internally assessed.

Component 2: Health and Social Care Services and Values

Teaching time 36 hours. The pupils will produce a portfolio of work to support their learning. This unit is internally assessed.

Component 3: Health and Wellbeing

Teaching time 60 hours. The pupils will be given a task by the exam board, which will be taken under supervised conditions. The set task will be worth 60 marks and will be completed in three hours and marked by the exam board.

Combined Science

All students will study, at minimum, AQA’s Combined Science syllabus, which will earn them two GCSE’s awarded on an 18 point scale; 1:1 all the way to 9:9. Exams are tiered at foundation (grades 1-5) and Higher (grades 4-9) and will be decided through the student’s performance in classroom-based end of unit assessments which are designed to fit with the new style of exam papers. Topics will be split into three disciplines; biology, chemistry and physics and will cover the topics below:

Assessment

AQA’s specification ensures that students can demonstrate as much of their knowledge, skills and understanding through simplified use of language, avoidance of context-based questions to avoid confusion and papers that are ramped in difficulty to allow students to build confidence during the earlier questions. Combined Science students will sit 6 papers (2 for each discipline) which have a length of 1 hour and 15 minutes per paper.

Further information

Practical is important in science and although there is no coursework requirement, there is still a number of required practicals that the students will complete over the course of their study.  These will be assessed during the written papers and will contribute to 20 per cent of the overall marks on each paper.

Citizenship Studies

The main aims of this course are to develop active citizens and reflect and debate current issues. The school has a free choice of citizenship activity so students can engage with topics close to their hearts while they develop skills in research and investigation, problem-solving, advocacy and campaigning. Students will develop knowledge and understanding of the role of citizenship in relation to current issues that impact on modern society, engaging them with what it means to be an active citizen and preparing them for their next steps in today’s global world.

Content

Students study 5 “themes”

Theme A: Living together in the UK How have communities developed in the UK? What is identity? What are democratic values and where do they come from? How does local democracy work?

Theme B: Democracy at work in the UK Who runs the country? How does Parliament work? How is power shared between Westminster and the devolved administrations? How does government manage public money?

Theme C: Law and justice What is the law for and how does it affect us? How does the justice system work? Is crime increasing in society?

Theme D: Power and influence What power and influence can citizens have? What role and influence should the media have? Does the UK have power and influence in the wider world?

Theme E: Taking citizenship action Students will use and apply their citizenship knowledge, understanding and skills to take action to try and make a difference, create a benefit or change in society.

Assessment

Assessed in Paper 1 - 1hr 45min, 80 marks 50 per cent of the GCSE

Living together in the UK

Democracy at work in the UK

Law and justice

Assessed in Paper 2 - 1hr 45min, 80 marks 50 per cent of the GCSE

Power and influence

Taking citizenship action

Citizenship Learning journey 2020

Drama

Drama is a subject that is becoming increasingly valued by businesses, who feel that our young people lack the confidence at interviews, or the ability to present. Within drama, you will not only study the craft of acting and theatre, but you will also learn extremely valuable transferrable skills, for example, collaboration, empathy, analysis, evaluation, deconstruction of a given subject and construction of performance pieces. You are able to perform but also to develop an understanding of production and design elements of theatre-making e.g. use of lighting, costume, sound, set/props etc.

Content

We will follow the Edexcel Drama GCSE, which is a two year, linear course, with the final examination taking place in Summer.  During this time, students will often work collaboratively to create and explore drama both to build confidence and skills and for assessment purposes.  There will also be a written element to the course, for instance when exploring the theories and artistic intentions which underpin theatre practice or when planning and subsequently evaluating drama work.

Assessment

Assessment will be based upon four distinct skills areas:

  • the ability to creatively communicate ideas through performance
  • to apply theatrical skills
  • to demonstrate knowledge and understanding of how drama and theatre is developed and performed
  • to analyse and evaluate our own work and that of others

As such, the course is broken down into 3 components:

C1. Devising drama – performance and portfolio of notes (both teacher assessed)

C2. Performance from a play – practical performance of 2 extracts (assessed by a visiting examiner)

C3. ‘Theatre Makers in Practice’ – this is assessed through a written examination which is divided into two sections: a) ‘bringing texts to life’ responding to questions based upon a text that has been studied and b) live theatre evaluation – evaluating a performance that has been seen during the course.

Further information 

You will be filmed at points in the course and need to be comfortable with that, we do explore a range of themes and issues; some are funny, some are moving, some are very thought-provoking. You need to be prepared to think deeply about difficult situations and support others in doing so. You need to be open-minded and respect different opinions to your own. Most practical work is carried out in groups of varying sizes – you must feel comfortable working with your peers and be prepared to both give and receive feedback. Although Drama is often a practical subject, as with all GCSEs, you will need to work hard.

Food Preparation and Nutrition

This is a practical course for students who have a genuine interest in food and nutrition. Good practical skills with a creative flair are an advantage. Students need to be well organised, enjoy project work and have the discipline to meet deadlines.

  • Dry heat and fat-based methods using the hob
  • Using the grill
  • Using the oven
  • Make sauces
  • Set a mixture
  • Use of raising agents
  • Shaping and finishing a dough
  • Test for readiness
  • Judge and manipulate sensory properties
  • Knife skills
  • Prepare fruit and veg
  • Prepare combine and shape
  • Tenderise and marinate
  • Select and adjust a cooking process
  • Weigh and measure
  • Preparation of ingredients and equipment
  • Use of equipment
  • Water-based methods of using the hob

Assessment

COMPONENT 1

Written Exam 50 per cent, 1 hour 45 minutes (June of Year 11).

The exam paper examines students on the whole specification.

Section A: questions based on stimulus material.

Section B: structured, short and extended response questions to assess content related to food preparation and nutrition.

COMPONENT 2

Non-exam Assessment 50 per cent:

Task 1: Food Investigation Assessment 8 hours.

Task 2: Food Preparation Assessment 12 hours.

Students plan, prepare, cook, and present a menu that assesses the learners' knowledge, skills and understanding in relation to the planning preparation, cooking, and presentation of food.

Further information

This specification will enable learners to make informed decisions about a wide range of further learning opportunities and career pathways.

There is a job for everyone within the food industry.  Ideal for students who may wish to pursue a career in dietetics, nutrition, marketing, nursing, health care, sport science, product development, catering, teaching, food journalism, retail, public relations, advertising, market research etc.

Curriculum learning journey Food Nutrition

History

History is the study of our past. We learn throughout KS3 where we come from, why people in the past behaved as they did, and how the past shapes our future. We have tailored our syllabus to develop in pupils a sense of understanding and enquiry, providing skills that are transferable to all future occupations. The topics that pupils do throughout KS3 at Wyvern Academy build towards our key subjects at KS4. The exam board that we use for KS4 is AQA.

Content

Unit 1 – Britain: Health and the people: c1000 to the present day

In Year 10, pupils will begin the year studying the story of health through humanity’s history. Throughout this syllabus, we chart the story of Medieval medicine, the black death and cholera in the 19th century, all the way through to the 20th century, the effect of the World Wars, the development of Penicillin and the founding of the National Health Service. This topic asks pupils to look at the major factors that have caused change through history, using the topic of medicine to gain a greater understanding of the role of the Church, and key individuals throughout the history of the world. 

Unit 2 – Conflict and Tension, 1918-1939

In the second half of Year 10, pupils will study international relations, rivalries and crises that led from one World War ending in 1918, to another beginning just 21 short years later in 1939. Throughout this topic, we will chart the rise of Hitler and Nazi Germany, the effect of the Treaty of Versailles, the ineffectiveness of the League of Nations, and the decisions that were made that some have argued made World War Two inevitable. This topic asks the pupils to consider the key events and individuals as the world hurtled towards another worldwide conflict that would take the lives of 18 million people. 

Unit 3 – Elizabethan England circa 1568-1603

At the beginning of Year 11, our pupils will study one of the most famous monarchs in the history of Britain, Elizabeth I. Pupils will learn about her rise to the throne, her battle to retain her power, and how England prospered under a ‘Golden Age’, whilst battling the key Catholic powers in Europe, as well as battling at home, against would-be usurpers such as Mary Queen of Scots. Pupils will analyse whether Elizabeth was as great a leader as history has made her out to be. This is partly done through investigating the effect she had on ‘real people’ across England.

Unit 4 –Germany 1890-1945

Germany is defeated and democracy is forced upon her by the victorious allies. Over the next twenty years, the German people slowly turn their back on the freedoms and rights awarded to them under the Weimar Republic and instead support the National Socialist Party and its leader Adolf Hitler. From a minor annoyance of a few hundred members, the National Socialists become the dominant force in Germany, changing forever the shape of Europe once more. In essence, this topic is the story of how Germany transitions from dictatorship to democracy, before returning to dictatorship again under the Nazis.

Assessment

Paper 1:  Shaping the modern world

Written exam: 1 hour 45 minutes

84 marks (including 4 marks for spelling, punctuation, and grammar)

50 per cent of GCSE

Paper 2: Shaping the Nation

Written exam: 1 hour 45 minutes

84 marks (including 4 marks for spelling, punctuation, and grammar)

50 per cent of GCSE

Learning journey in History

Religious Education

GCSE RE covers a range of the major world religions, six contemporary ethical themes and two textual studies, ensuring our students have a diverse choice of intriguing subjects to explore. Students will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues. Students will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills.

Content

Component 1: The study of religions: beliefs, teachings, and practices

In this unit, students will study the beliefs, teachings and practices of two from; Buddhism, Christianity, Catholic Christianity, Hinduism, Islam, Judaism, and Sikhism.

Component 2: Thematic studies

The student will study either four religious, philosophical and ethical studies themes or two religious, philosophical, and ethical studies themes and two textual studies themes.

Religious, philosophical and ethical studies themes:

Theme A: Relationships and families.

Theme B: Religion and life.

Theme C: The existence of God and revelation.

Theme D: Religion, peace, and conflict.

Theme E: Religion, crime, and punishment.

Theme F: Religion, human rights, and social justice.

Textual studies themes:

Theme G: St Mark's Gospel – the life of Jesus.

Theme H: St Mark's Gospel as a source of religious, moral, and spiritual truths.

Assessment

Component 1 – 50 per cent of GCSE

How it's assessed:

Written exam: 1 hour 45 minutes

96 marks, plus 6 marks for spelling, punctuation and grammar (SPaG)

Component 2 – 50 per cent of GCSE

Written exam: 1 hour 45 minutes

96 marks, plus 3 marks for spelling, punctuation and grammar (SPaG)

Computer Science

GCSE Computer Science is engaging and practical, encouraging creativity and problem-solving. It encourages students to develop their understanding and application of the core concepts in computer science. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs. It builds on the knowledge, understanding and skills established through the Computer Science elements of the Key Stage 3 programme of study. The content has been designed not only to allow for a solid basis of understanding but to engage learners and get them thinking about real-world application.

Content

Computer systems 

  • Systems Architecture
  • Memory
  • Storage
  • Wired and wireless networks
  •  Network topologies, protocols, and layers
  • System security
  • System software
  • Ethical, legal, cultural, and environmental concerns

Computational  thinking, algorithms  and programming 

  • Algorithms * 
  • Programming techniques 
  • Producing robust programs 
  • Computational logic 
  • Translators and facilities of languages 
  • Data representation

* Algorithm questions are not exclusive to Component 2 and can be assessed in either component. 

Assessment

Paper 1 - Computer systems 

80 marks -1 hour and 30 minutes, written paper (no calculators allowed) 

Paper 2 - Computational thinking, algorithms and programming 

80 marks - 1 hour and 30 minutes, written paper (no calculators allowed) 

Further information

This is a very difficult subject, which contains a lot of higher-order mathematical concepts. It is advisable that you might only opt for this subject if you are currently working towards and grade 4 in maths.

BTEC Award in Engineering

BTEC Tech Award in Engineering is a KS4 qualification designed for 14-16-year-olds in schools to be taken alongside GCSEs. It is included on performance tables in England. This means that it will allow your child to study further at post-16 education providers.

Content

The course is made up of three components:

In Component 1 students get to know the engineering sectors and design applications.

During Component 2 students develop skills by investigating an engineering product.

For Component 3, students will develop and design their own solution to a client brief.

Assessment

Component 1: Exploring the engineering sectors and Design applications is internally assessed and worth 30 per cent of the total mark.

Component 2: investigating an Engineering product is internally assessed and again, worth 30 per cent of the final grade

Component 3 is an externally assessed task and worth 40 per cent of the final grade.

Further information 

All assignments are based on real-life scenarios that our students will recognise and prepares students for the next step in their journey, be that apprenticeships or further/higher education.

French

Languages are incredibly important in the world we live in and give you great skills for the rest of your life. The internet has brought everyone much closer together, so chatting, blogging, and networking with people of different languages from all over the world is now extremely easy. Imagine all the other people you could communicate with and all the amazing places you could travel to - or work in - all because you can speak another language. Also, learning a foreign language builds your communication, interpersonal, intercultural, and public speaking skills - otherwise known as ‘soft skills’. Studies have even shown that learning a language improves your concentration and ability to multi-task.

Content

At Wyvern, we follow the AQA French GCSE course. The topics are organised into 3 themes:

Theme 1: Identity and culture

Theme 2: Local, national, international and global areas of interest

Theme 3: Current and future study and employment

You can find out more information about these on the AQA website.

Assessment

The qualification is assessed via final exams, taken at the end of Year 11. GCSE French has two tiers: Foundation Tier (grades 1–5) and Higher Tier (grades 4–9). Students sit four question papers, each counting for 25 per cent of the final mark - these papers must all be the same tier.

The four papers are:

Listening

This is a written exam, consisting of two sections. Section A has questions in English, to be answered in English and Section B has questions in French, to be answered in French. Each exam includes five minutes’ reading time of the question paper before the listening recording is played.

Speaking

This is assessed by your French teacher. It consists of three sections: a Role-play, describing a Photocard and a general conversation. The exam itself takes 7-12 minutes with an additional 7-12 minutes of preparation time. (Timings depend on whether you are doing Foundation or Higher Tier)

Reading

This is a written exam, consisting of three sections. Section A has questions in English, to be answered in English, Section B has questions in French, to be answered in French and Section C is a translation from French into English.

Writing

This is a written exam and takes the form of three or four tasks. You will be asked to write four sentences in response to a photo (Foundation only), to write 40 words in response to four short bullet points (Foundation only), to translate a passage from English into French (Foundation and Higher), to write 90 words in response to four detailed bullet points (Foundation and Higher) and to write approximately 150 words in response to two detailed bullet points. (Higher only).

Further information 

If you want to study French at university, you will need to have studied it at A-level. Some universities require a Modern Foreign Language GCSE for entry across all of their degree programmes. Also, languages are classified as ‘facilitating subjects’: which means they are favoured by top universities for a whole range of degree courses.

Learning journey in MFL

BTEC Level 1/2 First award in Sport

What is it?  What will I do?

The Level 1/2 First Award in Sport comprises of four units which is the equivalent of one GCSE. This qualification is aimed at learners looking to gain knowledge, understanding and skills in sport, fitness and leadership using a range of different assessment methods. 

Pupils will study four units over the two-year course, including:
Unit 1 - Fitness for Sport and Exercise (Year 10)
Unit 2 - Practical Performance in Sport (Year 10)
Unit 6 - Leading Sports Activities (Year 11)
Unit 3 - Applying the Principles of Personal Training (Year 11)

How will I be assessed?

Unit 1: Fitness for Sport & Exercise  
This will be assessed by an onscreen exam (out of 60 marks) with a range of questions used to determine the pupils understanding of the physiological requirements to take part in Sport & Exercise, which will be marked externally.  
Units 2, 3 and 6:
These units will be assessed through the completion of practical performance, written assignments and sports leadership over the two years. As students complete each unit, they will be awarded a pass, merit or distinction grade by their teacher. There is no exam at the end of this course. 

What can I do with this subject when I leave Wyvern Academy?

This qualification is aimed at pupils looking to gain the knowledge, understanding and skills to progress to further study and, in due course, prepare learners to enter the workplace. Learners can expect to begin to gain the skills necessary to work in the fields of: PE teaching, armed forces, police, fire service, fitness instruction, leisure centre management, sports coaching, sports psychologist and sports physio to name but a few.  

Following the completion of the Level 1/Level 2 First Award in Sport, there is a clear progression route to the BTEC National Level 3 in Sport.

Learning journey in Physical Education