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Year 8 Options

2019 - 2022
Welcome to your Year 8 Options

This booklet outlines all the information, advice and guidance that will help you to
make the best decisions about which subjects to study over the next three years.

Why is it important?
The choices and decisions you make now may have a significant impact on your future.
These decisions should not be made lightly, so we will offer you as much support as
we can, to ensure you follow the right path.

What can I choose?


For most of you, you will make two choices from a group of EBacc subjects. You will
then study these until the end of Year 11.

For a small number of students, there is one sensible restriction. Due to the level of
mathematics needed to understand Computer Science, students in our supportive sets
for mathematics may not be able to opt for this subject. If this applies to your son/
daughter Computer Science will not appear on their option form.

You will also make one choice from a group of vocational subjects and one choice
from a group of arts subjects. You will study these for a year and sit an assessment at
the end of Year 9 and complete these courses. These subjects will be equivalent of a
Level 2 (GCSE equivalent) qualification.

Who can help?


It is important that you have as much information and advice as possible. There are a
number of people you can speak to from myself to your Form Tutors, others in your
Form and your Head of House. You can also speak to Mr Windsor who leads on Options
in the school and Mr Towsey, our Careers Leader. He is based in the Careers Centre
(next to S19). If you have any questions do not hesitate to ask!

What next?
On the next page is a timeline for the process of making your GCSE choices. We will
try to give you as much information and support as possible before you choose your
options so that you make the best choices for you and your future.

Yours sincerely,

Mr A Sinfield
Deputy Headteacher
We know you’re only in Year 8, and we know picking your options is a big decision, but we know you will be ready for it!
It might seem a bit scary and you might feel that you don’t know enough to make your choices, but do not worry.
As you can see, the ‘options process’ is spread across a couple of months (that’s why we had an assembly in January)
and there are loads of opportunities to speak to people about your choices, and loads of support available.
It’s not just the assembly, it’s there’s also…
1) Parents Evening — where you can speak to your current teachers about your academic progress
2) Transition Day — Where you can get a taster of some of the options you can study
3) Options Evening — Where you can speak to Department staff about courses and options
Also, don’t forget that Mr Towsey (our Careers Advisor) is always happy to help and offer advice!

16th January 14th March 18th March


Options Assembly Transition Day Options Forms go Live

28th February 14th March


Parents Evening Options Evening

1st April: Deadline for Options Forms


Picking your options is entirely your choice. You will be the one who makes the final decision,
but we can offer you some advice about choosing your options.
Over the next couple of weeks you will have a number of workshops and sessions, which will give you
the opportunity to ask about your choices. You can speak to Mr Towsey, our Careers Advisor,
at any point (the Careers Centre is next to S19).
There is not necessarily a specific way to choose your options and there are lots of things to
consider when making your choices, but here are just a few things you might want to think about:

CHOOSING THE SAME


CHOOSING A SUBJECT
SUBJECT AS YOUR FRIENDS
BECAUSE OF A TEACHER Do not pick a subject just because
Please speak to your teachers your friends did.
about your GCSE choices, but 1) It should be your choice
remember that even though
they might teach you now, they 2) You might not be in the same
will not necessarily teach you in class as them anyway!
Years 9, 10 or 11.
CHOOSING A SUBJECT
YOU LOVE
KNOW THE COURSE,
Make sure that your options
NOT JUST THE TITLE
choices are subjects which
You should not judge a book by its
interest you and you would like
cover, so do not judge a course by
to study. The choice is yours
its title. Make sure you know what
and you will be studying them
the course will involve. Find out
for three years, so do not make
what topics you will cover and how
the choice without thinking
you will be marked.
about it and speaking to staff,
Do your research.
friends and family.

!
You do not need to decide on a career, to be able to decide on your subjects
Thinking about possible careers could help you decide which subjects to take, but
remember that you might change your mind. Choosing a range of subjects, you would like
to study, will give you the greatest options after Year 11. If you are thinking about a
particular career, you could speak to Mr Towsey and discuss what choices would be best.
CURRICULUM ROADMAP

Science (5hrs)
Maths (4hrs)
P E (2hrs)

Financial Literacy (2hrs)


English Lang. (3hrs)
English Lit. (2hrs)
ChOICes ROADMAP

Spanish
History
Geography
Computer Science
French

Drama
Business & Enterprise Engineering
Food & Cookery
Digital & Interactive Media

Religion, Philosophy
& Ethics

Music

Drama
Art
Dance
CURRICULUM ROADMAP

PeRfORMIng & sCIenCe &


ARts
CReAtIve ARts engIneeRIng
Art Business & Enterprise
Computer Science
Dance English Lit. & Lang.
Engineering
Digital & Interactive Media Religion, Philosophy & Ethics
Financial Literacy
Drama French & Spanish
Mathematics
Food & Cookery Geography
Science
Music History
Level 2 Certificate London Institute of Banking

This course provides an understanding of the economy, Paper Weighting


financial management skills, employability and enterprise.
It develops knowledge of business and finance-related
1 (45mins) 35%
disciplines to prepare our students to work for a larger
organisation, or to work for themselves.
2 (45 mins) 35%
The financially related content and skills of this qualification
provide an initial foundation for continued study within 3 (1hr) 30%
accountancy, finance and business-related qualifications at
Level 3. The transferable skills of research, communication
and independent study developed through this course are
also valuable for further study in many unrelated
disciplines.

Unit 1 – Finance, The Individual and Society


Students will learn about the role of the citizen in the UK and the relationship between society and
the individual. They will investigate the difference between money and income, and the
contribution of individuals and organisations to the economy of a country. They will examine the
external factors that can impact on personal financial plans and the concept of foreign exchange.

Unit 2 – Practices of Managing Money


Students will learn about financial planning including how to produce a balanced personal budget.
They will investigate personal financial budgets and spending choices and the tools used in
managing money. They will examine pay and pay calculations, the true cost of spending and the
nature of borrowing products.

Unit 3 – Financial Capability, Work & Enterprise


Students will learn about how a business manages their money, the impact of an individual on a
business and the impact of a business on an individual. They will investigate skills for success and
recognise the characteristics of a successful entrepreneur. They will examine how business
decisions have an impact on society and the impact of an individual’s employment and consumer
choices on society.

If you would like further information and advice, or you have any questions, please speak to
Mr Korboe
This course will allow you to further develop your art skills and would be
ideal preparation for anyone considering studying Art at GCSE or A-Level.

You will get involved in and work with a wide range of materials and
techniques including paint, clay, etc.

You will learn how to;


· Develop ideas through investigations, demonstrating critical
understanding of sources.

· Refine work by exploring ideas, selecting and experimenting with


appropriate media and processes.

· Record ideas, observations and insights relevant to your intentions as


work progresses.

· Present a personal and meaningful response that realises intentions

· Demonstrate understanding of visual language.

If you would like further information and advice, or you have any questions, please speak to
Mr Hanley
;

· Develop your dance skills and techniques through the reproduction of


dance repertoire.

· Study different styles of Dance, such as jazz, contemporary and street.

· Develop your understanding of Dance by examining practitioners’ work


and the processes used to create performance.

· Prepare a piece, individually or as part of a group.

· Have the opportunity to develop your performance skills, through


involvement with the Dance Shows.

This course would be ideal preparation for anyone considering studying


BTEC Dance in Year 10/11.

If you would like further information and advice, or you have any questions, please speak to
Miss Judge & Mrs Minister
Team working
Verbal and written communication skills
Problem solving
Time management
Managing financial resources
Research skills
Over the year you we aim for the People management
Creativity
students to grow as artists and arts
Discipline
leaders, inspiring them to connect with Empathy
and take part in the wider arts world Confidence

through taking challenges in an art form.

Young people get to:

· Discover the enjoyment of creating and participating in Drama

· Develop their creativity and leadership skills

· Learn new skills and share them with others

· Get to work with or experience working with creative arts professionals

· Gain experience and knowledge to progress into further education and


employment

Young people take on challenges in Drama, participate in arts activities,


experience arts events, get inspired by artists and share their skills with
others. Young people create a portfolio to keep a record of their creative
journey. Along the way they are supported by their teacher.

If you would like further information and advice, or you have any questions, please speak to
Mr Bell
TUSIC
Students who choose Music will be able to continue their journey of
music appreciation, music theory, keyboard skills, songwriting and
composing.

Students will have the opportunity to use the recording studio, as


either a technician or as a performer: allowing students to gain an
insight into the performance or technology route. They will create a
music product, either using music programming software to create
for example a dance album or using instruments/voice to produce
an actual CD.

There will also be performance opportunities for those who might


be interested, as well as a chance to join our music tech team.

This course would be ideal for students considering choosing Music


in Year 9 but is equally relevant for those who just want to develop
their music skills further.

This course is especially relevant if you are thinking of pursuing a


career in the music industry, either as a performer, instrumentalist or
music technology/production.

If you would like further information and advice, or you have any questions,
please speak to Ms Lord or Mr Sheehan.
,
&
Building on the subjects students have studied in year 8 we will explore in
more depth both philosophical and ethical topics which are relevant in
terms of the GCSE option in year 10 & 11 but also in life itself.
Ethical Subjects that we will study will include:
· Can War ever be justified? – Just War - Pacifism
· Animal Rights & Animal Experimentation
· Environmental Ethics
· Punishment and treatment of Criminals – aims & forms of punishment
· Death Penalty
· Human Rights –
· Social Injustice – Racism – Prejudice – Discrimination
Philosophical Subjects will include:
· Arguments against God
* The Problem of Evil & Suffering –
* Atheism - Humanism
· Arguments in support of God
* Design Argument
* Cosmological Argument
* Religious Experience

Students will study different religious views on these topics as well as


secular, humanist views.
Lessons will give students an opportunity to study, think, evaluate, discuss
and debate these topics – exploring different views and reflecting on their
own views.
All of these topics form part of the GCSE syllabus and therefore students
that opt for GCSE RS for year 10 & 11 will already have a strong base of
knowledge.

If you would like further information and advice, or you have any questions, please speak to
Mr Blain or Mr Windsor
You will be assessed through two
GCSE OCR 1h 30m written exams.
Selected pupils

Networks Officer, Computer


Programmer, Software Engineer,
OCR’s GCSE in Computer Science will encourage Financial and Resource Management...
learners to:

· understand and apply the fundamental principles and concepts of Computer Science, including
abstraction, decomposition, logic, algorithms, and data representation

· analyse problems in computational terms through practical experience of solving such problems,
including designing, writing and debugging programs

· think creatively, innovatively, analytically, logically and critically

· understand the components that make up digital systems, and how they communicate with one
another and with other systems understand the impacts of digital technology to the individual and
to wider society

· apply mathematical skills relevant to Computer Science.

Computational thinking,
Computer systems
algorithms and programming
PAPER 1
PAPER 2
(assessed through an exam)
(assessed through an exam)

· Systems Architecture
· Memory · Algorithms
· Storage · Programming techniques
· Wired and wireless networks · Producing robust programs
· Network topologies, · Computational logic
protocols and layers
· System security · Translators and facilities of
languages
· System software · Data representation
· Ethical, legal, cultural and
environmental concerns

If you would like further information and advice, or you have any questions, please speak to
Mr D Howell
Learning an additional language can be
a great asset for any career. Equally,
GCSE Edexcel Oxbridge and Russell Group Universities
like to see an additional language.
Language qualifications are particularly
useful for careers in marketing, banking,
Anyone who has studied French at engineering and export.
KS3.

Unit Weighting

French is an option for students who have studied the Listening 25%

subject in Years 7, 8 & 9. The course is divided up into 5 Reading 25%


main themes to enable students to comprehend a wide Speaking 25%
variety of written and spoken texts and to communicate
Writing 25%
effectively in Speaking and Writing.
You will be entered for either Foundation
or Higher Tier. No mixed tier entries.

· Identity and culture (who am I?, Daily life, Cultural life)


· Local area, holiday, travel (holidays, travel and tourist transactions, town, region and country)
· School (what school is like, school activities)
· Future aspirations, study and work (using languages beyond the classroom, ambitions, work)
· International and global dimension (bringing the world together, environmental issues)

Lessons will be conducted in the target language as much as possible and use of English kept to a
minimum. Classwork will emphasise speaking to enable students to use language for practical
purposes. Students will take part in role play dialogues with the teacher and with a partner. Students
will also give prepared talks on topics being studied. We will also focus on translating into English
and the target language.

Homework may take the form of writing or learning tasks. On occasion, an extended homework task
is set to provide in-depth practise of a skill or topic. It is essential that homework tasks are
completed in order to achieve the maximum grade.

If you would like further information and advice, or you have any questions, please speak to
Miss Gambino
Urban planner, GIS consultant, lawyer,
banker, civil servant, military jobs,
GCSE Eduqas researcher, teacher, meteorologist,
social worker
All

The course is based on understanding and interpreting


information rather than learning facts, with the work
done in topic booklets. The course has a focus on the
Paper Weighting
human, economic and physical geographies of the UK
and the rest of the world. Fieldwork is essential and 1 (1hr 45mins) 40%
there will be two compulsory fieldtrips (one day each).
Geography has an ever increasingly important role for 2 (1hr 30mins) 30%
all careers and links well with the Sciences,
Economics, Business Studies, Computer Science and 3 (1hr 30mins) 30%
other Humanities subjects.

Component 1: Changing Places – Changing Economies (Paper 1)


Students will tackle particular issues that we currently face in the UK. They will pose questions such
as: should we build on green areas? Should homes use more renewable energy? Should more
shopping centres be built to provide more jobs? Students will also study urbanisation in cities at
different levels of economic development and will look at evidence to determine the social
economic and cultural characteristics and patterns. They will examine the issues that different cities
face and how these can be managed. Students will study global patterns of development and
determine the many reasons there are for such uneven development around the world. One large
element of this is to recognise the positive and negative impacts of globalisation on different
nations.

Component 2: Problem Solving Geography (Paper 2)


Students will use the topics and issues covered in component 1 for a synoptic view on problem
solving. Students will incorporate all of their knowledge from component 1 to learn a 3 phased
approach to solving problems. Students will learn how to use statistics, maps and photographs in
order to collect evidence and to determine appropriate management strategies for a given issue.
Students will also learn the importance of justifying and evaluating management strategies.

Component 3: Applied Fieldwork Enquiry (Paper 3)


Students will carry out field work in two contrasting environments (human and physical). Students
will play an active role in planning their fieldwork. They will learn how to collect, present and then
analyse the data that they have collected. Students will then evaluate limitations of their fieldwork

Please note. If you opt for the geography course you will be required to pay £60
for each of the 2 field trips.

If you would like further information and advice, or you have any questions, please speak to
Miss Barrett
Typical employers of history graduates
include banks, television and radio
broadcasters, national and local
government, management consultancies,
law firms, schools, higher education
GCSE Edexcel institutions, retailers…

All

Paper Weighting
This GCSE syllabus looks at the thematic study 1 30%
of Crime and Punishment from 1000-2010, Early
Elizabethan England, Superpowers in the Cold 2 40%
War and Weimar and Nazi Germany 3 30%

Paper 1 is the Thematic and Historic Environments paper


Section A: The Historic Environment study – Whitechapel 1870-1900: crime, policing
and the inner city
Section B: The thematic study – Crime and Punishment 1000-present

Paper 2 is the Period and British depth studies paper


Section A: Superpower relations and the Cold War, 1941–91

Section B: Early Elizabethan England, 1558–88

Paper 3 is the Modern depth study paper


A study of Weimar and Nazi Germany, 1918–39

If you would like further information and advice, or you have any questions, please speak to
Miss Marsden
Learning an additional language can be
a great asset for any career. Equally,
Oxbridge and Russell Group Universities
like to see an additional language.
Language qualifications are particularly
useful for careers in marketing, banking,
engineering and export.
GCSE Edexcel

Anyone who has studied Spanish at KS3.

Unit Weighting
Listening 25%

Reading 25%
Spanish is an option for students who have studied the Speaking 25%
subject in Years 7 and 8. The course is divided up into 5
Writing 25%
main themes to enable students to comprehend a wide
variety of written and spoken texts and to communicate
effectively in Speaking and Writing.

· Identity and culture (who am I?, Daily life, Cultural life)

· Local area, holiday, travel (holidays, travel and tourist transactions, town, region and country)

· School (what school is like, school activities)

· Future aspirations, study and work (using languages beyond the classroom, ambitions, work)

· International and global dimension (bringing the world together, environmental issues)

Lessons will be conducted in the target language as much as possible and use of English kept to a
minimum. Classwork will emphasise speaking to enable students to use language for practical
purposes. Students will take part in role play dialogues with the teacher and with a partner.
Students will also give prepared talks on topics being studied. We will also focus on translating into
English and the target language.

Homework may take the form of writing or learning tasks. On occasion, an extended homework
task is set to provide in-depth practise of a skill or topic. It is essential that homework tasks are
completed in order to achieve the maximum grade.

If you would like further information and advice, or you have any questions, please speak to
Miss Gambino
:
Marketing Finance, Legal and Secretarial,
Recruitment, Manufacturing and Production,
Stocks and Shares

Level 2 Certificate NCFE

Unit Assessment
1-Introduction to
The course is designed to introduce learners to Business Business and Portfolio of Work
and Enterprise. It has a vocational and hand-on element Enterprise
to the course requiring learners to apply theory to real
businesses and realistic scenarios. The course has been 2-Marketing for
Controlled
developed to enthuse and inspire learners about a career Business and
Assessment
Enterprise
in business and enterprise. The course will appeal to
learners who wish to either set up their own business in
the future, move in to employment or progress on to 3-Finance for Business
Portfolio of Work
and Enterprise
further study within the Business Studies field.
4-Plan, develop and
participate in a
Portfolio of Work
business or enterprise
project

Unit 1: Introduction to business and enterprise


This unit aims to give learners an introduction to business and enterprise. It gives learners an
introduction to start up projects and helps them to identify risks and rewards. Learners will obtain
an insight in to different types of businesses and how they are set up, understand the role of an
entrepreneur and their characteristics, gain an understanding of how businesses target different
types of customers and get the opportunity to investigate risks and rewards for new business
enterprises in their local area.

Unit 2: Marketing for business and enterprise


This unit aims to give learners an insight into market research and different marketing
opportunities and techniques. It gives learners an insight in to why businesses use marketing
techniques to target different types of customers, impact of social media and the internet, different
strategies used by businesses to persuade a customer to visit their businesses and buy their
products/services and an opportunity to investigate a business and the marketing techniques used.

Unit 3: Finance for business and enterprise


This unit aims to provide learners with a basic knowledge and understanding of business finance for
a new business or enterprise. It gives learners an insight in to how businesses are funded, sources
of finance available, the costs a business incurs, the importance of keeping financial records and an
opportunity to investigate different types of taxation businesses must pay.

Unit 4: Plan, develop and participate in a business or enterprise project


This unit aims to develop a project plan and implement the project. The learner will then go on to
evaluate the overall success of the project. The project will be based on all the concepts learnt in
units 1, 2 and 3 and will allow learners to put their theory in to practice by taking part and running a
small business enterprise. The unit helps to develop key skills in team work, building positive
relationships, presentation, research and numeracy skills as well as analytical and evaluative skills.

If you would like further information and advice, or you have any questions, please speak to
Miss C Andrews
VCert NFCE

This course is aimed at learners wishing to gain an understanding of the


interactive media industry and develop the basic skills across a range of
areas and contexts within the subject.
Students will learn the conventions of a website, before they create their
own product. Students will learn to use a variety of media software, which
includes them creating their own logos and backgrounds.

Unit Assessed

1 Investigate interactive media Project and Assessment

Plan and prepare for an


2 Project and Assessment
interactive media product

Develop a production for an


3 Project and Assessment
interactive media product

Present and promote an


4 Project and Assessment
interactive media product

If you would like further information and advice, or you have any questions, please speak to
Miss Georgiou
Apart from the most obvious pathway
Level 2—GCSE Trinity into acting, drama is critical in building
skills in public speaking, confidence and
equivalent and (silver) Arts Award self-presentation, analytical skills,
self-discipline and an ability (hopefully)
to handle criticism. You will also be used
This course supports anyone aged up to 25 to working in a team and have
developed good research skills.
to grow as artists and arts leaders, inspiring them
to connect with and take part in the wider arts
world through taking challenges in an art form.
young people get to:
-Discover the enjoyment of creating and participating in any art form
-Develop their creativity and leadership skills
-Learn new skills and share them with others
-Get to work with or experience working with creative arts professionals
-Gain experience and knowledge to progress into further education and employment
Young people take on challenges in an art form, participate in arts activities,
experience arts events, get inspired by artists and share their arts skills with others.
Young people create a portfolio to keep a record of their creative journey. Along the
way they are supported by an Arts Award adviser, acting as assessor, facilitator and
mentor.

This is a Pass/Fail qualification. All criteria must me meet in order to pass.

Unit 1 A: Identify and plan an arts Unit 1 B: Implement and review Unit 1 C: Review a live theatre
challenge the arts challenge event

Students should:
Students should:
· Identify their strengths,
Students should demonstrate: · Attend a minimum of three live
weaknesses and aspirations
· How to record their progress theatre events and then create a
within their chosen art form
throughout their challenge and short review that is then shared
· Learn how to set a challenge that
maintain a personal portfolio of with others to raise their
will develop their arts skills
their development awareness of theatre that is
· Learn how to draw up and
accessible to them.
manage an action plan

Unit 2 E— Arts Leadership


Unit 1 D — Arts research Unit 2 A—D — Arts Leadership.
Evaluation

Students should:
Students should:
· Plan and lead a arts project
· Assess whether the project plan
Students should: within their chosen area, this
worked well or not
· Conduct research in to career could be a series of workshops,
· Know how to evaluate the
opportunities and journeys for an arts event or an awards
project in terms of delivery,
their chosen art form evening. This unit requires the
resources and the outcome
· Conduct research into students to identify their
· Demonstrate how to evaluate
opportunities to engage in their leadership skills and
working relationships within the
art form within the local area. development needs and plan a
project
project that helps them to
improve their competency

If you would like further information and advice, or you have any questions, please speak to
Mr Bell
Graphic design, media design, interior
design, web design, cad designing,
multimedia design. Product design.

VCert NFCE

Unit Assessed

Understanding graphic
1 processes, materials Internally
This course focuses on an applied study of the graphic and technique
design sector and learners will gain a broad
understanding and knowledge of design. This Research sources of
2 Internally
course shows learners how to: ideas in graphics
· research ideas and use various sources
· use a variety of tools, materials and techniques Develop ideas an
3 Internally
· explore a range of media and materials graphic solutions
· build a portfolio of ideas
Plan, produce and
· use their knowledge of the chosen graphic design 4 present final graphic Internally
elements to produce an item in response to a brief or design work
scenario

Unit 01 Understand graphic processes, materials and techniques


In this unit, learners will explore and understand a range of graphic processes, materials and
techniques in response to the context and specification of a given design brief. Learners will
develop intermediate level technical skills in using graphic materials, techniques and processes.

Unit 02 Research sources of ideas in a graphic design context


In this unit, learners will explore the relevance of a range of primary and secondary graphic sources
in the context of the design brief. Learners will make judgements about the contexts of secondary
sources and will investigate influences in the development of graphic design solutions.

Unit 03 Develop ideas and graphic solutions


In this unit, learners will use the sources they’ve investigated to inform their ideas in response to a
given design brief. Learners will use visual techniques to propose a range of alternative graphic
ideas and solutions in response to feedback and constraints or external factors affecting the design
development. Learners will then select one idea and will work independently, modifying this idea
as their work progresses.

Unit 04 Plan, produce and present final graphic design work


In this unit, learners will plan and prepare for the production of their final work using developed
ideas and will produce the work using an intermediate level of technical skill. Learners will present
the final graphic design solution and will evaluate it with reference to the design brief, development
of ideas, materials and techniques used in the final work.

If you would like further information and advice, or you have any questions, please speak to
Mr Limon or Mr Taylor
Unit 1 Internally assessed
Preparing to portfolio of evidence.
cook 25% of final grade.
2 v.cert NFCE Unit 2 Internally assessed
Understanding portfolio of evidence.
food 25% of final grade.
This course is designed for students with an interest in food Unit 3 Internally assessed
and want to develop their practical cookery skills. They will Exploring portfolio of evidence.
learn how to prepare food in a safe and hygienic balanced diets 25% of final grade.
environment, about food and its function in the body and how
to modify recipes for health purposes. Unit 4
Plan and Internally assessed
produce dishes portfolio of evidence.
in response 25% of final grade.
Preparing to cook to a brief
Learning about safety and hygiene in food preparation and
to follow a recipe to demonstrate cookery skills to produce a variety of dishes.

Understanding food
Learning about the main food groups, such as meat, fish, bread, fruit and vegetables, milk, etc.
Understanding factors affecting food choice and make informed choices when using food for
cooking.

Exploring balanced diets


Learning about the importance of a balanced diet and be able to change recipes to make them
healthier.

Plan and produce dishes


Learning how to plan a menu for a set brief, preparing and making the dishes on the menu and
reviewing the menu and completed dishes.

STUDENTS SHOULD CHOOSE THIS COURSE IF THEY:


Enjoy practical cookery.
Want to develop practical skills and are interested in food and nutrition.
Can organise themselves and prepare ahead for practical lessons.
Are committed to producing the required written work, including writing recipes, plans and
evaluating their work.

OTHER INFORMATION
Students will be required to provide their own ingredients for practical lessons.
So that students have a professional look when carrying out practical work it is expected that a set of
‘Chef Whites’ are purchased.
(These can be purchased through the school at the cost of approximately £15.)

POSSIBLE CAREERS
Careers linked to food are many and varied. There are jobs within the hospitality and catering
sector, such as barista, chef and restaurant manager. You may have an interest in health and
well-being, such as dietitian, nutritionist and personal trainer. There is also the world of food
development and production and food retail – baker, butcher and food buyer.

NEXT STEPS
In Years 10 & 11 students can opt for GCSE Food Preparation and Nutrition. At Post 16 there are a
variety of food related college courses that students could study at Level 2/3 in Hospitality and
Professional Cookery.

If you would like further information and advice, or you have any questions, please speak to
Mrs Barnard or Mrs Narwal
Thinking About
Your Future!
Whilst we understand that you are only just starting to think about the
options you might pick for Year 9, we also know that now is probably a good
time to start encouraging you to think about your future.

Year 11 might seem ages away, but, trust us, it will fly by.

Over the next three (or five, if you stay on at Sixth Form) years we will be
here to help and support you make your next step after West Hatch.

It might also be worth doing some research yourself, to find what kinds of
jobs are out there and whether there is anything you might be interested in.

Below are some useful websites, which might help, but don’t forget
Mr Towsey, our Careers Advisor, is always around and happy to discuss
options and plans for the future.

USEFUL WEBSITES:
Fast Tomato:
www.fasttomato.com
(Access Code: WHAC16)

National Careers Service:


nationalcareersservice.direct.gov.uk
Allabout Careers:
www.allaboutcareers.com
CareersBox:
www.careersbox.co.uk
Career Camel:
www.careercamel.com

We’ve got loads more links on our school website:


www.westhatch.essex.sch.uk/page/?title=Useful+Websites&pid=192