Yr 10 Curriculum

The GCSE Art and Design course provides students with the opportunities to experiment with a wide range of media and processes, developing and refining their ideas towards producing a portfolio that evidences their learning journey.

The course allows students to study a combination of drawing and painting, photography, critical studies and 3D design. Assessment is based on ability to record from observation and to use appropriate skills to plan and develop finished projects in a variety of media. Students have spent this academic year developing and refining their artistic and contextual understanding and abilities through a range of 2D and 3D responses based upon the theme of identity through portraiture, photography and sculpture. Students have created a variety of exciting mixed media portrait responses to the work of artists such as Anthony Browne, Ben Heine and Patrick Bremner.

BTEC Business Studies

Could you be Lord Sugar’s next apprentice? If so Business Studies might be the best option for you. You will study a range of topics in relation to both small businesses and large businesses including Business Ownership, Marketing, Finance and many more. The subject is taught in a practical way with guest speakers coming in from industry as well as going out to see how business works in the real world. The qualification is Edexcel BTEC Award/Certificate in Business Studies. The course will be assessed through coursework tasks, written assessments and an external examination. All topics are graded at pass, merit or distinction level.  

Term Unit Assessment
1 Unit 2 Finance Cost, revenue and profit.  Trading, profit and loss accounts, Balance sheets, Cashflow forecasts & budgeting.
2 Unit 8 Recruitment, Selection and Employment Functional areas of a business P1. Roles and responsibilities in a business P2, M1
3 Unit 8 Recruitment, Selection and Employment Produce application documentation and justify how skills and knowledge meet the requirements of a person specification. P3,P4 M2,M3

Level 2 Award in Hospitality and Catering

This course concentrates on the hospitality and catering industry. Students develop their 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. Students have the opportunity to learn about issues related to nutrition and food safety and how they affect successful hospitality and catering operations. In this qualification, students develop food preparation and cooking skills as well as transferable skills of problem solving, organisation and time management, planning and communication.

The course consists of two units of work:

  • Unit 1: The Hospitality and Catering Industry
    This is externally assessed with an on line examination that lasts 90 minutes.
  • Unit 2: Hospitality and Catering in Action
    This is internally assessed:

This involves students completing a piece of controlled assessment in school under examination conditions. Students will be set a task by the exam board and will have to safely plan, prepare, cook and present nutritional dishes.

Level 2 Certificate in Food and Cookery

The course consists of four different units to be studied over three years. 75% of the course is coursework and just 25% of the course is an exam. This qualification is designed for students with an interest in food and cookery. It will provide students with experience of using different cooking techniques and methods to enable them to use these within further education or apprenticeships. It will give them a basic understanding of the skills required for a career in food.

Food and Cookery

Unit 1

Preparing to cook

Internally assessed portfolio of evidence

Unit 2

Understanding food

Internally assessed portfolio of evidence

Unit 3

Exploring balanced diets

Externally assessed (Exam) 25%

Unit 4

Plan and produce dishes in response to a brief

Internally assessed portfolio of evidence

In GCSE Child Development we look at how a child develops physically, intellectually, emotionally and socially from birth up to the age of eight. We look at the milestones children should be meeting and what we can do to help children and babies meet those milestones. We look at the importance of ante-natal and post-natal care for a mother and how important the community can be in supporting a child’s development.

We are a well-resourced department with a number of virtual babies that pupils can take home and look after for a night or weekend. This is a fantastic opportunity to help demonstrate how demanding life as a mother can be.

The pupils also have the chance to study a child over a period of time and observe their development over this stage. They get to create activities for the child and observe whether milestones are being met. It is a great way to put their theory into practice.

In Construction students work on the following units:

Unit 1 – Structure of the Construction Industry. This unit develops learners’ understanding of the diversity, complexity and impact of the UK construction industry on our lives and also the contribution made by those who work within it.

Unit 2 – Exploring Health, Safety and Welfare in Construction. This unit develops learners’ knowledge and understanding of health, safety and welfare in the construction industry and provides an opportunity to perform and use risk assessments.

Unit 8 – Exploring Carpentry and Joinery. This unit enables learners to use the appropriate hand tools, materials and personal protective equipment used in carpentry and joinery, together with the necessary skills to mark out and form simple joints for use in a frame, such as a dove tail joint.

Students also complee project booklets and practical work for their coursework. The booklets provide evidence of their understanding of the units studied, and the samples of joinery work that are photographed also provide evidence for how they work practically.

The Cambridge Nationals in Creative iMedia will equip learners with a range of creative media Skills, and provide opportunities to develop in context those desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, learners will ultimately be creating fit-for-purpose Creative media products.

In Year 9, students study two units. The first, Pre-Production Skills, will enable learners to understand pre-production skills used in the creative and digital media sector. It will develop their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process. The second, creating digital graphics, which builds on the first unit enabling students to be able to apply the skills, knowledge and understanding that they have gained. Digital graphics feature in many areas of our lives and play a very important part in today’s world. The digital media sector relies heavily on these visual stimulants within the products it produces to communicate messages effectively. Students will also study creating a multipage website. Multipage websites are the basis of internet content and are therefore used extensively in the creative digital media sector, whether for mobile phones or computers in all their forms.

Dance GCSE allows students to gain the knowledge, understanding and skills that students are expected to learn during the course of study. This is set out below in three core areas of dance: performance, choreography and appreciation.

Component 1: Performance and choreography 60%

For performance students must learn set phrases through a solo performance and a duet/trio performance. For solo or group choreography students must create using a set stimulus.

Component 2: Dance appreciation 40%

For dance appreciation students will gain knowledge and understanding of choreographic processes and performing skills. Have a critical appreciation of their own work and professional works 


BTEC Performing Arts 

It is vital that young people are equipped with the relevant technical skills, knowledge and understanding to work effectively within a particular sector. The study of performance skills will enable students to develop not only performance based skills but also acquire and practice a range of key employability skills such as; team work, self-management, business awareness, numeracy and a positive attitude to work.

BTEC Performing Arts at OBA is FUN, diverse, challenging and exciting.
If YOU like to: 

  • Perform?
  • Create your own theatre?
  • Develop acting skills?
  • Work with professional actors?
  • Go on trips to the theatre?

Then BTEC Level 2 Performing Arts is the perfect course for you.

 

You will study the following core units:

Unit 1: Individual Showcase – External Exam

Pathway 1:

  • Letter of application
  • Audition – two contrasting monologue performances

Pathway 2:

  • Letter of application
  • Audition – one monologue
  • Presentation on how to conduct educational workshop

Pathway 3:

  • Letter of application
  • Work as a technician in one of the following areas; lighting, sound, set design, costume, masks or make up.
  • Presentation showing the process being a technician

 

Unit 2: Preparation, Performance and Production

During this unit you will;

  • Take part in the preparations for a live performance
  • Demonstrate performance or production skills and techniques in a performance.

 

You will then study one of the following optional specialist units: 

Unit 3: Acting Skills

During this unit you will;

  • Explore and develop your acting skills and review your own practice
  • Use your acting skills within rehearsal and performance.

Unit 7: Production Skills for Performance

During this unit you will;

  • Explore and develop your technical, design or construction skills and review your own practice
  • Demonstrate technical, design or construction skills and techniques during a production process.

Students will regularly create their own drama and explore the backstage aspects of working within the world of theatre.

You will also have the opportunity to visit the theatre, attend residential weekends, work with professional actors, join our Youth Theatre and take part in some of the many professional performances we showcase every year.

Performance Skills Acting provides the foundation for the study of BTEC Level 3 Performing Arts Acting in our sixth-form.

 

GCSE Drama

Drama is part of our culture; our everyday lives, our homes via TV, film, or theatre, it ultimately allows us to communicate with the people around us.

There is no other subject quite like it in school that has the potential to allow students to develop confidence, develop language according to different situations and through enquiry understand the way in which the world we live in works.

From past to present, locations across the globe; an experience in Drama can take students far beyond the four walls of the classroom. Drama is the making and communicating of meaning involving performers and audiences of many kinds, engaging in a suspension of disbelief. It provides a medium for personal exploration, social criticism, celebration and entertainment.

Drama at OBA is FUN, diverse, challenging and exciting. If YOU are excited about drama and like to perform? Create your own theatre? Develop acting skills? Work with professional actors? Go on trips to the theatre?

Then new 2016 GCSE Drama is the perfect course for you.

 

The course is split into 3 units: 

Component 1: Devising Drama (40%)

You will have the opportunity to create your own theatre from a range of engaging and challenging stimuli. You be expected to do the following:

  • Devise your own performances in response to the stimuli
  • Create a portfolio that documents the journey of creating your performance
  • Perform your piece of original theatre to a live audience

 Component 2: Performing Texts (20%)

  • You will perform two contrasting extracts from the same play in front of a live audience. You can perform as part of a group, trio, duologue or monologue.

* You can choose any play you want to perform. 

At OBA Drama students have the opportunity to see a huge variety of live performances not only in local and regional theatres but also in school. Some performances this year so far include:

  • Curious Incident of the Dog in the Night Time
  • The Crucible
  • Lord of the Flies
  • Splendid Theatre Company
  • Commedia Del’arte Workshops from Liverpool Hope University
  • National Theatre London – Our Country’s Good

With this massive range of extra curricular opportunities it is easy to achieve highly in this component of the GCSE as going to see professional theatre will be an integral part of your course.

 

Component 3: Theatre Makers in Practice (40%)

This is the new addition to all GCSE Drama Examinations, a written examination. You will answer questions from two sections in the following format:

  • Section A: You will have studied a full play and discuss extracts from this from the perspective of a director.
  • Section B: You will have been to see a range of live performances and you will evaluate one of them in detail.

You will also have the opportunity to attend residential weekends, work with professional actors, join our Youth Theatre and take part in some of the many professional performances we showcase every year; Shakespeare Schools Festival, National Theatre Connections or enjoy our partnership with the Liverpool Everyman and Playhouse.

 

The old 2009 GCSE Drama course:

Unit 1 

This is worth 30% of your final GCSE grade.

It is in 2 parts: a practical assessment and a (written) controlled assessment.

The practical assessment:

20% of your grade is from 6hrs of practical workshops

  • The workshops will take place in one day or over a course of 6 lessons
  • They will be under controlled conditions; led, supervised and assessed by Miss Carden and your class teacher
  • You will explore a range of (SEM’s) Strategies, elements and mediums

The controlled assessment:

 10% of your grade is from the controlled assessment

  • This is done in essay form and you have to evaluate the practical workshops you have participated in
  • It will be no more than 2000 words and no lesson than 1900 words, and written under controlled conditions
  • You will use notes written during the practical

 

How are you assessed?

The criterion assesses you on how:

  • You understand the dramatic potential of the theme/topic or issue
  • You respond to the use of strategies, elements and medium
  • Committed and focused your involvement on practical work is
  • Creative and imaginative your ideas are and how well you communicate them
  • You work with others to develop ideas

What is Unit 2?

This is worth 30% of your final GCSE grade.

It is in 3 parts: a practical assessment and two controlled assessments.

The practical assessment:

15% of your grade is from 6hrs of practical workshops

  • This will be split across your lessons in a number of small workshops
  • It will be under controlled conditions; led, supervised and assessed by Mrs Richardson.
  • You will explore at least 2 stimuli using explorative strategies and drama elements and medium.

The controlled assessment:

 15% of your grade is from the controlled assessment

  • You will write a documentary response to this practical work of 1000 words
  • You will also do a live performance evaluation of a complete play in a maximum of 2000 words
  • It will be written under controlled conditions
  • Your mark will be based on your ability to comment on a range of drama strategies and elements used in the performance and their effectiveness and how well you convey and express these ideas

How are you assessed?

During the practical you will be awarded marks for the way you explore and respond to the chosen play.

You will need to use at least 4 explorative strategies, at least 2 skill areas of the drama medium and appropriate elements of drama.

You will be assessed on:

  • Your understanding of the text
  • Your use of drama strategies, elements and medium
  • How well you work with your group
  • How well you communicate your understanding of plot, character, form and structure

 

GCSE Drama provides the foundation for the study of A-Level Drama and Theatre Studies in our sixth-form.

 

Industry Based Qualification LAMDA:  We offer a formal Graded qualification in Drama which is accredited by the London Academy of Music and Dramatic Art (LAMDA); a prestigious University which has been fuelling the performing arts for over 150 years. This involves students performing monologues at different grades. This qualification is recognised in the Performing Arts Industry and comes with UCAS points.

Careers: Drama offers skills that employers have recognised as being crucial in a variety of job roles such as: Front of House e.g. box office, ushers, runner, lighting and sound technicians and designer, script writer, arts consultant, director, game designer (fastest developing industry), set designer, TV editor, TV presenter, make-up artist, costume designer, actor, producer, cinematographer, theatre company artist, radio broadcaster and producer, drama therapist.

Theatre Pass Scheme: As a school we are committed to ensuring that our Drama student have the opportunity to watch a range of live performances as part of their Drama training. The Theatre pass enables students to see more performances at a highly subsidised price. Our A-level students will be travelling to London to see one of their set texts at the National Theatre later in the academic year.

 

In Engineering, students have worked on the following topics of work:

Investigating an Engineering Product – This requires students to develop an understanding of the performance requirements, the selection of specific materials for use in the components, the selection and use of manufacturing processes and the quality issues related to an engineered product.

Engineering Materials – This develops a student’s understanding of the properties of common engineering materials and their selection for engineering application and, the supply and sustainable use of engineering materials and selection for an engineering product or activity.

We will soon be moving onto Computer Aided Design where students will learn how to use a CAD system to produce engineering drawings and a CAM system to manufacture an engineering component. Students will use their knowledge and skills to produce a hand held fan which consolidates the learning from all units. They are required to manufacture their own design, with the 3D printer, using their CAD techniques. They will build a working circuit for inside the fan and produce their own engineered drawings and plans. They develop a coursework folder of evidence of their understanding of the three units studied and the manufactured product will also provide evidence for how they work practically.

In Year 10 students will be following the Edexcel A GCSE qualification, completing the following topics:

10.1 UK Landscapes – students will investigate the distribution of the UK rock types, how upland and lowland landforms are created and the human activities that cause changes to UK landscapes.

10.2 Coastal Landscapes – students will explore how coasts are shaped by physical processes, the action of waves, how distinctive erosion, transportation and depositional landforms are created and the different management strategies used to protect the coastline.

10.3 River Landscapes – students will explore how rivers are shaped by physical processes, how distinctive landforms are created and the different management strategies used to protect the river landscape.

10.4 Geographical Investigation – students will conduct a geographical investigation looking at how to design enquiry questions, understanding fieldwork techniques, processing and presenting fieldwork data, describing, analysing and explaining fieldwork data and reaching conclusions and reflecting on the aim of the investigation.

10.5 Weather & Climate – students will discover the workings of the global atmospheric system, how global climates are changing due to human activities, the causes, impacts and responses to tropical cyclones and the causes, impacts and responses to drought.

10.6 Ecosystems – students will explore the location and importance of large-scale ecosystems, the importance of the biosphere, the key features of Tropical Rainforests and the key features of Deciduous Woodlands.

10.7 Geographical Investigation – students will conduct a geographical investigation looking at how to design enquiry questions, understanding fieldwork techniques, processing and presenting fieldwork data, describing, analysing and explaining fieldwork data and reaching conclusions and reflecting on the aim of the investigation.

In Year 9 students will begin their journey in completing their Edexcel A GCSE qualification. For the first year students will complete the following key topics:

9.1 UK Landscapes – students will investigate the distribution of the UK rock types, how upland and lowland landforms are created and the human activities that cause changes to UK landscapes.

9.2 Geographical Skills (1) – students will practice how to use OS Maps to find places using the 4 and 8-point compass, 4 and 6-figure grid references, calculating distances using a scale, annotating photos and field sketches and cross-sections.

9.3 Coastal Landscapes – students will explore how coasts are shaped by physical processes, the action of waves, how distinctive erosion, transportation and depositional landforms are created and the different management strategies used to protect the coastline.

9.4 River Landscapes – students will explore how rivers are shaped by physical processes, how distinctive landforms are created and the different management strategies used to protect the river landscape.

9.5 Geographical Skills (2) – students will practice how to use a range of statistical and graphical techniques in a range of contexts in geography.

9.6 Geographical Investigation – students will conduct a geographical investigation looking at how to design enquiry questions, understanding fieldwork techniques, processing and presenting fieldwork data, describing, analysing and explaining fieldwork data and reaching conclusions and reflecting on the aim of the investigation.

9.7 UK Challenge – students will investigate how changes in the UK’s population in the next 50 years will have implications on resource consumption, the pressures of growing populations on the UK’s ecosystems and the range of national sustainable transport options for the UK.

Hairdressing students complete the following core units of work: working in the hair industry; maintaining health and safety in the salon; client consultation for hair services; shampoo and conditioning the hair and scalp, promoting services and products; colour and lightening; the art of hairdressing; creating an image based on a theme within the hair and beauty sector; plaiting and twisting and salon reception duties. Students complete an assignment based on each unit to show the understanding of hairdressing theory and also completed practical assessments on each unit to show competence.
In GCSE History students undertake a study of topic areas of Modern British, European and World History. Students look at the transformation of British society in Britain in the 20th Century. Students will also investigate Weimar and Nazi Germany. A study of international relations in the 20th Century allows students to understand some of the most significant events. Additionally students will undertake a study of the USA between 1919 and 1941.
The GCSE in ICT is designed to help students become confident users of ICT. It covers topics relevant to 21st century life such as Living in a Digital World and Using Digital Tools. The course places emphasis on doing rather than writing about ICT. Students will learn how to use ICT effectively and safely in all aspects of their daily lives. The course consists of two parts; a written examination based on Living in a Digital World which is worth 40% of the final mark and a coursework component which looks at Using Digital Tools and is worth 60% of the final mark.

On successful completion of the course pupils will achieve a GCSE in ICT awarded by the EdExcel examining board. In 2014, 100% of our pupils achieved a grade C or above. 51% of our pupils achieved above target, in 2015 our pupils achieved 91% A*-C and in 2016 pupils achieved 93% pass rate with 26% of tem achieving an A or A*.

The GCSE is assessed holistically to give an overall grade for the coursework but each HT pupils work on a specific activity. Pupils develop their theory skills in year ready for the exam.

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful.

Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for pupils in many other areas of study, particularly Science and Technology. It is also important in everyday living, in many forms of employment, and in public decision-making. As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest.

It enables pupils to build a secure framework of mathematical reasoning, which they can use and apply with confidence. The power of mathematical reasoning lies in its use of precise and concise forms of language, symbolism and representation to reveal and explore general relationships. These mathematical forms are widely used for modelling situations; a trend accelerated by computational technologies.

The subject transcends cultural boundaries and its importance is universally recognised. Mathematics helps us to understand and change the World.

Term Unit Assessment
1 Foundation/Higher
Main Focus: Number/Algebra
Class dependant
End of Half Term Assessment
(Individual intervention and assessment on weak areas)
End of Term Assessment
(Individual intervention and assessment on weak areas)
2 Foundation/Higher
Main Focus: Algebra/Shape and Measure
Class dependant
End of Half Term Assessment
(Individual intervention and assessment on weak areas)
End of Term Assessment
(Individual intervention and assessment on weak areas)
3 Foundation/Higher
Main Focus: Shape and Measure/Data
Handling
Class dependant
End of Half Term Assessment
(Individual intervention and assessment on weak areas)
End of Term Assessment
(Individual intervention and assessment on weak areas)

In Year 9, students follow an introduction to the media scheme of work which covers a wide range of media platforms such as TV, advertising and radio. They learn how to analyse features of media texts, complete pre-production work and have the opportunity to create their own media texts.

At the end of 2013 within English lessons, they completed assignment one on CD covers and this year students complete their final two assignments; Promotion of film and a Practical Production. Students also prepare for their examination which is topic based; this year’s topic is ‘The Promotion and Marketing of Video Games.’

In Motor Vehicle Technology students have studied the following units of work; Inspection and Replacement of Vehicle Exhaust Systems; Essential Working Practices; Electrical and Electronic Principles. Students have completed practical tasks in the workshop involving stripping various blocks and removing and replacement of exhaust related items; ensuring good relationships with colleagues in mind. They have also looked at the running of a workshop, book keeping and health and safety. During the course students will complete and develop a range of skills which relate to the motor industry, all of which will enhance their understanding of how a vehicle is constructed, and their personal development for occupational roles.

Students are now following the GCSE Music pathway. The GCSE course pushes the students to grasp not only the process of music performance and composition but builds in a theoretical knowledge of the subject to help strengthen their understanding.

For the majority of this year, the students are given support and guidance in developing the skills required to be part of a successful music ensemble. Students are also gaining a valuable insight in the basics of music theory and how it underpins musical composition and development. Key skills addressed include: Confidence, Music Communication and Music Notation.

In Philosophy and Ethics students study elements of philosophical, ethical and religious issues including: relationships, human rights and good and evil. With debates focusing on same-sex relationships, the death penalty and discrimination.

In addition to this, a philosophical research investigation takes place on a topic of the choosing linked to the GCSE in an extended piece of written work. Students investigate a wide range of beliefs, views and environments throughout different traditions around the world. They learn how factors affect religious life issues and how people and environments are interdependent. Students identify philosophical and ethical issues and develop their own opinions. They use a wide range of philosophical skills and resources such as images, artefacts and text0-based sources.

Students have been introduced to GCSE Product Design, both practical elements and theory. They have studied previous examples of GCSE coursework and have sampled GCSE exams. Students have begun the design process for their current project relating to a flat packed model kit. They will also be sitting exams to boost knowledge and to gain understanding of the exam layout.

KS4 students can study either Separate Sciences (three GCSEs) or combined science (two GCSEs) from the Edexcel (2018) specification. The new Science GCSEs allow students to build on their learning from KS3 and year 9. They are encouraged to develop and understand their world around them and comprehend the variety of issues that we face, as a society. Students study the Sciences at Ormiston Bolingbroke Academy in ways that help them to develop curiosity about the natural world, that give them an insight into how Science works and that enable them to appreciate its relevance to their everyday lives.

Term Topic Assessment
1 Biology- Genetics and Natural selection
Chemistry Types of substance and Acids and alkalis
2 end of topics tests ( 1 hour each)
Formative assessment (Every 2 weeks)
2 Physics- Light and the EM spectrum and Radioactivity
Biology- Development of medicines
2 end of topics tests ( 1 hour each)
Formative assessment (Every 2 weeks)
3 Chemistry- Calculations involving masses
Physics- Energy and forces, forces and their effects and electricity and circuits
2 end of topics tests ( 1 hour each)
Formative assessment (Every 2 weeks)

Studying Separate Sciences or Combined Science at GCSE provides an excellent grounding for any Science A-level. The skills acquired in GCSE science will also be beneficial in any A-level a student may wish to take. Beyond A-level, studying science can lead to careers in Medicine, Veterinary science, Engineering, Physiotherapy, Nursing, Midwifery, Sports Science and Pharmaceutical Science.

Students develop their understanding of the Spanish language through the 4 main skill areas; listening, speaking, reading and writing. Throughout Year 10 they study a variety of topics, including ‘My family and I’, ‘Leisure and Free Time’ and ‘Technology’. Each topic will challenge the students through the 4 main skill areas separately. Students develop a deeper knowledge of the grammar learnt in year 9 and begin to prepare for the speaking and writing exams, which they will sit, in addition to the listening and reading exams in Year 11.

What will I study?

The BTEC diploma is a vocational, highly practical course.  All of the units give practical, hands on experience of many differing sports industries.  You will study, Unit 1 fitness for Sport and Exercise (external exam), Unit 2 practical sports performance, Unit 5 Training for Personal Fitness and Unit 6 Leading Sports Activities. All students on the course will take the same four units.

How will I be assessed?

UNIT 1 – Fitness for Sport and Exercise – Externally assessed exam

  • Know about the components of fitness and the principles of training
  • Explore different fitness training methods
  • Investigate fitness testing to determine fitness levels

UNIT 2 – Practical Sports Performance – Coursework

  • Understand the rules, regulations and scoring systems for selected sports
  • Practically demonstrate skills, techniques and tactics in selected sports
  • Be able to review sports performance

UNIT 5 – Training for Personal Fitness – Coursework

  • Design a personal fitness training programme
  • Know about exercise adherence factors and strategies for continued training success
  • Implement a self-designed personal fitness training programme to achieve own goals and objectives
  • Review a personal fitness training programme

UNIT 6 – Leading Sports Activities –  Coursework

  • Know the attributes associated with successful sports leadership
  • Undertake the planning and leading of sports activities
  • Review the planning and leading of sports activities

What could I do next?

The course is designed to lead directly onto the Level 3 Diploma in Sport.  Alternatively employment or apprenticeships in fitness centres, sports development coaching companies or the sports, leisure and fitness industries are possible routes.


GCSE Physical Education

The course involves two main assessment routes, two terminal examinations and a practical assessment. Throughout theoretical elements of the course pupils study key concepts from the four main disciplines of sport science: physiology, psychology, biomechanics and sociology.

Pupil’s lessons are based around four main questions:

  • How does the body respond to exercise?
  • Why are some individuals more motivated for physical activity than others?
  • How does the body create movement?
  • How does the mind respond to exercise?

Through studying main concepts such as: the cardiovascular system, the musco-skeletal system, fitness testing, fitness training, performance analysis, sport sociology, sport psychology and elite sports performance pupils gain real understanding of relevant issues in sport science. The course is a real foundation for those looking for a career in sport, or those who simply just enjoy physical education. 

In addition to the theory examination pupils are also assessed practically. They will undertake numerous sports and will be taught how to compete effectively at a high level. Moreover they will gain understanding of how to analyse and improve performance, using their knowledge of fitness testing and training.