Optional GCSE & Vocational Subjects

At Stationers’ Crown Woods Academy we follow the Fine Art course for GCSE. During this two year course 

students will be introduced to a wide variety of techniques and processes and will have the opportunity to explore these through the work that they produce. The course is structured so that the students build up their confidence by working through a series of set class tasks and activities and from these they develop their own ideas into finished pieces more independently from a thematic stimulus.

During the course the students will work on three main projects and will use sketchbooks as an important part of developing and recording their ideas.

• Component 1: Personal Portfolio (coursework)
• Component 2: Externally Set Exam (year 11) 2 days. Students will receive 10 weeks of preparatory time before the exam.

Throughout the course students work will be assessed against these four assessment objectives:

• AO1: Developing idea
• AO2: Refining ideas
• AO3: Recording ideas
• AO4: Realisation of ideas

In year 11 all of your work will be marked by your teachers and then by an external moderator.

Art is a unique subject that enables us to view the world in which we live differently. It also encourages us to problem solve, be inventive, expressive and analytical. It can make us challenge ourselves and come out of our comfort zone with regards to our interpretation of topical issues. It makes us more individual and allows us a vehicle through which to express our opinions.

The creative industries are the fastest growing industries in the UK at the moment. Students who have studied Art can go on to become: 

Architect, Artist, Costume Designer, Directors, Art Director, Interior Designer, Fashion Designer, Prop Maker, Special Effects Technician, Illustrator, Teacher, Web Page Designer, TV Producer, Film Maker, Set Designer and many more.

Theme 1 comprises five topic areas. 

• Topic 1.1 Enterprise and entrepreneurship – students are introduced to the dynamic nature of business in relation to how and why business ideas come about. They also explore the impact of risk and reward on business activity and the role of entrepreneurship. 
• Topic 1.2 Spotting a business opportunity – students will explore how new and small businesses identify opportunities through understanding customer needs and conducting market research. They will also focus on understanding the competition. 
• Topic 1.3 Putting a business idea into practice – this topic focuses on making a business idea happen through identifying aims and objectives and concentrating on the financial aspects. 
• Topic 1.4 Making the business effective – students will explore a range of factors that impact on the success of the business, including location, the marketing mix and the business plan. 
• Topic 1.5 Understanding external influences on business – students are introduced to a range of factors, many of which are outside of the immediate control of the business, such as stakeholders, technology, legislation and the economy

Two written examination papers, paper 1 and paper 2. Each paper is 1 hour and 45 minutes and each paper is 50% of the qualification 90 marks.

Entrepreneurship, finance manager, marketing manager, teacher of business, events manager, accounting and business consultant.

• Unit 1: The business and retail.
• Unit 2 Customer service for retail business
• Unit 3: Merchandising and marketing of retail products

You will be assessed through a mixture of exams and project work. Unit 1 will be assessed through an exam, which is worth 40% of your qualification. The exam will last 1 hour and 30 minutes and will be made up of multiple-choice questions, and short and extended answers.

Content writer, Customer service representative, E-commerce web developer, Logistics, Marketing assistant, Marketing management, Retail buyer, Retail management, Sales associate, Social media, Team leader and Visual merchandiser

• Component One: Exploring Media Products 
• Component Two: Developing Digital Media Production Skills 
• Component Three: Create a Media Product in Response to a Brief

The three components in the qualification give students the opportunity to develop broad knowledge and understanding of the media sector, and relevant skills such as research, planning, problem solving and communication. They will be assessed through internal and external briefs completed in timed assessment conditions.

This course builds a foundation for a career in media production, there are numerous job opportunities in broadcast, print and online media. These could include: Producer, Journalist, Animator, Game Designer, Camera operator, Visual FX and Editor

Paper 1: Theoretical Knowledge

Paper 1 focuses on the theoretical knowledge underpinning the physical components of computer systems and the broader implications of computing technology. Paper 1 includes:

• Systems Architecture: Understanding the components of a computer system, including the CPU, memory, and storage, and how they interact with each other.
• Memory and Storage: Exploring how data is stored within a computer system, including the different types of memory (RAM, ROM) and storage devices (hard drives, SSDs).
• Computer Networks, Connections, and Protocols: Covering the basics of networking, including the structure and use of local and wide area networks, the Internet, and networking protocols.
• Network Security: An overview of the threats to computer networks and the methods used to protect them, such as firewalls and encryption.
• Systems Software: Understanding the software that manages the hardware, including operating systems, utility software, and translators.
• Ethical, Legal, Cultural, and Environmental Concerns: Discussing the impact of computer technology on society and the environment, including issues related to data privacy, intellectual property rights, and the digital divide.

Paper 2: Computational Thinking, Algorithms and Programming

Paper 2 shifts focus towards the skills and knowledge required for computational thinking, problem-solving, and programming. The content includes:

• Algorithms: Understanding and designing algorithms to solve problems, including the use of flowcharts and pseudocode.
• Programming Techniques: Learning programming concepts and constructs, such as variables, data types, iteration, selection, and the use of arrays.
• Producing Robust Programs: Covering techniques to design, write, and test programs effectively, including error handling and debugging.
• Computational Logic: Understanding how data is represented within computer systems, including binary, and the application of Boolean logic.
• Translators and Facilities of Languages: Exploring how high-level programming languages are translated into executable code and the features of programming languages that make them suitable for different tasks.
• Data Representation: Covering how data is represented and manipulated within computer systems, including numbers, characters, and images.

Computer Science is assessed through 2 written exam papers. Each is worth 50% of your overall qualification. The papers are 90 minutes long and are assessed at the end of year 11.

GCSE Computer Science provides the foundational knowledge and skills needed for a wide range of highly paid and much sought after careers. These include; Software Developer/Engineer, Web Developer, Cybersecurity Analyst, Data Analyst/Scientist, Network Engineer, IT Support Specialist, Game Developer, Artificial Intelligence (AI) Developer, UX/UI Designer and Database Administrator

GCSE Design and Technology is divided into three sections: Core Technical Principles, Specialist Technical Principles, and Design and Making Principles.

• Core Technical Principles covers the main knowledge for all designers. This includes the properties and classification of materials, the impact of design on society, the use of energy, systems and mechanisms, the development of new technologies, and meeting business needs.  You will be expected to make reasoned judgements and predictions based on your learning experiences.
• Specialist Technical Principles is where you choose a material specialism for mastery from the selection of Timbers, Metals, Polymers, Electronics, Papers and Boards, or Textiles. You will learn the material in detail along with the specific tools and processes needed when manufacturing.  We expect all students to master Timbers through their woodwork projects, but you will also gain additional specialist knowledge through your coursework depending on their designs.
• Design and Making Principles is focussed on the application of the knowledge into design projects. This also includes strategies for solving problems, communicating your designs and methods of research.  You will  need to demonstrate being able to work like and justify the choices made by designers. This will be shown through your own projects and your answers to exam questions.

Your final GCSE grade is calculated from two assessments. Both assessments are worth the same amount:

• 50% – NEA coursework project worth 100 marks
• 50% – written exam worth 100 marks
• 15% of the total grade is directly assessed through maths such as geometry, analysing data and calculating ratios.

Design and technology prepares you for a wide range of existing careers, while the topics about the development of new technologies allow you to consider careers that don’t yet exist. 

There are clear links to careers such as: Architect, Industrial designer, Mechanical engineer, Structural engineer, Fashion designer, Graphic designer, Manufacturing, Project management, Buyers and merchandisers and the building trades like carpentry, plumbing and electrician.

GCSE Design and Technology also develops your ability to solve problems, manage time and resources, then set and achieve realistic targets; skills that are extremely useful in all industries and professions.

BTEC DIT is divided into 3 distinct Components.

Component 1: Exploring User Interface Design Principles and Project Planning Techniques

• User Interface Design: Understanding the principles of good user interface design and how to apply them to create effective digital products.
• Project Planning: Learning techniques for planning and managing a digital project, including timelines, milestones, and resources.

Component 2: Collecting, Presenting and Interpreting Data

• Data Collection: Techniques for gathering and sourcing data relevant to a given purpose.
• Data Presentation: Exploring different ways to present data effectively to meet user needs.
• Data Interpretation: Understanding how to analyse and interpret data to make informed decisions.

Component 3: Effective Digital Working Practices

• IT Systems Security: Learning about the threats to IT systems and how to protect against them.
• Ethical, Legal, and Regulatory Considerations: Understanding the ethical, legal, and regulatory issues relevant to digital information technology.
• Project Management: Gaining insight into project management tools and techniques for successful digital projects.

Component 1 and Component 2 are both assessed through a series of controlled assessment tasks which are sat in lesson. They are marked and moderated by the class teacher before standards verification is carried out by Pearson. These two components account for 40% of the final qualification. Component 3 is assessed through one exam which lasts for 1 hour and 30 minutes. This exam is worth 60% of the overall qualification. 

All components allow students to take advantage of one resit opportunity to improve their grade in both their exam and controlled assessment components.

BTEC DIT focuses on industry relevant skills. As such it is perfectly poised as an entry point into the following careers;

IT Support Technician, Digital Marketer, Web Designer, Social Media Coordinator, Data Analyst, App Developer, User Experience (UX) Designer, Network Administrator, Cybersecurity Analyst and Graphic Designer

The knowledge covered by GCSE Food and Nutrition falls into the following topics:

• 1) Food, nutrition and health
• 2) Food science
• 3) Food safety
• 4) Food choice
• 5) Food provenance.

Through this learning, you will gain enough knowledge to research, plan and cook menus that suit the needs of a range of needs of different people. Additionally you will learn and demonstrate a range of cooking and food preparation skills while making savoury and sweet dishes.

The course is assessed equally from coursework and written exam. 

• 15% NEA 1 – Food investigation coursework
• 35% NEA 2 – Food preparation coursework
• 50% Written exam

The food industry is the largest manufacturing sector in the UK, valued at over £100 Billion. GCSE Food Preparation and Nutrition gives you the knowledge and skills to take a number of roles in this huge area of business; from food scientists and researchers, to chefs and food testers.

Beyond the direct careers you will also develop transferable skills such researching and planning for specific user needs, formal evaluation methods and project management.

Theme 1: People and lifestyle

• Topic 1: Identity and relationships with others
• Topic 2: Healthy living and lifestyle
• Topic 3: Education and work

Theme 2: Popular culture

• Topic 1: Free-time activities
• Topic 2: Customs, festivals and celebrations
• Topic 3: Celebrity culture

Theme 3: Communication and the world around us

• Topic 1: Travel and tourism, including places of interest
• Topic 2: Media and technology
• Topic 3: The environment and where people live

Studying GCSE French can open up a range of career prospects and opportunities, both directly related to the language and in various other fields where language skills are valued. Here are some potential career paths for individuals with proficiency in French:

Translation and Interpretation, International Business and Trade, Tourism and Hospitality, Education, Diplomacy and International Relations, Media and Journalism, Nonprofit and International Development, Science and Research, Cultural Exchange and Arts, Freelancing and Entrepreneurship

This broad course covers a range of topics and world issues. Students will learn from examples taken from around the world on how we can manage these issues for either immediate intervention or for the future gain. Our course is unique and it is an expectation that we do two compulsory fieldwork opportunities where students get to conduct their own research into the human and physical environment to support their third examination.

You will be assessed in three examinations: 

Paper 1: 1h30 – Physical Geography (35%)

• Hazards 
• Living World
• Coasts and Rivers 

Paper 2: 1h30 – Human Geography (35%)

• Urban Environments
• Changing Economic World 
• Resource Management and Food 

Paper 3: 1h30 – Geography Fieldwork and Investigation (30%)  

• Geographical Issues 
• Fieldwork

Geography is an amazing subject to study as employers look for transferable skills into other subjects but also how well you can apply content from the classroom into the field (and practicals). The following careers would be applicable to Geography: 

Town Planner and Surveyor, Architect, Google Analyst, International Politics, Environmental Conservationist / Ecologist, Tourism, Energy Consultant and Geologist / Volcanologist

Students will complete a total of three components over the duration of the programme. This includes two pre-set assignments for Component 1 and Component 2. Students will sit an external assessment for Component 3.

• Component 1 – Human Lifespan Development is a pre- set assignment, this is a controlled assessment and is equal to 30% of the course
• Component 2 – Health Social Care Services and Values is a pre-set assignment, this is a controlled assessment and is equal to 30% of the course
• Component 3 – Health and Wellbeing is an externally set assessment and is equal to 40% of the course.  This can be taken in February and May.

The programme is delivered by teachers who have a wide range of expertise in the sector. Students may expect to cover interesting topics relating to the real world and develop transferable skills in the process including:

•  The ability to enhance their english and mathematical competence in relevant applied scenarios. Work as a member of a team, solve problems, become independent learners and develop personal learning and thinking skills
• Navigate a route through education that has a clear progression pathway into post 16, further education or an apprenticeship
• Progression to Post 16 to study either BTEC Level 3 vocational qualification or Level 3 Technical Certificate
• Further study will lead to University or the world of work to become a health/social care professional such as an adult nurse, paediatric nurse, social worker, carer, healthcare assistant, midwife, firefighter, teacher and many more. The choice is endless.

Students will study the history of Crime and Punishment in Britain from c.1000-present, covering the key moments of British history with case studies and how the law was affected by each event.

Following this, students will learn about the Weimar Republic and how Germany was affected by the Great War. As well as learning about the rise of Hitler, students will develop skills on source work and working with historical interpretations.

In year 11 students will study the key events of Elizabethan England and how the American colonies gained their independence from the British.

100% examination

Paper 1

• Crime and punishment in Britain, c1000–present and Whitechapel, c1870-c1900: crime, policing and the inner city.
• 1 hour and 15 minutes
• 52 marks.

Paper 2

• Early Elizabethan England, 1558–88.
• British America, 1713–83: empire and revolution.
• 1 hour and 45 minutes.
• 64 marks.

Paper 3

• Weimar and Nazi Germany, 1918–39.
• 1 hour and 20 minutes
• 52 marks

Academic researcher, Archivist, Heritage manager, Historic buildings inspector/ conservation officer, Museum education officer, Museum/ gallery curator, Museum/ gallery exhibitions officer, Secondary school teacher.

• To record a variety of performances on the learner’s chosen instrument/voice
• 1 x Composition to a brief set by the learner 
• 1 x Ensemble performance
• 1 x Composition to an OCR set brief 
• For the listening and appraising exam component, students will study the following areas: Film and game music, The concerto through time, Conventions of pop and Rhythms of the world.

• An integrated performance and composition component with learner choice of instrument/voice – (30% of total GCSE)
• A practical portfolio that includes the board set composition task and an ensemble performance – (30% of total GCSE)
• The performance and composition components are internally assessed and externally moderated by OCR 
• Listening and appraisal, 1 hour 30 minutes written exam – (40% of total GCSE)

Broadcasting/Media, Film Composer, Manager, Music journalist, Music teacher, Musician, Producer, Session musician, Singer, Songwriter/Arranger and Sound technician

Learners will examine live and/or recorded performances in at least three different styles in order to develop their understanding of professional performing arts work in one or more styles of acting  with reference to influences, outcomes and purpose. Learners will gain a practical appreciation of professional work by exploring existing performance material in acting. They will learn how professionals may respond to or treat a particular theme or issue, how they use/interpret/modify a pre-existing style, and how they communicate ideas to their audience through stylistic qualities.

Learners will explore and participate in workshops and classes to develop their knowledge and understanding

• Component 1: Exploring the Performing Arts – Students will develop their understanding of the Performing Arts industry by examining the work of performing arts professionals and the processes used to create performance(30%)
• Component 2: Developing Skills and Techniques in the Performing Arts – Students will develop their performing arts skills and techniques through the reproduction of musical theatre repertoire as performers or designers (30%)
• Component 3: Responding to a Brief – Students will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or a designer in response to a brief and stimulus(40%)

Once you have completed the qualification, you will have developed a practical understanding of the performing arts industry, and the roles and responsibilities of the people involved in performing arts industries. Because you will be building useful skills, which are not generally covered in GCSE courses, you will have a better understanding of whether the performing arts industry is for you. This will allow you to decide whether this is an area you want to continue to study. The course will also help you to develop specific skills and knowledge, such as self evaluation and group work, which will benefit you wherever you progress to next. If you decide to go on to further study of performing arts, the best option for you will depend on the grades you have achieved in this and the other qualifications you have taken, and what you enjoy doing. You could progress to a Level 2 Technical Certificate or to a Level 3 programme, such as A Levels, a T Level or a BTEC National, either on its own or in combination with A levels.

Learners will examine live and/or recorded performances in at least three different styles in order to develop their understanding of professional performing arts work in one or more dance with reference to influences, outcomes and purpose. Learners will gain a practical appreciation of professional work by exploring existing performance material in dance. They will learn how professionals may respond to or treat a particular theme or issue, how they use/interpret/modify a pre-existing style, and how they communicate ideas to their audience through stylistic qualities.

Learners will explore and participate in workshops and classes to develop their knowledge and understanding

• Component 1: Exploring the Performing Arts Students will develop their understanding of the Performing Arts industry by examining the work of performing arts professionals and the processes used to create performance(30%)
• Component 2: Developing Skills and Techniques in the Performing Arts Students will develop their performing arts skills and techniques through the reproduction of musical theatre repertoire as performers or designers (30%)
• Component 3: Responding to a Brief Students will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or a designer in response to a brief and stimulus(40%)

Once you have completed the qualification, you will have developed a practical understanding of the performing arts industry, and the roles and responsibilities of the people involved in performing arts industries. Because you will be building useful skills, which are not generally covered in GCSE courses, you will have a better understanding of whether the performing arts industry is for you. This will allow you to decide whether this is an area you want to continue to study. The course will also help you to develop specific skills and knowledge, such as selfevaluation and group work, which will benefit you wherever you progress to next. If you decide to go on to further study of performing arts, the best option for you will depend on the grades you have achieved in this and the other qualifications you have taken, and what you enjoy doing. You could progress to a Level 2 Technical Certificate or to a Level 3 programme, such as A Levels, a T Level or a BTEC National, either on its own or in combination with A levels.

The course involves analysing the work of photographers, learning the rules of photography, how to use a DSLR camera, how to use digital editing software, learning how to use the darkroom and studio, planning and creating photoshoots, studying and creating work using a wide variety of techniques, learning about the concepts behind pieces and creating your own concepts and visiting exhibitions. The 2 years includes a foundation module, 2 courseworks that total 60% and a practical exam which totals the remaining 40%. 

Your work is continually assessed and you are marked on artist analysis, practical skills such as photoshoots, editing best shots both digitally and physically, planning and developing personal responses, overcoming mistakes and creating final pieces. We encourage our students to try out a variety of photographic techniques and styles in order for you to develop your own projects based on your own interests.

It’s not just about taking photos, you know! Graphic designer, magazine features editor, medical illustrator, photographer, press photographer,  television camera operator, advertising, art director, digital marketer, films or video editor, media planner, school or college teacher, visual merchandiser, web designer, fashion photographer, events photographer…….It can lead onto many careers and you can tailor your work once you have discovered if your style is more documentary, creative, political, informative or alternative.

• Applied anatomy and physiology – muscular-skeletal, cardio-respiratory system, physical training and use of data. 
• Health, fitness and wellbeing – physical, emotional and social wellbeing, sedentary lifestyles, diet and use of data 
• Sport psychology – classification of skills, use of goal setting and SMART target, guidance and feedback, mental preparation and socio-cultural influence and use of data.

• Component 1: Written Examination 1 hour and 15 minutes 30% of the qualification (78 marks )
• Component 2: Written examination 1 hour and 15 minutes 30% of qualification (78 marks)
• Component 3: Non-examined assessment: internally marked and externally moderated 40% of the qualification 75 marks for 3 practical sports– skills during individual and team activities/general performance skill. Three sports, one must be a team, one must be an individual and the final activity can be a free choice. 25 marks for a piece of coursework (analysis and evaluation of performance)

Students who study Physical Education will understand the benefits of living a healthy and active lifestyle. They acquire the skills to make informed choices about their own physical development, whilst getting involved in physical activities that meet their needs. Students also learn how to analyse and evaluate performance, making effective plans for improvement. Studying Physical Education helps develop and maintain confidence, wellbeing, teamwork and social skills.

Studying this course can lead to careers such as teaching, coaching, sports psychology and sports development with national governing bodies. It also links well to those wanting to go to work in the sports physiotherapy and sports injuries vocations such as sports massage, sports nutrition and sports podiatrist. With sports technology becoming ever important to the elite athlete this area as a vocation is also expanding and could be an exciting avenue for the keen Physical Education student.  

Following your successful completion of the GCSE Physical Education you may wish to pursue:

• Further study of Physical Education at A level
• Vocational courses such as BTEC Nationals in Sport and Sport and Exercise Sciences
• Apprenticeship and other training 
• Employment in a related sector

This qualification shows learners how to:

• understand and identify the main body systems and their functions
• understand the principles of training and FITT
• explore how physical activities affect the body in the short and long term
• understand how relevant fitness tests can be used for specific health and skill components of fitness
• understand different lifestyle analysis tools and how to apply them
• create a health and fitness programme.

The qualification has 2 assessments externally-set by NCFE : one non-exam assessment and one written examined assessment.

To be awarded NCFE Level 1/2 Technical Award in Health and Fitness, students are required to successfully complete two mandatory units. Students must also achieve a minimum of a Level 1 Pass in the internal and external assessments 

Depending on the grade the learner achieves in this qualification, they could progress onto Level 2 and Level 3 qualifications and/or GCSE/A Levels. Learners who achieve at Level 1 might consider progression to Level 2 qualifications 

Examples might include Level 2   Technical Certificates in:

• Sport and Physical Activity
• Sport and Activities Leaders
• Exercise and Fitness Instruction
• Exercise and Fitness Instruction for Wellbeing
• Coaching Sport and Instructing Physical Activities
• Physical Activity and Exercise Science

Technical certificate qualifications provide post-16 learners with the knowledge and skills they need for level 3 and A level courses and skilled employment or for further technical study.

Two end of course examinations (one on each component) Each examination is worth 50% of the overall GCSE

Contains 96 marks (plus 5 spelling, punctuation and grammar) Duration of 1hr 45.

• Component 1: Study of Religious Beliefs, Teachings and Practices (Christianity and Islam)
• Component 2: Thematic Studies

Skills developed transcend all career paths: Independent and critical thinking, evaluation of diverse viewpoints, application of information to a variety of issues, debating and discussion, analysis of key contemporary issues and their impact upon society. Religious studies is identified by top universities as being a valuable qualification.

Theme 1: People and lifestyle

• Topic 1: Identity and relationships with others
• Topic 2: Healthy living and lifestyle
• Topic 3: Education and work

Theme 2: Popular culture

• Topic 1: Free-time activities
• Topic 2: Customs, festivals and celebrations
• Topic 3: Celebrity culture

Theme 3: Communication and the world around us

• Topic 1: Travel and tourism, including places of interest
• Topic 2: Media and technology
• Topic 3: The environment and where people live

Studying GCSE Spanish can open up a range of career prospects and opportunities, both directly related to the language and in various other fields where language skills are valued. Here are some potential career paths for individuals with proficiency in Spanish:

Translation and Interpretation, International Business and Trade, Tourism and Hospitality, Education, Diplomacy and International Relations, Media and Journalism, Nonprofit and International Development, Science and Research, Cultural Exchange and Arts, Freelancing and Entrepreneurship

The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Statistics is designed to foster students’ confidence and competence in applying statistical techniques to solve real-world problems. In this practical program of study, it is expected that all students, regardless of tier, will develop confidence and competence with the standard content. Assessment for all students will cover both standard and underlined content in both foundation and higher tier papers. More highly-attaining students will further extend their skills to confidently handle all the specified content. The curriculum emphasises the importance of considering various approaches, including technology, at each stage of the statistical enquiry cycle. Students will learn that statistical conclusions evolve through an iterative process of retesting and refinement. The course provides opportunities for students to apply statistical techniques using real data from authentic contexts within the statistical enquiry cycle.

The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Statistics consists of two externally-examined papers. Students must complete all assessments in May/June in any single year, and students can only be entered for either Foundation tier or Higher tier.

Paper 1 (*Paper code: 1ST0/1F and 1ST0/1H)

Written examination: 1 hour and 30 minutes, 50% of the qualification and 80 marks

Content overview

1. The collection of data
2. Processing, representing and analysing data
3. Probability

Assessment overview

• Students must answer all questions
• The papers assess all content
• Questions on statistical methods, familiar and unfamiliar contexts and the component parts of the statistical enquiry cycle
• The papers contain short response, medium response and extended response questions

Paper 2 (*Paper code: 1ST0/2F and 1ST0/2H)

Written examination: 1 hour 30 minutes, 50% of the qualification and 80 marks

 Content overview

1. The collection of data
2. Processing, representing and analysing data
3. Probability

 Assessment overview

• Students must answer all questions
• The papers assess all content
• Questions on statistical methods, familiar and unfamiliar contexts and the component parts of the statistical enquiry cycle
• The papers contain short response, medium response and extended response questions

Studying GCSE Statistics can provide students with valuable skills that are applicable to various careers and further educational pursuits. The ability to understand and analyse data is highly sought after in many professions. Here are some potential career prospects for students who have studied GCSE Statistics:

1. Data Analyst: Analysing and interpreting data to help organisations make informed decisions.
2. Statistician: Designing surveys, experiments, and observational studies to collect and analyse data.
3. Market Research Analyst: Studying market conditions to help companies understand potential sales opportunities for products or services.
4. Economist: Analysing economic data to provide insights into trends and make forecasts.
5. Actuary: Evaluating financial risks using mathematics, statistics, and financial theory.
6. Biostatistician: Applying statistical methods to the fields of biology and health sciences for research and analysis.
7. Policy Analyst: Analysing data to assess the impact of policies and recommending improvements.
8. Machine Learning Engineer: Developing algorithms and statistical models for machine learning applications.
9. Environmental Scientist: Analysing environmental data to assess the impact of human activities on ecosystems.
10. Educator: Teaching statistics or related subjects at various educational levels.

These are just a few examples, and the skills acquired through GCSE Statistics can be beneficial in numerous fields where data analysis and interpretation are crucial. Additionally, many higher education courses and degrees in fields like mathematics, economics, or data science often build upon the statistical foundations gained at the GCSE level.