St Chad's Communication Faculty Options

1. St. Chad’s Catholic & Church of England High School
Love,
Respect,
Charity
&
Community
Communication Faculty
History Music
English Language and Literature
English Language
and Literature
History Music

2. St. Chad’s Catholic & Church of England High School
Love,
Respect,
Charity
&
Community
English Language and
Literature

3. St. Chad’s Catholic & Church of England High School
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English Language
“Knowledge of language is a doorway to wisdom.”
Pupils study English language at such a high level so that they have the opportunity to compare how ideas and perspectives
are conveyed, and to gain a developed knowledge of how specific words and phrases can be used to shape meaning. It also
allows students to express their own creativity and practise expressing themselves in the clearest way possible.
Key Skills:
The skills developed when studying language are not only easily transferred to other subjects but they are also incredibly
valuable life and employment skills too:
∙ You will have learned to make informed decisions supported with reason.
∙ You will compare how ideas are conveyed through the crafting of language.
∙ You will be able to consider information from a number of different perspectives.
∙ You will consider context and perspectives .
∙ You will be able to express and articulate your own impressions and ideas.
Examinations:
Paper 1 Creative reading (section A) and writing (section B): 1hr 45m and worth 50% of language GCSE
Paper 2 Writer’s viewpoints and perspectives: 1hr 45m and worth 50% of language GCSE
Non-examination spoken language endorsement carried out in-class and awarded with an additional certification
Exam Board: AQA

4. St. Chad’s Catholic & Church of England High School
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Creative Writing: Language Paper 1
Rocks shuffled down hills due to the vibrations caused by the leathery stomps of the rage educed monster,
rattling over the land which was consumed by a gloomy and evil aura. Such a huge creature would catch up
and send him to his fate, he had to climb up the rocks. He stepped upon the rocks and they scattered under his
feet, bashing into the rex’s face leaving a big gash and an enflamed temper.
Boulders rumbled as he bounced up them, eventually he reached a tree with a gloomy deceased tree that was
barely standing among the greased grass being beaten down by the rain, he had escaped, but it wouldn’t be
long before something else found him and he might not escape this time.
Colossal feet pounded into the sloppy mud, shattering the floor
as it rippled outwards. Scales of verdant patterns dappled the
sinister creature as it roared a belch of a scream which left the
atmosphere frozen and speechless. A log imploded under its
gravity and struck into the air, aggressively flinging mud into the
sky.
Fear was infecting the man, he spun around and dashed at
immense speed at the opposite direction to the fearless beast
who was charging for him to consume followed after, leaving a
deep imprint in the floor with rain and mud of a brown texture in
the floor outlined by the shape of the giant feet and claws.

5. St. Chad’s Catholic & Church of England High School
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Writing Persuasively:
Language Paper 2

6. St. Chad’s Catholic & Church of England High School
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English Literature
“A child who reads is an adult who thinks.”
The study of literature allows pupils to explore a variety of life experiences, cultures and periods in time which they
may otherwise not be exposed to. When studying novels, plays and poetry, we will learn about the context of the
writing as well as the narrative perspectives and how the sophisticated use of language creates ideas about
characters, themes and events.
Key Skills:
It is so important to recognize that the skills developed when studying literature are not only easily transferred to
other subjects but they are also incredibly valuable life and employment skills too:
∙ You will have learned to make informed decisions supported with reason.
∙ You will be able to consider information from a number of different perspectives.
∙ You will understand that different people see things differently depending on their life experience.
∙ You will be able to explore and explain your own impressions and ideas.
Examinations:
Shakespeare and Dr Jekyll and Mr Hyde: 1hr 45m and worth 40% of literature GCSE
Modern text, anthology poetry and unseen poetry: 2hr 15m and worth 60% of literature GCSE
Exam Board: AQA

7. St. Chad’s Catholic & Church of England High School
Love,
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Anthology Poetry: Power and Conflict

8. St. Chad’s Catholic & Church of England High School
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Poetry Comparison: Love and Relationships
Poem Comparison KMP
The theme of love is evident in both Neutral tones and Winter Swans; they both convey this common theme through the structure of the poems and imagery of nature.
Neutral tones is different from Winter Swans because it uses a cyclical structure, it begins and ends the same way which could be a hint to the fact that the speaker hasn’t moved on and is stuck in the
past. Whereas in the poem Winter Swans there is contrast between the beginning and ending, in the beginning the tow people are separate and in the end they are together again and have moved on. In
the poem Neutral tone the first three stanzas are memories from the past and the last one is in the present this would suggest to the reader the idea that the speaker has begun to move on but still feels
hindered by the past. However, in the poem Neutral tones the use of enjambment suggests that the two peoples love was never gone as the sentences lasted forever so did there love and there was no
stopping and starting again because they never stopped loving each other. In the poem neutral tones there is a rhyming couplet in the middle of every stanza this could suggest that the speaker still feels
the same way about their ex-lover or maybe it’s a hint that this has happened before to the speaker and would suggest why they feel the way they do about love.
In both Neutral tones and Winter Swans they use imagery of nature to represent love however they both do it in very different ways. In the poem Neutral tones they use imagery of nature to show the
bitterness of love this is shown throughout the poem in many different ways. For example, in the Beginning when the speaker says “They had fallen from ash, and here grey” this suggests to the reader
that the speaker feels like the fire that consumes one when they are in love is dead and that they feel no love. Connotations of ash is cold and desolate as there is no heat but only destruction of what
remained there before so maybe it’s a metaphor for the speakers heart being destroyed and now he feels like he’s cold hearted. In the end of the poem the speaker’s idea of love as has not changed they
still see love as bitter and cruel this is shown in the final line of the last stanza “and a pond edged with greyish leaves” which gives the reader the impression that the speaker still believes that love is
dead and from that one would infer that the speaker could mean to suggest that love is like a curse and kills any happiness like the once colourful leaves turned grey.
However in the poem Winter Swans the speaker uses imagery of nature to show the relationship the speaker shares with their love interest as if their love for each other never really faded this is shown
in the quote “The clouds had given their all” this would suggest to the reader that they have given up on hating each other the phrase “given their all” would further strengthen this idea, it’s like it’s a
struggle for them to hate each other. All though others may interpret it as them wanting to give up on the relationship. This would make the reader feel empathetic towards the strain that the relationship
is putting on these two people. However in the end of the poem Winter Swans the tone changes to showing the two people coming back together and falling in love with each other again this is shown in
the quotation “Like a pair of swings settling after flight” this simile shows how the two people have come back together and are back how they used to be. The word “Settling” could be a hint to how
they have put the worries aside and have put the past behind them.
In the poem neutral tones the author has used repetition of religious imagery often when he refers to the sun this could be to show how they feel nothing in the world makes them happy anymore
because the connotations of the sun is happy and brightness so the fact that they see the sun as “cursed” shows they don’t feel happiness anymore. This would make the reader feel empathetic towards
the speaker for thinking that love is evil and perhaps make them think that the speaker feels like they don’t deserve love.
In the poem winter swans the author has used metaphors which involves nature imagery to perhaps represent the two people feelings towards each other. This is shown in the quotation “The
waterlogged earth gulping for air at our feet” this could represent how they feel that their emotions are engulfing there relationship.

9. St. Chad’s Catholic & Church of England High School
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Pathways
Current courses in the local area that English Language and Literature will help you with.
Cronton College Priestly College Riverside
A Level English Language
A Level English Language and Literature
A Level English Literature
A Level Geography
A Level History
A Level Law
A Level Philosophy and Religion
A Level Psychology
A Level Sociology
Criminology – Level 3 Applied Cert. & Diploma
A Level Business Studies
A Level Economics
A Level Government and Politics
A Level Film Studies
A Level Media Studies
Business – Level 3 Extended Diploma
Health Studies (Nursing Cadet Programme) –
Level 3 Extended Diploma
Health and Social Care – Level 3 Ext. Diploma
All humanities A Level subjects as with
Cronton
Early Years, Childcare and Education
EPQ
Football, Sports Coaching and
Development
Musical theatre
Travel and Tourism
Business and Retail
Catering and Hospitality
Early Years and Education
Foundation Studies
Health, Social Care and Nursing

10. St. Chad’s Catholic & Church of England High School
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Future careers: This course would help you get a job in….
Advertising
Media
Marketing
Journalism
Script writing
Author
Editor
Critic/product reviewer
Electrician
PR & Marketing
Barrister
Fundraiser and charitable work
Social Media Manager
There are so many more!

11. St. Chad’s Catholic & Church of England High School
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History

12. St. Chad’s Catholic & Church of England High School
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History
Why study GCSE history?
• Understanding the world
around you.
• It’s an interesting and diverse
subject. You will study a range
of different time periods, from
1000AD up to the modern day.
• Skills based discipline - highly
sought after qualification.

13. St. Chad’s Catholic & Church of England High School
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History
GCSE history teaches a number of transferable skills which are incredibly well thought of by employers
and further education providers.
1. Analytical skills
In history lessons you use analytical skills when you look at information, decide what is important, and
spot patterns and trends in the information.
2. Creativity skills
In history lessons you develop – and use - creativity skills when you, for example, debate in class whether
Mary Queen of Scots was really guilty of treason against her cousin Elizabeth I.
3. Critical reasoning
You develop critical reasoning skills in history lessons when sorting knowledge into different types of
themes e.g. the political, social, economic and religious causes of The Protestant Reformation. Critical
reasoning develops higher level thinking skills which are useful in a range of careers.
4. Communication skills You develop strong written communication skills when you write a detailed and
high-quality piece of writing. Good written and verbal communication is needed in all jobs – all
employers rate this as an essential skill. For example, a manager will use this skill when trying to
motivate their staff or explain to their team how to do a specific task.

14. St. Chad’s Catholic & Church of England High School
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History
Democracy and
Dictatorship: Germany
1890—1945
% of grade: 25%
Britain: Health and the
People 1000BC –
Modern Day
% of grade: 25%
Conflict and Tension,
the First World War
1894—1918
% of grade: 25%
Elizabethan England,
1558 – 1603
% of grade: 25%
Paper One Paper Two
How is the course assessed?
We follow the AQA specification. GCSE history is assessed through two 2 hour written exams sat at
the end of year 11.

15. St. Chad’s Catholic & Church of England High School
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Example of work 1

16. St. Chad’s Catholic & Church of England High School
Love,
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Community
Example of work 2

17. St. Chad’s Catholic & Church of England High School
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Example
of work 3…
Agree Disagree
-Women are different, but equal to men.
Just as men honour the Fatherland in their
military service, women honour the
Fatherland in the battle as the bearers of
the next generation. In recognition of their
important task women bearing 4 children or
more should be awarded the Mother
Cross. This is a quote from Hitler in 1933
-Women had to give up their careers so that
unemployed men could take over their jobs.
-Women should concentrate on the 3K’s –
Kinder, Kirche, Kuche. (children, church,
cooking) Quote by Hitler in 1936.
-Once women turned 50 and could not have
children anymore they were seen as
useless.
I believe that in Nazi Germany women were not equal to men I think this because women
were incouraged not to work and stay at home so that these roles could go to men and there
main purpose in life was to have children, and to care for them, for example this is should in
a quote Hitler stated in 1936, “Women shoud concentrate on the 3K,s- Kinder, Kirche,Kuche.
( Children, church and cooking). The idea that women's only purpose was for children is
supported by this quote from an American journalist called Toni Christen in 1939, “You see,
older women are no good in Germany. We are no longer capable of bearing children, so we
have no value to the state. They don’t care for us mothers or grandmothers anymore. We
are worn out and discarded.”
-Women are different, but equal to men.
Just as men honour the Fatherland in their
military service, women honour the
Fatherland in the battle as the bearers of
the next generation. In recognition of their
important task women bearing 4 children or
more should be awarded the Mother
Cross. This is a quote from Hitler in 1933
-Women had to give up their careers so that
unemployed men could take over their jobs.
-Women should concentrate on the 3K’s –
Kinder, Kirche, Kuche. (children, church,
cooking) Quote by Hitler in 1936.
-Once women turned 50 and could not have
children anymore they were seen as
useless.
I believe that in Nazi Germany women were not equal to men I think this because women
were incouraged not to work and stay at home so that these roles could go to men and there
main purpose in life was to have children, and to care for them, for example this is should in
a quote Hitler stated in 1936, “Women shoud concentrate on the 3K,s- Kinder, Kirche,Kuche.
( Children, church and cooking). The idea that women's only purpose was for children is
supported by this quote from an American journalist called Toni Christen in 1939, “You see,
older women are no good in Germany. We are no longer capable of bearing children, so we
have no value to the state. They don’t care for us mothers or grandmothers anymore. We
are worn out and discarded.”

18. St. Chad’s Catholic & Church of England High School
Love,
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Example of work 4…

19. St. Chad’s Catholic & Church of England High School
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History
Trips to the Battlefields of the First World War Trips to Poland to visit Auschwitz-Birkenau
Enrichment

20. St. Chad’s Catholic & Church of England High School
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Community
Pathways
Current courses in the local area that history will help you with.
Cronton College Priestly College Riverside
A Level History
A Level English Language
A Level English Language and Literature
A Level English Literature
A Level Geography
A Level Law
A Level Philosophy and Religion
A Level Psychology
A Level Sociology
Criminology – Level 3 Applied Cert. &
Diploma
A Level Business Studies
A Level Economics
A Level Film Studies
A Level Media Studies
A Level History
A-Level Archaeology
A Level Economics
A Level Government and Politics
A Level English Language
A Level English Language and Literature
A Level English Literature
A Level Geography
A Level Law
A Level Philosophy and Religion
A Level Psychology
A Level Sociology
Criminology – Level 3 Applied Cert. &
Diploma
A Level Business Studies
A Level Film Studies
A Level Media Studies
Business and Retail
Early Years and Education

21. St. Chad’s Catholic & Church of England High School
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Future Careers
Studying history would help you get a career in…
• Law
• Politics and Government
• Business
• Police
• Economics
• Academia
• Journalism
• Insurance
• Archeology
• Teaching

22. St. Chad’s Catholic & Church of England High School
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BTEC Level 1 / 2 First
Award in Music

23. St. Chad’s Catholic & Church of England High School
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Music
4 units will be studied out of 7…
Unit 1 The Music Industry
(Exam)
25%
(core)
Unit 2 Planning a music product
/concert
(coursework)
25%
(core)
Unit 4 Introducing Music Composition
(coursework)
25%
Unit 5 Introducing Music Performance
(coursework)
25%

24. St. Chad’s Catholic & Church of England High School
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Music
Unit 1 - Written exam based on the music industry – venues, job
roles, contracts, record labels, agencies, promotion etc.
Unit 2 - Planning a concert – work together to organise a concert
and carry out specific roles on the day of the show.
Unit 4 – Composition involves creating music for 4 themes on Logic
Pro.
Unit 5 - Performance is completed in groups/bands, not on your
own. You can choose an instrument to focus on (keyboard,
singing, drums, guitar, bass). Marked on ability to improve skills
overtime and work well with others.

25. St. Chad’s Catholic & Church of England High School
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Planning a concert

26. St. Chad’s Catholic & Church of England High School
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Performing

27. St. Chad’s Catholic & Church of England High School
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Composing music

28. St. Chad’s Catholic & Church of England High School
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Pathways
To continue studying music, the following colleges offer a variety of
suitable level 3 courses...
College Courses
Cronton College
● Level 3 Extended Diploma in Music Performance &
Production
● Level 3 Extended Diploma in Performing & Production Arts
LIPA
● Diploma in Music Performance & Production
● Extended Diploma in Music Performance & Production
Priestley College
● Music Extended (RSL Level 3)
● Music Production (RSL Level 3)
● Music Performance (RSL Level 3)

29. St. Chad’s Catholic & Church of England High School
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Future careers
This course would help you get a job in….
Jobs within the music industry Performer, composer (creating music for films or
video games), songwriter, recording engineer,
producer, venue manager, DJ
Music teacher In a school or as a teacher of a specific instrument
or visiting schools (peripatetic teacher)
Music therapist Use music to help individuals / groups by
assessing emotional wellbeing through musical
responses.