KS4 Curriculum and Options 2025

What is a GCSE?

GCSE stands for General Certificate of Secondary Education. It is a qualification that is recognised and valued by schools, colleges and employers so will be useful whatever you are planning to do for your post-16 education. The qualification involves studying the theory of a subject, combined with some investigative work. Some subjects may also involve practical work. GCSE qualifications are now graded from 9 (highest grade) to 1 (lowest grade). Students who do not achieve grade 4 in English and/or Maths are required to re-sit during Key Stage 5 until at least grade 4 is achieved.

What is a BTEC?

BTEC qualifications are suitable for a wide range of learners. They encourage and recognise achievement in students, some of whom may not be getting the most out of traditional academic study. Those who enjoy hands-on, practical work with plenty of real life situations tend to find stimulation and success through BTEC qualifications. Some BTEC courses are mainly coursework based with some practical assessments or work experience. However, a small number of units are externally assessed. BTECs are graded L2 Distinction*, L2 Distinction, L2 Merit, L2 Pass or L1 Pass. Most of the BTEC courses we offer at The Green School for Boys are equivalent to one GCSE award.

What is a Vocational Award?

Vocational Awards enable learners to gain knowledge, understanding and skills relating to a specific vocational sector. In addition to developing specific knowledge and understanding, these qualifications also support learners to develop the essential employability skills that are valued by employers, further and higher education. This further study would provide learners with the opportunity to develop a range of specialist and

general skills that would support their progression to employment. The awards also develop transferable skills of problem solving, organisation and time management, planning and communication. Vocational awards include an element of external assessment through either a written exam or controlled assignment. They are graded L1 Pass, L2 Pass, L2 Merit, L2 Distinction, L2 Distinction*. Where a vocational award is achieved together with other relevant Level 2 qualifications, such as GCSEs in English, Maths and Science, learners may be able to access Level 3 qualifications relevant to the same sector as the one studied at KS4.

What is a Non-Exam Assessment (formerly known as Controlled Assessment)?

Non-exam Assessment (NEA) is a form of internal assessment of work covered in the course. NEAs differ from external examinations in that they may, for example, allow supervised access to sources, such as the internet, for research purposes. All NEAs are completed in class under controlled conditions. However there are fewer GCSE qualifications that use this form of assessment. See each subject page for more details.

The English Baccalaureate (EBacc) was introduced by the government as a performance measure in the 2010 school performance tables. It is not a qualification in itself. The measure shows the degree of student success across a core of ‘academic’ subjects:

• English

• maths

• science

• geography or history

• a language

Why was the English Baccalaureate introduced?

The government introduced this measure to encourage students in schools across the country take what the government regards as ‘academic’ subjects. 

English, Maths and Science, three of the five English Baccalaureate subjects, are studied by all students as part of their Core Curriculum. As a school we advise those who can gain grade 5 or above in the ‘EBacc’ Options (a Foreign Language and either Geography or History) to take them, using two of the three Options available, as this is the government’s test measure of rigorous and academic education. Students who choose two EBacc subjects are encouraged to choose a creative or non EBacc subject as their third choice to provide for a balanced curriculum.

If students are able to speak and write in a language other than English, and their language has a GCSE accreditation in England and Wales, the ‘EBacc’ requirement of a foreign language will be met. They will be able to enter privately in Year 11 through the school. Members of the Inclusion department will be happy to provide advice on this process.

The Key Stage 4  14-19 curriculum progresses from Level 2 qualifications at GCSE or equivalent (e.g. BTEC / Vocational Award) onto Level 3 advanced courses after the age of 16. It is therefore worth considering the pathways that exist from the choices taken now to post-16 study.

Does my son need to take the GCSE subjects that they want to study at A-level?

It depends. For example, if your son would like to study Sociology or Psychology at A-level, they do not have to study GCSE Sociology or Psychology. KS5 subjects that require continuity from KS4 are:

• A-level Maths; and Further Maths

• A-level English Literature

• A-level Science-related subjects: the GCSE Combined Science course allows you to study Biology, Chemistry and Physics at A-level, so you do not have to do Separate Sciences at GCSE to take them at A-level

• A-level Languages (modern or classical)

• A-level Geography

• A-level Art 

• A-level Music

The rest of the A-level and BTEC subjects do not require that your son completes them at KS4, although there are some subjects for which a prior GCSE level is desirable. See our Sixth Form web page for specific A-level and BTEC subject requirements Subject Entry Requirements

Please also remember that some subjects are a pre-requisite or beneficial for certain careers. For example, if you would like to study music or art at university you should definitely study these subjects at A-level, therefore you need to take them at GCSE.

The most important questions to ask your son when choosing GCSE subjects with A-levels in mind are:

• Do they enjoy the subject?

• Are they going to enjoy reading around the subject and carrying out independent work?

• Do they have a good chance of succeeding at this subject at A-level or other Level 3 course?

If the answer to all of the above is yes, then it is the right choice for them! 

When helping your son to choose their GCSE options, do consider the impact they may have on their future studies.

The Green School for Boys aims to offer a rich curriculum which allows all students to achieve and play to their strengths. 

Universities and employers are looking for a broad, balanced education. Students are encouraged to consider options that will help them develop their creativity, and to continue with those subjects they have enjoyed the most and been successful at Key Stage 3. Given the demands placed by the core subjects and the need to secure sufficient curriculum time for the optional subjects, the choice has been limited to a maximum of three subjects. This will be possible even for those students who wish to study three separate sciences (Biology, Chemistry and Physics). Please see Science pages for more details on who will be able to take three science-related GCSEs.

Our options encourage breadth of choice and are timetabled with specialist teachers. Setting may be possible where two or more groups of the same subject are taught in the same block.  Not all courses are accessible to, or suitable for, all students. Notice will be taken by Senior Staff of the students’ prior attainment and motivation in the subject. In light of this, the options should be seen more as guided curriculum choices. 

Careers Education, Information, Advice and Guidance (CEIAG) is part of the Curriculum in all key stages and there is a dedicated team. They oversee a range of opportunities for students to consider their career choices. Parents and carers remain, of course, the students’ first port of call, and are kindly reminded to consider, first and foremost, their child’s own personal preference and ability when providing career advice and guidance for them. 

Are all subjects guaranteed to run? 

Option blocks are published after the individual Advice and Guidance meetings have taken place, in order to find the best fit for each cohort of students. Inevitably this means that there may still be a clash for a small number of students, therefore students will be asked to select a 'reserve' subject in each of the three blocks, in addtion to their first choice for each block. Every effort will be made to ensure that students get their first choices. 

Option groups with fewer than 15 students may not run. In the event of a course not running, students will be placed in the ‘reserve’ course selected by them. If a subject is oversubscribed, additional advice and guidance meetings will be arranged with the students concerned. If the course is still oversubscribed, a random selection will take place, and any unsuccessful students will be put into their ‘reserve’ subject for that block. Students will be notified if this is the case and will have the chance to amend their choices, if this is possible. Therefore, your decisions on the ‘reserve’ options are very important. Students must be prepared to study both their first and reserve choice subject for every block. Every effort will be made to meet student demand. However, the school reserves the right to close an option subject.

Will students be told if their option choices have been successful?

• If there are no problems with the allocation of a student’s first choice options then they will not be contacted. They can assume that their choices are fine and will be running

• Students will not be moved onto reserve choices without being contacted first

If a student feels they have made the wrong choice and gives a reasoned and informed case to change options, with a supporting letter from parents, then this may be accommodated up until the end of May half-term in Year 9, provided that the chosen course is suitable and there are spaces available on the course. These requests should be brought directly to Mrs Andrews. No changes can be made after that.