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The information and student examples available here are taken from a leaflet produced for students by QCA and the DfES called GCSEs in vocational subjects – opportunities and progression. Any number of copies can be obtained from the address below. The text of the leaflet is used here so that students can find it for themselves and so that schools can use any part of it in their own options booklets to help students make choices.
There are three sections:
What are GCSEs in vocational subjects?
GCSEs in vocational subjects are qualifications that:
• relate to work in a particular vocational area, such as art and design or engineering
• are practical and give you a chance to learn by doing
• can be mixed and matched with a variety of other courses
• are mainly assessed by coursework
• can lead on to a wide range of courses, qualifications and jobs after year 11.
GCSEs in vocational subjects are double awards. They are worth two GCSEs (like the double award science GCSE). This usually means that they have more time on the timetable than other GCSEs.
What subjects can I take?
Depending on what your school offers, you may be able to take GCSEs in vocational subjects in:
- applied art and design
- applied business
- applied ICT
- applied science
- engineering
- health and social care
- leisure and tourism
- manufacturing.
What will I learn?
You will find out more about your chosen vocational area, including different types of jobs. You will gain practical skills and knowledge that will be useful to you in a job or further training. For example, if you choose GCSE health and social care, you will learn about the effects of diet and lifestyle, and how to produce an individual health plan. You will probably visit workplaces and meet a range of people who work in that field. Many students like these subjects because they are able to take responsibility for what they do.
You will also learn some general skills such as communication, research and learning to work as part of a team, which will be valuable whatever you choose to do in the future.
If you’re looking for a course that is practical, relevant and relates to the real world, then a GCSE in a vocational subject may be right for you.
What other subjects do they go with? (H2)
GCSEs in vocational subjects can be taken alongside:
- any other GCSE subjects
- NVQs and other vocational qualifications
- key skills
- ICT qualifications
- awards like ASDAN youth awards or Duke of Edinburgh’s awards.
Find out what your school offers and how you can fit together different courses in the timetable.
How are they assessed?
GCSEs in vocational subjects have three units, only one of which is assessed by an exam. You can take this during year 10 or year 11, and can resit if you need to. Your teacher will advise what is right for you.
The other two units are assessed by a type of coursework called a ‘portfolio’. This is a collection of work that can include writing, videos, photos, tapes and evidence from other people (such as your employer on work experience). Many students particularly enjoy putting together their portfolio and deciding what should go in it. For example, deciding which business examples to use or what job roles to interview people about.
If you’re the type of person who prefers coursework to exams, then GCSEs in vocational subjects will probably appeal to you.
What can they lead to?
GCSEs in vocational subjects keep your options open. They are valued by schools, colleges and employers, and will be useful whatever you’re planning to do when you’re 16. They can lead to any of the courses or qualifications that are available for you to take after year 11, for example vocational A levels, which emphasise the same things that these GCSEs do.
The student examples for each subject show how individuals are planning to progress to post-16 education, university and jobs.
Examples of students taking each subject
Applied Art and Design
Student examples
Jake chose GCSE applied art and design because he was interested in a career in art or graphic design.
The course has given him an opportunity to develop his own art projects and to research other artists’ work. He organised his two-week work placement in a design studio. As a result, Jake is now sure that he wants to be an artist or designer. He is planning to take a vocational A level in art and design or a BTEC national diploma in design, before going on to art college to do a diploma or degree course in art or graphic design.
Elizabeth would like a career in the arts or arts administration.
She is currently doing GCSEs in English, mathematics, science, French, media studies, music and applied art and design. She was attracted to the applied course because, being a double award, she felt that it would give her more opportunities to build on her strength in the subject. Elizabeth is now planning to take either A level or vocational A level in art and design in the sixth form, alongside A levels in English and French.
Charlotte wants to work with children and hopes to go to college at 16 to do a CACHE diploma in childcare and education.
She is taking six GCSEs, including applied art and design, which she chose because she has always loved art. As Charlotte explains, ‘The course has given me the opportunity to develop my own work in depth, using a flexible and creative approach that suits me well. I’m enjoying exploring a range of different media and working to deadlines. I think that the experience I’ve gained will come in really useful in my work with children.’
Naveed has two main interests – sport and photography. To lay the foundations for studying photography in the future, he decided to take GCSE applied art and design.
He is enjoying the course and particularly likes being able to work independently on his portfolio. He is now applying to a college where he can take a City and Guilds progression award in photography alongside an A level in sport and physical education or a BTEC national diploma in sport.
Student examples
Richard chose GCSE applied business because his ambition is to work in the computer industry and then to run his own ICT business.
He feels the course has given him invaluable experience. He particularly enjoyed setting up a mock business and found it interesting and challenging to use new skills, such as planning and design. Richard will probably receive A grades for GCSEs and a distinction for GNVQ in ICT and he wants to do A levels in computing and psychology at a sixth-form college.
Daniel wants to be an electrician and was attracted to GCSE applied business because he felt that learning practical business skills would help him in the future, particularly if he became self-employed.
Daniel is planning to get a job at the end of year 11 and is looking for a modern apprenticeship in electrical and electronic servicing. As part of this, he will go to college and work towards an NVQ in performing engineering operations and key skills.
Tara wants to work with horses and one day hopes to run her own business.
She chose GCSE applied business because she felt it would be a step towards achieving this ambition. She has enjoyed interviewing business owners and employees as part of the course and has used the internet and email to contact businesses in the United States as part of her coursework. Tara is planning to study A levels in business studies, art and biology, before going on to a specialist college to do an equine business management course.
Michael isn’t sure what career he wants, although he is considering sports physiotherapy.
To keep his options open, he chose GCSEs in English language, English literature, double award science, ICT, PE, resistant materials and applied business. He has enjoyed the applied business course and feels that it has given him skills, such as communication and presentation skills, which will come in useful whatever he chooses to do in the future.
Applied ICT
Student examples
Luke is certain that he wants a career in ICT and is working towards GCSEs including mathematics, statistics, electronic products and applied ICT.
He was attracted to applied ICT because it is a double award, which he felt would enable him to give extra time to his main interest. Luke likes the breadth of the course and thinks that it has developed his practical computing skills. He hopes to go to college at 16 to take an A level in electronics and either a vocational A level or an A level in ICT.
Vicky would like to work in the office of a hospital and chose GCSE applied ICT because she wanted to learn skills that would be useful in an office environment.
She has enjoyed extending her knowledge of software and seeing how different organisations use ICT, and has also improved her practical computing and keyboard skills. After GCSEs, Vicky hopes to take a secretarial or administration course at college, such as the LCCIEB certificate in business administration (levels 2 or 3).
Harriet wants to go into media production and chose GCSE applied ICT to build on her interest in the creative side of ICT.
She likes the course’s practical approach, which she describes as ‘not all out of textbooks’, and enjoys working independently: ‘It’s great to be able to email work home to complete in my own time.’ Harriet is keen to develop her interest in the internet and digital broadcasting at college, where she is planning to take a BTEC national diploma in multimedia.
Taranjit wants to be a computer technician and chose Applied ICT GCSE as it is a double award that would allow him to focus on the subject.
He has found it useful to investigate how ICT systems meet the needs of different organisations and enjoyed work experience with the school’s IT department. Taranjit is planning to take A levels in ICT and maths after Year 11, and possibly a course in such as the Cisco Certified Network Associate (CCNA) that will teach him about networks.
Student examples
Alison wants to become a teacher and is aiming for high grades in her GCSEs.
She is taking applied science rather than double award science because she feels that she is a ‘practical learner.’ Alison is now enjoying science much more than in the past and feels that the applied course has taught her to take more responsibility for her own learning. She wants to go on to do A levels in art and design, English and psychology, before training as a teacher.
James hopes to become a chef and, with this ambition in mind, is doing GCSEs at school and an NVQ level 1 food preparation course at a local college.
He likes the practical group assignments in GCSE applied science and feels that he is gaining good experience in working with others. He also values being able to focus on his particular interests, such as food science and health and safety. After year 11, James is planning to take NVQ level 2 and 3 bakery courses at college.
Samira spent her year 10 work experience in a hospital, which confirmed her interest in a career as a radiographer or physiotherapist.
She was attracted to GCSE applied science because of its hands-on approach – she particularly enjoys finding things out through practical work. Samira has been predicted a double A for applied science and wants to continue studying the subject in the sixth form by taking an A level or vocational A level in science.
Gary wants to be a plumber and is doing GCSEs in English, Maths, Design Technology, Geography, PE and Applied Science and is pleased that it places greater emphasis on coursework than exams. Gary hopes to go on to do an advanced modern apprenticeship in plumbing. This includes a qualification in mechanical engineering services (plumbing), NVQ level 3 and key skills.
Student examples
Alpesh is interested in a career in engineering and leapt at the chance to do GCSE engineering.
The course has lived up to his expectations, improving his teamwork and organisational skills, as well as his practical engineering skills. He enjoys both design and production and particularly valued the opportunity to work to a brief set by an engineering company, including presenting his final product to engineers. Alpesh plans to go to college full time after his GCSEs and wants to study for a vocational A level in engineering or a BTEC national diploma in mechanical engineering.
Gavin wants to train as a welder or plasterer.
He is taking GCSEs in English, mathematics, science, music, geography and engineering at school, and an NVQ level 2 in electrical and electronic servicing at a local college. He enjoys working with his hands and was attracted to GCSE engineering because of its practical approach. He feels that the course is already providing him with useful skills for the future, including working from engineering drawings and diagrams, production planning and problem solving. After work experience on a building site next year, Gavin hopes to take BTEC or City & Guilds awards in construction, or NVQs in plastering or fabrication and welding.
Rebecca wants to study engineering at university and is working towards GCSEs in English, mathematics, science, German, art, ICT and engineering.
She particularly enjoys the engineering course because it gives her the opportunity to visit a local college and use a variety of machinery. Options open to her in the sixth form include A levels in mathematics, physics, chemistry, electronics or design and technology, or a vocational A level in engineering.
David is interested in a career in engineering and is doing a course in motor vehicle maintenance with a training provider (as well as seven GCSEs – including engineering – at school). He has already discussed the possibility of doing a modern apprenticeship in engineering design with the training provider, which could include a BTEC national certificate in operations and maintenance engineering.
Health and Social Care
Student examples
Emma chose GCSE health and social care because she wants to train as a nurse.
She has found the course interesting and relevant, and has particularly valued talking to people already working in the caring professions. She enjoys the emphasis on projects and coursework, and makes the most of the opportunity to get involved in group discussions. Emma is hoping to stay on in the sixth form to do A levels in English and biology, and a vocational A level in health and social care.
Sarah is interested in working with children and is taking GCSEs in English, mathematics, science, geography, history, food technology and health and social care.
She feels that the health and social care course has been good preparation for a career in childcare because it has given her insight into caring professions and has developed her ability to work both independently and as part of a team. When she finishes her GCSEs, Sarah is planning to take a CACHE course in early years care and education.
Christina is interested in a career in hairdressing or the performing arts.
She is currently taking GCSEs in English, mathematics, science, drama, dance and health and social care, and is working towards an ASDAN bronze/silver award. Although she isn’t planning a career in health and social care, she has found that the course has developed her communication skills and provided an interesting contrast to her other subjects. After year 11, Christina is planning to go to college to do either a BTEC diploma in performing arts or vocational training in hairdressing.
Samantha wants to work as an accountant or a lawyer, and chose Health and Social Care as one of her GCSE courses.
She has particularly enjoyed visiting workplaces and meeting people who work in the health and social care industry. She has also completed a St John’s Ambulance Young Lifesaver Certificate which her school offers as part of the course. Samantha is hoping to take A levels before studying either accountancy or law at university.
Student examples
Oliver wants to work for an airline, as ground or cabin crew.
With this ambition in mind, he opted for GCSEs in French and leisure and tourism, as well as English, mathematics, applied science and PE. He is enjoying the practical approach of the leisure and tourism course and has been on a number of visits to different tourist centres and organisations. These have given him an insight into customer service and facilities that he feels will be of real value in his future career. Oliver hopes to build on the experience he has already gained by taking a vocational A level or a BTEC national diploma in travel and tourism.
Lucy wants to work as a travel agent and is taking six GCSEs, including leisure and tourism.
She has made the most of the opportunity to visit and study organisations in depth, including a theme park and an airport, and is looking forward to using what she has learnt in both her future career and her part-time job in a local hotel. When she leaves school, Lucy wants to work in a travel agency and complete a modern apprenticeship in travel services.
Sally isn’t sure what career she wants.
She chose GCSE leisure and tourism because she wanted to study something new that she felt would be relevant to real life. As she says: ‘Spending time with industry personnel has helped me understand aspects of customer service and marketing that will be helpful in a range of possible careers.’ After GCSEs, Sally is planning to do A levels in French, communication studies and business studies.
Mark is interested in a career in carpentry and is planning to take design and technology A level.
He chose leisure and tourism because he wanted to do something completely different from his other GCSE subjects. He has enjoyed visiting local businesses – including travel agents, the airport and a leisure park – and has used the internet and e-mail to find out about the national tourism industry. He is pleased he chose the course because, in his own words, ‘it has broadened my horizons’.
Student examples
Rajesh is interested in an engineering-related career and chose GCSE manufacturing because he felt that it would be useful whatever he decided to specialise in.
He has particularly enjoyed the planning, designing and making aspects of the course. A group project to design and make a bird feeder involved him in computer-aided design, group discussion, time management and quality control. Rajesh is now hoping to go to college to do a BTEC national in manufacturing engineering or a vocational A level in engineering.
Katherine wants to be a primary school teacher.
She chose GCSE manufacturing because she enjoys research and the practical aspects of design and production, both of which are an important part of the course. She has designed and made mobile phone holders and used email to contact companies in different manufacturing sectors. Katherine hopes to go on to university or teacher training college after taking A levels.
Shane is considering going to work in a local factory when he leaves school.
He is taking GCSEs in English, mathematics, single science, design and technology, and manufacturing at school, and an NVQ level 1 in vehicle parts operations at a local college. Work experience as part of the GCSE manufacturing course confirmed his interest in manufacturing, and Shane is now planning to take a job where he can work towards NVQ level 2 in performing manufacturing operations in his workplace.
Adam chose GCSE manufacturing because he is aiming for a career in electronic or electrical engineering.
He likes the course’s emphasis on coursework and feels that this method of assessment suits him better than exams. As he says: ‘I am enjoying seeing a design through to completion and having additional personal responsibility for my work.’ He hopes to go on to take a vocational A level in engineering before training as an engineer, perhaps by becoming a modern apprentice.
A chart showing how GCSEs fit into the pattern of qualifications and what they can lead to:
Download PDF of diagram
GCSEs in vocational subjects – opportunities and progression QCA/03/1233 available from
DfES Publications
PO Box 5050
Sherwood Park
Annesley
Nottinghamshire NG15 0DJ
tel: 0845 6022260
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Page updated: Tuesday, August 10, 2004