KS4 Curriculum

GCSE English Language and Literature

Exam Board – AQA

The Course

In English, students follow a two-year GCSE course, which involves reading, writing and spoken language. Students prepare to sit both two English Language and two English Literature examinations. At the end of the course each student will obtain two qualifications.

Throughout the course we aim to provide students with the opportunity to read an enriching and exciting range of texts and to develop a rich and wide-ranging set of communication skills that prepare them for both their exams and success in the wider world.

Year 10

September to October: Poetry (Power and Conflict)

Students study a selection of poems from AQA’s Power and Conflict anthology. They learn to explore ideas and issues raised in the poems, and discuss and write about the poems’ content, language, structure and message. They learn to engage with and write about both individual poems and paired poems which they compare.

October to December: A Christmas Carol

Students study Charles Dickens’ ‘A Christmas Carol’. They will learn to explore the writer’s message, the context in which a novel is written and received and explore how meaning is made through a writer’s methods. Alongside this focus on literature we will also spend some time developing creative writing skills practising writing fiction, in preparation for the language exam.

January: Nonfiction: Speech Writing  (Class, Power and Equality))

Students explore the context of class and power as a precursor to studying An Inspector Calls in the following half term. They develop their confidence in reading and interpreting nonfiction texts, and in writing and delivering effective and purposeful speeches.  

February to April: An Inspector Calls

Students read and study the play ‘An Inspector Calls’, by J.B. Priestley. They will learn to write critical essays, which explore language, form and structure and consider the context in which the play was written.

May to July: Reading and Writing Through the Ages 

Students read and explore a range of fiction writing published across the 19th, 20th and 21st centuries, developing their interpretation skills and confidence in responding to unseen texts in the English Language Paper 1 exam. They then use these to inspire their own creative writing, considering how writers use a range of methods for effect and meaning,  and applying this to their own work.  

Year 11

September to October: Poetry

Students continue their study of poems from AQA’s Power and Conflict anthology. They learn to explore ideas and issues raised in the poems, and discuss and write about the poems’ content, language, structure and message. They learn to engage with and write about both individual poems and paired poems which they compare.

October to December: English Language 

Paper 1: Explorations in Creative Writing and Writer’s Viewpoints and Perspectives.
Paper 2: Writer’s Viewpoints and Perspectives. 

Students study and explore a range of fiction and non-fiction text extracts, ranging from the 19th century to the modern day. They develop the skills of retrieval, summary, inference, language analysis, structural analysis, evaluation and comparison. They then take these ideas and skills and apply them to their own writing, preparing both narrative and non-fiction pieces.

January to February: Macbeth

Students study Shakespeare’s Macbeth and learn how to write critical essays focusing on how writers’ use language, form and structure. They will learn about Jacobean values and concerns, Shakespeare’s use of the Tragic form and different interpretations of the play over time. 

March to May: Revision and Exam Technique

Students will develop their exam skills in preparation for the final GCSE exams.

Assessment

All exams take place at the end of Year 11. There are four exams in total, two for English Language and two for English Literature.

English Language

Paper 1: Explorations in Creative Reading and Writing. (1hr 45mins – 50%)

Section A (Reading)

Students read one unseen extract from a piece of 20th or 21st century fiction and answer 4 questions on the skills of:

• Retrieval
• Language Analysis
• Structure
• Evaluation

Section B (Writing)

Students create a piece of creative writing, such as a description or a narrative piece.

Paper 2: Writer’s Viewpoints and Perspectives. (1hr 45mins – 50%)

Section A (Reading)

Students read two unseen non-fiction extracts, one from either the 20th or 21st century, and one from the 19th century. They then answer 4 questions:     

• Comprehension
• Summary & Comparison   
• Language
• Comparison (Writer’s attitudes)

Section B (Writing)

Students create a piece of nonfiction writing, such as a newspaper article, letter or feature article.

English Literature

Paper 1: Shakespeare and the 19th Century Novel (1hr 45mins – 40%)

• Section A (Macbeth) Students write a character or thematic study, beginning with an extract and widening their discussion out to the rest of the play.
• Section B (A Christmas Carol) Students write a character study or thematic study, beginning with an extract and widening their discussion out to the rest of the novel.

Paper 2: Modern Texts and Poetry (2hr 15mins – 60%)

• Section A (An Inspector Calls) Students write either a character study or thematic study, form a choice of two questions, exploring the dramatic effects of the play.
• Section B (Power and Conflict Poetry) Students write a comparison of two poems they have studied in class.
• Section C (Unseen Poetry) Students write a response to one unseen poem before adding a short comparison to a second unseen poem.

Spoken Language

As part of the GCSE course students will be assessed on their ability to communicate through spoken language. This part of the course does not count towards the overall GCSE grade but is certified separately as a ‘Spoken Language Endorsement’ (graded pass, merit or distinction). Each student must deliver a speech and will be assessed on their ability to present information, listen and respond to others and communicate through Standard English.

Where it leads

Journalism, TV, film, politics, law, education, the possibilities are infinite!

GCSE Maths

Exam Board – Edexcel (Examination code: 1MA1)

Mathematics

Linear Higher Course

Examination board: Edexcel

Examination code: 1MA1

Grades available: 4 to 9

Sets: 1 to 3

 

Linear Foundation Course

Examination board: Edexcel

Examination code: 1MA1

Grades available 1-5

Sets: 4

Course outline

In Year 10 and 11 students continue studying the three year GCSE maths course which they started in Year 9.

Each year group will continue to follow the spiral curriculum which is designed to meet the requirements of the specification at a level appropriate to the ability of the students. 

Students will experience a variety of learning and teaching styles. These include activities that provide frequent opportunities to discuss their work as well as to develop, understand and explain their reasoning.  Students use a variety of resources which include the Edexcel Pearson GCSE Mathematics textbook, mini and mega white boards and computers. We have also subscribed to websites such as Sparx Maths, Maths Watch and Dr Frost Maths. The use of a scientific calculator is essential for the course as 66% of the content is being assessed in the calculator test. 

The GCSE assessment has a great emphasis on problem solving, communication, proof and interpretation. This ensures that students have the skills they need to use Mathematics in a real life context. Problem solving questions are used in lessons on a regular basis to build pupils’ confidence to tackle these types of questions.

Assessment

The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier. Paper 1 is a non-calculator assessment, Paper 2 and Paper 3 are calculator assessments.

Each paper is 1 hour and 30 minutes long and worth 80 marks each.

The assessment will cover the following content headings:

• Number
• Algebra
• Ratio, proportion and rates of change
• Geometry and measures
• Probability
• Statistics

The assessment objectives are the following:

Assessment Objective		Weighting (Foundation)	Weighting (Higher)
AO1	Use and apply standard techniques	50%	40%
AO2	Reason, interpret and communicate mathematically	25%	30%
AO3	Solve problems within mathematics and other context	25%	30%

The table below outlines the topic areas covered in this qualification and the topic area weightings for the assessment of the Foundation tier and the assessment of the Higher tier.

Tier	Topic Area	Weighting
Foundation	Number	22 – 28%
	Algebra	17 – 23%
	Ratio, Proportion and Rates of change	22 – 28%
	Geometry and Measures	12 – 18%
	Statistics & Probability	12 – 18%
Higher	Number	12 – 18%
	Algebra	27 – 33%
	Ratio, Proportion and Rates of change	17 – 23%
	Geometry and Measures	17 – 23%
	Statistics & Probability	12 – 18%

Careers with Mathematics

GCSE Mathematics course will provide excellent skills to continue studies in Mathematics to A Level.  

Examples of careers with Mathematics include:

• Engineer
• Doctor
• Accountant
• Investment analyst
• Lecturer/Teacher
• Meteorologist
• Statistician
• Actuaries
• Surveyors
• Astronomer

Learning Leader – Mrs K Ahmad

GCSE Sciences

Exam Board – AQA

The Course

The Science department offers two options for studying science at GCSE.  Students can either study a Combined Science GCSE course or study separate Science GCSE courses in Biology, Chemistry and Physics.
The Science curriculum aims to develop the scientific knowledge and skills required for students to understand science in the news and to make informed decisions about everyday issues they will encounter.

Assessment

Combined Science GCSE Course

Students will be following the new 9-1 AQA Trilogy specification at GCSE, gaining two GCSE qualifications. The coursework component of the GCSE qualifications has now been removed so students will be assessed on their exams only. Students will take a total of six exam papers each worth 16.7% of the final grade. There will be two exam papers for Biology, Chemistry and Physics. All papers are 1 hour and 15 minutes long.
The following topics will be studied in Year 10:

Biology	Chemistry	Physics
Cells Movement in and out of cells Respiration Photosynthesis Infection and response Responding to the environment Ecology	Atoms Bonding Chemical maths Chemical changes Energy changes Electrolysis	Using electricity Circuits Matter Energy transfer Atoms and radiation

The following topics will be studied in Year 11

Biology	Chemistry	Physics
Biological responses Inheritance Variation Evolution	Organic chemistry Rates of reaction Organic chemistry Chemical analysis Using resources	Motion Forces Waves Magnetism Electromagnetism

Students will be assessed at regular intervals through the year with multiple choice quizzes, mid-topic assessments and end of topic assessments in each topic.

At the end of Year 10, students will sit a full paper 1 mock exam in Biology, Chemistry and Physics.

In Year 11, students will sit a full paper 2 mock exam in Biology, Chemistry and Physics.

A link to the specification can be found below:
http://filestore.aqa.org.uk/resources/science/specifications/AQA-8464-SP-2016.PDF

Separate Science GCSEs in Biology, Chemistry and Physics

This course will involve studying three separate Science GCSEs in Biology, Chemistry and Physics. Students will be covering the same content as the combined science students, plus some additional topics.

This course will run over two years and students will have eight science lessons each week.  Each of the three GCSEs is assessed by two pubic exams (50% of each GCSE and 1 hour 45 minutes long), two for biology, two for chemistry and two for physics.

Links to each specification can be found below:
http://www.aqa.org.uk/subjects/science/gcse/biology-8461 – Biology
http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462 – Chemistry
http://www.aqa.org.uk/subjects/science/gcse/physics-8463 – Physics

Where it leads

A science qualification can lead to employment at all levels in diverse careers as Medicine, Engineering, Pharmaceuticals and Agriculture.

GCSE Geography

Exam Board – AQA (8035)

Who should study Geography?

Geography will inspire you to become a global citizen. By exploring your own place in the world, you will understand the different attitudes and values that people have towards the environment and to the sustainability of our planet.

The syllabus

We follow the AQA Specification for Geography. This builds upon what you have learnt in Years 7 – 9, and introduces some exciting new topics. The GCSE course is split into 3 Units:

Unit 1 – Physical Geography (90 minute exam, worth 35%)

You will study the following modules:

• The challenge of natural hazards – Volcanoes, Earthquakes, Hurricanes and Climate Change
• Physical landscapes in the UK – Coastal environments and River landscapes
• The living world – Ecosystems, Tropical Rainforests and Hot Deserts

Unit 2 – Human Geography (90 minute exam, worth 35%)

You will study the following modules:

• Urban Challenges – Population change, Demographic Transition Model, Sustainable development
• The changing economic world– contrasts in development, factors affecting development, reducing global inequalities and the UK economy
• The challenge of resource management – the global distribution of food, the changing demand and provision of food in the UK

Unit 3 – Geographical Applications (75 minute exam, worth 30%)

You will study the following modules:

• Issue evaluation- Pre-released material become available 12 weeks before the exam date and studied in class debating a geographical issue
• Fieldwork- Two enquiries will be carried out in contrasting environments showing both the physical and human geography. Students will be tested on the skills they used during the fieldwork in the exam.
• Geographical skills- cartographic, graphical, numerical and statistical skills

What skills are involved in GCSE Geography?

GCSE Geography is a fantastic subject for developing a wide range of employable skills due to its combination of science, humanities and mathematics. Additional skills students develop include:

Geographic information systems	Presentation skills	Analysing photographs,	Studying satellite images	Drawing/ interpreting a variety of graphs
Description	Explanation	Decision making	Enquiry	Map reading

Current field trips and enrichment:

• Compulsory overnight  field trip to collect data for the Unit 3 exam to Dorset
• Optional 4 day international trip. Previously this has been to Iceland and the Bay of Naples, Italy, to study the tectonically active landscapes (trip subject to change)
• Model United Nations- the school hosts and attends various MUN conferences throughout the year.
• Missing Maps- school partnership with Medecins Sans Frontieres offering exciting opportunities to Geography students to volunteer with mapping and use of GIS in the developing world.

Where it leads 

Students that have studied Geography are very attractive to employers. You will learn and develop a lot of different skills which will help you with any type of work, from being a Climate Scientist to an Accountant! In addition to this students will prepare themselves for Geography A Level which is considered one of only 8 facilitating subjects which are commonly required or preferred by universities.

Examples of careers with Geography include:

• Meteorologist
• Environmental Education Officer
• Finance
• Surveyor
• Tourism Officer
• United Nations Ambassador
• Government Administrator
• Cartographer
• Doctor
• Accountant
• Chemist
• Engineering
• Lawyer
• Charity work

GCSE History

Syllabus: Edexcel Level 1/Level 2 GCSE (9-1) in History (1HI0)

Course Outline

The History GCSE Syllabus will consist of the following units:

Paper 1: Thematic study and historic environment (Paper codes: 1HI0/10–12)

Written examination: 1 hour and 15 minutes

30%* of the qualification

Content overview:  Crime and punishment through time, c1000–present

This comprises a thematic study (Crime and punishment in Britain, c1000–present) and a study of a historic environment (Whitechapel, c1870–c1900: crime, policing and the inner city).

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Paper 2: Period study and British depth study (Paper codes: 1HI0/20–29)

Written examination: 1 hour and 45 minutes

40%* of the qualification

Early Elizabethan England, 1558–88.

This unit consists of three key topics which explore the reign of Elizabeth I: Queen, government and religion, 1558–69, Challenges to Elizabeth at home and abroad, 1569–88, and Elizabethan society in the Age of Exploration, 1558–88

Superpower relations and the Cold War, 1941–91

This unit explores the issues surrounding the ideological differences between the USA and the USSR and the crisis that occurred as a result of this. The unit covers three key topics: The origins of the Cold War, 1941–58, Cold War crises, 1958–70, and The end of the Cold War, 1970–91

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Paper 3: Modern depth study (Paper codes: 1HI0/30–33)

Written examination: 1 hour and 20 minutes

30%* of the qualification

The USA, 1954–75: conflict at home and abroad

This unit explores the social and political developments that occurred in the USA 1954-76. The key topics are: The development of the civil rights movement, 1954–60, Protest, progress and radicalism, 1960–75, US involvement in the Vietnam War, 1954–75 and Reactions to, and the end of, US involvement in Vietnam, 1964-75

The course is taught in a variety of ways.  You will be involved in group discussion work and problem solving exercises to help you use historical sources. 

Written assessments, including past questions and research tasks are used.  Essay writing is taught as a skill to use in exams and further education. You will be given the opportunity to improve your debating skills as well. 

You will be expected to reflect and improve upon your exam technique at regular intervals throughout the course.

Assessment

You will be assessed through three written exams which will be completed at the end of Year 11, Paper 1 (30%), Paper 2 (40%) and Paper 3 (30%). 

Teachers will also assess progress through written work, factual tests and exam questions.

Further Study

This course will provide an excellent skills base for students to continue their studies in History to AS/A Level.  The GCSE develops written and oral skills of analysis, evaluation, debate and presentation.  These skills are extremely useful in further and higher education.  They are also highly prized by prospective employers.

Among the careers that a History GCSE could lead to are Law, Banking, Management, Teaching, the Civil Service, Journalism, Broadcasting, Publishing, the Armed Forces and Local Government.

Learning Leader – Ms J Howlett 

GCSE Languages

MFL: Chinese, French and Spanish                      

Speak to the future: Take a language!

Course specification links –

http://www.aqa.org.uk/subjects/languages/gcse/french-8658

http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698

http://www.aqa.org.uk/subjects/languages/gcse/chinese-spoken-mandarin-8673

Course Outline

Subject content

Students study all of the following themes on which the assessments are based.

1. Theme 1: Identity and culture
2. Theme 2: Local, national, international and global areas of interest
3. Theme 3: Current and future study and employment

 

• Students are tested in the four skills areas: listening, reading, writing and speaking. The four skills are equally weighted and each account for 25% of the final grade.
• All themes and topics must be studied in the context of both the students’ home country and that of countries and communities where French / Spanish / Chinese are spoken.
• Students must take the same language they have studied in Year 9

Assessment

• The speaking element – is externally assessed and involves a role play, a photo task and general conversation at the end of Year 11.
• The writing examination, taken at the end of year 11, is a mixture of word, short phrase and text translation. There is also a literary component.
• GCSE French / Spanish / Chinese (Mandarin) have a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series.
• Writing, speaking, listening and reading exams will all be taken at the end of year 11, and will involve traditional sat exams in the hall. Each skill is examined separately. The speaking exam will take in the spring of the final year.

Dictionaries

Students should purchase a basic dictionary in order to follow the course. We can recommend the Collins dictionary from high street stores for £3 or under. 

Candidates are however not allowed to use a dictionary in the final exams but it is good practice to consult one during the course learning.

Preparation for GCSE Languages at Key Stage 3

The Modern Languages courses in Chinese, French and Spanish at KS3 aim to provide a good foundation for further study at GCSE.  In Years 7, 8 and 9, pupils will have been introduced to and will have practised using key vocabulary, structures and grammar which will enable them to develop and enhance their skills, knowledge and understanding in Key Stage 4.

The new KS3 curriculum will also have emphasised the importance of skills and transferring skills to make sense of new vocabulary in various contexts. Our year 9 pupils have already started meeting new GCSE-style assessment formats.

Instructions in the foreign language

The majority of instructions are now in the foreign language as the new GCSE aims to test the understanding of the foreign language studied. It is therefore essential that pupils have a spontaneous comprehensive ability. They must not only understand the written or spoken texts but also understand the instructions relating to the task. This will be practised in lessons through the course.

Further Study

A GCSE in a Modern Foreign Language is regarded by many universities and employers as a real asset, especially universities from the Russell Group and Oxbridge. 

Students wishing to enter careers in the Sciences, Computer Science, Engineering, Finance, Business, Journalism, Law, Maths-related and Teaching will find their prospects are enhanced through knowledge of a Modern Foreign Language. 

Some business courses at universities now include a compulsory language element so that graduates from English universities are equipped to work successfully in a multilingual environment.

GCSE Art and Design

Exam Board – Edexcel Art and Design (2016 1-9) Fine Art

The Course

You will learn about art, artists and cultures.  You will extend skills in a range of mediums and techniques to develop and express your own ideas into personal pieces of work.  The course requires that you learn skills relating to:

• The importance of drawing as the base of all Art and Design.
• Analysis and understanding of art
• Collection and presentation of resources and observations and ideas
• The ability to use various materials and development of final ideas

Assessment

This is in three parts:

• Controlled Assessment Coursework: This will be built up from your class learning and some home learning during the two years.  This counts for 60% of the final mark.
• Preparation for the examination: You will be given a theme 8 weeks before the examination so you can do studies and prepare your work. This, along with the examination, counts for 40% of the final mark.              
• A ten hour examination where you do your final work (don’t be put off by ten hours; you need a long time to do good art work and if you prepare sufficiently, the examination will be enjoyable).  This counts for 40% of the final mark.

Where it leads

There are many opportunities for a career in Art and Design.   Some possibilities include Architecture, Art Business, Design, Art Therapy, Art Curating, Film/Stage Production, Advertising and Scientific Illustration, etc.

GCSE Textiles

Exam Board – Edexcel Art and Design (2016 1-9) Textiles

The Course

Students will learn more about Fashion and Textiles. The course requires students to learn skills relating to:

• The importance of drawing as the base of all Art and Design.
• The ability to appreciate, evaluate and analyse your own work and cultural and designers’ work in context
• Visual collection and investigation
• The exploration of visual ideas and alternative textiles

Assessment

This is in three parts:

• Coursework Modules: These will be built up from class work and homework during the two years.  This counts for 60% of the final mark. There are two units
• Preparation for the examination: Students will be given a theme 8 weeks before the examination so you can do studies and prepare work
• A ten hour examination where students produce their final piece.  This counts for 40% of the final mark

Where it leads

This course can provides a foundation to study textiles and fashion at a higher level and can provide access to higher education courses and careers such as fashion and Textiles, Interior Design, Architecture, Business in the Fashion Industry, Fashion, Illustration, Journalism, Design or Photography, etc.

GCSE Drama

Exam Board – GCSE Drama Edexcel (1DR0)

The Course

The aim of the Key Stage 4 Drama curriculum is to develop:

• Confidence in communicating with imagination and expression
• Social skills in negotiation and team work
• Performance skills in producing pieces of drama that engage and enthrall your audience
• Thinking skills about people, feelings, situations, life and the world in which we live
• Understanding of how elements of drama can be used as transferable skills within all career paths
• The ability to think critically about all aspects of theatre
• Writing from the perspective of a performer, designer and director

As part of the course students will:

• See live theatre
• Perform a devised piece of theatre based on a social/political issue
• Present two scripted performances from a play of your choice
• Showcase examination work in front of a live audience 
• Work practically in most lessons
• Recieve workshops from industry professionals

Assessment

Component 1 – Devising (40%)

You will learn how to explore and develop your understanding of the devising process (making up your own drama) to communicate meaning in a theatrical performance.  The stimulus will be provided and may be about exploring a historic event, music, a news article, a painting, a poem or a photograph – so this should appeal to students who are interested in the arts. (15 marks)

You will need to complete a portfolio of evidence during the devising process, a final performance of your drama and write an evaluation of your own work. (45 marks)

Component 2 – Performance from Text (20%)

You will practically explore the content of the play and its social, cultural and historical aspects that will have an impact on your performance. So you can apply your skills and thinking from History, Geography and Religious Studies to help you here.

You will then choose two extracts to perform to an audience that includes a visiting examiner!  You will also need to complete a proforma describing your research on the text and your vision for the performance. (48 marks)

Component 3 – Theatre Makers in Practice (40%)

For this component, you will explore a full performance text and demonstrate your knowledge and understanding of drama. You will learn how characters and performances communicate ideas and meaning to an audience.  (45 marks)

You will also go to see a live theatre performance and you will be required to analyse and evaluate the production. (15 marks)

This unit is a written paper and will be assessed in a 1 hour and 45 minute examination.

Further Study

The skills developed in Drama are transferable and will support the demands of most creative, disciplined and modern careers.  So whether you are thinking about going into business, becoming a doctor, lawyer, judge, policeman or teacher, skills in group work, presentation and communication will make you stand out from the crowd and have your voice heard.

GCSE Music

Exam Board – OCR (J535)

The Course

The course helps students to extend the skills of performing, composing and listening.

Assessment

Listening Examination – 40%

During this course we will listen to and discuss a wide range of music, including the music that you play and compose.   You will sit a listening test as part of the examination which is based on the four areas of study which are;

• My Music – music for your own instrument/voice
• The Concerto through time
• Rhythms of the World
• Film Music
• The Conventions of Pop

Performing – 30%

Performing is an integral part of the course. You will choose one instrument to focus on (which could be voice) and you will be expected to practice regularly.  The assessed coursework consists of one solo performance and one performance as part of an ensemble.

Composing – 30%

You will compose short pieces throughout the course, both independently and in groups.  Your two final compositions must be in different styles and will be completed under controlled assessment conditions.  One of your compositions must be for your own instrument the other will be composed from a set brief set by OCR. During the course you will learn to use both Cubase and Sibelius computer software.

Where it leads

Studying GCSE Music helps pupils develop creativity and confidence.  It is particularly useful for those interested in careers in broadcasting, media and the arts. However it develops skills that are applicable to any industry, such as presenting in front of an audience.

GCSE Religious Education

Exam Board – AQA Specification A

The Course

The aims of this course encourage students to:

Develop their interest in, and enthusiasm for, a study of religion and its relation to the wider world     

Develop their knowledge, skills and understanding of religion by exploring the significance, impact of beliefs, teachings, sources, practices, ways of life and forms of expressing meaning

Express their personal responses and informed insights on fundamental questions about identity, belonging, meaning, purpose, truth, values and commitments

Assessment

Each module is assessed through a one hour and forty five minute examination at the end of the two year course. There is no coursework in this subject.

A variety of teaching and learning methods are employed throughout this course, ensuring that individual student needs are catered for.

One paper will examine them on Religion – Islam and Christianity

One paper will examine them on Themes – Crime and punishment, Religion, peace and conflict, Relationship and families and religion human rights and social justice.

Where will it leads

R.S. GCSE provides an excellent basis for the further study at A Level and beyond. Students often go on to study philosophy at A- level or degree level.

Amongst careers available to students are: law, travel, advertising, human resources, diplomacy, publishing, journalism, media and teaching.

GCSE Business Studies

Exam Board – EDEXCEL 1BS0

The Course

The course considers how businesses are set up and operate as well as grow. Areas studied in detail include the structure of business, production, marketing, finance and personnel.  Emphasis is also given to the economic, political, social and environmental factors that govern business and the way it acts.

The course is taught through a mixture of controlled assessment, case studies, investigation and textbook assignments.  Much effort is made to connect the study to what is happening in the real world.  Students will also use a wide range of ICT facilities which are applied in a business context. Students will have the opportunity to prepare a business plan and present it to an audience.

Assessment

• First assessment: May/June 2019.
• There are two Papers; Paper 1- Theme 1 and Paper 2- Theme 2. Each assessment is 1 hour and 45 minutes.
• The assessment is out of 90 marks for each paper.
• Questions will relate to the content that appears in Theme 1 for Paper 1 and Theme 2 for paper 2. Students may draw on underpinning knowledge and understanding developed through Theme 1/2 as appropriate.
• Each paper is divided into three sections.  Section A: 35 marks, Section B: 30 marks, Section C: 25 marks.
• Students must answer all questions.
• The paper will consist of calculations, multiple–choice, short–answer and extended–writing questions.
• The paper will include questions that target mathematics at a minimum of Key Stage 3 level.
• Questions in Sections B and C will be based on business contexts given in a Source Booklet.
• Calculators may be used in the examination

Where it leads

The course prepares students for subjects such as A level Accounts and Applied Advanced Business.

GCSE Design and Technology

Exam Board – EDEXCEL

The Course

There are four options for students who wish to continue studying Design and Technology:

• Food Technology
• Graphic Products
• Resistant Materials
• Systems and Control

Food

In Food Technology you will learn about the value of nutrition, develop practical skills which enable you to process food, understand the health and safety implications of processing food on a commercial and industrial level. The GCSE course will also teach the importance of hygiene and cover industrial food practices which can be seen first hand on an industrial visit to a food manufacturer. The course combines both the practical and theoretical aspects of Food Technology.  

Graphic Products

In Graphic Products you will develop your skills in analysing products, model making, learning various drawing techniques and develop ICT skills in producing creative designs. You will learn about various industrial processes including printing processes, blow moulding, which can be seen first hand on an industrial visit. The course will teach you to analyse, research, design and manufacture a graphic product of your choice for your major project.     

Resistant Materials

In Resistant Materials you will develop a better understanding of the design process. You will carry out product analysis taking products apart and analysing them constructively and proposing improvements.

The course involves short practical projects through which you will learn about various manufacturing processes and gain a better understanding of materials. A visit to the Design Museum promotes a better understanding of British design and how design is implemented in industry. The course combines both the practical and theoretical aspects of Product Design.  

Systems & Control: Electronics

In Systems and Control you will learn about the theoretical and practical aspects of electronics including input, output and control components, circuit manufacture and industrial manufacturing techniques. The course promotes an awareness of environmental issues such as sustainable energy and recycling, as well as good citizenship and an awareness of moral and social aspects of industrial design and manufacturing.

Assessment

Coursework

The coursework is the major part of the Design and Technology course.  It accounts for 60% of the total marks. You may decide on the project topic yourself or you may be given guidance by your teacher. You will be expected to produce a 3D product in your chosen material area with an accompanying A3 design folder of around 15-20 pages. The coursework project is expected to be produced within 40 hours. Examples of coursework projects have been prepared by Edexcel to give you a guide to common approaches and good practices.

Examination

There will be one 1½ hour exam (2 hour for Food) at the end of your course worth 40% of the total marks.  Pupils apply their knowledge and understanding of their chosen DT subject through multiple-choice, short-answer and extended-writing type questions. The exam paper is structured as follows:

• Questions 1-10: Multiple-choice (10 marks)
• Questions 11: Knowledge and understanding. Structured questions based on a theme (19 marks)
• Question 12: Designing products (16 marks)
• Question 13: Analysing products (16 marks)
• Question 14:  Knowledge and understanding. Structured questions based on a theme (19 marks)

Where it leads

GCSE Computing

Exam Board – OCR

The Course

Computing is of enormous importance to the economy, and the rate at which technology is advancing and being consumed has rapidly increased over recent years. The growth in the use of mobile devices and web-related technology has exploded resulting in new challenges for employers and employees. This course will enable students to explore the world of software applications, gaming and web-enabled environments.

Assessment

Unit title	Assessment and Duration	Weighting
Unit 1 – Computer systems and programming Covers the body of knowledge about computer systems on which the examination will be based.	1 hour 30 minutes Written paper 80 marks	40%
Unit 2 – Practical Investigation An investigative computing task chosen from a list provided by the examination board. Students will be assessed on research, technical understanding, analysis of problem and evaluation skills.	Controlled assessment 45 marks	30%
Unit 3 – Programming project Design a coded solution to a problem, students ability on the following will be assessed: develop suitable algorithms design suitable input and output formats define and create suitable variables, structures and procedures testing of solution evaluation	Controlled assessment 45 marks	30%

Where it leads

Technical Careers

• Database developer/manager

• Programmer

GCSE Physical Education

Core Physical Education

The Physical Education programme in Key Stage 4 aims to enhance skill performance in a variety of activities.

In Year 10, students follow a set programme of study.  Activities covered include: football, netball, basketball, rugby, fitness, badminton, table tennis, cricket, rounders, athletics, volleyball, handball, american football, korfball and trampolining.

In Year 11, students are asked to select activities in which they would like to develop their knowledge and skills to a more advanced level.

GCSE Physical Education

Exam Board – OCR J587

The Course

GCSE PE provides an exciting opportunity to begin to gain an understanding of PE and allow them to immerse themselves in the world of sports and PE.

Studying GCSE (9-1) Physical Education will open students’ eyes to the amazing world of sports performance. They will have the chance to perform in three different sports through the non-exam assessment component. The combination of the physical and academic side of PE provides an exciting opportunity for your students. They can perform, and then through the academic study learn how to improve their performance through application of the theory.

Your child will learn the reasons why we do things, why some people outperform others – mentally and physically. They will also develop their theoretical knowledge of areas of the body and how things function to enable us to perform in sport, ethical considerations behind the use of drugs and also gain an understanding of the consequences of inactivity and poor diet.

Through an introduction to all areas of PE, your students will receive a well-rounded and full introduction to this fascinating world of PE, physical activity and sport. This GCSE study provides everything needed to move on to further education, higher education, employment or further training.  (http://www.ocr.org.uk/Images/231458-gcse-9-1-physical-education-summary-brochure.pdf)

Assessment

The Theory Examination (60% of total marks)

Includes units of work on the following:

• Physical Factors Affecting Performance
• Socio-cultural Issues and Sports Psychology

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Practical Examination- Performance in Physical Education (40% of total marks)

Analysing and Evaluating Performance – AEP (10% of 40%)

Students will learn how to:

• Analyse aspects of personal performance in a practical activity
• Evaluate strengths and weaknesses of the performance
• Produce an action plan which aims to improve the quality and effectiveness of the performance.

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This will be submitted as a written document and contribute to 10% of their final GCSE grade.

Practical (30% of the 40%)

Students will be assessed in the role of performer only in GCSE (9–1) Physical Education.

They must be assessed in three activities:

• one from the ‘individual’ list
• one from the ‘team’ list
• one other from either list.

Because of the requirements of the criteria, students are heavily advised to participate in at least one of these sports outside of school and be competing in the others at school level. Students are expected to attend extra-curricular clubs to assist with their performance.

Where it leads

This is ideal for students who wish to move on to higher education related to PE and sport, and have an interest in pursuing careers in sport and exercise science, sport and leisure studies, Professional Studies (such as teaching and coaching) and Physiotherapy.

GCSE Sociology

Exam Board – AQA Syllabus: 8192

The Course

Students will study the following topic areas:

Year 10  

• Family (including theory and research methods)
• Education (including theory and research methods)

Year 11   

• Crime & Deviance  (including theory and research methods)
• Social Stratification (including theory and research methods)

In all topics, students will understand a range of sociological key terms and be able to apply this information to debates, essays and short answer questions.

Assessment

In lessons, students will be assessed by their teachers through questioning, tasks and examination questions. 

Students will take two exams at the end of year 11 (each is 1 hour and 45 minutes). 

Paper 1: Family and Education

Paper 2: Crime & Deviance and Social Stratification.

Both exams contain a mixture of multiple choice questions, short questions ranging from 1, 2, 3 & 4 marks answers, as well as a 12 mark essay for each topic (family, education, crime, social stratification).    

Where it leads

The nature of Sociology makes the subject an ideal choice for a range of careers and higher education option.  Sociology has become a central part of specialist training courses for professions such as teaching, nursing, police, social work, journalism and management. 

GCSE Textiles

Exam Board – Edexcel Full Course 2TE01 / Short Course 3TE01

The Course

Students will learn more about Fashion and Textiles. The course requires students to learn skills relating to:

• The ability to appreciate, evaluate and analyse your own work and cultural and designers’ work in context
• Visual collection and investigation
• The exploration of visual ideas and alternative textiles

Assessment

This is in three parts:

• Coursework Modules: These will be built up from class work and homework during the two years.  This counts for 60% of the final mark. There are two units
• Preparation for the examination: Students will be given a theme 8 weeks before the examination so you can do studies and prepare work
• A ten hour examination where students produce their final piece.  This counts for 40% of the final mark

Where it leads

This course can provides a foundation to study textiles and fashion at a higher level and can provide access to higher education courses and careers such as fashion and Textiles, Interior Design, Business in the Fashion Industry, Fashion, Illustration, Journalism, Design or Photography.

GCSE Media Studies

Exam Board

We study the Eduqas specification for GCSE Media Studies 

The Course

The course explores your understanding of the media across four key areas

1. Media Language (how different components of a media text make meaning)
2. Media Representation (how different media products try to fix represnetations of key groups – gender, age, ethnicity)
3. Media Industries (how different media industries operate, make profit and distribute their products successfully
4. Media Audiences (why different audiences choose different media products and what they enjoy when consuming these products. 

In media studies you are taught by two different teachers who each cover different components of the course. This is because the different components of the media course complement each other and it is helpful to be able to apply similar skills to different content as the curriculum progresses. 

The curriculum sequence is as follows 

Year 10 

• Media Language and representation – studying print media through a set product booklet (film marketing, magazines, advertising, newspapers)
• Crime Drama – studying the importance of crime drama as part of the TV industry and how crime dramas use media language to represent particular ideas and social groups. 
• Non-Examined Assessment – students plan for and create their own media product. (usually a magazine or DVD cover but could also be a webpage or a film)

Year 11

• Completion of Non-Examined Assessment 
• Media Industries and Audiences. Students study a series of industry case studies, developing a detailed understanding of media institutions, how they create medi products and how they are profitable as well as how media products reach audiences and why different audiences consume different media products. Case studies include; The Sun newspaper and webpage, the James Bond franchise, the video game Fortnite and the Radio soap opera The Archers. 
• Music – Students study two contemporary and one historical music artist, exploring how they create their brand, advertise and distribute their product and use their online presence to be successful.  

Assessment

30% Non-Examined Assessment (NEA)

• Coursework 30%
  • You will make your own media product
  • Either
    • A magazine
    • A film
    • A music video
    • An advert 
  • You will have to think carefully about how your product represents a particular group of people.

70% examination

There are two exams 

• Paper 1: Exploring The Media. (40%) 1 hour and 30 minutes 
  • Section A: Media Language and Representation: you write about print media products, adverts, newspapers, magazines or film posters, you explore how print media represents different races, genders, religions and age-groups.
  • Section B: Media industries and Audiences: you write about how different media industries (news, gaming, radio, film) make money and attract audiences – this is like a business studies unit focused on the media.
• Paper 2: Understanding Media Forms and Products. (30%) 1 hour and 30 minutes
  • Section A: Television: you will watch and analyse a television drama – looking at how camerawork, sound and mise-en-scene make meaning.
  • Section B: Music: you will analyse a music video, you will explore how famous musicians use online media, websites and social media to promote themselves.

Where it Leads

The Uk media sector generates an annual revenue of £97 billion and employs over 250,000 people. 

• Social media 
• TV, film and journalism
• Public relations, 
• Brand  development, 
• Smartphone app development, 
• Music, 
• Fashion, 
• Communications