ArtsEd Day School Options 2023-2026

An Introduction

In September your child will embark on their studies at Key Stage 4 ( years 9, 10 and 11) of the General Certificate of Secondary Education (GCSE). In recent weeks, the Key Stage 3 pastoral team and subject teachers have been speaking with students regarding the process and the transferable skills that each may develop in the years ahead. This gentle introduction is intended to be steady preparation for each student making decisions about individual preferences for pursuing particular subjects

As you know, ArtsEd is a small schoo l and we have identified a range of subjects, with a strong creative and artistic focus, as well as the more traditional subjects too. By the end of Year 11 we hope most of our pupils will have studied and passed nine subjects at GCSE level.

Here is an outline of the composition of the nine GCSE subjects pupils are expected to study:

Core Subjects :

English Language

English Literature

Mathematics

Combined Science Trilogy (equivalent to two GCSEs)

Optional Subjects :

Art

Classical Civilisation

Film Studies

French Geography

History

Music

Photography

Statistics

Pathways:

Dance

Drama

(Musical Theatre)

Pupils choose three subjects from the Options Blocks provided following Options Evening

Pupils select either of these pathways, with the option of Musical Theatre explained in more detail within this booklet

All option subjects are timetabled for four 40 minutes lessons each week. In addition, the 3 pathways are taught, together with Citizenship, PSHEE and Relationship & Sex Education (RSE).

Ability versus Interest

Unfortunately, it is not enough for your child just to be interested in a subject to study at GCSE level. They will already have studied many subjects for two years thereby giving the subject teacher an indication of whether the pupil has the ability or t he aptitude to take their subject to GCSE level. As part of the Options Evening, you and your child will be able to speak to each head of department regarding their specialist subject. Mr Reiss, Head of Film

These are compulsory for all pupils

Studies, will provide a workshop for all of Year 8 to allow the pupils to understand the subject better and sample lessons in other subjects such as Classical Civilisation have already begun.

The Organisation of Years 9, 10 and 11

Your child will find that they are likely to be in much smaller study classes within their optional subjects, this means that they will receive much more one to one help and assistance.

All subjects at GCSE level are rigorous and demanding in terms of time and commitment. It is very important that your chil d has your full support at home to complete their home learning and able to concentrate on their schoolwork throughout the course.

We will do all we can to enable pupils to achieve and, in some cases, exceed their potential during years 9, 10 and 11. We also aim for pupils to develop their independent learning and thinking skills during this time.  It is vital that they learn to be more self -reliant and responsible for their learning, as this will prepare them for the expectations of Post 16 study.

I appreciate that there is much information to be assimilated.  At this point in time , we recommend that you focus this booklet and read about the requirements of the GCSE subjects that are available.  Please prepare specific questions for the forthcomin g Options Evening on Wednesday 1 st March 2023

Core subjects

English Language

AQA GCSE English Language (8700)

AQA | GCSE | English Language | Specification at a glance

NB: As English is a core subject all students are entered automatically for both subjects.

Course content:

We follow the AQA English Language syllabus. This qualification is 100% examination based. All examinations (2 in total) take place at the end of Year 11.

All students will sit the same paper. T here will no longer be Foundation and Higher Tiers.

Methods of study and assessment:

Paper 1 – Explorations in Creative Reading and Writing

● This will be a written exam of 1 hour 45 minutes.

● It will be worth 50% of their GCSE grade.

● The reading section will ask students to read a fictional extract and answer a series of questions on it.

● All texts in the exam will be unseen.

● The writing section will ask students to complete one piece of ext ended writing. Marks will be awarded for content and technical accuracy.

Paper 2 – Writers’ Viewpoints and Perspectives

● This will be a written exam of 1 hour 45 minutes.

● It will be worth 50% of their GCSE grade.

● The reading section will ask students to read two non -fiction extracts and answer a series of questions on them.

● All texts in the exam will be unseen.

● The writing section will ask students to complete one piece of extended writing. Marks will be awarded for content and technical accuracy.

Non-Examination Assessment: Spoken Language

● Students will be assessed on their ability to present to the class.

● They will be awarded marks for using Standard English and being able to respond and feedback to questions.

● This will be teacher assessed.

● This will be awarded as a separate endorsement and is therefore worth 0% of their final GCSE English Language grad e. It certifies their qualification.

English Literature

AQA GCSE English Literature (8702)

AQA | GCSE | English Literature | Specification at a glance

Course content:

We follow the AQA English Literature syllabus. This qualification is 100% examination based. All examinations (2 in total) take place at the end of Year 11.

All students will sit the same paper. There will no longer be Foundation and Higher Tiers.

Methods of study and assessment:

Paper 1 – Shakespeare and the 19th Century Novel

● Students will complete a written exam of 1 hour and 45 minutes. This will be worth 40% of their overall GCSE English Literature mark.

● In Section A students will have to answer 1 question on the Shakespeare text they have studied in class. They will receive an extract from the play and have to write about it, considering the play as a whole.

● In Section B they will have to write about th e 19th Century novel that they will have studied in class.

● All assessments are closed book.

Paper 2 - Modern Texts and Poetry

● Students will complete a written exam of 2 hours and 15 minutes. This will be worth 60% of their overall GCSE English Literat ure mark.

● In Section A students will answer a question on either a modern drama or prose text.

● In Section B students will answer a comparative question on the cluster of poetry that they have studied from the anthology.

● In Section C students will answer a question on an unseen poem. They will then have to write a comparative essay comparing the poem to another unseen poem.

● All assessments are closed book.

Mathematics

Pearson Edexcel G CSE Mathematics (1MA1)

Maths GCSE | Edexcel GCSE Mathematics (2015) | Pearson qualifications

Course content:

GCSE mathematics will provide you with a varied and useful range of skills with which you can understand a wide variety of mathematical problems. It will train you to be logical and systematic and see the relevance and beauty of mathematics in all areas of life. The Pearson Edexcel mathematics GCSE will develop and test your knowledge and competency in three ways:

1. Mathematical Fluency – teaching you how to use mathematical skills and procedures on a variety of concepts, from the simple to the more complex.

2. Problem Solving – teaching you how to approach unfamiliar multi -step questions.

3. Reasoning – teaching you how to communicate effecti vely and explain, using mathematical ideas.

Methods of study and assessment:

There will be three papers (1 hour 30 minute s each) which aim to assess your mathematical competency in the summer term of Year 11. Two of these papers will allow the use of a calculator, therefore requiring a higher degree of numerical acumen.

GCSE mathematics is assessed in tiered papers, some students will sit ‘Foundation’ level exams, and some ‘Higher’ level exams. The final GCSE grade will not reflect whether has been achieved through the foundation or Higher tier.

The grades available at each tier are show below.

The weighting of mathematical content is slightly different at each tier;

Progression routes

Mathematics is compulsory subject for all students. Every student is required to pass maths at GCSE in order to continue in any field of higher study. All students wishing to continue to the Sixth Form (to do any course) are required to attain grade 4 or above as a minimum level.

Course content:

● a firm foundation in the 3 sciences

● a good background to specialise in further science beyond GCSE since this double award certification forms the basis for science A-levels

● the opportunity to gain a good understanding across a broad range of rich and relevant topics in:

Biology: cell biology, organisation, infection and response, bioenergetics, homeostasis and response, inheritance, variation and evolution and ecology

Chemistry: atomic structure and the periodic table, bonding structure and the properties of matter, quantitative chemistry, chemical changes, energy changes, the rate and extent of chemical change, organic chemistry, chemical analysis, chemistry of the atmosphere, using resources

Physics: forces, energy, waves, electricity, magnetism and electromagnetism, particle model of matter and atomic structure

Opportunities to carry out practical work will be provided in the context of each unit to allow students to develop their investigative skills. The specification stipulates 16 compulsory practicals which will be tested in the final examinations. The Contro lled Assessment unit has been replaced by the 16 compulsory practicals.

Methods of study and assessment:

Combined Science Trilogy is a double award: equivalent to two GCSEs. This is a compulsory subject for all students.

Combined Science Trilogy provides students with solid opportunities for skills development and flexible opportunities for progression. Students will study two units from each of the core sciences: Physics, Biology and Chemistry.

Students can be entered on Foundation or Higher Tier. The grades available at each tier are shown below.

Optional subjects

Art

Pearson Edexcel GCSE Fine Art (1FA0)

Edexcel GCSE Art and Design (2016) | Pearson qualifications

Art is much less important than life, but what a poor life without it.

- Robert Motherwell

Course content:

We encourage open and exploratory thinking while equipping our students with the confidence, experience and skills needed to further their studies in Art. With students starting the GCSE in year 9 it gives them a greater advantage of developing and refinin g their coursework over the three years. Students will have a mock 10 -hour exam in January of year 11 to fully prepare them for the real GCSE timed test.

Fine Art is a challenging, dynamic and exciting GCSE that encourages experimentation, inventiveness and ambition. Students will explore a broad range of approaches and working practices within the course structure. Visual language enables students to express their artistic vision, thoughts and opinions.

All students will develop the following:

● A highly developed awareness and sensitivity towards their visual world.

● Greater understanding of the contextual aspects of Art.

● A passion for both contemporary and old master artists.

Methods of study and assessment:

Personal Portfolio (coursework) 60 % of overall grade

Students work for 7 terms to produce the coursework element (known as the Personal Portfolio). This is their response to the projects that have been set in class. Each project consists of:

● A sketchbook (containing student research, sketches, contact sheets of any photo shoots, evidence of refinement of ideas and skills as well as research on other artists).

● Preparatory studies for resolutions outside of the sketchbook

● Final Resolutions; pieces which sum up the work complete d in the student’s sketchbook.

The Externally Set Assignment (Exam) 40% of the total GCSE

The examination project is set by the exam board and is worth 40% of the final marks. The paper is given in January of year 11 and students have a few months to do the required research, drawings, paintings, sculptural studies etc. leading up to the exam. During the preparatory period students will have the support of their teacher in order to guide them under the title and ensure all assessment objectives are met. During the 10-hour exam students complete the resolution/s of their area of study.

What is studied on the course?

The course is organised into thematic and generic projects whereby students will have the opportunity to create and develop ideas which t hey then work to refine both conceptually and in terms of their skills. The coursework element consists of two maybe three teacher chosen projects. This will be fairly prescriptive initially and become less so over the course of the GCSE. The final project for the personal portfolio is thematic, giving the students the chance to work on a previous examination question to prepare them fully for the externally set assignment given in January of year 11.

Each project tends to be a term in length and contain s structured exercises as well as more open-ended work tasks. Students can follow their own ideas and direction towards the end of each unit. They are encouraged to critically evaluate their own work, relating their practice to that of the artists they’ve studied.

Primarily the following methods of working are explored in Fine Art GCSE, painting, drawing, sculpture, printmaking and photography. However, in the past students have created work using textiles, film, performance and numerous mixed media res ponses. In this sense the Art course is broad and offers students great scope in finding and developing skills for which they will gain the higher grades. As a highly skilled and enthusiastic Art Department we seek to capitalise on the individual student’s strengths in order to help them achieve the best they can.

Students should have:

● A creative and imaginative approach and an excitement about art.

● An interest in the work and the ideas of contemporary art and/or art history.

● An ability to analyse and evaluate their own work as well as that of others in the written form.

● The ability to work independently enabling them to organise the workload in the time frame available.

● Confidence in a discipline under the Fine Art banner e.g. drawing, painting, 3d etc

● High levels of organisation and excellent time management skills. Students must complete work independently, outside of the classroom in order to have a worthwhile dialogue with the teacher during class time. This enables them to fully develop their ideas and skills.

Class work and homework: Each week students are required to develop their ideas and skill base in the sketchbooks and/or work on studies/resolutions. Homework takes between 2 and 3 hours a week, but there is always a week in which to compl ete it.

Post GCSE Study: The study of Art for A level is both popular and successful at ArtsEd and would be an automatic next step for study. Students who leave the school may choose to study a BTEC in Art & Design at a college. Those wishing to pursue the subject to a higher level would usually take a foundation course and then a degree in the subject.

Classical Civilisation

OCR GCSE Classical Civilisation (J199)

GCSE - Classical Civilisation (9 -1) - J199 (from 2017) - OCR

What you leave behind is not what is engraved in stone monuments, but what is woven into the lives of others.

- Pericles

Course content:

Classical Civilisation is the perfect choice of subject for students with enquiring minds and is as comprehensive a subject as it is possible to imagine. Classicists develop skills in language and analysis; the study of literature, philosophy, archaeology and history is fully embedded in the school curriculum and beyond. Classicists, therefore, re ceive mental training in a whole range of different disciplines, and are capable of great intellectual flexibility. In our world of rapid social and technological change, it is the capacity to react to new and unforeseen developments with flexibility which is most valuable in later life. It is widely recognised that Classics and related subjects produce just that kind of person, with an unparalleled capacity to adapt to new circumstances and learn new skills

The importance of the Classical World cannot be o verestimated. The civilisations of Greece and Rome have a deep and powerful influence on the way live today. Art and architecture, literature and theatre, politics and philosophy are some of the many areas that have been founded and shaped by the ancient w orld.

All students will develop the following:

• knowledge and understanding of the birth of western civilization and how this formed the world in which we live.

• Great analytical skills in areas diverse as philosophy, architecture and literature

• Improve communication skills such as essay writing, developing a clear and reasoned argument, debating and presenting ideas etc.

Methods of study and assessment:

Component Group 1: Thematic Study (50% of GCSE)

1 hour 30 minutes paper

Learners must study one component in this component group, chosen from:

• Myth and Religion (J199/11)

• Women in the Ancient World (J199/12)

Both of these components involve a comparative study of ancient Greece and Rome, and combine literary and visual/ material sources.

Component Group 2: Literature and Culture (50% of GCSE)

1 hour 30 minutes paper

Learners must study one component in this component group, chosen from:

• The Homeric World (J199/21)

• Roman City Life (J199/22)

• War and Warfare (J199/23)

All of these components contain two elements; one in -depth cultural study and one study of related literature.

What is studied on the course?

The Thematic Study provides the opportunity to study both Greece and Rome, literature and visual/material culture. These components are wide ranging and encompass a variety of interesting, engaging material. Learners will either stu dy Myth and Religion (J199/11) or Women in the Ancient World (J199/12).

In Literature and Culture learners will be able to undertake an element of cultural study, and then couple this with the study of a related body of literature. This approach enables a diverse course of study and preserves the variety of material which has always been such a popular feature of Classical Civilisation. Learners will study one component from The Homeric World (J199/21), Roman City Life (J199/22) or War and Warfare (J199/23).

Post GCSE Study: The working destinations of classicists are as broad as the subject matter they have studied, ranging across business, banking, civil service, law, journalism, media and academia.

Film Studies

WJEC GCSE Film Studies (C670QS)

GCSE Film Studies (wjec.co.uk)

Your job is to get your audience to care about your obsessions. Movies touch our hearts and awaken our vision and change the way we see things. They take us to other places; they open doors and minds.

- Martin Scorsese

Course content:

Film Studies at GCSE aims to introduce students to a wide variety of cinematic experiences through films which have been important in the development of film and film technology.

Learners will develop their knowledge of US mainstream film by studying one film from the 1950s and one film from the later 70s and 80s, thus looking at two stages in Hollywood's development. In addition, they will be studying more recent films – a US independent film as well as films from Europe, including the UK, South Africa and Australia.

Methods of study and assessment:

Component 1: Key Developments in US Film

Written examination: 1 hour 30 minutes 35% of qualification

This component assesses knowledge and understanding of three US films chosen from a range of options. Assessment consists of four questions on one pair of US mainstream films and one US independent film:

Section A: US film comparative study

1. One stepped question on 1950’s Hollywood film SINGIN’ IN THE RAIN (1952)

2. One stepped question on 1970’s Hollywood film GREASE (1978)

3. One question requiring a comparison of these two films

Section B: Key developments in film and film technology

1. One multi-part question on developments in film and film technology

Section C: US independent film

2. One question on US independent film WHIPLASH (2014)

Component 2: Global Film, Narrative, Representation and Film Style

Written examination: 1 hour 30 minutes 35% of qualification

This component assesses knowledge and understanding of three global films produced outside the US chosen from a range of options.

Assessment consists of three questions in three sections:

1. Section A: one stepped question on global English language film SLUMDOG MILLIONAIRE (2008)

2. Section B: one stepped question on global non -English language film TSOTSI (2005)

3. Section C: one stepped question on contemporary UK film SKYFALL (2012)

Component 3: Production Non -exam assessment 30% of qualification

This component assesses the ability to apply knowledge and understanding of film to creating their own short film or screenplay, and its accompanying evaluative analysis.

Learners produce:

1. One genre -based film extract (either from a film or from a screenplay / shooting script)

2. One evaluative analysis of the production, where learners analyse and evaluate their production in relation to comparable, professionally produced films or screenplays .

French Pearson Edexcel GCSE French (1FR0)

Pearson Edexcel GCSE French (2016) | Pearson qualifications

Course content:

The aim of this GCSE course is that all stu dents should, by the end of the course, have developed a minimum level of confidence in each of the five areas outlined below.

1. Students should be able to have conversations in French which relate to the five general topics.

2. Students should be able to manipulate grammar and vocabulary to the extent that they can speak and write confidently in at least three tenses (all tenses are taught, including the present subjunctive and conditional perfect).

3. Students should have learnt t o organise their ideas on paper within a designated number of words.

4. Students should be able to understand written texts in considerably more detail and depth than that required at Key Stage 3.

5. Students should be able to understand extensive passages in sp oken French (on any of the five general topics).

The scheme of work involves a variety of lively activities (some of which are connected to music and drama). We aim to support the course with at least one residential visit to France during the course.

Methods of study and assessment:

There are four exams to be taken in the summer term of Y ear 11. The respective weightings are as follows:

• Reading (25% of total). This is essentially a reading comprehension paper, with focus on understanding.

• Speaking (25% of total). This consists of a role play, a picture based discussion and a general conversation. The conversation is divided into two parts with one part based on a theme chosen by the candidate and the other randomly selected from the themes studied.

• Listening (25% of total) . Candidates listen to recorded extracts and demonstrate their understanding.

• Writing (25% of total). Candidates complete answer two questions by providing a written composition for each one. They also complete one translation from English to French.

Students may take either all four components at Foundation Tier (grades 1 -5) or all four components at Higher tier (grades 3 -9). A student’s grade does not indicate the tier taken.

Class work and homework: Students use textbooks and on -line resources. In particular, a variety of audio files are shared with students online for indivi dual practice. A primary objective of online practice in French is to allow students to have immediate feedback while engaging in extensive practice.

Regular vocabulary learning is expected for homework in order to cover the syllabus effectively. A writte n composition or extensive reading task is expected approximately every two or three weeks.

Course content:

The subject content is split into four units: 1.1 Living with the physical environment, 1.2 Challenges in the human environment , 1.3 Geographical applications and 1.4 Geographical skills .

Living with the Physical Environment

This unit is concerned with the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales. The aims of this unit are to develop an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments, and t he need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere.

1.1.1 Section A: The Challenge of Natural Hazards

1.1.2 Section B: Physical Landscapes in the UK

1.1.3 Section C: The Living World Challenges in the Human Environment

This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and must include places in various stages of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (N EEs). The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments.

1.2.1 Section A: Urban Issues and Challenges

1.2.2 Section B: The Changing Economic World

1.2.3 Section C: The Challenge of Resource Management

Geographical Applications

1.3.1 Section A: Issue Evaluation

1.3.2 Section B: Fieldwork

Geographical Skills

1.4 Geographical skills

Methods of study and assessment:

Paper 1: Living with the Physical Environment

● Written exam: 1 hour 30 minutes

● 88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology - SPGST)

● 35% of GCSE

Question types: Multiple-choice, short answer, levels of response and extended prose.

Paper 2: Challenges in the Human Environment

● Written exam: 1 hour 30 minutes

● 88 marks (including 3 marks for SPGST)

● 35% of GCSE

Question types: Multiple-choice, short answer, levels of response and extended prose.

Paper 3: Geographical Applications

● Written exam: 1 hour 15 minutes

● 76 marks (including 6 marks for SPGST)

● 30% of GCSE

● Pre-release resources booklet made available 12 weeks before Paper 3 examination

Question types: Multiple-choice, short answer, levels of response and extended prose.

Class work and homework: There are two double lessons (2 hours 40 minutes) per week and a minimum of 1 hour homework, for consolidation and preparation. Visits to observe the physical and human environment will be organised over the three years.

History

AQA GCSE History (8145)

AQA | History | GCSE | History

Course content:

The GCSE syllabus was changed significantly in 2016. The topics now extend over a much wider timespan than previously and with an increased weighting on British history (50%). There is no longer a controlled assessment/coursework unit.

Methods of study and assessment:

Paper 1: Understanding the Modern World

This comprises two sections:

● Section A: Period Study 1B: Germany, 1890-1945, Democracy and Dictatorship. This focuses on key developments in Germany’s history over a 50-year period.

● Section B: Wider World Depth Study: Conflict and Tension, 1918 -1939

This focuses on international conflict and tension between the two World Wars.

Paper 2: Shaping the Nation

This comprises two sections:

● Section A: Thematic Study 2C Britain: Migration, Empires and the People: c 790 to the present day

This looks at key developments in Britain over a long period.

● Section B: British Depth Study that includes the historic environment : Elizabethan England c . 1568 - 1603

This looks in depth at this period of British history. It incorporates the study of a specific historic environment, for example the Globe Theatre, when learning about theatre in this period of time.

The AQA GCSE History qualification requires students to:

● Demonstrate knowledge and understanding of the key features and characte ristics of the periods studied

● Demonstrate their understanding of the past through explanation and analysis of historical events and periods using key concepts such as continuity, change, cause, consequence, significance, similarity and difference

● Analyse, evaluate and use sources to ma ke substantiated judgements in the context of historical events studied

● Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.

This qualifica tion is linear. Linear means that students will sit all their exams at the end of the course. Assessment is by two 2 hour examination papers, each contributing 50% to the final grade. Marks are awarded for spelling, punctuation and grammar.

Please note : there are no tiers in History GCSE

Music

Pearson Edexcel GCSE Music (1MU0)

Edexcel GCSE Music (2016) | Pearson qualifications

Course content:

This Edexcel GCSE MUSIC qualification requires students to develop knowledge, skills and understanding of:

● Musical analysis of a wide range of musical styles and an awareness of social and historical contexts (listening skills).

● Musical performance as a soloist and as a member of an ensemble.

● Musical composition using technology and traditional instruments.

Methods of study and assessment:

Performing Music: (Coursework) 30%

By the end of Year 11, students need to submit a recording of:

One solo performance on any instrument or voice (15%) AND

One ensemble performance on any instrument or voice (15%)

In Year 9 students will: In Year 10 students will: In Year 11 students will:

- Perform regularly in solo and ensemble settings in class. They will try out different repertoire and develop general performance skills.

- Complete a performance assessment towards the end of each term; and be provided with oral or written feedback to help with their progress.

- Continue to develop performance techniques, choosing more technically difficult repertoire. (At least grade 3-4 standard)

- Complete a performance assessment towards the end of each term. The Summer term performance will be recorded. Oral or written feedback will be given, along with targets for improvement.

Composing Music : (Coursework) 30%

By the end of Year 11, students need to submit two compositions:

One free composition in any style (15%) AND

One composition to a brief specified by the exam board (15%)

- Finalise solo a nd performance repertoire. (Standard should be at least Grade 5.)

- Record final performance of solo and ensemble pieces that will contribute to 30% of the final grade.

In Year 9 students will: In Year 10 students will: In Year 11 students will:

- Develop general composition techniques.

- Become familiar with Logic Pro X and/or Sibelius.

- Complete a series of composition exercises to gauge understanding.

- Complete the ‘free’ composition, which will be submitted as coursework at the end of Year 10 and contributes to 15% of the final grade.

- Students will be guided but have free choice in the style in which they compose (e.g. a pop song or a string quartet)

Listening and Appraising : (Exam) 40%

- Complete the composition to a brief, which will be submitted as coursework and contributes to 15% of the final grade.

-The brief is set by the exam board; students will be guided on style and instrumental combinations.

This unit will be assessed with a written paper at the end of Year 11.

Section A: Six questions related to six of the set works, one short melody/rhythm completion exercise and one question on an unfamiliar piece of music. Section B: One essay question to compare and/or evaluate one set work with one unfamiliar piece of music.

In Year 9 students will: In Year 10 students will: In Year 11 students will:

- Develop general listening and music theory skills.

- Develop an awareness of Areas of Study:

● Vocal Music

● Instrumental Music

● Music for Stage and Screen

● Music Fusions.

- Begin studying 2 of the set works, ready for the examination in Y11.

- Continue studying the set works for the examination in Y11.

- Develop general listening and music theory skills; ensuring rhythmic and melodic dictation is well practiced for the examination.

- Complete a mock listening exam.

- Finalise learning of set works and exam techniques.

- Revise material for the listening exam.

- Final listening exam worth 40% of the final grade in June of Year 11.

Suitable GCSE Music students:

● Have a secure understanding of Music Theory. It is useful if students have worked on the Grade 2 -3 Music Theory syllabus (ABRSM or Trinity) before starting the GCSE Music course. If students have studied Music Theory in Year 7-8 at ArtsEd or another school, this knowledge must be secure. A short theory assessment must be taken before the course to ensure understanding is solid. We may advise a student against taking music if we feel their theory is not up to standard.

● Have the confidence to perform fluently using their voice or an instrument.

It is advised that students should be able to perform to the standard of at least Grade 2-3 standard before starting GCSE Music in Year 9. They should continue to have weekly lessons on their chosen instrument or voice throughout the duration of the course, and are expected to be around grade 5 standard in Year 11.

● Enjoy composing musical ideas and have an interest in writing music in a range of styles.

Post-GCSE study:

GCSE Music provides a solid foundation for a career in Music or Performing Arts and is an excellent gateway to further studies in Music or Performing Arts, including A -level Music and Musical Theatre.

Photography

Pearson Edexcel GCSE Photography (1PY0)

Edexcel GCSE Art and Design (2016) | Pearson qualifications

The camera sees more than the eye, so why not make use of it?

– Edward Weston

Course content:

We encourage open and exploratory thinking while equipping our students with the confidence, experience and skills needed to further their studies in Photography. This is a three-year course where students use their cameras to explore some of the key areas of photographic work and create exciting and imaginative final pieces in response to a set theme.

Methods of study and assessment:

Personal portfolio (coursewo rk) 60% of the total GCSE

Students work for 7 terms to produce the coursework element (known as the personal portfolio). This is their response to the projects that have been set in class. Each project consists of:

● A digital portfolio (containing student research, contact sheets from their photo shoots, evidence of post-production editing as well as information on other artists).

● A smaller outcome – these are small scale pictures printed out on photo paper and mounted up in a black card or concertina book. These show a larger number the student’s favourite images from the project they have just completed

● Large scale display sheets containing enla rged photos of the most successful images from the project.

The personal portfolio is produced in school time and at home and is worth 60% of the total GCSE.

The externally set assignment (Exam) 40% of the total GCSE

This examination project is set by the exam board and is worth 40% of the final marks. A theme is given in January of year 11 and students have a few months to do the required research, photo shoots and editing work leading up to the exam. In the 10 -hour exam students complete their investigations and enlarge their photos before displaying them.

The work from both the personal portfolio and the externally set assignment are displayed in the form of an exhibition at the end of the two years. It is marked by staff at school and moderated by a visiting examiner from the board.

What is studied on the course?

The course is organised into thematic and generic projects whereby students will have the opportunity to create, edit and produce work. There tends to be one project working in the theme of ‘Still Life’ developing the student’s ability to observe and record what they see through the camera. Another project is based around the subject of portraiture, both naturalistic and more fantasy or fashion. Students shall also work on a pr oject that is more

documentary in nature, exploring and recording an issue or idea. The final project for the personal portfolio is a thematic one, giving the students the chance to work on a previous examination question to prepare them fully for the ext ernally set assignment that is given in January of year 11.

Each project tends to be a term in length and contains several structured exercises as well as more open -ended work tasks. Students can follow their own ideas and direction towards the end of each unit. In some lessons students use their cameras in class to photograph objects, people or places. In other lessons students edit on computer photographs they have taken at home. They are encouraged to critically evaluate their own work, choosing t he images to edit to a higher standard as well as to print out onto a larger scale for display.

Within each project students will be introduced to the work of a range of contemporary photographers and time is spent discussing their ideas and what makes their work exciting and/or unique. Students are encouraged to make connections and take inspiration from these studies and incorporate them into their own work.

Students should have:

● A creative and imaginative approach and an excitement about taking photographs.

● A phone that can capture high quality images.

● An interest in the work and the ideas of contemporary photographers and a desire to find out more about why they work in the way they do.

● An ability to analyse and evaluate their own photos as well as those of others in the written form.

● The ability to work independently enabling them to organise the required shoots in the time frame available.

● Confidence with ICT – however specialist photo editing skills are taught within lessons.

● High levels of organisation and excellent time management skills. Students are required to organise a shoot with models etc. within a tight time frame. These images must be edited and saved to OneDrive ready to be shown in school by the due date. Additionally students need to be able to arrange for the printing and display of final resolutions to required deadlines.

Class work and h omework: Each week students are required to take a new set of photographs or complete some editing or written work. This may r equire a visit into the centre of London or to other areas to work from source material. Homework takes between 2 and 3 hours a week, but there is always a week in which to complete it.

Post GCSE Study: The study of Photography for A level is both popula r and successful at ArtsEd and would be an automatic next step for study. Students who leave the school may choose to study a BTEC in Art & Design at a college. Those wishing to pursue the subject to a higher level would usually take a foundation course and then a degree in the subject.

Statistics

Pearson Edexcel GCSE Statistics (1ST0)

Edexcel

Course content:

GCSE Statistics enable students to acquire transferable skills to support them in progressing beyond GCSE in a range of subjects. Students are introduced to the skills of statistical enquiry and practise the underpinning statistical calculations and interpretation using real world data and authentic contexts.

The Pearson Edexcel GCSE (9–1) in Statistics ensures that students develop the confidence and competence with statistical techniques to enable them to apply those techniques flexibly to solve statistical problems through a practical programme of study.

1. The collection of data

2.Processing, representing and analysing data

3.Probability

Methods of study and assessment:

Personal portfolio (coursework) 60% of the total GCSE

The Pearson Edexcel GCSE (9–1) in Statistics consists of two externally-examined papers. Students must complete two written examinations of 1 hour and 30 minutes in May/June in any single year, and students can only be entered for either Foundation tier or Higher tier.

Qualification aims and objectives:

The aims and objectives of this qualification are to enable students to develop statistical fluency and understanding through:

• The use of statistical techniques in a variety of authentic investigations, using real-world data in contexts such as, but not limited to, populations, climate, sales etc.

• Identifying trends through carrying out appropriate calculations and data visualisation techniques

• The application of statistical techniques across the curriculum, in subjects such as the sciences, social sciences, computing, geography, business and economics, and outside the classroom in the world in general

• Critically evaluating data, calculations and evaluations that would be commonly encountered in their studies and in everyday life

• Understanding how technology has enabled the collection, visualisation, and analysis of large quantities of data to inform decision-making processes in public, commercial and academic sectors, including how technology can be used to generate diagrams and visualisations to represent data

• Understand ways that data can be organised, processed and presented, including statistical measures to compare data, understanding the advantages of using technology to automate processing

• Applying appropriate mathematical and statistical formulae and building on prior knowledge.

Pathways

Dance

AQA

GCSE Dance (8236)

AQA | GCSE | Dance | Specification at a glance

Dance is vital, an activity both exhilarating and liberating to watch or do. The instinct to dance is fundamentally joyous and no matter how hard you try you can’t get away from that for long. It can also be a huge force for good, effectively drawing people together and levelling everyone through sheer hard work. It ca n speed up your heart rate, it can enliven your being, can change your life.

- Richard Alston CBE

Course content:

The Dance Pathway has been designed to reflect the demands of the ever -changing Performing Arts industry. We seek to give a rounded education that helps prepare dancers for progression onto Dance or Musical Theatre courses post 16.

Pupils receive classes in Classical Ballet and PBT, as well as Contemporary technique, ISTD Modern, ISTD Tap and Acro. In year 9, pupils receive one dou ble period of GCSE Dance per week. Pupils develop their creative skills through choreography projects and are encouraged to find their unique movement ‘voice’. Choir is also a key part of the curriculum. Optional enrichment classes including Junior Musical Theatre and Drama enhance their learning.

In Year 10 the curriculum expands to include two GCSE Dance classes per week and Jazz is also introduced as a core technique. At this point Tap becomes an optional class although attendance is encouraged if pupils wish to develop their technical skills and prepare for Dance Show Auditions. Dancers are strongly encouraged to participate in as many enrichment classes as possible as well as the weekly choir rehearsals.

As a qualification, GCSE Dance helps students develop their technical and expressive skil ls as well as knowledge and understanding of dance through performance, choreography and critical appreciation.

This two-component specification enables students to:

● Increase their confidence and self -esteem

● Employ the skills of problem solving through c reativity

● Develop their knowledge and understanding of a range of dance styles

● Develop physical, technical and expressive skills through which they are able to communicate choreographic intention and develop their individual qualities as performers

● Develop the skills, knowledge and understanding of choreography through which they are able to communicate ideas, thoughts and meaning

● Develop critical appreciation of dance in its physical, artistic and cultural contexts

● Develop their knowledge and under standing of health, fitness and safe working practices relevant to performing and choreographing dances.

The students will develop their understanding of the dance making process through a series of choreographic and performance tasks as well as the crit ical appreciation of a range of works covering a variety of techniques, styles and creative approaches.

Methods of study and assessment:

The qualification contains 2 components that assess the three core elements of performance, choreography and appreciation. Component 1 is internally assessed and moderated while component 2 is externally marked. Component

Written Paper (1 hour 30 minute s)

All of the assessments take place in the final year of the examination but the dancers will participate in ‘Mock’ assessments throughout the first two years of the cours e.

Class work and homework: This is set every week and this may be a research activity, rehearsal of class material, completion of practical work or a written task. This course provides a solid foundation for a career in dance or performing arts and is a n excellent gateway to further studies in dance or performing arts, including A -level and BTEC Dance.

Drama

OCR GCSE Drama (J316)

GCSE - Drama (9-1) - J316 (from 2016) - OCR

Course content:

OCR’s GCSE (9 -1) qualification in Drama has been designed to be a practical, engaging and creative specification for students to study. It will provide opportunities to examine drama and the work of others, to explore a range of drama as a practical art fo rm, and to work independently to create their own drama performances making informed artistic choices. The specification is designed to create independent students, critical thinkers and effective decision -makers – all personal attributes that can make students stand out as they progress through their education and into employment.

In Year 9 , the Drama pathway starts readying the students for both their GCSE Drama exam as well as developing their vocational skills within Drama. The course enables the stud ents to develop their ensemble skills as well as the own individual creativity and performance ability. They will all create a short, devised piece that will be accompanied by notes and ideas regarding their process.

They will also see a live production that they will then evaluate in accordance with the GCSE marking scheme. This will be an exciting opportunity for them to not only watch and engage with live theatre but also to start to develop the frameworks and skills needed for their final exam.

Finally, the students will work towards analysing and performing a script, working as a group to make directorial decisions as to how it can be staged.

Year 9 will offer the students an opportunity to undertake a mock assessment of all of the elements of the course that they will be examined in during years 10 and 11 to ensure that students are completely fluent in what the exams entail. This consists of:

• Devising Theatre , in which students will work from a stimulus in order to create their own pieces of theatre.

• Scripted Theatre , in which students will both perform and analyse a play text, working with their teacher to understand how and why a director makes the decisions they do.

• Live Theatre Evaluation , in which students will analyse and evaluation a piece of live theatre they go to see, exploring it from a variety of different elements, from acting through to lighting and sound

The GCSE Drama course offers students a fully rounded appreciation of the theatrical process, equipping them with the understanding of not just how to perform but the entire creative process.

Alongside this, students can also pick the Drama pathway to develop their practical skills in theatre and performance:

• Working alongside industry trained teachers they will focus on ‘movement for actors’ and ‘developing an actors voice’ alongside learning about other aspects of theatre including set and lighting design.

• Our teachers will train them in choosing and developing monologues to ensure that they are audition ready, exploring both contemporary and classical texts. They will also work with teachers as directors in exploring plays in the styles of different practitioners to ensure they have the skills needed for the rehearsal room.

Methods of study and assessment:

For their GCSE assessment, students will complete three components; one devised performance, one text performance and one written exam. Students must study two different texts in the GCSE course.

Devising Drama

Year 10

Component 01 / 02 - 60 Marks, worth 30%

Coursework and performance to be marked by teacher and presen ted to an audience.

Presenting and Performing Texts

Year 11

Component 03 / 04 – 60 Marks, worth 30%

Coursework and performance to be marked by an examiner and presented to an audience.

Drama: Performance and Response

Year 11

Component 05 – 80 Marks, worth 40% 1 hour 30 minutes written exam.

Students will create their own devised performance based on a chosen stimulus from the exam board stimulus paper. In addition to the performance, students will be marked on an accompanying portfolio with evidence of the process and decisions made whilst creating and developing their performance.

Students will take part in a showcase, demonstrating their chosen skills in a live performance. Students will perform in or design for two performances from one text. Students will be required to produce an accompanying document which outlines their inten tions for and approach to the performance showcase.

This component requires students to study text and performance.

For Section A, students study one performance text in detail from a set list given by the exam board. It assesses students’ knowledge and understanding of how drama is developed and performed .

In Section B, students will be required to analyse and evaluate a live theatre performance they have seen.

Class work and homework: Students will need to be prepared to commit to the written elements as well as the performances. The portfolio, for example, should be a creative document including photographs, drawings and rehearsal techniques that demonstrates and clearly outlines how you evolve and shape the Drama. In this way students can still adopt an imaginative way in which to work that is not constricted to only the written medium. Students will need to practise and rehearse outside of school hours when you come to the performance modules and commit to ensuring excellent knowledge of theatre when answering the written exam.

Musical Theatre

In Years 7 and 8, the Performing Arts curriculum is split into Dance and Drama pathways.

From Year 9, pupils have the opportunity to join a Musical Theatre pathway to develop skills in singing, acting and dance. This course was created in response to the growing interest in Musical Theatre in the Day School and to support pupils’ progression into Sixth Form MT training.

Musical Theatre pupils will take a full GCSE in either Dance or Drama but, during their vocational time, will take classes in Acting, Singing Technique and Ensemble, Ballet, Jazz and Tap as well as the Junior Musical Theatre enhancement class.

They will be entered into Trinity Musical Theatre group exams as part of their training. They will take part in various public and internal performances which may include Music Concert, Drama Showcase, Dance Show and Junior Musical Theatre performances.

We require all Year 8 pupils who would like to be considered for Musical Theatre to express their interest in auditioning for this new course, just as we would if they were to request to switch from Dance to Drama or vice versa.

• All pupils will need to perform a song from a list, perform a monologue and take part in a dance workshop. All information and guidance for this will be em ailed to Year 8 parents.

• In order to support pupils we will be running ‘mock’ auditions before the audition day, after which, pupils will receive feedback on their performances and suggestions for improvement.

• Following the audition, if it is felt that the individual candidate needs the focused training provided by the Dance or Drama courses or they are not suitable for the Musical Theatre course they will remain on the course that they were offered at the time of entry to the school.

• Alongside their primary course offer we will run ‘enhancement’ classes, where we are able, for those who would like to continue developing the full range of skills so that they might be ready to apply for an alternative course at S ixth Form if that is their aspiration.

(Studied during vocational time in either the GCSE Dance or GCSE Drama Pathway)

Additional Information

SEND Support for GCSE

We are aware at ArtsED that our neurodiverse students face additional challenges with managing the workload and coping with the assessment methods of GCSE. Our SENDCo works closely with subjects to support students with one -to-one and small group tuition and guidance. We also deliver a programme of lessons on revision and exam skills as part of our PSHE programme.

We are also able to offer in house EXACT testing for access arrangements such as extra time in examinations.

Mentors

When your child reaches Year 11, they wil l be assigned a teacher to act as a mentor for the academic year. This provides each student with the opportunity to focus on revision techniques, examination preparation and pastoral one -to-one support. The mentor will also act as a person to talk through interview and audition preparation for further education.