Contents
Introduction Year 10 & 11 Curriculum Consultation and Advice to Pupils Timetable of Events
1 2 3 3
English Language English Literature Mathematics Biology Chemistry Physics
4 4 5 6 7 8
Core Subjects
Optional Examined Subjects Art and Design Classical Civilisation Computer Science Design Engineering Drama Food Preparation and Nutrition Geography History Latin Modern Foreign Languages: French, German, Spanish Music Photography Physical Education (GCSE) Religion, Philosophy and Ethics Textiles
9 10 11 12 13 14 15 16 17 18 20 21 22 23 24
Learning Support Life Choices Physical Education and Games Academic Curriculum Enrichment Careers
25 26 27 28 28
Non-examined subjects
Introduction The purpose of this booklet is to help parents and pupils select the appropriate GCSE courses for Year 10 and Year 11. The curriculum contains both core (i.e. compulsory) and optional subjects. Core subjects ensure the acquisition of essential skills in English, Mathematics and the sciences. Optional subjects allow pupils to select courses to reflect their abilities and interests, providing a broad choice across technology, languages, humanities and the arts.
Choosing options The next two years will be an important and demanding stage in your child’s educational career. GCSEs play a vital role in achieving entry to the Sixth Form, have great weight with employers and influence progression to higher education. Crucially, GCSE subjects help to develop pupils’ cognitive abilities and skills. Teenage brains are designed to absorb knowledge and are still plastic; studying a range of subjects helps pupils to develop superior analytical, evaluative and processing skills. Breadth of knowledge allows them to acquire new information more effectively and to make links between different subject areas. This is why we recommend choosing at least one subject each from languages and the humanities. We also advise pupils to consider choosing a creative, practical or problem-solving subject to broaden their skill-set. • • •
Languages: French, German, Latin, Spanish Humanities: Classics, Geography, History, RPE Creative, practical and problem-solving subjects: Art and Design, Computer Science, Design Engineering, Drama, Food Preparation and Nutrition, Music, P.E., Photography, Textiles.
Consideration should, of course, also be given to your child’s preferences, skills, potential A level and future career choices. An additional factor to consider is whether the subject contains an element of non-examined assessment (NEA) or coursework. Depending on the subject, this element can be substantial. The benefits of the NEA are the ability to research and complete high quality work, free from the pressures of a time-limited examination. For some pupils, the NEA will reduce the pressure of relying entirely on examinations for their grade. NEAs, however, impose their own demands, requiring dedication and organisation. We advise against taking more than two subjects with a significant NEA component. As far as possible, we build the option blocks and timetable around pupils’ choices. We rarely have to say no to a pupil’s chosen options. We occasionally are unable to run some subjects for which there is a limited demand; we will advise as soon as possible if this is the case. As an independent school, we choose, like many other independent schools to offer some subjects as international GCSEs. Where this is the case it will be indicated in the subject description.
1
Year 10 and 11 Curriculum Our standard curriculum allows students to gain nine GCSEs. Pupils must study the following core subjects at GCSE: Core subjects examined at GCSE/IGCSE English Language English Literature Mathematics Two sciences from Biology, Chemistry or Physics Core subjects not examined
Physical Education Games Life Choices Academic Enrichment
Optional subjects examined at GCSE/IGCSE Pupils must pick FOUR additional subjects from the list below. There are no compulsory subjects. We advise that pupils choose at least one modern language and one humanity. We also advise pupils to consider choosing a creative, practical or problem-solving subject to broaden their skill-set. Many pupils will wish to choose a third science.
Humanities:
Geography, History, Classical Civilisation, Religion Philosophy and Ethics
Languages:
French, German, Latin, Spanish
Creative/practical/problem solving subjects
Art and Design, Computer Science, Design Engineering, Drama, Food Preparation and Nutrition, Music, P.E, Photography, Textiles
Third Science:
Biology, Chemistry, Physics
Further Mathematics GCSE is taught to all pupils in set 1 alongside the Mathematics GCSE. Please note: a good grade in Mathematics is important for pupils hoping to study one or more Science at A level. Pupils hoping to study Biology at A level should take Chemistry at GCSE.
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Consultation As this choice is an important one, pupils and parents are advised to consult carefully before making a final decision. In particular, the following can be approached: ▪ ▪ ▪ ▪ ▪
The Form Tutor and/or Year Head who can see the overall performance, strengths and weaknesses of a pupil. The Subject Tutor, who can assess the pupil’s ability and potential in that subject. The Careers Department, who can advise on choices in the light of any career aspirations a pupil may have. The Academic Deputy, Mrs H. Skilton, who can assess the overall suitability of choices. The Assistant Head (Academic), Miss R M Blattner, who can advise on timetabling and option blocks.
General Advice to Pupils You will want to make sure that you: ▪ ▪ ▪
Enjoy and make the most of your course over the next two years. Achieve the best possible results in the GCSE examinations. This is important not just for progression to A level, but also because universities are increasingly influenced by the quality of applicants’ GCSE grades. Select a broad and balanced variety of subjects, which will keep a wide choice of A levels and careers open.
You should make sure that you DO NOT base your choices on: ▪ ▪ ▪
Advice from people who are not well-informed or whose information is out of date. The decisions of your friends. It is your choice which will affect your future. In any case, most subjects are taught in several sets, and you may well be allocated to a different set from your friends, even if you are doing the same subjects. Your attitude to a particular teacher. It is the subject which is important, and you can have no idea when you make your choices which teacher will be taking you for any subject.
Timetable of events 13th January 14th January w/c 19th January Monday 26th January
GCSE Options Evening (In person) Core subjects’ Parents’ Evening (Online) Options choice form issued to pupils Deadline for option choices to be submitted
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Core Subjects English Language and English Literature IGCSE PEARSON EDEXCEL Pearson Edexcel International GCSE ENGLISH LANGUAGE (9-1) Paper 1 EXAMINATION Non-fiction Texts and Transactional Writing (60%) Section A: 45 marks Reading: Five progressively more challenging questions relating to one of the Anthology passages (from Part 1) and an unseen extract
4EA1/01
Section B: 45 marks Transactional Writing: One non-fiction writing task from a choice of two
Anthology passage will be printed on the examination Marked for content and organisation as well as paper spelling, punctuation and grammar
Paper 2 EXAMINATION: Poetry/Prose Texts and Imaginative Writing (40%) Section A: 30 marks Anthology Poetry and Prose Texts: One essay on a named poetry or prose text (from Part 2 of the Anthology) Anthology poetry or prose text will be printed on the examination paper. Marked for knowledge/understanding of the texts and analysis of language, structure and form
4EA1/02
Section B: 30 marks Imaginative writing: One fiction writing task from a choice of three, including one option to respond to one of two images Marked for content and organisation as well as accuracy of spelling, punctuation and grammar
Pearson Edexcel International GCSE ENGLISH LITERATURE (9-1) Paper 1 EXAMINATION Poetry and Modern Prose (60%)
4ET1/01
Section A: 20 marks Section B: 30 marks Section C: 40 marks Unseen poetry (one essay Poetry anthology (one essay Of Mice and Men (one essay question exploring the meaning and question from a choice of two, question from a choice of two) effects created in an unseen comparing two poems from the 16 poem). in Part 3 of the anthology). Poem will be printed in the examination paper
Anthology poems will be provided Marked for knowledge and in the examination understanding of the text as well as textual links with relevant context. Closed book
Paper 2 EXAMINATION Modern Drama and Literary Heritage Texts (40%)
4ET1/02
Section A: 30 marks Section B: 30 marks An Inspector Calls (one essay question from a Macbeth (one essay question from a choice of two) choice of two) 20% 20% Marked for knowledge/understanding of the text and Marked for knowledge/understanding of the text, analysis of language, structure and form. analysis of language, structure and form as well as textual links with relevant context. Open book: clean, unannotated copies of the set texts may be taken into the examination
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Mathematics EDEXCEL GCSE Mathematics is taken at the Higher Tier by most candidates. Pupils are set according to ability, but all students have the opportunity to achieve the highest grades. Lower sets are kept smaller so that pupils can receive additional support, with the aim that every student secures at least a grade 4 by the end of the course. The curriculum continues to cover Number, Algebra, Geometry and Statistics. There is no coursework element, instead pupils are tested through three examinations of 1.5 hours each. The first exam is non calculator followed by two calculator papers. Each paper contributes 1/3 of the overall mark. In Year 11, the department also offers the top set the opportunity to study GCSE Further Mathematics (a Level 2 qualification from AQA) alongside the standard GCSE. This course provides additional stretch and challenge for our highest-achieving mathematicians and prepares them for studying A level Further Mathematics.
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Sciences IGCSE EDEXCEL Biology, Chemistry and Physics In the three science subjects, Biology, Chemistry and Physics, pupils’ study for the Edexcel International GCSE course. This provides an excellent foundation in each subject and is perfectly suited to preparing for advanced level study. Every pupil will study a minimum of two science subjects with the option to take all three. There is a free choice of which two subjects to study if a pupil does not want to take all three. The decision should depend on a combination of the pupils’ capability and enjoyment of the appropriate subject. Please note, however that pupils who wish to study Biology at A level are strongly advised to opt for Chemistry GCSE in addition to Biology.
Biology Paper 1 - written examination (2 hours) 61.1% of total mark Paper 2 - written examination (1 hour 15 mins) 38.9% of total mark
Summary of Subject Content Section 1: The nature and variety of living organisms (a) Characteristics of living organisms (b) Variety of living organisms Section 2: Structures and functions in living organisms (a) Level of organisation (b) Cell structure (c) Biological molecules (d) Movement of substances into and out of cells (e) Nutrition (f) Respiration (g) Gas exchange (h) Transport (i) Excretion (j) Co-ordination and response Section 3: Reproduction and inheritance (a) Reproduction (b) Inheritance Section 4: Ecology and the environment (a) The organism in the environment (b) Feeding relationships (c) Cycles within ecosystems (d) Human influences on the environment Section 5: Use of biological resources (a) Food production (b) Selective breeding (c) Genetic modification (genetic engineering) (d) Cloning
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Chemistry Paper 1 – written examination (2 hours) 61.1% of total mark Paper 2 – written examination (1 hour 15 mins) 38.9% of total mark
Summary of Subject Content Section 1: Principles of chemistry (a) States of matter (b) Elements, compounds and mixtures (c) Atomic structure (d) The Periodic Table (e) Chemical formulae, equations and calculations (f) Ionic bonding (g) Covalent bonding (h) Metallic bonding (i) Electrolysis Section 2: Inorganic chemistry (a) Group 1 (alkali metals) – lithium, sodium and potassium (b) Group 7 (halogens) – chlorine, bromine and iodine (c) Gases in the atmosphere (d) Reactivity series (e) Extraction and uses of metals (f) Acids, alkalis and titrations (g) Acids, bases and salt preparations (h) Chemical tests Section 3: Physical chemistry (a) Energetics (b) Rates of reaction (c) Reversible reactions and equilibria Section 4: Organic chemistry (a) Introduction (b) Crude oil (c) Alkanes (d) Alkenes (e) Alcohols (f) Carboxylic acids (g) Esters (h) Synthetic polymers
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Physics Paper 1 – written examination (2 hours) 61.1% of total mark Paper 2 – written examination (1 hour 15 mins) 38.9% of total mark
Summary of Subject Content Section 1: Forces and motion (a) Movement and position, velocity, acceleration (b) Forces, movement, and moments (c) Momentum and collisions Section 2: Electricity (a) Mains electricity and safety (b) Energy and potential difference in circuits (c) Electric charge Section 3: Waves (a) Properties and behaviour of waves (b) The electromagnetic spectrum (c) Light and sound Section 4: Energy resources and energy transfer (a) Energy transfer (b) Work and power (c) Energy resources and electricity generation Section 5: Solids, liquids and gases (a) Density and pressure (b) Change of state (c) Ideal gas molecules and behaviour Section 6: Magnetism and electromagnetism (a) Basic magnetism and magnetic fields (b) Electromagnets and the motor effect (c) Electromagnetic induction, generators and transformers Section 7: Radioactivity and particles (a) Properties of radioactive substances. (b) Nuclear model of the atom and nuclear fission. Section 8: Astrophysics (a) Motion in the universe, orbits (b) Stellar evolution and life cycles of stars, Hertzsprung-Russell diagrams (c) Big Bang theory, Doppler Effect and red shift
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Optional Examined Subjects Art and Design AQA Course content The course comprises of two distinct parts: A portfolio or coursework component and an externally set practical assignment. The course is designed to respond to the flexible nature of the Art, Craft and Design syllabus and offer the pupils a range of experiences as well as the opportunity to produce work in a variety of media, formats and scales. There will be the chance to paint, work sculpturally, develop work through textiles, or incorporate photography and digital imagery into their work. One of the main elements of the course will be the use of drawing as a way of recording information and exploring ideas. The course also aims to develop a deeper critical and contextual understanding towards pupils’ own work and the work of others. This will be evident through annotation in sketchbooks and on prep sheets, where pupils will express opinions and explain their ideas and insights in writing. The use of annotation and evidence of drawing are now compulsory in both components of their work. Visits to galleries and other venues are part of the course and allow the pupils to see works of art first hand and collect information and visual resources, which may form an important part of their work and the way it can develop. The end of course exhibition is also a feature of the department and gives pupils an opportunity to celebrate their achievements with a wider audience. The course aims to build upon the skills and information established in the first three years at Bablake and to give pupils a growing level of independence towards the direction of their own ideas and work. The ability to be well organised and work independently are important as is the ability to take risks and work experimentally whilst developing ideas. Component 1: Portfolio. (60% of the total mark) Pupils will select and present a portfolio of work which is representative of their course of study. It must contain: 1. A sustained project in response to a subject, theme or task, evidencing the journey from initial engagement with the idea to the realisation of intentions. This will give the opportunity to demonstrate their ability to draw together different areas of knowledge, skills and understanding from across their course of study. 2. A selection of further work. This may be an additional project or a selection of work resulting from experimentation, skills based workshops, museum visits, or independent study. The work submitted for this component will be marked as a whole and so the selection of work will need to be considered to ensure that it provides ample evidence of meeting all four assessment objectives. These are concerned with developing ideas, refining work, recording and presenting a personal and meaningful response. Component 2: Externally set assignment. (40% of the total mark) The pupils respond to an externally set range of starting points and select one that will enable them to demonstrate a personal response which fulfils all four assessment objectives. After a period of investigation, the assignment culminates in a 10-hour period of supervised time in which an outcome is produced. The preparation work is submitted for marking at the start of this 10-hour period and the work marked as a whole. The accompanying preparation work should also show evidence of annotation and drawing. The work is marked internally and then by a visiting moderator who is appointed by the exam board.
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Classical Civilisation OCR Classical Civilisation offers a unique opportunity to study the culture and writings of two of the greatest races ever to have existed, the Greeks and the Romans. Two units are studied, covering a wide range of material, including history, literature, public and private life, archaeology and art. Please note that all the literature that is studied is in translation and no knowledge of Latin or Greek is required for the subject. It is possible to do Classical Civilisation as an option without having studied it in year 9. Assessment Pupils answer questions on two units in examination conditions. Each of these is worth 50% of the final grade and lasts 1 hour 30 minutes. There is no controlled assessment. The two examined units are: 1.
Thematic study Women in Greece and Rome
2.
Literature and culture The Homeric Age (5 chapters from Homer’s Odyssey and Life in the Mycenaean Age)
50% of each topic consists of reading literature in translation, and the other 50% consists of studying ancient civilisation. Each examined unit consists of a series of short questions based around images or passages from set texts, and two extended writing tasks.
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Computer Science OCR Introduction This Computer Science qualification will, above all else, be relevant to the modern and changing world of computer science. Computer Science is a practical subject where learners can apply the knowledge and skills learned in the classroom to real-world problems. It is an intensely creative subject that involves invention and excitement. OCR’s Computer Science qualification will value computational thinking, helping pupils to develop the skills to solve problems and design systems that do so. These skills will be the best preparation for pupils who want to go on to study Computer Science at A Level and beyond. The qualification will also provide a good grounding for other subject areas that require computational thinking and analytical skills. Aims OCR’s GCSE in Computer Science will encourage learners to: ▪ ▪ ▪ ▪ ▪ ▪
understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs think creatively, innovatively, analytically, logically and critically understand the components that make up digital systems, and how they communicate with one another and with other systems understand the impacts of digital technology to the individual and to wider society apply mathematical skills relevant to Computer Science
This specification/qualification will enable learners to develop: ▪ ▪
valuable thinking and programming skills that are extremely attractive in the modern workplace a deep understanding of computational thinking and how to apply it through a chosen programming language
Assessment The course will be assessed through two written examination papers. Both are 90-minute long, non-calculator papers. Each paper contributes to 50% of the overall grade Unit 1: Computer systems (50%) 1.1 Systems architecture 1.2 Memory and storage 1.3 Computer networks, connections and protocols 1.4 Network security 1.5 Systems software 1.6 Ethical, legal, cultural and environmental impacts of digital technology Unit 2: Computational thinking, algorithms and programming (50%) 2.1 Algorithms 2.2 Programming fundamentals 2.3 Producing robust programs 2.4 Boolean logic 2.5 Programming languages and Integrated Development Environments All students will be given the opportunity to undertake at least one complex programming task during their course of study, enabling them to develop the following skills: ▪ Programming techniques ▪ Analysis ▪ Design ▪ Development ▪ Testing and evaluation
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Design Engineering AQA Why choose Design Engineering? This course has been designed to encourage candidates to be able to design and make products with creativity and originality, using a range of materials and techniques. Candidates will be enthused and challenged by the range of practical activities possible. A working knowledge of timber, metal-based materials, polymers, textile-based materials and electronic and mechanical systems will be covered. The use of new technologies is encouraged in this course. Pupils will need to consider sustainability and the environmental impact of their designing. The AQA GCSE allows pupils to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth. Pupils will study resistant materials, specialising in wood, metal, and plastics technology with their final piece of work (NEA) being based around these materials. Assessments Paper 1 What's assessed? ▪
Core technical principles. This includes new and emerging technologies, energy storage and generation, modern and smart materials, systems approach to designing, mechanical devices, materials and their working properties.
▪
Specialist technical principles. This includes forces and stresses, ecological and social footprint, scales of production, sources and origins, using and working with materials, stock forms, types and sizes, specialist techniques and surface treatments and finishes.
▪
Designing and making principles. This includes investigation, primary and secondary data, environmental, social and economic challenge, the work of others, design strategies, communication of design ideas, prototype development, selection of materials, tolerances, material management, tools and equipment and techniques and processes.
How it's assessed ▪ ▪ ▪
Written exam: 2 hours 100 marks 50% of GCSE
Sections Section A – Core technical principles (20 marks) Section B – Specialist technical principles (30 marks) Section C – Designing and making principles (50 marks) What's assessed? Practical application of: core technical principles; specialist technical principles; designing and making principles How it's assessed ▪ ▪ ▪
Non-exam assessment (NEA): 30–35 hours approximately (coursework project) 100 marks 50% of GCSE
Task(s) A substantial design and make task. This takes place in the second year of the course (Fifth form). ▪ ▪
▪
The task is released annually by AQA on 1 June in the year prior to the submission of the NEA and will be completed by March in Year 11. Students will produce a working prototype and a portfolio of evidence (max 20 A3 pages) Work will be marked by teachers and moderated by AQA
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Drama EDUQAS Why choose Drama? There are many reasons that Drama is a good choice of subject as it develops skills in so many areas – all of which help feed into other subjects too. Working together in groups develops interpersonal and cooperative skills, while performances and design presentations help build confidence and extend creativity. These are key assets in any future occupation, as we will ALL have to learn how to present ourselves well and articulately, work with others and ensure our ideas are heard / considered, in the increasingly competitive environment of the world today. Many people assume that you have to be a great ‘actor’ or performer to do well in this subject – but the truth is it actually requires and develops a far broader range of skills, from creative writing to those with an artistic aspect! Students can choose to work as: ▪
actors (creating / writing scenes or monologues and performing in them)
OR ▪
designers (enhancing practical work with costume / sound / lighting /set design ideas).
It’s not just about the acting or designing! It’s learning to rise to the challenge of working to deadlines, working with others – and building your own personal confidence beyond what you perhaps thought possible! How will the skills and knowledge be assessed? Component Component One: Devising 40% of qualification
Component Two: Performance from text 20% of qualification
Component Three: Theatre Makers in Practice 40% of qualification
Content Students explore stimuli in a group, developing ideas, rehearsing and refining these to create a devised piece of theatre for an assessed performance. Students record the creation and development process of this group performance in a portfolio and evaluate their contribution to the process and the performance. Students explore two extracts from one play text.
They create a performance from the text, rehearsing and refining their performance/ design realisations for an assessed performance. Students practically explore a chosen set text. Students are audience members for a live performance. They make and refine notes on the performance.
Assessment Participation in group-devised performance as a performer or designer (lighting / sound / set or costume).
Individual portfolio
Performance in or design realisation for two key extracts from a performance text. Students participate as a designer/performer and may submit a duologue or group piece for each extract. Written examination: Section A – Bringing texts to life Section B – Live theatre evaluation
They practice responding to questions for both sections in examination conditions.
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Food Preparation and Nutrition AQA Why choose Food Preparation and Nutrition? This new GCSE Food Preparation and Nutrition is an exciting and creative course, which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students' practical cookery skills to give them a strong understanding of nutrition. Course content: The GCSE Food Preparation and Nutrition course sets out the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. The majority of the specification is taught through food preparation and making activities. Students must be able to make the connections between theory and practice to apply their understanding of food and nutrition to practical preparation. Topics studied are: ▪ ▪ ▪ ▪ ▪
Food, nutrition and health Food science Food safety Food choice Food provenance
The range of food and ingredients studied and used reflect the recommended guidelines for a healthy diet based on the main food commodity groups. Food groups include: ▪ ▪ ▪ ▪ ▪
bread, cereals, flour, oats, rice, potatoes and pasta fruit and vegetables (fresh, frozen, dried, canned and juiced) milk, cheese and yoghurt meat, fish, eggs, soya, tofu, beans, nuts and seeds butter, oil, margarine, sugar and syrup
How is it assessed? 50% - written exam 50% - NEAs (Non-examined assessment) with 2 separate tasks broken down as follows: a) The Food Investigation – 15% b) The Food Preparation Assessment – 35%
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Geography OCR ‘A’ GCSE Geography retains a themed approach to the subject and takes a very modern look at the increasingly complex world our pupils will face in the future. This course builds on Key Stage 3 knowledge and skills to: ▪
Develop and extend their knowledge of locations, places, environments and processes, and of different scales including global, and of social, political and cultural contexts
▪
Gain understanding of the interaction between people and environments, change in places and processes over space and time, and the inter-relationships between geographical phenomena at different scales and in different contexts (to “think like a geographer”)
▪
Develop and extend their competence in a range of skills, including those used in fieldwork, in using maps, Geographical Information Systems and in researching secondary evidence, including digital sources; and develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses
▪
Apply geographical knowledge, understanding skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced arguments drawing on their geographical knowledge and understanding
The course encourages pupils to ‘think like geographers’ through the study of geographical themes, in both the UK and the wider world, aiming to inspire a passion for Geography and an interest in the subject and world around them beyond academic achievements. Pupils will study changes to the UK’s geography and the processes which drive them. This includes the study of natural landscapes, which define the UK, the people of the UK and the environmental challenges which it faces. The complexities of the planet are considered and the interconnections that take place in the wider world, including the study of key ecosystems such as tropical rainforests and coral reefs, people of the planet and environmental threats (such as climate change and extreme weather) to the planet. Geographical skills are embedded throughout the course, always contextualised within the geographical content. Pupils develop critical thinking skills as they learn how to formulate enquires and arguments through their study. Fieldwork is an integral part of the subject, and the exam board specifies that pupils must experience fieldwork as part of their studies. To this end, the department takes pupils on a 3-day residential course to the Cranedale Field Studies Centre, in Yorkshire, late in the summer term of year 10, to equip them with the necessary skills for Paper 3. The qualification consists of 3 papers: ▪
Living in the UK Today (30% of GCSE) – Landscapes of the UK, People of the UK, Environmental Challenges (e.g. flooding & coastal erosion)
▪
The World Around Us (30% of GCSE) – Ecosystems of the Planet, People of the Planet, Environmental Threats to our Planet (e.g. El Nino and Climate Change)
▪
Geographical Skills (40% of GCSE) – Skills and Fieldwork
The GCSE Geography course develops pupils who gain so many important skills, becoming numerate, literate, critical thinkers, problem solvers and team players, with a sense of wonder about the world around them and a desire to explore different places, the people who live there and the environments they live in. Whatever pupils end up following as a career path, a sound knowledge of the workings of our dynamic and rapidly changing planet will be absolutely vital, particularly as adapting to climate change and more extreme weather become increasingly essential.
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History IGCSE EDEXCEL The History Department teaches the Edexcel IGCSE History specification. The syllabus covers twentieth century history and is designed to provide students with an insight into some of the issues which shape the world today. The study of history helps pupils develop important transferable skills such as analysing evidence, evaluating source material, constructing written and oral arguments and comparing different interpretations of the past. Pupils are encouraged to consider historical events and controversies from a variety of perspectives and to adopt a critical approach to their studies. The examination is divided into two one and a half hour papers, sat at the end of the second year of study. Paper I – 50% of total mark Pupils complete two depth studies: ▪ ▪
Development of a dictatorship: Germany, 1918-1945 A world divided: Superpower relations, 1945-1972
Paper II – 50% of total mark Pupils undertake a historical investigation and a study of change over time: ▪ ▪
The USA, 1917-1941 (historical investigation) The changing nature of warfare 1919-2011 (change over time)
The chosen topics will provide pupils with a detailed understanding of some of the main developments and events of the twentieth century, including the clash of different ideologies and the impact this had on world history. Full details of the specification can be found at: https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses/international-gcse-history-2017.html
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Latin WJEC Latin at GCSE is a very diverse subject. It is one of the few subjects where original literature, which has had a profound effect on modern writing, is studied. The GCSE course also offers the option to examine Roman civilisation, and as Latin is the root of many modern European languages, the study of the subject at GCSE complements the study of English, History, Modern Languages and other Arts subjects. As such, the value of studying Latin is widely recognised. In Year 10, pupils continue with their study of the Cambridge Latin Course, developing linguistic competency. This is followed in Year 11 by the study of the set literature and consolidation of language skills (and an exploration of Roman culture if this unit is taken for the GCSE examination). Assessment Pupils must study three units for the GCSE examination. There is no controlled assessment. Compulsory units: ▪ ▪
Unseen translation and comprehension (1 hour 30 minutes, 50% of the qualification). There is a set list of 440 words to be learned for this section. Latin literature and sources (1 hour 15 minutes, 30% of the qualification). This unit involves studying verse and prose selections from various authors on a single theme, such as superstition and witchcraft.
One optional unit: ▪
Roman civilisation (1 hour, 20% of the qualification). A single topic is studied such as life in a Roman town
For further details, please contact Mr. Menashe
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Modern Languages: German IGCSE EDEXCEL Course Content: Topic A: Home and abroad Topic B: Education and employment Topic C: Personal life and relationships Topic D: The world around us Topic E: Social activities, fitness and health Assessment Four skills will be examined during the course - listening, reading, writing and speaking. All papers are externally assessed. Listening, reading and writing examinations will take place during the public examination period at the end of Year 11. The oral examination will take place in April/ May of Year 11: these will be conducted by the class teacher. Paper 1: Listening Examination – 25% (total marks – 40) Assessment is a 30-minute examination paper, plus 5 minutes reading time. Pupils will listen to a range of factual and non-factual material of varying lengths, in different contexts and in different registers. The extracts will increase in length and a variety of question types will be used. Paper 2: Reading and Writing Examination – 50% (total marks – 80. 40 for reading and 40 for writing and grammar) Assessment is an examination paper lasting 1 hour and 45 minutes. The examination follows the format below. Reading section with shorter texts. Extended writing task (approx. 75 words). There is one task, explained in English. Reading section with longer, more complex texts. Extended writing task (approx. 150 words). There is one task, explained in brief bullet points in target language. Paper 3: Speaking Examination – 25% (total marks – 40) The examination will take 10 minutes and is divided into two sections. Section A: Presentation and discussion based on a picture of your choice. (4 minutes) Section B: Two conversations based on topics from the course and different to the topic chosen in section A. (6 minutes: 3 minutes per topic) Textbooks and internet resources are used as source material. The course is structured to include formal grammar as well as language laboratory work. It is expected that pupils will develop their linguistic skills including widening their vocabulary and developing their use and knowledge of grammar.
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Modern Languages: French and Spanish GCSE AQA Course content • • •
Theme 1: People and lifestyle Theme 2: Popular culture Theme 3: Communication and the world around us
Assessment Students are expected to sit the ‘higher tier’ examinations for French and Spanish (grades 4–9) and are tested on the following skills: speaking, listening, reading and writing. Paper 1: Listening • Written exam: 45 minutes (plus reading time) • 50 marks • 25% of GCSE Section A: Listening comprehension questions in English (40 marks) Section B: Dictation (10) Paper 2: Speaking • Non-exam assessment (NEA) • 10–12 minutes (plus 15 minutes preparation time) • 50 marks • 25% of GCSE Task one: Role-play – 10 marks (1-1.5 minutes) Task two: Read aloud and short conversation – 15 marks (3-3.5 minutes) Task three: Photo card discussion – 25 marks (6-7 minutes) Paper 3: Reading • Written exam: 1 hour • 50 marks • 25% of GCSE Section A – Reading comprehension questions in English (40 marks) Section B – Translation from target language into English (10 marks) Paper 4: Writing • Written exam: 1 hour 15 minutes • 50 marks • 25% of GCSE Task one: Translation from English into target language (10 marks) Task two: 90-word writing (15 marks) Task three: 150-word open-ended writing (25 marks) In addition to classwork and homework tasks, students opting for Modern Foreign Languages at GCSE will be expected to complete independent study to widen their vocabulary base and strengthen their understanding of grammar and verb tenses. They will have access to Pearson Active Hub as well as subscription websites such as The Language Gym and SentenceBuilders.com.
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Music EDUQAS Why choose Music? In the future, Creativity is going to be one of the most important and in-demand skills at work (World Economic Forum.) This means that the study of creative subjects, like Music, is becoming even more important and relevant to young people to give you the chance to succeed – whatever your ambitions. At the same time, you will find many opportunities to develop and improve your personal wellbeing both independently and as part of a wider community. Your practical skills of composing music and performing will be refined and will demonstrate creativity, reflection and resilience, as well as developing confidence and presentation skills. Studying music will give you opportunities for higher order thinking, by considering ideas which go beyond language. This is great brain-training which will help you in other areas too. You will gain a deep understanding of a number of transferable skills and practice applying these to new situations, developing analytical and problem-solving skills. •
If you already play an instrument or sing, you can develop your skills and get a GCSE out of it! Promoting the fact you have a GCSE in Music will show employers you have a wide range of interests and skills.
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If you don’t already play an instrument or sing, you can take the opportunity to learn new skills which could stay with you for life. Dedication and commitment to learning a new skill, is a quality admired by employers.
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If you already enjoy writing your own music or songs, you can use this ability and experience towards your GCSE.
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If you are a creative person who wants to learn to make music, this course will give you that chance.
Through studying music you will have fun, gaining a lifelong interest which you can share with other people and be equipped with the skills to succeed in your next steps.
The course has three components: Performing, Composing and Appraising (Listening) Component Component 1 Performing 30%
Component 2 Composing 30%
Content 2 recorded performances: One piece must be an ensemble performance.
Assessment A minimum of two pieces, lasting a total of 4-6 minutes recorded in Year 11.
You can use any instrument or voice, or choose a technology option
Grade 3 music is the standard level and can score full marks if played perfectly (you do not have to have taken any graded exams to take this GCSE)
Two pieces:
Compositions can be created using live instruments, or composing software such as GarageBand or Sibelius
One in response to a brief set by the board One free composition – ANY style you want to write in
They are recorded over the 2 year course Component 3 Appraising 40%
8 questions, 2 on each area of study:
Listening exam lasting 1hr 15 minutes
AoS 1 Musical Forms and Devices (including a set work) AoS 2 Music for Ensemble AoS 3 Film Music AoS 4 Popular Music (including a set work)
You will be asked to identify and describe musical features of the pieces being played
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Photography AQA Course content The course comprises of two distinct parts: A portfolio or coursework component and an externally set practical assignment. The course is designed to develop pupils’ observational, technical and creative skills through the exploration of different aspects of photography. Pupils will experience and respond to a variety of light and lens-based photographic techniques and processes, utilising both traditional and new technologies. There will be the chance to explore digital photo editing, studio photography, darkroom photography, moving image (film, video and animation) and experimental imagery. One of the main elements of the course will be the use of a lens-based media, pupils will at first learn how to use a DLSR camera and establish an understanding of photographic techniques and processes before commencing a sustained theme-based project. The course also aims to develop a deeper critical and contextual understanding towards their own work and the work of others, which will be evident through annotation in sketchbooks and on presentation boards, where pupils will express opinions and explain their ideas and insights in writing. The use of annotation and evidence of experimentation are now compulsory in both components of their work. Visits to galleries and other venues are part of the course and allow the pupils to see works first hand and collect information and visual resources, which may form an important part of their work and the way it can develop. The end of course exhibition is also a feature of the department and gives pupils an opportunity to celebrate their achievements with a wider audience. The course aims to build upon the skills and information established in the first three years at Bablake and to give pupils a growing level of independence towards the direction of their own ideas and work. The ability to be well organised and work independently are important as is the ability to take risks and work experimentally whilst developing ideas. Component 1: Portfolio. (60% of the total mark) Pupils will select and present a portfolio of work which is representative of their course of study. It must contain: 1. A sustained project in response to a subject, theme or task, evidencing the journey from initial engagement with the idea to the realisation of intentions. This will give the opportunity to demonstrate their ability to draw together different areas of knowledge, skills and understanding from across their course of study. 2. A selection of further work. This may be an additional project or a selection of work resulting from experimentation, skills based workshops, museum visits, or independent study. The work submitted for this component will be marked as a whole and so the selection of work will need to be considered to ensure that it provides ample evidence of meeting all four assessment objectives. These are concerned with developing ideas, refining work, recording and presenting a personal and meaningful response. Component 2: Externally set assignment. (40% of the total mark) The pupils respond to an externally set range of starting points and select one that will enable them to demonstrate a personal response which fulfils all four assessment objectives. After a period of investigation, the assignment culminates in a 10-hour period of supervised time in which an outcome is produced. The preparation work is submitted for marking at the start of this 10-hour period and the work marked as a whole. The accompanying preparation work should also show evidence of annotation and drawing.
The work is marked internally and then by a visiting moderator who is appointed by the exam board.
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GCSE Physical Education EDEXCEL Course content The course comprises of four separate components: fitness and body systems, health and performance, practical performance and the personal exercise programme (PEP). The first two sections are written examinations, with the practical performance and PEP being marked by the subject teacher and moderated by an external examiner. The qualification will enable pupils to: ▪ Develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge and understanding to improve their own practical performance. ▪ Understand how the physiological and psychological state affects performance in physical activity and sport. ▪ Perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas. ▪ Develop their ability to analyse and evaluate to improve performance in physical activity and sport. ▪ Understand the contribution that physical activity and sport make to health, fitness and well-being. ▪ Understand the key socio-cultural influences that can affect people’s involvement in physical activity and sport. Component 1: Fitness and Body Systems (80 Marks / 36% - written examination 1hr 30mins) Topics covered in this section: ▪ The structure and function of the skeletal system ▪ The structure and function of the cardio-respiratory system ▪ Anaerobic and aerobic exercise ▪ Long and short term effects of exercise ▪ Movement analysis and biomechanics ▪ Components of fitness ▪ Training principles ▪ How to optimise and prevent injury ▪ Effective us or warm up and cool down ▪ Use of data Component 2: Health and Performance (60 Marks / 24% - written examination 1hr 15mins) Topics covered in this section: ▪ Physical well-being ▪ Consequences of a sedentary lifestyle ▪ Energy use, diet and nutrition ▪ Classification of skills ▪ The use of goal setting and SMART goals ▪ Guidance, feedback and mental preparation in sport ▪ Commercialisation of sport ▪ Ethical and socio-cultural issues in sport Component 3: Practical Performance (105 Marks / 30% - internally marked and externally assessed) The purpose of this component is to test students’ skills in a range of practical performances. Students will be required to perform in three different physical activities in the role of player/performer. They will be required to demonstrate their skills in isolation/unopposed situations and demonstrate their skills in a formal/competitive situation while under pressure. Each activity is worth 35 marks. It is strongly recommended that pupils represent the school, or play at a representative level, in each chosen activity. Students must choose and perform three different physical activities from a list their subject teacher provides from Edexcel. ▪ One team activity ▪ One individual activity ▪ One activity of their choice, either a team or individual activity. Students must participate in three separate activities Component 4: Personal Exercise Programme (PEP) (20 marks / 10% - written piece of coursework) The purpose of this component is to assess students’ skills in analysing and evaluating performance through a personal exercise programme (PEP) in order to improve/optimise performance in a chosen physical activity. Students will develop knowledge and understanding of the principles of training, relevant methods of training and use of data in order to analyse and evaluate their PEP. The PEP will cover a six- to eight-week period and can relate to any physical activity of their choice from the three chosen for their practical performance.
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Religion, Philosophy and Ethics AQA Pupils study the AQA Religious Studies A full course syllabus. As a result of studying this course, pupils will develop their understanding of philosophical and ethical issues (e.g. abortion, human rights, world poverty), as well as gaining an in-depth knowledge of two major world religions, Islam and Christianity, including the views of these religions on various ethical issues. The two parts of the course take up an equal amount of teaching time and will be taught by two different teachers. Lessons include lots of discussion and debate. 1. Thematic Studies • Religion and Life: origins and value of human life (including religious attitudes to abortion, euthanasia, animals and the planet) • The existence of God and revelation • Religious, Peace & Conflict: war, terrorism, pacifism • Religion, human rights and social justice: prejudice, wealth and poverty 2. The study of religion: beliefs, teachings and practices • Islam: the Five Pillars, Muhammad and the Imamate, worship and festivals; the nature of God • Christianity: key beliefs concerning God, life after death and salvation; worship and festivals; prayer and the sacraments; the role of the Church (locally and worldwide) For those who have a strong prior understanding and practice of a faith other than Christianity, there is the option to independently study another religion instead of Christianity for the second part of this paper. This is only possible for exceptionally well-motivated students. Further details can be found at: http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062 Assessment Two examination papers of 1 hour 45 minutes, each worth 50% of the final mark. Each paper will have four five-part questions, with two assessment objectives: knowledge and understanding; evaluation. There is no assessed coursework. Please speak to Mrs Thomas or any other member of the RPE department if you would like to know more.
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Textiles EDUQAS Textiles is a wide subject and this course allows interdisciplinary opportunities to be explored as well as developing a specialisation in one area. This GCSE gives the freedom to focus on almost any theme while exploring textiles from several directions including fashion and interiors, automotive colour and trim, print and upholstery, installed textiles and many others. Pupils will demonstrate the ability to work creatively with processes and techniques appropriate to their chosen areas of study such as: weaving, surface printing, pattern making, pattern cutting, embroidery (machine or hand), knitting, batik, soft sculpture, appliqué, and collage. Course content and structure: Topics covered: ▪ Constructed textiles ▪ Digital textiles ▪ Dyed fabrics ▪ Printed fabrics ▪ Fashion design ▪ Installed textiles ▪ Soft furnishings ▪ Stitched and/or embellished textiles. How is it assessed? Component 1: Portfolio 60% of qualification
This component comprises a practical portfolio and outcome/s to be based on internally set themes and subject matter developed from pupils personal and/or given starting points. Pupils will present work in sketchbooks, design boards, sample folders and any other creative ways appropriate to their chosen project. This component will be internally set, internally assessed, and externally moderated.
Component 2: Externally Set Assignment 40% of qualification:
Part 1 – preparation period
In the January of year 11, pupils will select a starting point/ assignment based on the options released by the exam board. The exam board will provide a choice from visual stimuli, written briefs or themes and the pupil will choose a starting point that most appeals to them. Pupils will spend the preparatory period exploring the assignment and producing work to be presented in a sketchbook, design portfolio, design boards or any other ways appropriate to their chosen topic/ theme.
Part 2 – 10 hour sustained focus work
After a period of investigation and preparation the assignment culminates in a 10-hour period of supervised time in which an outcome is produced. The resolution of the student’s ideas from the preparatory work must be completed during the designated 10 hours of sustained focus work.
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Non – Examined Subjects Learning Support There is a facility for a small minority of pupils to opt for one subject fewer at GCSE in favour of Learning Support lessons. This includes: ▪
Support with English and Maths
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Organisation of extended pieces of work, particularly controlled assessment
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Time Management, organisation of homework and use of time in examinations
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Revision Skills, including planning, timing, note making, use of memory aids
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Examination Technique
This is particularly suitable for pupils who have experienced difficulties maintaining a good standard in all areas of the curriculum. This option is only available after consultation with Form Tutor, Year Head and the Learning Support Department.
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Life Choices Life Choices (formerly Personal, Social, Health and Citizenship Education) sessions are delivered on Tuesdays of week A during period 1. Sessions are planned by the Head of Department, Mrs Amy Cassell, and are usually delivered by the Form Tutor. Outside speakers are also invited in, to discuss subjects from careers to mental wellbeing. The Life Choices spiral and progressive curriculum allows pupils to revisit topics or themes several times. The complexity of the topic or theme increases with each revisit which allows information to be reinforced each time pupils revisit the subject matter or topic. It also allows us to remain up to date with current events. We cover the following strands and topics within the programme: Strand A
Strand B
Strand C
Strand D
Strand E
Education and Finances
Relationships
Personal Identity and Healthy Living
Citizenship and Charity
Risk and Safety
Personal identities
Citizenship
Values
British Values
Character Education
Political System
Mental Health
Parliament
Coping strategies
Legal System
Healthy Diet
Cyber Law
Online Bullying (Roasting/Fake Profiles)
Alcohol/Drugs /Energy Drinks
Justice System
Banter
Sleep Deprivation
Sexting/Revenge Porn
Digital Addiction (Gaming and Gambling/FOMO /Second Screening)
Diversity Career
Road Safety
Prejudice Higher Education Apprenticeships
Discrimination (Racism/Homophobia /Gender Equality)
Capability
First Aid Prevent CSE
Relationships Economic/Financial understanding Study Skills Revision Academic Honesty /Plagiarism Digital Literacy /Digital Footprint
eSafety
Bullying
SRE (Un/healthy Relationships/STIs /Consent)
Fraud
Charity Volunteering
We aim to deliver a relevant and thorough RSE curriculum which embodies our core school values and supports young people with their self-esteem and interactions with others and the world today. Within health/sex and relationships education pupils are encouraged to recognise pressures placed on them by peers and the media, and acquire healthy coping strategies to overcome temporary obstacles or set-backs. Pupils are encouraged to develop such qualities as resilience, tolerance, integrity, honesty, responsibility, etc. and display them in everyday life. We aim to support pupils’ spiritual, moral, cultural, mental and physical development, prepare and equip them for the opportunities, responsibilities and experiences of life. With a knowledge of their world, locally, nationally and globally pupils will have the confidence to tackle many of the moral, social and cultural issues they may face.
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Physical Education and Games PE
An increasing variety of activities is available throughout Year 10 and 11, notably swimming, water polo, basketball, badminton, climbing, volleyball, rounders, tennis and health related fitness.
Games
Girls: In Year 10, hockey and netball run throughout the first term. In the Spring Term, team players continue with hockey and netball with other pupils being given the option of fitness, basketball, climbing and badminton. In the Summer Term girls are offered cricket, rounders and athletics. In Year 11, more activities become available, one of which may be Community Service. Boys: In Year 10, hockey and rugby continue, with the possibility of basketball, badminton and health related fitness, in the Spring Term for non-team players. Tennis, handball, softball and cricket are offered in the summer. In Year 11, more activities become available, one of which may be Community Service.
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Academic Curriculum Enhancement Academic Curriculum Enhancement is an exciting new course introduced to students in 2024. The aim of the course is to enhance pupils’ school experience giving them opportunities to develop their general knowledge and employability skills beyond their academic subjects, including areas such as digital literacy, public speaking, environmental citizenship, global awareness, cultural capital, leadership, and critical thinking. The course works alongside Life Choices, Careers and in preparation for Sixth Form Enrichment to ensure pupils have a comprehensive educational experience. Course Content Year 10 • Study skills for GCSE • Personal Awareness • Budgeting • Business Challenge • Improving My Skills for Employability • Living in a Digital World • iDEA • The Great Debate • Guided revision in the lead up to exams Year 11 • Career Exploration • Living in Britain • Model UN Exercise • Personal Interest Project • Directed & Guided Independent Study Time This is a dynamic Scheme of Learning. Pupils and staff get regular opportunities to put forward their ideas for the course based on needs that are identified across the school. Although there is no examination for this course, feedback will be given regularly and students attitude to learning will be reported on alongside other subjects.
Careers Deciding which subjects to take at GCSE can be tricky. However, given the compulsory subjects that all pupils must study, and the breadth these provide, if pupils choose optional subjects that reflect their abilities and interests, they won’t go far wrong. To help with these choices there is plenty of support. Pupils can speak to Subject Tutors, Form Tutors, their Head of Year and our School Careers Adviser, Miss Moir, who is available during most lunch times in the Careers Room to offer support and advice; just ask your son/daughter to drop by! There is also a comprehensive Careers Education Programme for third year pupils, delivered through Life Choices. Students will have the opportunity to look at subject links and explore career ideas. There will also be the chance to attend Insights Talks organised within the school.
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