KS3-4 transition booklet 2025-2026 by Effingham Schools Trust

GCSE ACADEMIC STUDY: YEARS 10 & 11

Welcome to St Teresa’s GCSE KS3 to KS4 transition booklet.

This booklet provides information about life as a GCSE student and should be used to support your daughters as they make the transition between KS3 and KS4. You will find information on expectations, important dates, subjects (equipment, resources and expectations) and extracurricular activities.

All of the staff at St Teresa’s including your Head of Year and Form Tutor, are committed to supporting your daughter through her GCSE years, ensuring that every student in our care reaches her potential. Our aim at St Teresa’s is for all students to continue to follow a broad and balanced curriculum, with a study of each of the following areas of learning:

• aesthetic, creative, literary

• human, social

• linguistic

• mathematical

• moral, spiritual

• physical

• scientific

• technological

The most important aspects about GCSEs are:

• That the quality of the results is what matters, not the number of passes.

• That students should follow an enjoyable and diverse course that reflects their strengths and interests.

• Certain GCSE/IGCSE examinations (but not all) are offered at various levels of difficulty, which determines the range of the final grade achieved.

Expectations

There is a step up from KS3 to KS4 that all pupils should prepare themselves for. Staff will have higher expectations of the girls and they should develop more independence over the two years in preparation for the future.

Pupils will be expected to:

• Arrive on time, before form time and to lessons.

• Come prepared to all lessons with all the correct equipment required and arrive with all textbooks, exercise books, paper and devices that are relevant. Many resources may be online.

• Take pride in their work, completing it to the best of their ability, listening to and recording important feedback to continue improving throughout the two-year course. The work covered at the beginning of year 10 will be assessed in GCSEs and so pupils are expected to be focused from the very beginning of the two-year course.

• Complete all tasks that the teacher has set in an appropriate way – these will involve higher order skills and require pupils to work independently at points. Pupils may need to support their class work with their own independent study outside of class. This may be on top of work set as homework as needed.

• Complete more homework and tests per subject as all are completing fewer subjects than in previous years. The workload will be higher, and pupils will be expected to manage their time outside of class to ensure all work is completed on time and deadlines are met

• Communicate regularly with teachers to ask for support or extensions if required. Pupils should email teachers with the correct email format, addressing the teacher by their name at the start, filling in the subject of the email and signing off with their full name.

• As always pupils should listen in silence and be attentive whenever the teacher is talking – St Teresa’s will not tolerate interruption of the teacher. Pupils are also expected to listen in silence and be attentive whenever a fellow pupil has been asked to contribute – we will follow common courtesy and listen to each other.

• Arrive and leave the class dressed as per the school uniform rules (see below).

• Note that no chewing gum is allowed in school.

Who to Contact

In the first instance, contact your daughter’s form tutor for any concerns:

10AM: Mr A Mirza

10DB: Mrs D Beattie

10LC: Miss L Collins

10MR: Mr M Hennis-Rowe

10SH: Miss S Hobkinson

a.mirza@st-teresas.com

d.beattie@st-teresas.com

l.collins@st-teresas.com

m.hennis-rowe@st-teresas.com

s.hobkinson@st-teresas.com

In case of absence on the day, contact the form tutor and inform the school using the Absence Notification and Evidence Form.

If there is a greater concern, as does happen, please contact the Head of Year:

Miss S Fogwill Head of Year 10 s.fogwill@st-teresas.com

Other Key People

Mr Stuart Field Headteacher s.field@st-teresas.com

Mrs Rachel Whitton Deputy Head (Pastoral) & Safeguarding Lead r.whitton@st-teresas.com

Mr D Breeze Head of Lower School d.breeze@st-teresas.com & Acting Head of Upper School

General Enquiries info@st-teresas.com

Medical Centre medical@st-teresas.com

Transport Manager transport@st-teresas.com

Key Dates 2025-26

Autumn Term 2025

Wednesday 10th September

Saturday 20th September

October half term – Friday 17th October

5th November

Year 10 Information Evening

Open Morning (all pupils attend)

Reports; Attitude to Learning grades only

Year 10 Parent’s Evening

9th December Carol Service

End of Autumn term – Friday 12th December

Spring Term 2026

3rd – 12th March

End of Spring Term

Summer Term 2026

May-June

Interim report; Attitude to Learning grade and Attainment grade

Year 10 Art exams

Full written report and Attainment grade

Year 10 summer exams start (study leave)

Saturday 20th June Sports Day

End of Summer Term – Friday 3rd July

Saturday 4th July

Grade sheet, Full Report and Attainment grade

Senior School Prize Giving

TUTORIAL TIME & OUR PSHE PROGRAMME

At St Teresa's, students have the same form tutor for Years 10 and 11, thereby providing continuity at this crucial stage in their educational development. Students meet weekly as a year group with their Head of Year.

Over this two-year period, the emphasis of the PSHE programme is predominantly on study skills, self-awareness and teenage health and social issues. The aim of these interactive sessions is to empower students to make informed, well-considered choices and judgements with regard to their life direction and the experiences they may have. The programme is flexible and can be tailored to meet the needs of each year group, as well as reflecting what is going on in the world at the time. In addition, parents and students are invited to put forward their views as to which topics should be included in the programme.

The topics covered include:

Year 10:

• Study skills

• First aid and drugs

• Party scene (including a parent seminar)

• Sharing images and safety on the internet

• Council and government

Year 11:

• Setting goals

• Sleep

• Finances

• The Party scene (including a parent seminar)

• Sharing images and safety on the internet / Social Media and Image

• Pressure groups

• Consent

• Coping in a crisis

• Self defence

• Prejudice and discrimination

• Gambling

• Ace your exams (including a parent seminar)

• Women’s health

• Human rights, racism and immigration

• Consent, LGBTQ+, FGM

Wherever possible, specialist external speakers are invited to St Teresa's to ensure the students receive the most up-to-date information. In all sessions the students are able to debate these important and pertinent issues in a safe, positive and supportive environment.

CORE PHYSICAL EDUCATION

Physical Education is a non-examination, compulsory component to Years 10 and 11.

At Key Stage 4, there is a shift in emphasis from team sports to more individual activities, although team games are still offered. The aim of the physical education curriculum during these two years is to prepare the students for participating in sporting activities on leaving school.

To this end, an ‘option’ system is run which enables students to choose from a variety of activities, thereby giving them the opportunity to experience new sports. This sometimes entails using off-site facilities, which also gives students experience in participating alongside members of the public.

The list of options offered is by no means exhaustive; if enough students wish to do an activity and it can be fitted in, then the option will run. Some of the options include: tennis, life-saving, swimming, badminton, hockey, netball, basketball, aerobics and running. As it is not always possible to offer all these activities at the same time, the students are asked to select one activity per term. The options involving off-site facilities incur extra cost, as does the aerobics option. However, as the School has the use of these facilities, or a specialist aerobics teacher at preferential rates, costs are kept to a minimum.

SUBJECT SYLLABUSES

ENGLISH LANGUAGE

Examination Board: AQA 8700 (https://www.aqa.org.uk/subjects/english/gcse/englishlanguage-8700/specification-at-a-glance)

Topics Studied This course addresses the Attainment Targets as laid down by the National Curriculum: Speaking and Listening; Reading; Writing; Spelling; Presentation. Fiction and non-fiction texts from 19th – 21st Century will be explored. Assessment Class based assessments External examinations

GCSE Paper 1: Reading October/November

GCSE Paper 1: Writing December

At the end of the course there will be two written examinations that assess reading and writing. All texts in the examination will be unseen.

Paper 1: Explorations in Creative Reading and Writing: 1 hour and 45 minutes. 50% of GCSE (25% Reading and 25% Writing)

Paper 2: Writers’ Viewpoints and Perspectives: 1 hour and 45 minutes. 50% of GCSE (25% Reading and 25% Writing)

Spoken Language: February 2026 marked by class teacher. Separate endorsement (0% weighting of GCSE)

NEA requirements N/A

Resources required for the subject

Pupils are provided with a CGP English Language book to support their understanding. Pupils are advised to read a range of texts, suggestions are on the reading lists on Firefly. Trips (both compulsory and noncompulsory)

Beyond the specification We have numerous resources and tutorials on Firefly to support and enrich.

ENGLISH LITERATURE

Examination Board: AQA 8702 (https://www.aqa.org.uk/subjects/english/gcse/english-literature8702/specification-at-a-glance)

Topics Studied

Assessment

Students have to show their ability to: respond critically, sensitively and in an informed way to what they have read, heard and seen, referring to the text as appropriate; explore how language, structure and form contribute to the meaning of a text, considering alternative approaches and forms; choose appropriate ways of responding to different texts and tasks. Students will study a range of texts including: prose, poetry and drama.

Class based assessments

An Inspector Calls –October/November

Poetry - December/January

Jekyll and Hyde – March

Romeo and Juliet - October

NEA requirements N/A

Resources required for the subject

Trips (both compulsory and noncompulsory)

Beyond the specification

CGP poetry and conflict guide

External examinations

At the end of the course there will be two written examinations that assess reading and writing. All texts in the examination will be unseen.

Paper 1: Shakespeare and the 19thCentury novel. 1 Hour and 45 minutes. 40% of GCSE

Paper 2: Modern Texts and Poetry. 2 Hours and 15 minutes. 60% of GCSE

The examinations are closed book; however, some questions will include extracts from the relevant section of the novel or play.

Copies of each text purchased through school

There will be theatre trips organised by school to see some of the texts studied, subject to what is on at the theatre. Year 11 attend Poetry Live in the latter part of Year 11.

Tutorials and links to articles on firefly pages Massolit lecture platform

MATHEMATICS

Examination Board: Edexcel International GCSE Mathematics (Specification A) (4MA1) https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses/international-gcsemathematics-a-2016.html

Topics Studied Students will follow the higher or foundation tier IGCSE specification, covering topics in the following areas:

• Number – factors, multiples, primes, rounding, bounds, fractions, decimals, percentages, powers, roots, standard form, ratio and proportion.

• Algebra – algebraic expressions, linear equations, formulae, linear graphs, quadratic graphs, simultaneous equations, sequences, inequalities, algebraic fractions, functions*, transformations of graphs*, calculus* and algebraic proof*.

• Geometry – angles, polygons, bearings, Pythagoras’ theorem, right-angled trigonometry, perimeter, area, surface area, volume, non-right-angled trigonometry*, constructions, transformations of shapes, similar shapes, circle theorems, measure, vectors

• Statistics – collecting data, representing data, interpreting data, probability and set notation (*higher tier only)

Assessment Class based assessments External examinations

Feedback and Improvement Tasks (FIT): Students complete a low-stakes FIT task each half term, focused on the topics they have recently covered. FIT tasks are tailored by class teachers to the ability of each set, marked in lesson and aim to provide students with a regular means of reflecting on how they are progressing.

Termly Assessments

: Once per term students complete a formal assessment. Where possible, the assessments will reflect the standard of higher or foundation tier IGCSE mathematics papers, using topics covered to date. Any necessary set changes are generally considered after formal assessments have been completed.

• Year 10 Autumn Term: this assessment will test all topics covered since the beginning of

• Two 2-hour examination papers of equal weighting, both of which can assess any topic on the syllabus. A calculator may be used in both examination papers. A formula sheet will be provided.

• Higher tier students will be entered for the June entry in year 11.

• Foundation tier students will be entered for the November entry in year 11. Those who secure a grade 5 in November will then attempt the higher tier entry in June of year 11 with a view to achieving a grade 6 or higher. Those who do not secure a grade 5 in November will attempt the foundation tier entry again in June of year 11. Students who attempt both the November

the year, using GCSE style grade boundaries

• Year 10 Spring Term: this assessment will test all topics covered since the autumn term assessment, using GCSE style grade boundaries

• Year 10 Summer Term: this assessment will test all topics covered since the beginning of the year, using GCSE style grade boundaries

• Year 11 Autumn term: this assessment will test all topics covered since the beginning of year 11, using GCSE style grade boundaries

• Year 11 Spring term (Mocks): this assessment will test all topics covered since the beginning of year 10, using GCSE style grade boundaries

NEA requirements N/A

Resources required for the subject

and June entry will be awarded the better of the two grades.

• As per all GCSE level subjects, grade boundaries vary year on year. The most recent sets of boundaries for mathematics are: Edexcel Higher IGCSE

Edexcel Foundation IGCSE

Trips (both compulsory and noncompulsory)

Beyond the specification

Maths specific equipment: ruler, compass, protractor, scientific calculator (fx83GT CW is recommended)

Textbooks: Online copies of the following textbook will be made available to students

Edexcel International GCSE (9-1) Mathematics A: Student Book 1

Edexcel International GCSE (9-1) Mathematics A: Student Book 2

N/A

As per KS3, students will complete a weekly homework booklet task, providing them with retrieval practice of topics met in past terms. Booklets are tailored to the ability of each set and include optional extension tasks as well as the opportunity to complete independent revision. As students progress towards the year 11 exams, weekly homework tasks will focus on exam style practice, tailored to the ability of each set.

RELIGIOUS STUDIES

Examination Board: WJE Religious Studies Route B Catholic Christianity and Judaism (https://www.wjec.co.uk/qualifications/religious-studies-gcse/#tab_keydocuments)

Topics Studied Component 1 is the compulsory study of Foundational Catholic Theology. This component consists of two distinct themes, entitled Origins and Meaning, and Good and Evil.

Component 2 is the compulsory study of Applied Catholic Theology. This component consists of two distinct themes, entitled Life and Death, and Sin and Forgiveness.

Component 3 is the study of Judaism. The focus of this component is on the beliefs, teachings and practices of Judaism.

Assessment

Class based assessments

Assessments take place at the end of each Component:

• Component 1 end of Autumn term

• Component 2: end of Spring term

• Component 3: end of Summer term

Smaller end of unit tests will take place during lesson time

NEA requirements N/A

Resources required for the subject

Trips (both compulsory and noncompulsory)

Beyond the specification

External examinations

Three written examination papers at the end of Year 11:

Textbook and devices; CATHOLIC CHRISTIANITY AND JUDAISM (Eduqas)

N/A

Read the Catholic Catechism; which explains what the Catholic faith is all about Listen to the podcasts of Pope Francis

COMBINED SCIENCE TRILOGY

Examination Board: AQA 8464 (https://www.aqa.org.uk/subjects/science/gcse/combinedscience-trilogy-8464/specification-at-a-glance)

Topics Studied The topics studied are:

• Biology: cell biology; organisation; infection and response; bioenergetics; homeostasis and response; inheritance, variation and evolution; 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: energy; electricity; particle model of matter; atomic structure; forces; waves; magnetism and electromagnetism.

• Practical skills: There are 21 required practicals that will be taught throughout the course.

Assessment Class based assessments External examinations

There will be 18 summative assessments taken during the GCSE course and approximately 26 knowledge checks. When an assessment is taking place, homework will be revision for that week.

Biology

Year 10

- Summative assessments will assess all GCSE content covered so far and will take place in the week beginning 14th October and 3rd February.

- Knowledge checks will assess understanding at the end of each topic and will take place in the weeks beginning 18th November, 9th December, 10th February, 24th March and 23rd June.

Year 11

- Summative assessments will assess all GCSE content covered so far and will take place in the weeks

Students take six examination papers; two for each of biology, chemistry and physics, at the end of Year 11.

Each paper is 1 hour 15 minutes in duration.

Two GCSEs are awarded and are graded on a scale of 9-9 to 1-1, of which 9-9 is the highest.

Papers can be taken at foundation or higher tier; foundation tier papers allow the achievement of grades from 1-1 to 5-5, while the higher tier papers allow grades from 4-4 to 9-9.

beginning 11th November and 21st April.

- Knowledge checks will assess understanding at the end of each topic and will take place in the weeks beginning 23rd September, 14th October, 2nd December and 10th February.

Chemistry

Year 10

- Summative assessment on all content learnt on week 10 and week 23

- Knowledge checks on week 7, week 15, and week 19,

Year 11

- Summative assessment on all content learnt on week 10 and week 23

- Knowledge checks on week 7, week 16, and week 19

Physics

Year 10

Summative assessment on all content learnt:

o End of the second half term

o End of the fourth half term

o End of year exam in June Knowledge checks:

o End of the first half term

o End of the third half term

o Middle of the fifth half term

Year 11

Summative assessment on all content learnt:

o End of the second half term

o Mocks in January

o End of the fourth half term

Knowledge checks:

o End of the first half term

o End of the third half term

o Beginning of the fourth half term

NEA requirements NA

Resources required for the subject

Trips (both compulsory and noncompulsory)

Beyond the specification

The equipment that pupils will be expected to start the year with: A4 folder for each of the three sciences, file dividers (3 x 12 pack), scientific calculator, pencil, pencil sharpener and rubber, 30cm ruler, A4 lined paper, pens including black, blue, green, red and purple, a pair of compasses and protractor.

There are a wide range of reading books which are interesting and also relevant to the course, including Bad Science (Ben Goldacre), and the BBC Nature Documentaries including The Blue Planet and Planet Earth are also recommended. Another documentary called Forces of Nature is well worth a watch. Trips to The Science Museum and The Natural History Museum will also provide additional support and further spark interest.

BIOLOGY

Examination Board: AQA 8461 (https://www.aqa.org.uk/subjects/science/gcse/biology8461/specification-at-a-glance)

Topics Studied The topics studied in Biology are:

- Cells

- Organisation

- Respiration

- Disease and medicine

- Plants - Ecology

- Homeostasis and response

- Inheritance

- Variation and evolution

- Classification

Practical skills: There are ten required practicals that will be taught throughout the course.

Assessment Class based assessments External examinations

There will be 8 full end of topic assessments taken during the GCSE course.

Year 10:

- Summative assessments will assess all GCSE content covered so far and will take place in the week beginning 14th October and 3rd February.

- Knowledge checks will assess understanding at the end of each topic and will take place in the weeks beginning 18th November, 9th December, 10th February, 24th March and 23rd June.

Year 11

- Summative assessments will assess all GCSE content covered so far and will take place in the weeks beginning 11th November and 21st April.

- Knowledge checks will assess understanding at the end of each topic and will take place in the weeks beginning 23rd September, 14th October, 2nd December and 10th February.

Students take two examination papers, each one 1 hour 45 minutes in duration, at the end of year 11.

The qualification is graded on a scale of 9 to 1, of which 9 is the highest.

Papers can be taken at foundation or higher tier; foundation tier papers allow the achievement of grades from 1 to 5, while the higher tier papers allow grades from 4 to 9.

NEA requirements NA

Resources required for the subject

Equipment for start of the year: A4 folder for each of the three sciences, file dividers (3 x 12 pack), scientific calculator, pencil, pencil sharpener and rubber, 30cm ruler, A4 lined paper, pens including black, blue, green, red and purple, a pair of compasses and protractor. Trips (both compulsory and noncompulsory)

Beyond the specification

CHEMISTRY

Examination Board: AQA 8462 (https://www.aqa.org.uk/subjects/science/gcse/chemistry8462/specification-at-a-glance)

Topics Studied The topics studied are:

• Atomic structure & 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.

Practical skills: There are 8 required practicals that will be taught throughout the course.

Assessment Class based assessments External examinations

There will be 6 summative assessments taken during the twoyear GCSE course.

When tests are taking place, no homework will be expected that week. Support clinics are available. Knowledge checks will be shorter in length and will test the students recall of knowledge.

Year 10

- Summative assessment on all content learnt on week 10 and week 23.

- Knowledge checks on week 7, week 15, and week 19

Year 11

- Summative assessment on all content learnt on week 10 and week 23

- Knowledge checks on week 7, week 16, and week 19.

Students take two examination papers, each one 1 hour 45 minutes in duration, at the end of year 11.

The qualification is graded on a scale of 9 to 1, of which 9 is the highest.

Papers can be taken at foundation or higher level; foundation tier papers allow the achievement of grades from 1 to 5, while the higher tier papers allow grades from 4 to 9.

Resources required for The equipment that pupils will be expected to start the year with: A4 folder, file dividers (12 pack), scientific calculator, pencil, pencil sharpener

the subject and rubber, 30cm ruler, A4 lined paper, pens including black, blue, green, red and purple. A periodic table will be provided and should be brought to every lesson.

Trips (both compulsory and noncompulsory)

Beyond the specification

A wide range of chemistry reading books are available which the students are encouraged to borrow. Science news explores: https://www.snexplores.org/topic/chemistry

PHYSICS

Examination Board: AQA 8463 (https://www.aqa.org.uk/subjects/science/gcse/physics8463/specification-at-a-glance)

Topics Studied The topics studied are:

• Energy

• Electricity

• Molecules and matter

• Radioactivity Forces

Assessment

Class based assessments

There will be 6 summative assessments taken during the twoyear GCSE course.

When tests are taking place, no homework will be expected that week. Support clinics are available. Knowledge checks will be shorter in length and will test the students recall of knowledge.

Year 10

Summative assessment on all content learnt:

o End of the second half term

o End of the fourth half term

o End of year exam in June Knowledge checks:

o End of the first half term

o End of the third half term

o Middle of the fifth half term

Year 11

Summative assessment on all content learnt:

o End of the second half term

o Mocks in January

o End of the fourth half term Knowledge checks:

o End of the first half term

o End of the third half term

o Beginning of the fourth half term

• Waves

• Electromagnetism

• Space

Practical skills: There are ten required practicals that will be taught throughout the course.

External examinations

Students take two examination papers, each one 1 hour 45 minutes in duration, at the end of year 11.

The qualification is graded on a scale of 9 to 1, of which 9 is the highest.

Papers can be taken at foundation or higher tier; foundation tier papers allow the achievement of grades from 1 to 5, while the higher tier papers allow grades from 4 to 9.

NEA requirements NA

Resources required for the subject

Trips (both compulsory and noncompulsory)

Beyond the specification

The equipment that pupils will be expected to start the year with: A4 folder for each of the three sciences, file dividers (12 pack), scientific calculator, pencil, pencil sharpener and rubber, 30cm ruler, A4 lined paper, pens including black, blue, green, red and purple, a pair of compasses and protractor.

Support and clinics are available. There are a wide range of reading books which are interesting and also relevant to the course, including Bad Science (Ben Goldacre) and A Brief History of Time (Professor Stephen Hawking), and the BBC Nature Documentaries including Big Oil v the World and Brian Cox: Seven Days on Mars are also recommended.

FRENCH

Examination Board: AQA French 8658 https://www.aqa.org.uk/subjects/languages/gcse/french-8658/specification-at-a-glance

Topics Studied Students study the following themes on which the assessments are based:

Theme 1: Identity and culture

Theme 2: Local, national, international and global areas of interest

Theme 3: Current and future study and employment

Students will also learn how to understand and respond to different types of spoken language, to communicate and interact effectively in speech for a variety of purposes, to understand and respond to a variety of written language and to communicate effectively in writing.

The key topics covered in Year 10 are:

• Recap of friends, family and free time.

• Daily life, cultural events, festivals and celebrations.

• My town, area, region and the weather.

• Describing holidays, hotels, eating out and travel plans.

The key topics covered in Year 11 are:

• School life, school rules, successes, trips and healthy living.

• Jobs, work experience, future plans and ambitions.

• Environment, ethical shopping, volunteering and big events.

Assessment

Class based assessments

Year 10 Autumn Term:

• Writing paper

• Listening paper

• Speaking test (photo card)

Year 10 Spring Term:

• Reading paper

• Writing paper

• Speaking test (role-play, photo card, general conversation)

Year 10 Summer Term:

• GCSE Listening paper (F/H)

• GCSE Reading paper (F/H)

• GCSE Writing paper (F/H)

External examinations

GCSE French has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier.

Paper 1- Listening 25%

• Written exam: 35 mins (F) 45 mins (H)

• 40 marks (Foundation Tier), 50 marks (Higher Tier)

Paper 2 – Speaking 25%

• The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and

Year 11 Autumn Term:

• Speaking test (role-play, photo card, general conversation).

Year 11 Spring Term:

• GCSE Listening paper (F/H)

• GCSE Reading paper (F/H)

• GCSE Writing paper (F/H) different stimulus materials for the Role-play.

• Role-play – 15 marks – 2 mins (F); 2 mins (H)

• Photo card – 15 marks – 2 mins (F); 3 mins (H)

• General conversation – 30 marks – 3-5 mins (F); 5–7 mins (H)

Paper 3 – Reading 25%

• Written exam: 45 mins (F) 1 hour (H)

• 60 marks (for each of Foundation Tier and Higher Tier)

Paper 4 – Writing 25%

• Written exam: 1 hour (F), 1 hour 15 (H)

• 50 marks (Foundation Tier ), 60 marks (Higher Tier)

NEA requirements The speaking exam must be completed by mid-May of Year 11.

Resources required for the subject

Trips (both compulsory and noncompulsory)

French – English dictionary would be useful.

French word reference (https://www.wordreference.com/enfr) GCSE Grammar and Translation Workbook. Optional purchase of AQA GCSE Studio Textbook and CGP Complete Revision Guide.

Beyond the specification 1-hour homework to be completed per week, which is made up of 30 minutes learning and 30 minutes productive (grammar practice, reading, speaking preparation or writing).

GERMAN

Examination Board: AQA German 8668 https://www.aqa.org.uk/subjects/languages/gcse/german-8668/specification-at-a-glance

Topics Studied Students study the following themes on which the assessments are based:

Theme 1: Identity and culture

Theme 2: Local, national, international and global areas of interest

Theme 3: Current and future study and employment

The key topics covered in Year 10 are:

• Recap of school and free time

• Family, relationships and marriage

• Technology, home typical German food

• Traveling, town and shopping, holidays and holiday plans

The key topics covered in Year 11 are:

• Jobs, work experience, future plans and ambitions.

• Environment, volunteering, big events, social problems, homelessness and poverty

Assessment

Class based assessments

Year 10 Autumn Term:

• Writing paper

• Listening paper

• Speaking test (photo card)

Year 10 Spring Term:

• Reading paper

• Writing paper

• Speaking test (role-play, photo card, general conversation)

Year 10 Summer Term:

• GCSE Listening paper (F/H)

• GCSE Reading paper (F/H)

• GCSE Writing paper (F/H)

External examinations

GCSE German has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier.

Paper 1- Listening 25%

• Written exam: 35 mins (F) 45 mins (H)

• 40 marks (Foundation Tier), 50 marks (Higher Tier)

Paper 2 – Speaking 25%

• The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and

Year 11 Autumn Term:

• Speaking test (role-play, photo card, general conversation).

Year 11 Spring Term:

• GCSE Listening paper (F/H)

• GCSE Reading paper (F/H)

• GCSE Writing paper (F/H)

different stimulus materials for the Role-play.

• Role-play – 15 marks – 2 mins (F); 2 mins (H)

• Photo card – 15 marks – 2 mins (F); 3 mins (H)

• General conversation – 30 marks – 3-5 mins (F); 5–7 mins (H)

Paper 3 – Reading 25%

• Written exam: 45 mins (F) 1 hour (H)

• 60 marks (for each of Foundation Tier and Higher Tier)

Paper 4 – Writing 25%

• Written exam: 1 hour (F), 1 hour 15 (H)

• 50 marks (Foundation Tier ), 60 marks (Higher Tier)

NEA requirements The speaking exam must be completed by mid-May of Year 11.

Resources required for the subject online dictionary (dict.leo.org)

Trips (both compulsory and noncompulsory)

GCSE Grammar and Translation Workbook. Optional purchase of AQA GCSE STIMMT Textbook and CGP Complete Revision Guide.

Proposed trip to the Rhineland at the end of June Proposed trip to the Christmas market in Germany

Beyond the specification 1-hour homework to be completed per week, which is made up of 30 minutes learning and 30 minutes productive (grammar practice, reading, speaking preparation or writing).

SPANISH

Examination Board: AQA Spanish 8692

https://www.aqa.org.uk/subjects/languages/gcse/spanish-8692

Topics Studied Students study the following themes on which the assessments are based:

Theme 1: People and lifestyle

Theme 2: Popular culture

Theme 3: Communication and the world around us

The key topics covered in Year 10 are:

• Free time: sports, Cinema, TV, technology

• Family relationships, friends and celebrities

• Daily life, cultural events, festivals and celebrations.

• Healthy living, talking about illnesses and injuries, talking about mealtimes and food trends

• Recap describing holidays, hotels, eating out and travel plans and School life, school rules, successes and trips.

The key topics covered in Year 11 are:

• Jobs, work experience, future plans and ambitions.

• The environment and where people live.

Assessment

Class based assessments

Year 10 Autumn and Spring Term

• All four skills will be assessed throughout the autumn term: this will be Listening, Reading, Writing and Speaking.

Year 10 Summer Term:

• GCSE Listening paper (H)

External examinations

GCSE Spanish has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier.

Paper 1- Listening 25%

• Written exam: 35 mins (F) 45 mins (H)

• 40 marks (Foundation Tier), 50 marks (Higher Tier)

Paper 2 – Speaking 25%

• 7-9 minutes (F) and 10-12 minutes (H) + 15 minutes’ supervised preparation time.

NEA requirements

• GCSE Reading paper (H)

• GCSE Writing paper (H)

• GCSE Speaking paper (H)

*Foundation Tier for some candidates

Year 11 Autumn Term:

• Speaking mock in December.

Year 11 Spring Term:

• GCSE Listening paper (H)

• GCSE Reading paper (H)

• GCSE Writing paper (H)

*Foundation Tier for some candidates

50 marks (for F/H)

• Role-play – 10marks – recommended to last between 1 and 1.5 minutes at both tiers

• Reading aloud task and short conversation -15 marks Minimum 35 words of text at Foundation tier and 50 words at Higher tier. Short unprepared conversation.

• Photo card discussion– 25 marks –(recommended to last approximately 4 or 5 minutes in total at Foundation tier and between 6 and 7 minutes in total at Higher tier)

Response to the content of the photos 1minute at (F) and 1.5 at (H) Unprepared conversation 3-4 minutes at (F) and 4.5-5.5 minutes at (H)

Paper 3 – Reading 25%

• Written exam: 45 mins (F) 1 hour (H)

• 50 marks (for each of Foundation Tier and Higher Tier)

Paper 4 – Writing 25%

• Written exam: 1 hour 10m (F), 1 hour 15 (H)

• 50 marks (F/H)

The speaking exam must be completed by mid-May of Year 11.

Resources required for the subject Spanish – Word reference digital dictionary https://www.wordreference.com/

Trips (both compulsory

GCSE Grammar and Translation Workbook. Optional purchase of New AQA Spanish GCSE Y10

Non-compulsory year 11 trip to tapas bar and Cervantes theatre to watch a Spanish play “la casa de Bernarda alba”

and noncompulsory)

Beyond the specification 1-hour homework to be completed per week, which is made up of 30 minutes learning and 30 minutes productive (grammar practice, reading, speaking preparation or writing).

ENGLISH AS AN ADDITIONAL LANGUAGE

Examination Board: Edexcel, IGCSE ESL (4ES1)

https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses/international-gcseenglish-as-2nd-language-2017.html

Topics Studied The English as an Additional Language course encourages candidates to express themselves fluently, spontaneously and appropriately in English. Students will develop clear, well-structured written English using an appropriate style, and expand and support their points of view. They will also develop their reading skills to understand a wide variety of complex reading texts, with particular focus on developing reading speed and strategies to read for detail.

Assessment Class based assessments External examinations

Year 10 Autumn Term:

• Writing paper

• Reading and use of English paper

• Speaking test

Year 10 Spring Term:

• Listening paper

• Writing paper

• Speaking test

Year 10 Summer Term:

• Writing paper

• Reading and use of English paper

• Listening paper

• Speaking test

Year 11 Autumn Term:

• GCSE Writing paper

• GCSE Reading paper

Year 11 Spring Term:

• GCSE Writing paper

• GCSE Reading paper

• GCSE Listening paper

The course is assessed through two examination papers sat at the end of Year 11.

Paper 1 (4ES1/01) is a two-hour examination testing writing and reading.

Paper 2 (4ES1/02) is a 45-minute listening examination.

The examination is single-tier entry so all candidates will sit the same examination.

Resources required for the subject

Trips (both compulsory and noncompulsory)

Beyond the specification

Students are advised to bring either a dictionary or electronic translator

Students will be charged for their text book: Pearson Edexcel International GCSE (9-1) English as a Second Language Student Book

Optional excursions may be offered to London to supplement EAL study

The IGCSE ESL is run as a one-year course following on from the Cambridge First Certificate programme in Year 10. Students would be able to join the course at the start of Year 11.

ART & DESIGN: FINE ART

Examination Board: Edexcel - Course Code: 5FA01/02 https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html

Topics Studied

Assessment YEAR 10

YEAR 11

Themes vary from year to year, e.g. – ‘Contrasts’ and ideas may be explored initially with mixed media experiments and then via observational and critical research. Subsequent concepts are developed into representational or abstracted outcomes to research/develop/extend and refine ideas leading to individual fine art-biased outcomes of a high standard involving the disciplines of painting, printmaking and sculpture, with strong links to contextual studies.

Class based assessments

Component 1- Coursework (60%)

March: Year 10 Fine Art final summer assessment. Sketchbook 1 and final realisation (outcome)

November: Year 11 Fine Art Mock examination. Sketchbook 2 and final realisation (outcome)

It is essential that students adhere to deadlines finishing each assignment within the specified time. Component 1 should be completed by Year 11 Spring Term to enable clear preparation time for Component 2.

Sketchbooks are marked regularly by subject teachers and whole department

External examinations

Component 2 ESA-Terminal Examination (40%)

All preparatory work will be carried out prior to the 10-hour sustained focus. Deadline for this preparatory work is at the start of the ESAAssessment

Completed at the end of Year 11

NEA requirements

Resources required for the subject

Component 1 ‘Personal Portfolio’ - coursework (60%)

Sketchbooks are the main components of the coursework and weekly deadlines, as well as holiday deadlines, will be set throughout the course. The final coursework deadline will be set prior to study leave.

Art kits/sketchbooks are provided at the start of the course and an art shop is available for students to stay well-resourced throughout the course. They have the opportunity to use art materials, in particular the opportunity to use a wide variety of art/textile and ceramic materials, which incur extra costs.

Trips (both compulsory and noncompulsory)

A compulsory gallery visit takes place each year to a major exhibition where students carry out the critical and contextual element of their coursework e.g. The Victoria and Albert Museum, The Brighton Pavilion. These are organised and supervised by staff and costs are added to the end of term bill.

Beyond the specification GCSE students are encouraged to attend additional exhibitions/galleries relevant to the concepts explored. This is a vital opportunity for students to develop their breadth of study and critical understanding through placing artworks in a wider context and investigating different kinds of work. A gallery visit is the perfect way to support this, exposing students to a range of style and practices, and providing an opportunity for a unique approach to understanding and responding to the world around them

ART & DESIGN: PHOTOGRAPHY

Examination Board: Edexcel - Course Code: 5PY01/02 https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html

Topics Studied Themes vary from year to year, e.g. – ‘Contrasts’ and ideas may be explored initially with mixed media experiments and then via observational and critical research. Subsequent concepts are developed into representational or abstracted outcomes to research/develop/extend and refine ideas leading to individual photography biased outcomes of a high standard involving the disciplines of digital manipulation, fine art photography and sculpture, with strong links to contextual studies.

Assessment

YEAR 10

YEAR 11

Class based assessments External examinations

Component 1- Coursework (60%)

March: Year 10 Fine Art final summer assessment. Sketchbook 1 and final realisation (outcome)

November: Year 11 Fine Art Mock examination. Sketchbook 2 and final realisation (outcome)

Sketchbooks are marked regularly by subject teachers and whole department.

Component 2 ESA-Terminal Examination (40%)

All preparatory work will be carried out prior to the 10-hour sustained focus. Deadline for this preparatory work is at the start of the ESAAssessment

Completed at the end of Year 11

NEA requirements

Resources required for the subject

Component 1 ‘Personal Portfolio’ - coursework (60%)

Beyond the specification

All students would benefit from visiting any of the London Galleries: The Tate Modern, The Royal Academy etc. as well as local galleries, exhibiting contemporary art.

GCSE students are encouraged to attend additional exhibitions/galleries relevant to the concept explored. This is a vital opportunity for students to develop their breadth of study and critical understanding through placing artworks in a wider context and investigating different kinds of work. A gallery visit is the perfect way to support this, exposing students to a range of style and practices, and providing an opportunity for a unique approach to understanding and responding to the world around them

ART & DESIGN: TEXTILES

Examination Board: Edexcel Textiles 5TE01/02

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html

Topics Studied

Assessment

YEAR 10

Themes vary from year to year, e.g. – ‘Contrasts’ and ideas may be explored initially with mixed media experiments and then via observational and critical research. Subsequent concepts are developed into representational or abstracted outcomes to research/develop/extend and refine ideas leading to individual constructed/printed textiles (including garments) of a high standard. Work will involve a variety of related processes, such as machine sewing, weaving, printing etc. and will have strong links to contextual studies.

Class based assessments External examinations

Component 1- Coursework (60%)

March: Year 10 Fine Art final summer assessment. Sketchbook 1 and final realisation (outcome)

YEAR 11

NEA requirements

Resources required for the subject

November: Year 11 Fine Art Mock examination. Sketchbook 2 and final realisation (outcome)

Sketchbooks are marked regularly by subject teachers and whole department.

Component 2 ESA-Terminal Examination (40%)

All preparatory work will be carried out prior to the 10-hour sustained focus. Deadline for this preparatory work is at the start of the ESAAssessment

Completed at the end of Year 11

Component 1 ‘Personal Portfolio’ - coursework (60%)

Trips (both compulsory and noncompulsory)

All students would benefit from visiting any of the London Galleries: The Tate Modern, The Royal Academy etc. as well as local galleries, exhibiting contemporary art.

Beyond the specification GCSE students are encouraged to attend additional exhibitions/galleries relevant to the concept explored. This is a vital opportunity for students to develop their breadth of study and critical understanding through placing artworks in a wider context and investigating different kinds of work. A gallery visit is the perfect way to support this, exposing students to a range of style and practices, and providing an opportunity for a unique approach to understanding and responding to the world around them.

COMPUTER SCIENCE

Examination Board: Cambridge IGCSE 0478

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsecomputer-science-0478/

Topics Studied Students following the IGCSE Computer Science syllabus develop their understanding of the main principles of problem-solving using computers. They can apply their understanding to develop computer-based solutions to problems using algorithms and a high-level programming language. Theory topics include logic gates and circuits, operating systems and computer architecture, input and output devices and memory and storage. Studying IGCSE Computer Science will help students appreciate current and emerging computing technologies, the benefits of their use and recognise their potential risks.

Assessment Class based assessments External examinations

Year 10 End of Autumn termAssessment 1 covering Data transmission and Data representation

Year 10 End of Spring term –Assessment 2 covering Hardware and Software

Year 10 End of Summer term – End of Year exam covering all theory content

Year 11 End of Autumn term –Assessment 3 covering programming, logic gates and database

Year 11 Spring term – Year 11 mock exam

NEA requirements N/A

Resources required for the subject

Own device with access to the internet

Trips (both compulsory and noncompulsory) N/A

Paper 1 (Computer Systems) 1 hour 45 minutes - This written paper contains short-answer and structured questions. 75 marks. Externally assessed 50%.

Paper 2 (Algorithms, Programming and Logic) 1 hour 45 minutes - This written paper contains short-answer and structured questions and a scenariobased question. 75 marks. Externally assessed 50%

Beyond the specification

The following website are great resources will go beyond the curriculum Repl.it - https://replit.com/

Codecademy - https://www.codecademy.com/

Craig and Dave tutorials https://student.craigndave.org/gcse-ocr-j277computer-science-videos

Isaac Computer Science https://isaaccomputerscience.org/topics?examBoard=ocr&stage=gcse

DANCE

Examination Board: AQA 8236

https://www.aqa.org.uk/subjects/dance/gcse/dance-8236/specification-at-a-glance

Topics Studied

Students will learn the performance skills needed to effectively perform in a solo – they will learn two set solo’s which they will perform for assessment. Students will learn the performance skills needed to effectively perform in a duet or trio – they will create a performance piece which they will be assessed in.

Students will explore the choreography skills required to create an effective and unique piece of choreography. They will collaborate with other dancers to choreograph a group dance, which will be performed for assessment. Students will analyse 6 professional dance works and be able to write evaluatively about these. This will form part of the requirements for the written paper.

Assessment Class based assessments External examinations

Students will study 6 x professional dance works – one each half term, with a class assessment at the end of each of these.

Students’ choreography pieces will be assessed at the end of each term and feedback given against the GCSE criteria.

Students’ performance pieces will be assessed at the end of each half term.

Practical: 60% of total mark

Solo and duet/ trio – November 26th , 2025

Group choreography – March 11th, 2026

30% of total mark

Written: 40% of total mark

Completed at the end of Year 11

NEA requirements

Resources required for the subject

Trips (both compulsory and noncompulsory)

Beyond the specification

The practical components of the course will be split into two different exams.

The first, in November, will assess students on their solo pieces ‘Breathe’ and ‘Shift’ as well as their duet/trios. This will account for 30% of their GCSE. The second exam in March will assess the students’ group choreography piece. This will account for another 30% of their GCSE.

STPA T Shirts which may be purchased through the department. Black leggings

Tablets and devices for playing music in rehearsals can be beneficial.

Trips are taken to the theatre or specific dance events These are organised and supervised by staff and costs are added to the end of term bill. Students will also be advised to attend local theatre to broaden their experience of live performance.

GCSE Dance students are encouraged to attend local theatre to broaden their experience of live performance. They are also encouraged to experiment with choreography and attend technique classes within or outside school to strengthen their practical skills.

DRAMA

Examination Board: AQA 8261

https://www.aqa.org.uk/subjects/drama/gcse/drama-8261/specification-at-a-glance

Topics Studied Acting skills - use of physical and vocal skills

Performance styles, theatre companies and theatre practitioners

Studying plays from a literary and practical view point including the set text ‘Blood Brothers’

Performing scripted pieces and creating devised pieces

Evaluating and analysing the effectiveness of professional theatre productions

Developing technical and design skills

Assessment

Year 10

Class based assessments

Autumn Term 1

September – December

• Year 10 write a weekly journal exploring their use of skills, styles and approaches to drama. They are assessed on their analytical and evaluative skills and use of technical vocabulary.

• Theatre trips will allow for Live Theatre essay assessments.

Autumn Term 2

• October 2023 - Scripted practical

• December 2023 - Devised practical

Spring Term

• Year 10 study ‘Blood Brothers’ and are assessed on their understanding and analysis of the set text through their annotations and essay writing.

Summer Term

• Year 10 are assessed on their theory for the written exam paper in exam preparation lessons and the written summer examination.

External examinations

Written: 40% of total mark - written exam paper. Completed at the end of Year 11.

Practical: 60% of total mark –performance of a Devised piece (accompanied by a Devising Log) and a Scripted piece.

Year 11

NEA requirements

Resources required for the subject

Trips (both compulsory and noncompulsory)

Beyond the specification

Autumn Term

• December: Devised practical examination performance and Devising Log

Spring Term

• Scripted practical examination performance

Summer Term

• Written paper

Devised Drama (Autumn term of Year 11)

Devised practical examination: 20 marks

Devising Log: 60 marks

40% of the overall grade.

A mobile device; Year 10 will have access to various online digital productions and will need to be able to do research for their devised. Black leggings or joggers for practical lessons.

Regular trips are taken to the theatre. These are organised and supervised by staff and costs are added to the end of term bill.

GCSE students are encouraged to attend local theatre to broaden their experience of live performance. They are also encouraged to rad play scripts and watch online digital theatre productions.

FOOD PREPARATION AND NUTRITION

Examination Board: AQA 8585

https://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585/specification-ata-glance

Topics Studied Food nutrition and health, food science, food safety, food choice, food provenance and food preparation skills Assessment Class based assessments External examinations

From September a new Head of Department will be in post. For further information please contact l.Linaker@st-teresas.com

Written examination: 1 hour 45 minutes, 50% of GCSE (100 marks).

Multiple choice questions (20 marks). Five questions with sub questions (80 marks)

NEA requirements

Resources required for the subject

Non-exam assessment (NEA):

NEA 1 Food Investigation: experimental work set by the examination board, including a written report of 1500-2000 words to show understanding of the working characteristics, functional and chemical properties of ingredients. 10 supervised hours.

NEA 2 Food Preparation Assessment: tasks set by the examination board to include written research, planning, costing, nutritional analysis, 4x1 hour skills practical examinations and a 3 hour final practical examination. 20 supervised hours.

Both NEA tasks will be completed in Year 11. NEA 1 in the Autumn and NEA 2 in the Autumn and Spring

Students will provide their own ingredients for practical work.

Trips (both compulsory and noncompulsory) N/A

Beyond the specification

Examination Board: AQA 8035

GEOGRAPHY

https://www.aqa.org.uk/subjects/geography/gcse/geography-8035/specification-at-a-glance

Topics Studied Physical

• The challenge of Natural Hazards (tectonic hazards, weather hazards and climate change)

• The Living World (ecosystems, hot deserts, tropical rainforest)

Physical landscapes in the UK (coasts and rivers)

Human

• Urban Issues and Challenges

• The Changing Economic World

• The Challenge of Resource Management (food, water, energy)

• Geographical Skills (OS maps, data collection, photo interpretation etc.)

Assessment

Class based assessments

The challenge of Natural hazards topic test during Autumn 1

Physical landscapes in the UK topic tests during Autumn 2 and Spring 1

End of year exam Summer 2

NEA requirements N/A

Resources required for the subject

Trips (both compulsory and noncompulsory)

Beyond the specification

External examinations

Students sit 3 exam papers: physical (35%) and human (35%). Both are assessed by a mix of questionsmultiple choice, short, structured responses and extended writing based on the course content above.

Paper 3 assesses geographical skills, including issue evaluation and fieldwork skills. Students must answer generic questions about their own fieldwork experience through both short, structured responses and extended writing.

Course textbook – AQA GCSE (9-1) Geography by Widdowson et al published by Hodder Education

Students are given a copy of the course textbook for the duration of the course and are expected to return it at the end. If they want to annotate/highlight they should purchase their own copy. They should also bring a device to each lesson.

There is a residential field course to Osmington Bay in Dorset at the beginning of the summer term (dates to be confirmed), costing approximately £200 for three days. This provides the opportunity for the fieldwork data collection which is mandatory and to practise methods and skills for use in Paper 3.

Students should make a conscious effort to follow the news and watch TV documentaries related to the course.

HISTORY

Examination Board: AQA 8145

https://www.aqa.org.uk/subjects/history/gcse/history-8145/specification-at-a-glance

Topics Studied In Year 10 the students will study two topics for paper 1 and in Year 11 the two paper 2 topics are covered.

Paper 1:

• Depth Study: USA 1920 –1973

Wider world study: International relations USA and Asia – Korea and Vietnam

Paper 2:

• British History Thematic study: Migration, Empires and the People: c. 790 to the Present Day

• British History Depth Study: Elizabeth I

Assessment

Class based assessments

Year 10:

• October: the students will sit their first GCSE paper. They will have studied the first topic of the USA depth study. This is marked out of 40

• February: a second paper once the America course is finished. Again, this is out of 40 marks.

• April/May: a Korea and Vietnam assessment may be sat prior to the end of year exam

• End of Year exam covering both the America and Korea/Vietnam content

Year 11:

• October: a class-based assessment will take place for either Elizabeth/Migration depending on which topic is taught first

• January: mock exams

• Minor ‘assessments’ will then take place throughout the year

External examinations

There are two papers for the History GCSE, each worth 50%.

There are a variety of essay, source and interpretation questions which students have to answer across the two papers. Each paper is worth 84 marks

The skills students are tested on are as follows: analysis of interpretations, explanation of cause and consequence, knowledge retention and extended writing.

as students are regularly given feedback on exam practice

NEA requirements N/A

Resources required for the subject

GCSE textbooks: Oxford AQA GCSE History: America 1920-1973: Opportunity and Inequality and Oxford AQA GCSE History: Conflict and Tension in Asia 19501975 (the school can purchase these as an optional resource), highlighters, glue stick, green/purple pens for feedback.

Trips (both compulsory and noncompulsory) N/A

Beyond the specification

Girls would benefit from visiting sites linked to Elizabeth I and the Imperial War Museum to see the Cold War exhibit

LATIN

Examination Board: OCR J282

https://www.ocr.org.uk/qualifications/gcse/latin-j282-from-2016/specification-at-a-glance/

Topics Studied Students build upon and refine their knowledge of Latin language, encountering more advanced grammatical constructions, unseen translations and comprehension questions. In addition, a set vocabulary list must be memorised. Most excitingly, it is the first time that students are exposed to original Latin texts, studying poetry and prose from a variety of authors including Catullus, Ovid, Virgil, Caesar and Tacitus. Alternatively, a ‘history’ sources paper may be studied, covering topics such as Roman Britain, Myths and Beliefs, and Entertainment. It is a stimulating and exciting course which provides huge academic benefits.

Assessment Class based assessments External examinations

Throughout Year 10 vocabulary learning will be tested with weekly tests on a section of the required vocabulary list.

Testing of translation, comprehension and grammar skills is through exam-style assessments every two or three weeks, starting in the Spring Term.

In Year 11 all the Language Paper skills are tested via half-termly mock papers, and literature response skills through practice questions embedded in class teaching.

The examination consists of three papers: Language, Poetry and Prose (or Sources, if taken).

Language accounts for 50% of the final grade; Poetry and Prose both equate to 25%. Language includes unseen translation, comprehension and grammar questions; the Poetry and Prose require a demonstration of translation, comprehension and literary criticism skills, including through extended writing.

NEA requirements

Any reading on Roman history and literature is valuable. Most accessible we find Mary Beard’s SPQR and documentaries such as Meet the Romans and Ultimate Rome: Empire without Limits. Resources required for the subject All resources needed will be provided. This includes the Cambridge Latin Course vol.4 book, Cullen and Taylor’s Latin to GCSE 2, the Oxford Latin Anthology and workbooks for poetry and prose. Trips (both compulsory and noncompulsory)

Beyond the specification

We usually run a trip, often jointly with the A-Level Latin cohort, to the British Museum to study Roman artefacts and culture.

Any reading on Roman history and literature is valuable. Most accessible we find Mary Beard’s SPQR and documentaries such as Meet the Romans and Ultimate Rome: Empire without Limits.

MUSIC

Examination Board: Edexcel 1MU0 https://qualifications.pearson.com/en/qualifications/edexcel-gcses/music-2016.html

Topics Studied Performing

Students are expected to maintain 1-2-1 instrumental/vocal lessons throughout the course in order to prepare for the performance element of the examination. Regular performances are required in class and in school concerts. Time must be allocated at home to practising with the amount varying depending on the performance grade reached. Individual instrumental teachers will recommend suggested practice routines and timings.

Composing:

A variety of styles will be approached and explored during the course with students working on different techniques, structures and formats. Students are encouraged to submit a composition written for their own instrument. Students are required to annotate their work, explaining their use of techniques and use of musical devices. Students should explore music of different composers to understand different compositional techniques and styles and be able to use ideas in their own work, citing the work of a particular composer as inspiration or influence. Compositions will be completed using the Sibelius software. Music theory is covered at an appropriate level to each individual student.

Appraising:

There are four areas of study: Instrumental Music, Vocal Music, Music for Stage and Screen, Fusions. Students study eight set works in detail within the four areas of study. Wider listening is explored relating to each area of study along with aural and dictation skills. Students are advised to play/sing the set works as appropriate and class group performances are encouraged.

Assessment Class based assessments External examinations

Regular pitch and rhythm dictation tests.

Regular unfamiliar listening tasks with examination style questions.

Assessments when each set work has been analysed and studied.

Syllabus for examination paper aims to be completed before the mock examinations so that remaining lesson time can be spent on

Performing (30%)

Internally marked and externally moderated.

Composing (30%)

Internally marked and externally moderated.

Appraising (40%)

Written paper listening to a CD (1 hour 45 minutes)

Section A: Short answer questions based on Set Works, Melodic and

NEA requirements

examination style questions and assessments.

Regular performances in class which are recorded so that feedback can be given. Self-appraisal of performances encouraged.

Performing (30%)

Resources required for the subject

Rhythmic Dictation and an unfamiliar piece.

Section B: Set works essay question comparing a Set Work with an unfamiliar piece.

Trips (both compulsory and noncompulsory)

Beyond the specification

Grade 4 is the minimum standard for the recording of performances. Higher grade work is awarded extra marks. Recordings will be made at the end of the Spring Term in Year 11. One solo and one ensemble piece must be submitted. Ensembles will be performed with members of the music staff. Performances are internally marked and submitted to the examination board for moderation.

Composing (30%)

Free composition in any style (students are expected to accept the guidance given by staff), and one composition to a set brief, released by the examination board in the September of Year 11. Compositions must be completed by the end of the Spring Term of Year 11. Work is internally marked and submitted to the examination board for moderation.

Student’s GCSE Music and Anthology, approximately £25 (supplied by the school with the cost added to invoices)

Step Up To GCSE Music, approximately £10 (supplied by the school at the end of Year 9 with the cost added to invoices)

Theory books as appropriate (supplied by the school with the cost added to invoices)

Revision book, approximately £13.

Two lever-arch folders, file dividers. A4 manuscript paper book. A selection of coloured pens with thin nibs. Sharp pencils. Coloured highlighters.

Trips to concerts; to be confirmed by the department

Minimum instrumental Grade 4 standard of performance by Year 11.

Theory of Music approximately Grade 3 at the start of the course is desirable.

Students are expected to spend time outside lesson time working on their compositions.

Students are expected to spend time practising their instrument(s) in accordance with recommendations from instrumental teachers.

ACADEMIC PHYSICAL EDUCATION

Examination Board: OCR (J587)

https://www.ocr.org.uk/Images/234822-specification-accredited-gcse-physical-education-j587.pdf

https://www.ocr.org.uk/Images/234827-gcse-guide-to-non-exam-assessment.pdf

Topics Studied

Component 1: Physical Factors Affecting Performance

1.1 Applied anatomy and physiology

1.2 Physical training

Component 2: Socio-cultural Issues and Sports Psychology

2.1 Socio-cultural influences

2.2 Sports psychology

2.3 Health, fitness and well-being

Component 4: Practical Performances

Students are internally and externally assessed through the non-examination assessment in three practical activities. Core and advanced skills and competitive situations will be assessed from an approved list, students must choose one from the ‘individual’ list, one from the ‘team’ list and a third from either list.

‘Off site’ activities must provide competitive video evidence across the course and must be completed prior to February half term in Year 11. Logbooks are to be completed for all three activities to show appropriate level of training and regular competition.

Component 5: Analysis and Evaluation of Performance (AEP)

This component is a written task that draws upon the knowledge, understanding and skills the student has gained to analyse and evaluate their own performance in one activity and complete a training programme for improvements. This is a controlled assessment which takes part in lessons as well as lunch times and after school as required.

Assessment

Class based assessments

End of topic test regularly throughout the course.

Internal year 10 practical assessment day.

Internal/External pre-moderation day in year 11.

Moderation day in year 11 – select few by examination board to perform live or submit

External examinations

Component 01: Written paper 1 hour - Physical factors affecting performance (30%)

Component 02: Written paper 1 hour – Socio-cultural issues and sports psychology (30%)

Component 04: Non-examination assessment (NEA) – practical (30%)

Component 05: Analysis and Evaluation of Performance (AEP) Non-examination assessment (NEA) (10%)

NEA requirements

Resources required for the subject

All three practical activities and logbooks will be ongoing from September in Year 10. Video footage is required for all “off-site activities”, this evidence is collected by students throughout the whole course. An external moderation will take place in approx. May of Year 11. The NEA coursework is completed in February of Year 11.

Student’s GCSE PE OCR 9-1 textbook, approximately £26 (supplied by the school with the cost added to invoices)

Students require an A4 lever-arch folder with file dividers, and appropriate stationary for lessons. Use of device is recommended to regularly updating logbooks and sharing video evidence during lesson times.

Recommendation for year 11 – OCR GCSE (9-1) PE Workbook 2021, approximately £7 (not supplied by school)

All other resources are supplied.

Trips (both compulsory and noncompulsory)

Surrey Human Performance Institute based at Surrey University ‘Girls Gold Go’ day of seminars and practical activities for a select group in collaboration with the PE department due to low numbers able to attend Additional trip to be confirmed by the department Beyond the specification It is recommended that you participate in all three practical activities to a high - excellent standard. Ideally performing and competing at a club or representative level outside of school in two of the three activities.

No contact time is given to the practical elements apart from assessments therefore students must be proactive with extra-curricular opportunities at St Teresa’s and outside of school.

Any video evidence required for the “off-site activities” should be produced by the student independently. Ideally at the highest level of competition where possible. Footage of “on-site activities” will also be requested to help assess pupils.

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND)

AND LEARNING SUPPORT IN KS4

In Years 10 and 11 (KS4) St Teresa’s school is committed to meeting the needs of all students including those with an identified need (SEND). Teaching and learning for GCSEs aim to:

• respect the neurodiversity of students

• enable all students to take part in learning and fulfil their potential

• ensure different students’ learning needs and preferences are met

• remove any barriers that prevent students from learning

Learning Support

During your time in Years 10 and 11, your teachers will guide you to help bridge that gap between Year 9 and GCSE academic expectations. If you have needs identified and diagnosed in the years prior to KS4, all teachers will be updated on these and will employ strategies which help you in your everyday learning. However, there may be times when difficulties are identified by you or your teachers during Year 10 which have not been as noticeable in your previous years. In the first instance, your teachers will let me know and a formal referral to me may be required. The referral must include evidence gathered from your teachers’ observations and from your work. We will then decide whether further investigation is required such as classroom observations or a screening of your attainment and cognitive skills. A screening is not diagnostic but will potentially highlight whether a diagnostic assessment carried out externally to school is required.

Exam Access Arrangements

Access arrangements (AA) in exams include: extra time; use of a computer reader; rest breaks; sitting exams out of the main hall in a smaller classroom; scribe; live reader; prompter; word processor.

These are put in place for students who have an identified long-term special educational need or learning disability (SEND) which has been identified following comprehensive psychometric testing carried out in school alongside teachers’ evidence of a long-term condition, and by suitably qualified professionals, including: Educational Psychologist; Clinical Psychologist; Specialist Teacher; Speech and Language Specialist; Occupational Therapist, who confirm evidence for the need for AA.

The Joint Council for Qualifications (JCQ) has strict regulations surrounding AA which schools must adhere to and we are inspected annually by JCQ. I need to apply to the exam boards for your use of AA when we have evidence of an identified history of need and we have evidence in your everyday learning that without these AAI you are at a significant disadvantage. A stand-alone external assessment by a professional recommending AA for public examinations is not valid without in-school teacher evidence, as stipulated by JCQ. It is therefore important that we are working together every step of the way in identifying and supporting any potential underlying difficulties you may have.

If you have any questions or would like to discuss any of the above with me at any point during your GCSE studies, please do not hesitate to contact me: a.moncrieffe@st-teresas.com or pop in to see me in the Learning Support Department.

REVISION GUIDANCE

In Year 10 there will be a greater number of assessments throughout the year and a higher expectation of pupils to consolidate their knowledge independently and consistently Topics covered from the beginning of Year 10 could be examined in the GCSE period and so pupils must be prepared and focused from the start of the year.

Below we enclose some useful websites for pupils to use as a starting point to support their revision:

https://www.theconfidentteacher.com/2018/01/top-10-revision-strategies/

https://www.mariateencoach.com/blog/10-revision-strategies-that-actually-work

https://www.cgpbooks.co.uk/info/exams-or-demon-fighting/essential-revision-tips

As the pupils are now in KS4, there is now more subject specific information on Firefly

www.stteresasvle.fireflycloud.net

The Wellbeing Hub also provides information about exams and managing stress and anxiety for both pupils and parents

https://club.teentips.co.uk/login/