Habs Girls GCSE Options Booklet 2026 by Habs Elstree Schools

Year 9 GCSE Options 2026/2027

Hab Girls GCSE Options

Habs Girls GCSE Options

Contents Introduction

Developing habits for life

Options Summary

Frequently asked questions

Subjects AI, Data and Computer Science

Art

Biology

Chemistry

Classical Civilisation

Classical Greek

Design and Technology

Drama

English Language

English Literature

Entrepreneurship, Future Skills and Sustainable Development

French

Geography

German

Global Literature

History

Investigative Science

Latin

Leadership and Elite Performance

Mathematics

Further Mathematics

Music

Physical Education

Physics

Religious Studies

Spanish

Habs Girls GCSE Options

Introduction The world our students will enter is changing rapidly. Advances in technology, particularly artificial intelligence, are transforming the way we learn, work and solve problems. At the same time, universities and employers are increasingly looking for people who can think critically, communicate clearly, adapt to change, lead others and tackle unfamiliar challenges with confidence.. At Habs, we believe that this makes academic excellence more important, not less. Knowledge remains the foundation of powerful thinking. Students need strong subject expertise if they are to analyse evidence, exercise judgement and engage meaningfully with the complex questions that will shape their future. The question for schools is therefore not whether academic rigour still matters. It emphatically does. The question is what Habits, experiences and attributes our students need alongside this corpus of vital knowledge and skills. Our Key Stage Four curriculum has been designed in response to this challenge. It combines the breadth and intellectual discipline of GCSE study with opportunities for independent enquiry, creativity and intellectual project work through Higher Project Qualifications (HPQs). We are also immensely proud to launch a bespoke qualification, accredited by Ofqual, focused on AI, Data and Computer Science. This will replace

an outdated GCSE Computer Science curriculum. Through this programme, students will develop both excellent academic foundations and the Habits that enable them to flourish academically, professionally and personally. We want our students to leave Habs not only with outstanding qualifications, but also with the curiosity to ask important questions, the courage to tackle difficult problems, the ambition to pursue excellence and the commitment to use their talents in the service of others. The choices outlined in this booklet are an important step in that journey. As you read it, I encourage you to think not simply about which qualifications you would like to gain, but about the knowledge, skills and habits you wish to develop over the next two years. DR HAZEL BAGWORTH-MANN HEADMISTRESS

Habs Girls GCSE Options

From the Head of Upper School The move into Upper School is one of the most exciting stages of your time at Habs. For the first time, you will have a significant opportunity to shape your own programme of study, choosing subjects and pathways that reflect your interests, strengths and aspirations With so many possibilities available, making these choices can feel both exciting and daunting. Whilst it is sensible to think about future possibilities, most students will not yet know exactly what they want to study at university or pursue as a career. That is perfectly normal. The purpose of the curriculum is not to force early specialisation, but to give you opportunities to explore a range of disciplines whilst developing expertise in the subjects that interest you most. Over the coming weeks, take the time to read this booklet carefully. Talk to your teachers, tutors, parents and current Year 10 and Year 11 students. Attend

the Subject Choices Evening and ask questions. Our new curriculum offers more choice than ever before and the more informed you are, the more confident you will feel about the decisions you make. When choosing between subjects, your interests matter. Students are often most successful when they choose courses that they genuinely enjoy and are motivated to study. At the same time, we will encourage you to think carefully about breadth and balance, ensuring that your programme continues to develop a wide range of knowledge, skills and ways of thinking. As you move into Years 10 and 11, you will also be expected to take increasing responsibility for your learning. Some of your courses will involve greater independence, longer-term planning and more substantial projects. We expect you to throw yourself into your subjects with enthusiasm, not merely progress through a specification. The experiences you gain will help to prepare you not only for Sixth Form, but also for the wider opportunities and challenges that lie beyond school.

Of course, life in the Upper School is about even more than academic study. Music, sport, Duke of Edinburgh, partnerships, outdoor education, academic societies and countless other activities remain an essential part of the Habs experience. We hope that you will continue to embrace these opportunities and maintain a healthy balance between study, co-curricular life and personal wellbeing. The next two years will be busy, challenging and rewarding. You will discover new interests, deepen existing passions and develop the confidence and independence that come with being one of the oldest students in the school. Most importantly, remember that you do not have to navigate the process alone. Your teachers, tutors and the wider Habs community are all here to support you. Take your time, ask questions and enjoy the opportunity to shape this exciting next stage of your education. MISS GILL ALDCROFT

Habs Girls GCSE Options

Developing habits for life At Habs, we believe education is about more than achievement; it is about empowering young people to shape the future with confidence, purpose and character. In an ever-changing world, students need the knowledge, skills and mindset to embrace opportunity, navigate challenge and make a positive impact.. Our Habits framework is built around our values of Ambition, Curiosity, Courage and Community. Through 12 dispositions or habits, students develop the qualities that underpin success in school and beyond, from resilience, initiative, risk-taking and continuous learning to creativity, leadership and collaboration.

Embedded throughout our curriculum, cocurricular programme and wider school community, our habits help students become ambitious learners, courageous leaders, curious thinkers and compassionate citizens. We want every student to leave Habs not only having achieved academic success, but equipped with the life-long skills, character and confidence to flourish in whatever path they choose.

Habs Girls GCSE Options

• Habs Girls GCSE Options

Options Summary The aim of our Key Stage 4 curriculum is to give students as much choice as possible, while also retaining breadth in their curriculum. There may be a small group of students who might deviate from these recommendations, and we will deal with these on a case-by-case basis to ensure that students have had appropriate advice about their proposed programme. It is also possible for students to continue with 10 GCSEs if they wish to. It is also worth noting that after options are submitted, we will do all we can to apply these to the school timetable but there may be occasions when certain combinations are not possible. In these cases, we will speak with students about the reason for this and propose an alternative programme.

All students study two core subjects: • ENGLISH • MATHS We then recommend that students take two of our Higher Project Qualification (HPQ) pathways. one of these will be taken in Year 10 and the other in Year 11. • Global Literature

• Investigative Science

• Leadership and Elite Performance

• Entrepreneurship, Future Skills and Sustainable Development After the two core subjects and the HPQ pathways, students will have seven more choices from the list below: • AI, DATA AND COMPUTER SCIENCE • ART • BIOLOGY • CHEMISTRY • CLASSICAL CIVILISATION • CLASSICAL GREEK • DESIGN AND TECHNOLOGY • DRAMA • FRENCH • GEOGRAPHY

• GERMAN • HISTORY • LATIN • MUSIC • PHYSICAL • EDUCATION • PHYSICS • RELIGIOUS STUDIES • SPANISH

Finally, when choosing their options, we ask students to ensure they have chosen a programme that shows breadth and which enables them to develop the full range of Habits. The requirements for breadth are outlined in the table below.

Habs Girls GCSE Options

BREADTH REQUIREMENT At least one subject developing an understanding of literature At least one subject developing an understanding of culture and extended writing

POSSIBLE SUBJECTS English Literature Global Literature (HPQ) History Geography Religion and Philosophy Classical Civilisation Global Literature (HPQ) At least three subjects focused on Biology scientific thinking Chemistry Physics AI, Data and Computer Science Physical Education Geography Investigative Science (HPQ) Entrepreneurship, Future Skills and Sustainable Development (HPQ) At least one focused on language French German Spanish Latin Classical Greek At least one developing creativity AI, Data and Computer Science and project-based work DT Drama Leadership and Elite Performance (HPQ) Music

For example: STUDENT A has a fairly ‘traditional’ programme in line with required options in recent years Maths, English Language, English Literature, Chemistry, Biology, Physics, History, French, Classical Civilisation, Leadership and Elite Performance (HPQ), Investigative Science (HPQ) STUDENT B has a programme leaning towards the arts Maths, English Language, English Literature, Global Literature (HPQ), Chemistry, Biology, Latin, Art, Music, Drama, Leadership and Investigative Science (HPQ) STUDENT C has a programme leaning towards the sciences Maths, English Language, English Literature, Chemistry, Biology, Physics, AI, Data and Computer Science, German, Geography, Investigative Science (HPQ), Entrepreneurship, Future Skills and Sustainable Development (HPQ)

In addition to these subjects, all students will study Personal, Social, Health and Economic Education (PSHE) and participate in Games.

Continuation to A Level For many subjects it is necessary to have studied the subject at GCSE in order to continue with it at A level. If this is the case, it is indicated on the individual subject page.

Timeline Subject Choices Evening: Wednesday 4 November 2026 Subject Choice Deadline: Thursday 14 January 2027 Students will be sent a link to complete their subject choices online. 9

he curriculum is engaging and challenging in equal measure and it is important that everyone can find success on their Habs Girls GCSE Options

s such, we have minimum GCSE grades to start on each of our A Level courses offered in the Sixth Form.

FAQs Why has Habs changed the Years 10 and 11 curriculum? The world our students will enter is changing rapidly. Universities and employers increasingly value qualities such as creativity, critical thinking, leadership, resilience and the ability to tackle unfamiliar problems independently rather than the ability to recall information. Our new curriculum combines academic rigour with opportunities to develop these skills through substantial academic project work, while retaining the breadth and depth of a strong GCSE programme.

What is an HPQ? A Higher Project Qualification (HPQ) is an externally accredited Level 2 qualification. Students receive taught content and expert supervision before planning, producing, presenting and evaluating a substantial project. Depending on the pathway, projects may take the form of a research report, investigation, performance or artefact.

Are HPQs academically rigorous? Yes. HPQs require students to define worthwhile questions, engage critically with evidence, make and justify decisions, manage a substantial process and evaluate both their outcome and their approach. They develop many of the skills associated with advanced academic study, including research, critical thinking and independent learning.

Why does Habs recommend two HPQs instead of a tenth GCSE? We believe that students benefit from both rigorous subject study and opportunities for sustained independent work. GCSEs provide breadth, disciplinary knowledge and intellectual challenge. HPQs complement this by allowing students to pursue interests in greater depth, develop a wider range of skills and undertake ambitious projects that are genuinely their own.

Can I still choose ten GCSEs? Yes. Whilst we strongly recommend the combination of GCSEs and HPQs, students and families who prefer a more traditional ten-GCSE programme will retain that option. The final choice should reflect a student’s interests, strengths and aspirations.

Will the HPQ route limit my future options? No- quite the reverse. The curriculum has been designed to preserve breadth and keep future pathways open. Students will continue to study a wide range of academic disciplines and will receive guidance to ensure that subject choices support future Sixth Form and university options. The freedom of the HPQ programme should give students the inspiration and ability to pursue project that will be fundamental to pursuing their future options.

Will universities recognise HPQs? Yes. HPQs are externally accredited Level 2 qualifications and are included on university applications. HPQs can also provide valuable examples of independent, sustained academic work that students will want to discuss in future applications and interviews to the most prestigious universities in the world. 10

chosen A Level courses. Habs Girls GCSE Options

How should I choose my subjects? Choose subjects that you enjoy, in which you are likely to be successful, and that help create a balanced programme. Most students do not yet know exactly what they wish to study beyond school, so it is usually wise to maintain breadth whilst pursuing areas of particular interest and strength. Your teachers and tutor will be happy to help you think through your options.

Do I need to take Literature? Yes. However, students can now fulfil the literature element of the curriculum through either English Literature or the Global Literature HPQ pathway. Students can also choose both options and we would encourage many to do so. This creates greater flexibility while ensuring that all students continue to engage with substantial literary study.

Can I take more than one language? Yes. Students are welcome to study more than one language and we strongly encourage this for students who enjoy languages and are keen to develop their linguistic skills. How does AI, Data and Computer Science differ from GCSE Computer Science? AI, Data and Computer Science is being developed as a new Level 2 qualification. It will retain strong foundations in Computer Science whilst including contemporary developments in artificial intelligence, data and practical programming. Students will have opportunities to create software, work with computer hardware and undertake substantial applied work alongside examined assessment.

What if I change my mind after submitting my choices? We recognise that students sometimes reconsider their decisions. We will always try to accommodate changes where possible, although this becomes more difficult once option blocks and staffing have been finalised. We therefore encourage students to think carefully, seek advice and ask questions before submitting their final choices.

Will I get my first choice of subjects? We will do everything possible to accommodate students’ preferred combinations. However, the timetable is built after choices have been submitted and, on rare occasions, certain combinations may not be possible. If this happens, we will discuss the situation with affected students and work with them to find an alternative programme.

Why are there breadth requirements? We believe that students benefit from studying a broad range of disciplines and developing different ways of thinking. While the new curriculum gives students greater freedom to shape their programme, the breadth requirements help ensure that every student continues to engage with literature and culture, scientific thinking, languages and creative work. These requirements are designed to develop the full range of Habs Habits whilst keeping future opportunities open. They encourage students to balance specialisation with intellectual curiosity and help ensure that every student leaves Year 11 with a strong foundation for Sixth Form study and beyond.

Hab Girls GCSE Options

AI, Data and Computer Science INTRODUCTION

Recent developments in Computer Science, including machine learning and generative artificial intelligence, are driving all kinds of conversations about the future of work, the importance of knowledge, the nature of intelligence, and what is special about being human. Designed to approach the subject right at the cutting edge, our School-Designed Computer Science course, AI Data and Computer Science, is a modern and academically rigorous alternative to a traditional GCSE Computer Science programme. The belief that Artificial Intelligence will render the studying of Computer Science obsolete is a modern-day misconception. The rapid growth of digital technologies and AI innovation has made it more crucial than ever for students to develop coding literacy. The ability to read, understand, and write code empowers individuals to create programs, critique AI-generated code, enhance their work, and actively shape the digital world rather than just consume it.

Course Structure As the technology sector develops and evolves, elements of this course may be adapted, updated or changed. • P ython Software Development Project – 40%

Students will develop a substantial software project in Python, taking it from initial design through to testing and evaluation. Along the way, they will learn key programming concepts including algorithms, modular programming, file handling, object-oriented programming and the fundamentals of user experience (UX) design. Using industry-standard IDEs such as Visual Studio Code (VS Code), they will gain experience of the tools and working practices used by professional software developers. • AI Data – 30%

Students will explore the foundations of Artificial Intelligence, including how large language models (LLMs) are developed, trained and applied in real-world contexts. They may evaluate the strengths and limitations of different AI systems, investigate appropriate and responsible uses of AI technologies, and develop

practical skills in areas such as prompt engineering. Through collaborative research and project work, students will consider the ethical, social and economic implications of artificial intelligence and communicate their findings.

• Computer Science Theory – 30%

This component provides a rigorous and well-rounded exploration of how modern computer systems operate. Covering topics such as data representation, computer architecture, networking, cyber security, software and Boolean logic, it develops a deep understanding of the principles that underpin digital technologies. Through practical activities including network simulation, logic circuit design and hardware investigation, learners connect theoretical concepts to real-world applications. Comparison with a Traditional GCSE Traditional GCSE Computer Science courses place considerable emphasis on a prescribed body of knowledge and preparation for written examinations. As a result, specifications can be slow to reflect developments within

Habs Girls GCSE Options

the technology sector, leaving students to study content that no longer represents the technologies, tools and practices used across the modern computing industry. Assessment methods often require students to hand-write programs, placing significant emphasis on syntax accuracy and pseudocode rather than the use of IDEs, the software

used to write and test code. In some cases, students continue to study legacy technologies and storage media that have largely disappeared from everyday use. While understanding fundamental principles remains essential, Computer Science education must evolve alongside the discipline itself. A modern

curriculum should equip students with the knowledge, tools and experiences needed to engage with emerging fields such as Artificial Intelligence, Cyber Security, Cloud Computing and Software Engineering, ensuring that learning remains relevant, engaging and reflective of today’s rapidly changing technology.

Hab Girls GCSE Options

Partnered with The AI Board We are currently working in partnership with the AI Board, the UK’s only awarding body dedicated exclusively to artificial intelligence and data science. Together, we are developing an innovative, accredited and Ofqual-regulated programme that combines rigorous academic study with nationally recognised qualifications. Our ambition is to create a highquality, accredited course that can serve as a model for schools across the country, supporting the next generation of innovators, problem-solvers and digital leaders. Progression and Grading • Students will not be disadvantaged by choosing this course. The curriculum has been deliberately designed to provide a seamless progression to A Level Computer Science (Cambridge International 9618), with strong alignment between the knowledge, skills and approaches developed at each stage. • The courses substantial emphasis on Python programming, algorithmic design, software engineering principles and computational thinking provides an exceptional foundation for advanced study, equipping students with the technical knowledge. • It also provides a strong foundation for future study and careers in areas such as Computer Science, Software 14

Engineering, Artificial Intelligence, Data Science, Cybersecurity, Engineering and Digital Technology. Additional certification Alongside Our School-Designed Course qualification, students will have opportunities to work towards separate industryrecognised certifications. These may include:

• Python programming certification (PCAP and/or PCEP) • Cisco AI Certifications and learning pathways, supported by Cisco-accredited staff within the school As externally validated credentials, they offer valuable evidence of technical competence and independent learning, strengthening applications for higher education, enhancing professional profiles on platforms such as LinkedIn, and demonstrating engagement with industry-relevant skills beyond the requirements of the main course. Who should choose this course? This course is suitable for students who enjoy problem solving, who are curious about how technology works, and are motivated to deepen their programming expertise through practical software-development projects. While no prior expertise in coding is required, students should be prepared to think logically, approach problems with resilience and refine their solutions through an iterative

development process. By the end of the course, they will have developed a strong foundation in Computer Science theory, substantial experience in programming, and a sophisticated understanding of emerging technologies such as Artificial Intelligence, including large language models, prompt engineering and the ethical implications of AI in society. CONCLUSION

Computer Science is changing rapidly. Artificial intelligence, automation, cloud computing, software development and data-driven technologies are transforming how organisations operate and how society functions. Employers increasingly value individuals who can think critically, solve complex problems, adapt to emerging technologies and apply their knowledge in practical contexts. At Habs, this is our focus, it’s part of our Habits. This course is designed not only around what students need to know today, but around the skills they will need to thrive in the tomorrow. Our ambition is to inspire the next generation of innovators, creators and problem-solvers by providing an education that reflects the reality of modern computing. Students will leave not simply having studied Computer Science, but with the confidence, technical expertise and intellectual curiosity to shape the technologies of the future.

Habs Girls GCSE Options

Art and Design Examination Board

Edexcel Art, Craft and Design

Specification Number: 1AD0 A Level

Yes

Ideally*

Is the GCSE necessary in order to study this subject at A Level?

✓

* S tudents may take A Level Art without doing GCSE Art. You should have an active interest in Art and during Year 10 and

Year 11 create artwork in your own time. Before you enrol you must be prepared to show this work to the Head of Art and chat about the course.

SUBJECT OUTLINE Art is a subject that allows you to think imaginatively and explore a variety of media and techniques. It will help develop your problemsolving, critical thinking and creative skills. These are much desired transferable skills that will not only help support your other GCSE subject choices but are also sought-after qualities which employers and university admissions teams seek out. Enthusiasm for the subject is the most essential ingredient. You will gain skills in drawing, painting, photography, textiles, sculpture and mixed media throughout the two-year course. We begin in Year 10 exploring a wide range of different workshops and experimenting with different techniques and media, which may be less familiar to you. Each year

there may be the opportunity to take part in a major Art residential trip. This will offer access to a variety of galleries and museums where you can see a broad range of art and design and gain inspiration for your own work, as well as develop your sketching skills. There will also be other trips to more local venues and regular figure drawing sessions booked during lessons and after school to further drawing and observational skills. Art GCSE, unlike other subjects, is not assessed purely through an exam at the end of the course. During the two-year course, you will complete two coursework projects worth 60% and one exam project worth 40% of the final grade. Everything completed in lessons and homework throughout the two years counts towards these projects. There

are no extra expectations to produce additional work than that set in your lessons and for homework. There are four major elements to the Art GCSE course: research, experimentation, visual/ written communication of ideas and presenting a meaningful response. These four elements will be visited many times during the course allowing you to practice and become more proficient in each. One major benefit of the Art GCSE course is that all work is submitted before students start study leave in Year 11, meaning one GCSE is completed leaving students time to concentrate on revision for their other exams. The Art Department studios are open every day after school to allow students access to resources and technical help when they need it.

ASSESSMENT STRUCTURE Paper

Title

Content

Assessment

1AD0-01

Personal Portfolio

Internally set (coursework) – two different projects in Year 10 and Year 11

Internally assessed externally moderated

1AD0-02

Externally Set Assignment

Edexcel set project - Jan-April in Year 11

Internally assessed externally moderated

40 15

Hab Girls GCSE Options

Habs Girls GCSE Options

Biology Examination Board

Pearson Edexcel International GCSE Biology

Specification Number: 4BI1 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

✓

SUBJECT OUTLINE

engage in ICT-based activities, debates, and presentations to deepen your understanding and communication of biological concepts.

By following the Pearson Edexcel International GCSE Biology (4BI1) course, you will develop a strong understanding of key biological principles and their applications in real-world contexts. The course covers a broad range of topics including: • • •

The nature and variety of living organisms

Structures and functions in living organisms Reproduction and inheritance

•

Ecology and the environment

•

Use of biological resources

You will explore how biological knowledge is applied in areas such as genetic engineering and biotechnology. The course also encourages awareness of the impact of human activity on natural ecosystems and the importance of sustainability. Lessons will regularly include practical investigations, helping you to develop experimental skills and scientific thinking. You’ll also

Ideally

Assessment is entirely through two written examination papers, which test your knowledge, understanding, and ability to apply biological concepts. There is no coursework or controlled assessment. Practical skills are assessed through questions embedded in the exam papers, reflecting the integrated nature of theory and experimentation in the course.

ASSESSMENT STRUCTURE Paper

Title

Content

Assessment

Paper 1

4BI1/1B

• The nature and variety of living organisms • Structures and functions in living organisms • Reproduction and inheritance • Ecology and the environment • Use of biological resources

Written examination: 2 hours

• The nature and variety of living organisms • Structures and functions in living organisms • Reproduction and inheritance • Ecology and the environment • Use of biological resources

Written examination: 1 hour 15 minutes 70 marks comprising a mixture of multiple-choice, short answer, calculations, and extended open-response

Paper 2

4BI1/2B

110 marks comprising a mixture of multiple-choice, short-answer, calculations, and extended open- response

Hab Girls GCSE Options

Chemistry Examination Board

Edexcel IGCSE 9-1

Specification Number: 4CH1 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

✓

SUBJECT OUTLINE

fibres, building materials, alloys and fuels. It is the activities of chemists that provide us with drugs used in health care. The world community has been able to increase food production and store food free from pests and diseases thanks to the efforts of chemists. Performances in many leisure activities have been enhanced through the development of new materials, for example carbon fibres in sports equipment and dyes and pigments for use in art. The study of Chemistry is essential for entry into many professions and useful in many others.

The Edexcel IGCSE Chemistry course builds on the work covered during the previous three years and aims to explain the properties of substances in terms of how atoms, ions and molecules are arranged. You should find that patterns within the subject become more evident as you explore a variety of topics. At the same time, the course allows the development of skills that are transferable to everyday life and encourages awareness of safe practice when handling chemicals, including those found within the

household. The course aims to stimulate your curiosity, interest and enjoyment in Chemistry and to arouse an interest in, and care for, the environment. There will be considerable emphasis on experimental work, some of which are considered ‘core practicals’, the principles of which will be assessed alongside the theoretical concepts within the written examination papers. Chemistry is concerned with understanding the properties of matter and the synthesis of new materials, for example clothing

Ideally

ASSESSMENT STRUCTURE Paper

Title

Paper 1

4CH1/1C

Paper 2

4CH1/2C

Content

Assessment

1 Principles of chemistry 2 Inorganic chemistry 3 Physical chemistry 4 Organic chemistry

Written examination: 2 hours 110 marks comprising a mixture of short-answer questions, calculations and extended, openresponse questions.

61.1

1 Principles of chemistry 2 Inorganic chemistry 3 Physical chemistry 4 Organic chemistry

Written examination: 1 hour 15 minutes. 70 marks comprising a mixture of short- answer questions, calculations and extended, open-response questions.

38.9

Habs Girls GCSE Options

Classical Civilisation Examination Board

OCR

Specification Number: J199 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level? SUBJECT OUTLINE

Classical Civilisation offers the opportunity to explore the cultures of Ancient Greece and Rome through literature as well as historical, visual and archaeological evidence. In this way, it gives the student a unique and varied insight into the ancient world and brings to life these vitally important cultures which help to enrich our understanding of our own society. One half of the course is devoted to the comparative study of Myth and Religion in Greece and Rome. You will study topics such as the Gods, sacrifices, heroes, ancient beliefs, founding myths, festivals, the underworld, as well as reading relevant literature extracts in English. If you have enjoyed the stories and myths in your Latin lessons,

you will enjoy exploring them in greater depth in Classical Civilisation at GCSE and drawing your own conclusions about Greek myths and beliefs as well as the implications that has for us in our modern society. The second half of the course is dedicated to the study of the Homeric World, through both literary and archaeological sources. You will study important archaeological sites of the Mycenaean World as well as the wide range of material culture, from jewellery to sculpture and frescoes, which informs us about the everyday lives of the real people living at this time. In addition, you will also study the fantastical and enjoyable tales of the great hero Odysseus’ journey home after the Trojan War by

Ideally

✓ reading a selection of books from Homer’s Odyssey. Classical Civilisation is a GCSE with a strong pedigree, offering something to students of all academic interests. It offers excellent training not only for keen enthusiasts of the ancient world but also sharp thinkers and careful observers of a wide range of data, who are able to come to shrewd judgments about the world of the past and their own. Because you will respond to and engage with the subject material via a wealth of sources and ideas, you will steadily gain a strong set of readily transferable analytical skills, highly sought after by universities and employers alike. All study in the GCSE course is in English and no knowledge of Latin or Greek is necessary.

ASSESSMENT STRUCTURE Paper

Title

J199/11

Myth and Religion

J199/21

The Homeric World

Content

Assessment

Comparative study of the religion and mythology of ancient Greece and Rome.

Exam

Study of life in the Mycenaean times through archaeological evidence and the study of selected books of Homer’s ‘Odyssey’.

Exam

Hab Girls GCSE Options

Classical Greek Examination Board

OCR

Specification Number: J292 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

✓

SUBJECT OUTLINE

half of the course is based on literature, which is studied towards the end of Year 10 and during Year 11. For 2029-30 the prose text is taken from Tales from Herodotus and recounts the dramatic second capture of Babylon by the Persian king Darius the Great. The verse text is Euripides’ tragic play Hippolytus. In the examined extract, a pivotal confrontation occurs between Phaedra and her Nurse, who tries to uncover the source of her mistress’ affliction.

Classical Greek GCSE is a lively and stimulating course for those interested in languages, literature and society. The Ancient Greeks are the cultural ancestors of the West and by studying their language the student gets to know these inspiring, infuriating and captivating people from the inside. Mastering a new script is only the first challenge; once you can read the alphabet, you start to learn a language that is equally well adapted for telling the stories of heroes in epic verse or expounding subtle philosophical arguments about the possible meaning of life. Classical Greek is a fascinating and beautiful language to study and there is a great satisfaction to be gained from deciphering a passage of Greek, which at first appeared impenetrable, like solving a complex puzzle. The

richness of the language also combines with a unique cultural history to provide an insight into so many of today’s institutions and works of literature. Democracy, mathematics, science and philosophy all have their roots in the Greeks’ desire to understand their world and to determine their own fate – up to a point. Many Greek myths and plays convey a warning against arrogance, excess and disrespect for the gods. The influence these ideas have had upon Western thought and literature has been immense. The language course is based on Greek to GCSE by John Taylor and assumes an understanding of Latin as studied at Habs in Years 7 to 9. There is plenty of opportunity to learn about myths, religion and Ancient Greek society. As is the case with Latin GCSE,

Ideally

Classical Greek GCSE is taught from scratch over two and a half years, beginning in the second half of Year 9 with one lesson a week. In Years 10 and 11, students receive one lunchtime and one after school session a week. It requires a degree of commitment and enthusiasm as we move through the syllabus briskly.

Habs Girls GCSE Options

ASSESSMENT STRUCTURE Paper

Assessment

Translation and comprehension questions of unseen passages of Classical Greek.

Exam

J292/02 Prose Literature

Analysis of the themes, characters and language of the prose set text.

Exam

J292/05 Verse Literature

Analysis of the themes, characters and language of the verse set text.

Exam

J292/01

Title Language

Content

Hab Girls GCSE Options

Design and Technology Examination Board

OCR

Specification Number: J310 A Level

Yes

Ideally

Is the GCSE necessary in order to study this subject at A Level? SUBJECT OUTLINE

GCSE Design and Technology will prepare you to become creative, innovative and critical thinkers, developing skills to design and deliver prototypes that solve real and relevant problems. This GCSE will help you to understand and appreciate the design and manufacture of existing products. It will help you to be creative in your approach to work, develop sketching ability and use of digital technologies in designing and creating products. You will learn about important issues that affect design in the wider world such as sustainability, global issues and user-centred design. You will learn about a range of materials and components that can be used to create products including smart materials. What’s included? You will study a wide range of materials, develop an understanding of systems, programmable components and mechanisms to support any potential design solutions you may develop later on. You will 22

also learn about wider design principles and the effect of design on users and the world we live in. You will develop a deeper knowledge and understanding of resistant materials and related techniques and processes, to construct working prototypes and achieve functioning design solutions. You will complete design challenges where you will ‘explore’ real needs and contexts, ‘create’ solutions and ‘evaluate’ how well the needs have been met and the problem solved. “Explore, create, evaluate” is a process that occurs repeatedly as design iterations are developed to continually improve the outcome, building clearer needs and better solutions, meaning ideas and prototypes can be developed into successful products in the future. You will apply mathematical and scientific knowledge, understanding and skills. This reflects the importance of Design and Technology as a pivotal STEM subject.

✓ How will you be assessed? 50% of the GCSE is based on the Iterative Design Challenge which starts in June of Year 10 and continues into Year 11. There will be three open and real- world contexts to select from to interpret and explore, creating iterations when designing and making through the processes of ‘explore, create and evaluate’. You will be prepared for the coursework during Year 10 with mini projects to widen your manufacturing skills and experience as well as developing your knowledge and designing skills. The other 50% is a single two-hour exam. What are the benefits? You will become an independent and critical thinker who can adapt your technical knowledge and understanding to different design situations. You will learn to be ambitious and open to exploring and take design risks to stretch the development of design proposals.

Habs Girls Habs GCSE Sixth Options Form

You will develop an awareness of implications of the costs, commercial viability and marketing of products. Where can the qualification take me? The study of design and technology can lead to future careers in product design, engineering, and architecture. it will develop your design and thinking skills that open up a world of possibility, providing the tools to create the future.

ASSESSMENT STRUCTURE Paper

Title

Content

Assessment

Principles of Design and Technology (01)

This component brings together the Learner’s core’ and ‘in-depth’ knowledge and understanding. • ‘Core’ knowledge of design and technology principles demonstrates learners’ broad understanding of principles that all learners should have across the subject. • ‘In-depth’ knowledge allows learners to focus more directly on at least one main material category, or design engineering. The question paper is split into two sections. A minimum of 15% of the paper will assess learners’ mathematical skills as applied within a design and technology context.

Written exam: 2 hours (100 Marks)

Interactive Design Challenge

This component offers the opportunity for learners to demonstrate understanding of and skills in iterative designing, in particular: • The interrelated nature of the processes used to identify needs and requirements (explore) • Creating solutions to meet those needs (create) • Evaluating whether the needs have been met (evaluate). As an outcome of their challenge, learners will produce a chronological portfolio and one final prototype(s). It is through the iterative processes of designing that learners draw on their wider knowledge and understanding of design and technology principles. Contextual challenges will be released on 1 June each year.

Written exam: 1 hour 45 minutes (90 Marks)

Hab Girls GCSE Options

Drama Examination Board

AQA

Specification Number: 8261 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level? SUBJECT OUTLINE

The GCSE course will enable students to develop their practical and analytical skills as theatre makers and audience members through a range of practical and reflective tasks and a written examination. The varied course structure includes the study of a set text, a practical devised theatre project, performing extracts from published plays and attending a range of live shows

Ideally ✓

as a focus for analysis and reflection back in class. Lessons are mostly practical with students supporting their experience in the rehearsal room by keeping a portfolio of notes, research and homework tasks, to help them revise from the second year of the course. The course builds a range of skills and students will often work in a range of groups thus learning important skills of negotiation, discussion,

listening and practical teamwork by way of debate, reading, notetaking and discussion. An enthusiasm for theatre is essential both as a performer (or designer) but also, in the evaluation of how meaning is conveyed to an audience in live theatre. Successful students will enjoy collaborating with peers to create original performance work in a range of styles and be curious about how scripted texts can be imaginatively staged.

ASSESSMENT STRUCTURE Paper

Title

Assessment

Written exam (80 marks)

Devising Drama Process of creating devised drama Performance of devised drama Analysis and evaluation of own work

Devised log (60 marks) Devised performance (20 marks)

Texts in Practice Performance of two extracts from one play

Extract 1 (20 marks) Extract 2 (20 marks)

Understanding Drama

Content Knowledge of theatre roles and responsibilities Study of a set text Analysis and evaluation of live theatre

Habs Girls Habs GCSE Sixth Options Form

Hab Girls GCSE Options

English Language Examination Board

Edexcel A

Specification Number: 4EA1 BE A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

✓

SUBJECT OUTLINE

such as travel writing and other non-fiction writing such as essays, reviews and journalism. Skills assessed in the exam will include comprehension, critical reading, summary and synthesis and evaluating writers’ choices of language. You will develop a range of writing skills, honing your ability to write clearly and coherently, for different audiences, purposes and impacts, including creatively and imaginatively.

Students in Year 10 study English and English Literature as a separate course. You will have separate lessons for English and for Literature in Year 10. The aim of both subjects is to promote an understanding and love of English literature and to hone your skills in writing and speaking English confidently in any situation. Reading widely at home is important for success in

all aspects of the subject. One of the best parts of the course is the freedom to explore beyond the syllabus and pursue your own interests; we can immerse ourselves in great texts and literary material, developing key skills that equip us for life after exams. In English, you will read a range of texts from the 19th century to contemporary texts, including literature, literary non-fiction

Ideally

ASSESSMENT STRUCTURE Paper

Title

Content

Assessment

Non-Fiction Texts and Transactional Writing

Section A: Reading – a series of questions on an unprepared non-fiction reading passage and on a studied anthology passage. Section B: Writing – an extended writing task involving a given form, audience or purpose.

Exam (90 marks) Sec A (45 marks) Sec B (45 marks)

NonExamined Assessment

Non examined assessment. Two units: 1) Reading: An essay based on any two studied poetry or prose texts including a commentary on why these texts were selected (30 marks). 2) Writing: Personal/imaginative writing to explore, imagine, entertain.

NEA (60 marks)

Spoken Language Endorsement

A speaking and listening task which is recorded on the exam certificate as a separate grade (pass, merit or distinction); marks do not count towards your overall GCSE grade. The task is to give a speech or talk followed by questions from the audience.

Pass, merit or distinction

Habs Girls GCSE Options

Hab Girls GCSE Options

Habs Girls GCSE Options

English Literature Examination Board

Edexcel

Specification Number: 4ET1 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

✓

SUBJECT OUTLINE

literary heritage text and a post1914 text for the non-examined assessment. Text choices may change from year to year; the current Year 10 are studying ‘An Inspector Calls’; ‘Things Fall Apart’ and either ‘Macbeth’ or ‘Pride and Prejudice’.

You will study a range of literature texts including drama, poetry and prose. We aim to broaden your reading and will explore a range of background material alongside detailed study of your set texts. For some texts, you will also explore the contextual

background, investigating historical, social, cultural and political contexts and how these underpin the attitudes and values presented. Comparison is also an important element of the literature course. Over the course, you will study and be examined on poetry and modern prose. You will study a

Ideally

ASSESSMENT STRUCTURE Paper

Title

Content

Assessment

Exam: Poety and Modern Prose

Section A: Unseen Poetry You will be asked to analyse an unseen poem, exploring the meaning and effects by the writer. Section B: Anthology Poetry You will compare two studied poems, analysing the language, form and structure used by the poets to create meanings and effects and exploring links and connections between texts. Section C: Modern Prose You will answer a question on a studied novel, which may focus on character and relationships or theme. You will be asked to demonstrate a close knowledge and understanding of the novel and will need to show understanding of the relationships between texts and the contexts in which they were written.

Exam (90 marks) Sec A (20 marks) Sec B (30 marks) Sec C (40 marks)

NEA: Modern Drama and Literary Heritage

Section A - Modern Drama: essay on a studied modern drama text (usually ‘An Inspector Calls’), assessed on knowledge, understanding and analysis of language and dramatic structure. Assignment B – Literary Heritage Texts: essay on a studied pre-1900 text, assessed on knowledge, analysis and understanding of the relationships between texts and the contexts in which they were written.

Exam (60 marks) Sec A (30 marks) Sec B (30 marks)

Hab Girls GCSE Options

Entrepreneurship, Future Skills and Sustainable Development A new Higher Project Qualification (HPQ), designed at Habs for Years 10 and 11, launching September 2027

Habs Girls GCSE Options

Awarding body

Pearson Edexcel

Qualification type

Higher Project Qualification (HPQ) — Level 2

Duration

One academic year (Year 10 or Year 11)

Qualification size

Half a GCSE (two HPQs together are equivalent to one GCSE)

Grading

A*–C

WHAT IS THE ENTREPRENEURSHIP, FUTURE SKILLS AND SUSTAINABLE DEVELOPMENT HPQ?

The HPQ provides students with the opportunity to explore one of the most important challenges facing the modern world: sustainability. Students will investigate how environmental, social and economic factors are interconnected and how individuals, businesses and governments can make decisions that meet present needs without compromising the ability of future generations to meet theirs. Understanding these three pillars of sustainability is central to modern sustainable development. Through independent research, students will examine real-world issues such as climate change, renewable energy, sustainable cities, ethical business practices, waste management, food security, biodiversity and social justice. They will

develop the skills to analyse evidence, evaluate different viewpoints and propose informed solutions to contemporary challenges. Importantly, sustainability is now a growing area of employment across Business, Finance, Engineering, Technology, Manufacturing, government and environmental organisations. Many companies have dedicated sustainability teams and are seeking employees who understand sustainable decision-making and responsible business practices. Delivered jointly by Geography and Design and Technology, the HPQ allows students to investigate sustainability from a range of perspectives. Students may choose projects with a stronger Design and Technology focus, exploring how innovative design and technology can contribute to a more sustainable future.

HOW THE COURSE BUILDS OUR HABITS

The Sustainability HPQ provides students with an opportunity to apply our Habits to genuine global challenges. Successful sustainability projects require students to question assumptions, investigate evidence and develop solutions that balance environmental, social and economic priorities. Critical Thinking

Students analyse evidence, evaluate different viewpoints and investigate the trade-offs involved in sustainability decisions.

Curiosity

Students explore contemporary challenges and investigate issues that affect communities locally, nationally and globally.

Initiative

Students take ownership of their project, selecting a topic, planning their research and managing their progress independently.

Resilience

Sustainability issues are complex and often have no simple solution. Students learn to adapt, refine their ideas and overcome setbacks during the research process.

Social Responsibility

Students consider how decisions can create positive environmental, social and economic outcomes for people and the planet.

Students build a portfolio of evidence against our Habits as they move through the shared taught programme and their own project, giving them a rich, personal record of skills developed well beyond the classroom. 31

Hab Girls GCSE Options

WHAT SORT OF STUDENT DOES IT SUIT AND WHAT WILL THEY GET OUT OF THE COURSE?

The Sustainability HPQ suits students who are curious about the world around them and interested in understanding the challenges that will shape the future. It is particularly relevant for students interested in Geography, Business, Economics, Science, Politics, Design, Engineering, Environmental Studies or Social Issues, but no specialist knowledge is required.

COURSE OUTLINE

Students will develop valuable transferable skills including research, project management, critical analysis, communication and problemsolving. They will also gain an understanding of how sustainability influences decision-making in governments, charities and businesses. The qualification provides excellent preparation for future study and introduces students to a rapidly growing area of employment, as organisations increasingly seek people who can help them operate more sustainably and meet environmental, social and governance (ESG) goals.

Entrepreneurship, Future Skills and Sustainable Development is delivered over a single academic year — either Year 10 or Year 11 — alongside a second HPQ studied in the other year TERM FOCUS Term 1

Introduction to sustainability and sustainable development. Students explore the environmental, social and economic pillars of sustainability and investigate how organisations, governments and communities respond to global challenges. They develop research skills, examine real-world case studies and begin planning their independent sustainability project.

Term 2

Project development: students carry out their research and produce their chosen outcome, supported by a supervisor.

Term 3

Editing, review and final presentation, completed well before end-of-year examinations begin.

Habs Girls GCSE Options

Nature and timings of assessment The HPQ is not assessed by a single exam. Students are marked based on how they manage their project, use resources and research, develop and realise their outcome, and review what they have learned. Because students are taught, supervised and assessed as they plan, draft, test and refine their work over the year, teachers see the whole process, not just a finished product, including the decisions students make and the challenges they overcome along the way.

THE BROADER BENEFITS

• Continuity with the Habits curriculum: The HPQ gives Years 10 and 11 the same deliberate focus on Habits such as Initiative, resilience, curiosity, critical thinking and social responsibility, challenging students to think about how they can create positive change for people and the planet. • Externally accredited: The HPQ is a Level 2 qualification, benchmarked at GCSE level and listed alongside GCSE qualifications on applications and student records. • Preparation for the EPQ: The course mirrors the structure of the Extended Project Qualification offered in the Sixth Form, giving students a head start on independent research, project management and academic enquiry. • Relevant to the future world of work: Sustainability is becoming increasingly important across sectors including business, finance, engineering, technology, manufacturing and government. Students develop the research, analytical and problem-solving skills that are highly valued by employers and universities alike. • Understanding one of the defining challenges of the 21st Century: Students explore how environmental, social and economic factors interact, gaining a deeper understanding of sustainability and the role individuals, businesses and governments can play in creating a more sustainable future. 33

Hab Girls GCSE Options

French Examination Board

ECambridge IGCSE

Specification Number:

7156

A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

✓

SUBJECT OUTLINE

N.B. The speaking exam takes place between March and May of Year 11. It is conducted by your teacher and externally moderated by the Examination Board. All Year 10 and Year 11 students benefit from weekly oral lessons in reduced groups.

•

Develop the language proficiency required to communicate effectively in French, (you can choose to do two languages at GCSE). Offer insights into the culture and society of countries and communities where the languages are spoken. Encourage positive attitudes towards speakers of other languages and a sympathetic approach to other cultures.

•

Provide enjoyment and intellectual stimulation.

•

Develop transferable skills (for example memorising and drawing of inferences) to complement other areas of the curriculum.

•

Form a sound base of the skills, language and attitudes required or progression to work or further.

Ideally

Habs Girls Habs GCSE Sixth Options Form

ASSESSMENT STRUCTURE Paper

Title

Content

Listening

Reading

Topic areas A. Everyday activities B. Personal and social life C. The world around us D. The world of work E. The international world

Assessment

Approximately 45 minutes (40 marks) Candidates listen to several recordings and answer multiple-choice and matching questions. Externally assessed.

1 hour (45 marks) Candidates read several texts and answer multiple-choice and matching questions as well as questions requiring short answers. Externally assessed.

Speaking

Approximately 10 minutes (40 marks) Candidates complete one role play and conversations on two topics. Internally assessed and externally moderated.

Writing

1 hour (45 marks) Candidates complete one form-filling task, one directed writing task and one task in the format of an email/letter or article/blog. Externally assessed.

Hab Girls GCSE Options

Geography Examination Board

Edexcel B

Specification Number: 1GB0 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

Ideally* ✓

* Students may take A Level Geography without doing GCSE Geography. This will involve catch up work over the summer to ensure the skills required are met. Students must have an 8/9 in one other Humanity to do this.

SUBJECT OUTLINE

‘Geography holds the key to our future.’ Michael Palin, former President of the Royal Geographical Society has explained clearly why Geography is such an important subject for students to study. He says ‘Geography is a living, breathing subject, constantly adapting itself to change. It is dynamic and relevant. For me Geography is a great adventure with a purpose.’ This course gives students a holistic view of the world and its current issues. Geography is a diverse and multidisciplinary subject that allows students to follow a range of different paths. The study of Geography gives students an opportunity to make links between the Sciences, the Humanities, Economics and Politics and is based in real world studies. Students that

study Geography are better prepared to understand topics impacting our planet such as climate change and the role of countries in our changing world. It is a versatile option that gives a range of skills and knowledge. Global and local issues such as global warming, food and energy security, land

degradation, spread of disease, migration, development, hazards, economic change and globalisation are just a few of the challenges that Geographers may work on. As part of the course, students will need to attend a compulsory two day residential.

Habs Girls GCSE Options

ASSESSMENT STRUCTURE Paper

Title

Content

Assessment

Component 1: Global Geographical Issues

Topic 1: Hazardous earth Topic 2: Development dynamics Topic 3: Challenges of an urbanising World. The exam includes multiple-choice questions, short open, open response and extended writing questions, calculations and eight-mark extended writing questions.

Written examination: 1 hour and 30 minutes (94 marks)

37.5

1GB0/02 Component 2: Uk Geographical Issues

Topic 4: The UK’s evolving physical landscape – including sub-topics. 4a: Coastal change and conflict 4b: River processes and pressures. Topic 5: The UK’s evolving human landscape – including a case study – dynamic UK cities. Topic 6: Geographical investigations – including one physical fieldwork investigation and one human fieldwork investigation linked to topics 4 and 5.

Written examination: 1 hour and 30 minutes (94 marks)

37.5

1GB0/03 Component 3: People and Environment Issues – Making Geographical Decisions

Topic 7: People and the biosphere Topic 8: Forests under threat Topic 9: Consuming energy resources.

Written examination: 1 hour and 30 minutes (64 marks)

1GB0/01

The exam includes multiplechoice questions, short open, open response and extended writing questions. Section c will include eight-mark extended writing questions and section d will offer a choice of one from three decisions assessed through a 12-mark extended writing question.

Hab Girls GCSE Options

German Examination Board

AQA

Specification Number:

8662

A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

✓

SUBJECT OUTLINE

•

Develop the language proficiency required to communicate effectively in French, German and/or Spanish (you can choose to do two languages at GCSE). Offer insights into the culture and society of countries and communities where the languages are spoken.

•

Encourage positive attitudes towards speakers of other languages and a sympathetic approach to other cultures.

•

Provide enjoyment and intellectual stimulation.

•

Develop transferable skills (for example memorising and drawing of inferences) to complement other areas of the curriculum.

•

Form a sound base of the skills, language and attitudes required or progression to work or further.

•

The German GCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of Germany and other Germanspeaking countries.

Ideally

Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as writing and speaking it accurately and increasingly fluently.

NB re speaking exam – takes place in April or May of Year 11. It is conducted by your teacher and marked by AQA. All GCSE students benefit from weekly oral lessons in groups of 3-5 students.

Habs Girls Habs GCSE Sixth Options Form

ASSESSMENT STRUCTURE Paper 1

Title

Content

Assessment

Listening

Theme 1: People and lifestyle Topic 1: Identity and relationships with others Topic 2: Healthy living and lifestyle Topic 3: Education and work

Listening – approximately 45 minutes (50 marks)

Reading – 1 hour (50 marks)

Speaking – 10-12 minutes, 15 minutes preparation time (50 marks)

Writing – 1 hour 15 minutes (50 marks)

Reading

Speaking

Writing

Theme 2: Popular culture Topic 1: Free-time activities Topic 2: Customs, festivals and celebrations Topic 3: Celebrity culture Theme 3: Communication and the world around us Topic 1: Travel and tourism, including places of interest Topic 2: Media and technology Topic 3: The environment and where people live

Students listen to different types of recorded spoken language and are assessed in two sections. Section A tests their understanding through a range of comprehension question types in English. Section B consists of a dictation exercise with students required to listen to a German text of a minimum 30 words and write it out.

Students read different types of written stimuli, responding in English or non-verbally. They are also required to translate a text of minimum 50 words from German into English.

Students complete a role play, a reading aloud task, a photo card section which includes 3-4 minutes of ‘unprepared’ conversation. Students complete three written tasks. A translation of a minimum 50-word English text into German, a 90-word shorter writing task and a 150-word longer writing task. 39

Hab Girls GCSE Options

Global Literature A new Higher Project Qualification (HPQ), designed at Habs for Years 10 and 11, launching September 2027

Habs Girls GCSE Options

Awarding body

Pearson Edexcel

Qualification type

Higher Project Qualification (HPQ) — Level 2

Duration

One academic year (Year 10 or Year 11)

Qualification size

Half a GCSE (two HPQs together are equivalent to one GCSE)

Grading

A*–C

WHAT IS THE GLOBAL LITERATURE HPQ?

Global Literature at Habs invites students to explore some of the most fascinating questions literature can ask: How does society, culture and perspective shape our experience and the stories we tell? How do literary texts invite us to question our assumptions and perspectives? And how do writers use language to change the way we see the world? The taught component of the course will challenge students to think critically about how literature represents gender, family, race, belonging, and conflict. From texts across the world, the course encourages students to think critically about the stories societies tell, the voices they privilege and

the ways literature continues to reimagine both the past and the future. Students will each identify an area of enquiry that particularly interests them, using it as the basis for independent reading, research and analytical writing. They will read and compare two literary texts, exploring how writers use language, form and narrative to shape meaning and represent key themes connected to identity. Alongside their critical study, students will produce a piece of original creative writing inspired by their chosen area of enquiry, accompanied by a detailed commentary analysing their creative decisions and reflecting on the relationship between intention, craft and effect

HOW THE COURSE BUILDS OUR HABITS

From September 2027, we are strengthening the way our Habits — the dispositions that help students flourish academically, professionally and personally — are developed throughout Years 3 to 9. Global Literature hasbeen designed specifically to carry that work into Years 10 and 11:

Open-mindedness

Exploring literature from across the world allows students to appreciate diverse perspectives and ideas, while recognising the universal aspects of the human experience.

Critical Thinking

Students will critically analyse and evaluate the ideas and perspectives presented in texts, as well as the ways writers use language to shape narratives and influence readers.

Creativity

Students will develop their own voice and writing skills through creative writing, experimenting with language, structure, and form to communicate ideas with clarity and impact.

Initiative

By determining their own investigative focus and driving their research independently, students will identify opportunities to explore their research questions.

Hab Girls GCSE Options

WHAT SORT OF STUDENT DOES IT SUIT AND WHAT WILL THEY GET OUT OF THE COURSE?

A genuine interest in reading widely and a curiosity about the world are at the heart of Global Literature. Students will be eager to question assumptions, interrogate texts and reflect on the ways literature shapes our understanding of the world and ourselves.

With an independent research project at the centre of the course, students will need to be ambitious, resilient and intellectually curious. They should be prepared to work independently, pursue their own lines of enquiry, and engage critically with complex ideas in order to produce meaningful and original research.

COURSE OUTLINE

Global Literature is delivered over a single academic year — either Year 10 or Year 11 — alongside a second HPQ studied in the other year. TERM FOCUS Term 1

A shared taught programme explores key literary themes such as gender, race and belonging. Students will then select two texts and define their own area of focus for an independent research project.

Term 2

Students will complete a 1,500 word comparative essay comparing their two chosen texts. In lessons, they will also develop their creative writing skills, which they will draw on to produce a 500 word creative response related to their research area, with a 250 word commentary which reflects on their creative decisions and intentions.

Habs Girls GCSE Options

Nature and timings of assessment The Global Literature HPQ is assessed through two written projects. The comparative essay will assess students’ ability to develop a clear and convincing argument about two literary texts, drawing on close analysis of language, form and structure. Students will be expected to make thoughtful connections between texts, consider the influence of cultural and historical contexts, and engage critically with the ways writers represent ideas, perspectives and identities. The creative writing component will assess students’ ability to craft an original and purposeful piece of writing, demonstrating control of language, structure and form. Students will be rewarded for their creativity, originality and technical accuracy. The accompanying commentary will assess students’ ability to reflect critically on their creative process, explaining how their reading and research informed their choices and evaluating how effectively their writing responds to the themes, ideas and literary techniques explored throughout their project.

THE BROADER BENEFITS

• A broader literary perspective: students encounter texts from a wide range of cultures, traditions and historical periods, developing a richer understanding of both literary craft and the diversity of human experience. • Preparation for A Level and beyond: the course develops many of the skills required for advanced literary study, including close analysis, comparative argument, independent reading, academic research and critical writing. • A balance of analytical and creative thinking: students engage both as critics and as writers, developing an understanding of how literature works through the complementary processes of analysis and creative practice. • Stronger communication skills: through discussion, research, essay writing and reflective commentary, students learn to express complex ideas with clarity, confidence and precision. • Independent intellectual enquiry: students pursue their own area of interest, selecting texts, developing research questions and constructing original arguments around themes that matter to them. • A deeper understanding of the world: by exploring how literature represents identity, culture, conflict, power and belonging, students develop greater empathy, open-mindedness and the ability to engage thoughtfully with different perspectives. • A substantial portfolio of original work: students complete a comparative literary essay, a piece of creative writing and a reflective commentary, providing tangible evidence of their analytical, creative and research skills.

The project is completed in good time to protect focus for exams/ GCSE revision.

Hab Girls GCSE Options

History Examination Board

Edexcel

Specification Number: 9HI0 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level? SUBJECT OUTLINE

GCSE History at Habs provides you with a broad understanding of the events that helped shaped the modern world whilst at the same time equipping you with skills vital for success in the modern workplace. Our course offers you the opportunity to extend your understanding of issues that you studied in previous years as well as giving you the chance to dip into new and exciting areas of human

history. The course was chosen to give you an opportunity to look at social and economic as well as political history and to enable you to experience history from a variety of countries and from a variety of epochs. GCSE History gives you an insight into the way people behave and respond to change. It enables you to develop your literary and analytical skills, reinforcing those skills you

Ideally ✓

develop in other subjects. A qualification in History is highly regarded by the universities and an A Level or degree in the subject can lead to a wide range of careers. GCSE History at Habs covers a range of Early Modern and Modern History to give you a broad overview of human History and to give you the widest grounding possible to make informed choices about future historical studies.

Habs Girls GCSE Options

Paper

Title

Content

Assessment

Germany 1917-1939

Students examine the foundations of the Weimar republic and the problems it had to face; the impact of the great depression on Germany; the origins and development of the Nazi party and finally life under the Nazis between 1933 and 1945.

Examination

Medicine Through Time C.1250 to Present

A look at medicine from the middle-ages to the modern day examining, amongst other questions: How did people view illness? How was illness explained? Were cures used and were they effective? What led to changes in the development of medicine? How did governments tackle issues of illness and disease? This paper includes a detailed look at the impact of WW1 on medical developments.

Examination

Spain and the New World

A look at the expansion of Spanish power in the new world and its impact on the pre-Columbian population between c.1490-1555. We start with Columbus’ voyages of discovery and move on to the activities of cortes and Pizarro and the impact Spanish colonisation had on the religion and welfare of the native population.

Examination taken jointly with Elizabeth

The Reign of Elizabeth I

An examination of Elizabeth’s domestic policies – including attempts to tackle poverty and the nature of the Elizabethan settlement - the war with Spain, the Tyrone rebellion and English involvement with the new world. Students also examine the issue of gender in history and the problems facing early modern female rulers.

Examination taken jointly with Spain and the new world

Hab Girls Girls’GCSE GCSEOptions options

Investigative Science A new Higher Project Qualification (HPQ), designed at Habs for Years 10 and 11, launching September 2027

Habs Girls GCSE Options

Awarding body

Pearson Edexcel

Qualification type

Higher Project Qualification (HPQ) — Level 2

Duration

One academic year (Year 10 or Year 11)

Qualification size

Half a GCSE (two HPQs together are equivalent to one GCSE)

Grading

A*–C

WHAT IS THE INVESTIGATIVE SCIENCE HPQ?

Investigative Science is a science-focused route into the Higher Project Qualification. It is designed for students who are curious about the world around them and enjoy asking scientific questions, collecting evidence and drawing conclusions. Unlike a traditional science course, the HPQ is not based on learning a fixed body of content. Instead, students undertake an extended scientific project of their own choosing and develop the skills needed to carry it out successfully. The qualification develops practical science skills alongside independent learning, project management, research, communication and critical thinking.

Students may choose to focus on: • Practical scientific investigations • Analysis of existing scientific datasets • Mathematical modelling and simulations

Projects are built around a focused research question and require students to plan, research, carry out, analyse and evaluate their work over the course of a year

HOW THE COURSE BUILDS OUR HABITS

Investigative Science provides an ideal framework for developing our Habits that underpin successful learning beyond the classroom. Initiative

Students select and develop their own project question, taking ownership of the direction and development of their work

Critical Thinking

Students evaluate evidence, analyse data, identify limitations and justify conclusions

Resilience

Scientific investigations rarely work perfectly first time. Students learn to refine methods, solve problems and respond to setbacks constructively

Continuous Learning

Through a year-long project, students develop the ability to manage long-term goals and improve their work through reflection and feedback.

Students create a substantial portfolio of evidence, including their Project Proposal, Activity Log and final project outcome, demonstrating both subject knowledge and the development of valuable transferable skill.

Hab Girls GCSE Options

WHAT SORT OF STUDENT DOES IT SUIT AND WHAT WILL THEY GET OUT OF THE COURSE?

Investigative Science suits students who enjoy asking questions, testing ideas and thinking independently. It is particularly well suited to students considering future study in science, medicine, engineering, research, environmental science or other STEMrelated fields. Because students choose their own project title, the qualification allows them to explore an area of science that genuinely interests them while developing skills that will support GCSE, A Level and future EPQ study.

Students gain experience of: • Designing investigations

• Evaluating scientific evidence • Managing a substantial independent project

• Collecting and interpreting data • Scientific writing and communication

• Presenting conclusions to an audience

COURSE OUTLINE

Future Skills is delivered over a single academic year — either Year 10 or Year 11 — alongside a second HPQ studied in the other year future EPQ study. Term 1

Introduction to the HPQ process, scientific research skills and a pilot investigation. Students then develop and refine their own project title and complete a Project Proposal.

Term 2

Research, practical investigation, data collection and project implementation. Students maintain an Activity Log and begin drafting their report.

Term 3

Data analysis, conclusions, evaluation, final report writing and presentation, completed before the main examination period.

NATURE AND TIMINGS OF ASSESSMENT

The Investigative Science HPQ is assessed through the entire project process rather than a final examination. Students are rewarded not only for their final outcome, but for the planning, research, decision-making, problem-solving and evaluation that takes place throughout the year. The qualification is assessed through four assessment objectives: Assessment Objective

Weighting

Planning and managing the project (AO1)

17.5%

Researching and using resources (AO2)

22.5%

Carrying out the project and applying skills (AO3)

42.5%

Reviewing and evaluating (AO4)

17.5%

Habs Girls GCSE Options

A key element of assessment is the Activity Log, where students record: • What they did

• Why they did it

• Challenges encountered • Changes to their plans

• Reflection on progress and learning

The process is therefore just as important as the final report

THE BROADER BENEFITS

• Authentic scientific enquiry: Students experience science as practising scientists do, designing and carrying out investigations rather than simply following prescribed methods. • Development of practical skills: The course strengthens experimental design, risk assessment, data collection and data analysis skills. • Preparation for Sixth Form study: The project mirrors many of the skills required for A Level science investigations and the Extended Project Qualification (EPQ).

• Strong foundation for STEM careers: Students gain experience of research, evidence evaluation, communication and project management, all essential skills in scientific and technical professions. • A substantial independent project: Students complete a challenging and rewarding piece of work they can discuss confidently in future applications and interviews. • Flexible pathways: Students may choose practical investigations, data-analysis projects or modelling and simulation projects, allowing them to pursue their own interests within a rigorous academic framework. 49

Hab Girls GCSE Options

Latin Examination Board

OCR

Specification Number: J282 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

✓

SUBJECT OUTLINE

of mathematical precision, linguistic intuition, historical depth, and creative imagination.

Latin GCSE is an exciting and stimulating course, which offers an excellent opportunity for students to deepen their understanding of the Latin language, the culture of the Romans and to gain insights into the working of language itself. Habs students are well placed to take this subject as they have already covered a great deal of the course in their first three years in Latin, having used the Suburani course. The programme of study therefore follows on naturally from the work covered in Year 9 and proceeds through graded steps to enable students eventually to be able to read 2000-year-old literary texts for themselves. The study of the language enables students to understand the workings of the Latin language in such a way that their grasp of language (both English and other languages too) in general, is enhanced. Mastering the elegant and logical formulations

of Latin also encourages precision of thought and cognitive flexibility, making Latin GCSE an attractive component of a successful future CV. It signals to universities and employers not only sharpness of insight but also cultural breadth and intellectual rigour. There are three components to the assessment: language, verse literature and prose literature. Although the study of the literature can at first sight appear daunting, its study is in fact the jewel in the crown of the course. Through close examination of prose and verse authors, the student is encouraged to read interesting and subtle texts in Latin for meaning, and to respond for themselves to works of literature so beautiful and powerful they have inspired countless literary imitators (from Shakespeare to JK Rowling), as well as remaining captivating and important works in their own right. The two halves of the subject therefore create a fascinating blend

Ideally

For 2029-30 the prose prescription centres on the theme of ghost stories and includes extracts from Pliny and Petronius. The verse text is taken from Book 10 of Ovid’s epic poem Metamorphoses and recounts the story of Atalanta and Hippomenes. Latin GCSE offers a linguistic challenge and a unique historical perspective. For anyone who has enjoyed their study of Latin in Year 9 and wants to deepen their understanding, and particularly those with logical, linguistic and incisive minds, this course will undoubtedly offer great rewards and lots of fun.

Habs Girls GCSE Options

ASSESSMENT STRUCTURE Paper

Title

Content

Assessment

J282/01

Language

Translation and comprehension questions of unseen passages of Latin.

Exam

J282/03

Prose Literature

Analysis of the themes, characters and language of the prose set text.

Exam

J282/04

Verse Literature

Analysis of the themes, characters and language of the verse set text.

Exam

Hab Girls GCSE Options

Leadership and Elite Performance A new Higher Project Qualification (HPQ), designed at Habs for Years 10 and 11, launching September 2027

Habs Girls GCSE Options

Awarding body

Pearson Edexcel

Qualification type

Higher Project Qualification (HPQ) — Level 2

Duration

One academic year (Year 10 or Year 11)

Qualification size

Half a GCSE (two HPQs together are equivalent to one GCSE)

Grading

A*–C

WHAT IS THE LEADERSHIP AND ELITE PERFORMANCE HPQ?

Leadership and Elite Performance is a course designed at Habs for students who want structured time to build the capabilities that will matter most in the world they are entering: creativity, the ability to generate and experiment with ideas, self-directed learning, and original thinking. Rather than being taught towards a single terminal exam, it is a project-based qualification: students spend the first part of the course developing employability skills together, then choose their own focus and plan, research, develop, present and evaluate a substantial piece of independent work.

The course begins with a shared programme covering leadership skills, creative thinking, and elite performance within the world of the arts, sport and beyond. This gives every student a common grounding and a taste of different project formats before they commit to their own idea. From there, the course becomes genuinely personal: a student’s project might be a piece of research, a workshop or performance, a documentary, or a shaping of an original creative idea, developed entirely around their own interests.

HOW THE COURSE BUILDS OUR HABITS

From September 2026, we are strengthening the way our Habits — the dispositions that help students flourish academically, professionally and personally — are developed throughout Years 3 to 9. Future Skills was designed specifically to carry that work into Years 10 and 11, giving four Habits in particular a real, extended piece of work in which to grow:. Initiative

Choosing and shaping a project of their own means students take ownership of their learning, rather than simply completing tasks that have been set.

Critical Thinking

Weighing evidence, testing ideas and justifying decisions runs through every stage of the project, from initial research to final evaluation.

Resilience

Real projects rarely go to plan. Students learn to respond constructively when research hits a dead end or a first idea does not work.

Continuous Learning

Sustained, self-directed work over a full year builds the habit of persevering and improving, rather than moving on once a task is done.

Social Responsibility

Students consider how decisions can create positive environmental, social and economic outcomes for people and the planet.

Hab Girls GCSE Options

WHAT SORT OF STUDENT DOES IT SUIT AND WHAT WILL THEY GET OUT OF THE COURSE? Leadership and Elite Performance suits students who are creative and want to push their ideas outside of the box, those who have a desire to lead, collaborate and push the boundaries of what is possible, with the option to combine skills in drama, art, dance, film making, sports or an

alternative leadership goal. It is a genuinely open course: a student’s project might take the form of a documentary film, a workshopped script, a combination of creative and academic queries, an art piece or sculpture, a series of debates inciting original thought, all are possible and will depend on interests and skills.

COURSE OUTLINE

Future Skills is delivered over a single academic year — either Year 10 or Year 11 — alongside a second HPQ studied in the other year. TERM FOCUS Term 1

Shared taught programme covering interview preparation, portfolio building, understanding business, and responding to a client brief, alongside a short pilot project. Students then scope and propose their own project.

Term 2

Project development: students carry out their research and produce their chosen outcome, supported by a supervisor.

Term 3

Editing, review and final presentation, completed well before end-of-year examinations begin.

Habs Girls GCSE Options

Nature and timings of assessment The Leadership and Elite Performance HPQ is not assessed by a single exam. Students are marked against four assessment objectives covering how they manage their project, use resources and research, develop and realise their outcome, and review what they have learned. Because students are taught, supervised and assessed as they plan, draft, test and refine their work over the year, teachers see the whole process — not just a finished product — including the decisions students make and the problems they overcome along the way. The project is completed in good time to protect focus for GCSE revision.

THE BROADER BENEFITS

• Continuity with the Habits curriculum: Future Skills gives Years 10 and 11 the same deliberate focus on habits such as initiative, resilience and critical thinking that students build through Years 3 to 9. • Externally accredited: Future Skills is a Level 2 qualification, benchmarked at GCSE level and listed on UCAS applications in the same way as a GCSE. • Preparation for the EPQ: the course mirrors the structure of the Extended Project Qualification offered in the Sixth Form, giving students a head start on independent project work before they reach Year 12. • Directly relevant to life beyond Habs: the World Economic Forum’s Future of Jobs Report 2025 suggests that 39% of workers’ core skills will change by 2030, with analytical thinking, resilience, flexibility and creative thinking identified as central to that future. Future Skills is designed to build exactly these capacities. • A genuine portfolio of independent work: students leave the course with a substantial, self-directed project and a portfolio of evidence they can speak about with real depth in personal statements and interviews. 55

Hab Girls GCSE Options

Mathematics Examination Board

Edexcel

Specification Number: 4MA1 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

✓

SUBJECT OUTLINE

The Mathematics syllabus encourages students to develop an ability to think mathematically - precisely, logically and creatively - and at the same time to develop a positive attitude to Mathematics. We follow the IGCSE in Mathematics set by Edexcel. The IGCSE course provides a very good foundation for those who choose to take their

Ideally

Assessment

Written examination 2 hours (100 marks)

Mathematics to A Level and beyond. All students will be entered for the Higher Tier paper. All students are expected to have a scientific calculator and mathematical drawing instruments. The Casio Classwiz fx-991CW is highly recommended and can be purchased through the school.

ASSESSMENT STRUCTURE Paper 1

Title Calculator

Calculator

Content Content summary for both papers: • Number • Algebra • Geometry • Statistics

Habs Girls GCSE Options

Further Mathematics Examination Board

AQA

Specification Number: 8365 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level? SUBJECT OUTLINE

Further Mathematics is an additional qualification designed for students who demonstrate exceptional mathematical ability and enthusiasm. It is taught to the top two Mathematics sets and runs alongside the standard IGCSE Mathematics course over two years. This course provides a deeper and broader understanding of mathematical concepts. It includes topics that go beyond the IGCSE curriculum, such as:

Ideally

✓

•

Algebraic manipulation and proof

•

Matrices

•

Calculus (basic differentiation and integration)

•

Functions and graphs

•

Trigonometry and identities

•

Complex numbers

•

Coordinate geometry

Students will be challenged to think abstractly, solve complex problems, and develop mathematical rigour.

ASSESSMENT STRUCTURE Paper

Title

Content

Assessment

NonCalculator Paper

Algebra, geometry, trigonometry calculus, matrices.

Written examination: 1 hour 45 minutes

Calculator Paper

Functions, graphs calculus, complex numbers, coordinate geometry.

Written examination: 1 hour 45 minutes

Hab Girls GCSE Options

Music Examination Board

WJEC/Eduqas

Specification Number: C660QS A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

Ideally* ✓

* Any students wishing to take A Level Music without doing GCSE Music will need to demonstrate performing skills of Grade 6+, have evidence of completed composition work and Grade 5 Music Theory in order to ensure the skills required are met.

SUBJECT OUTLINE

Music GCSE is a very integrated course which strengthens and develops your musical skills as you make links between the three components of performing, composing and listening. In performing, you will be able to play/sing as a soloist and as a member of an ensemble. To access the highest marks in performance, you should be performing pieces at Grade 3-4 level. For the ensemble, you will have the opportunity to work with other members of the GCSE groups and/or other musicians in the school to prepare a piece. In composing, you will be able to develop and create your own pieces, one in response to a brief set by the exam board

and one which is your own ‘free’ choice. Depending on the type of pieces you choose to compose, you can work using music software programmes such as Musescore or Logic Pro X, along with writing your pieces down using manuscript paper. Both your performing and listening work will help you to form ideas for your compositions. In the listening/appraising paper, you will be asked questions about different extracts of music played to you on a CD. The extracts will be taken from four different Areas of Study: 1) Musical Forms and Devices, 2) Music for Ensemble (Jazz/Musical Theatre/Chamber Music), 3) Film Music and 4) Popular Music. One question includes musical dictation (pitch or rhythm) and one question

includes a longer, extended written answer. There are also two set works to study, ‘Badinerie’ by JS Bach and ‘Africa’ by Toto. Studying Music at GCSE is engaging, enriching and enjoyable, offering you the opportunity to be expressive and creative. GCSE Music allows you to gain credit for the effort and enthusiasm that you have already put into your music-making leading up to this point. In addition to offering you an outlet for your creative skills, studying music is helpful in developing a range of other transferable skills too, for example, communication, observation, comparison and analytical thinking. It also helps build your confidence and resilience.

Habs Girls Girls’GCSE GCSEOptions options

ASSESSMENT STRUCTURE Paper

Title

Content

Assessment

Performance

One solo and one ensemble performance, with a minimum total of four minutes.

Recordings made during Year 11, marked internally and moderated by the exam board.

Composing

Two compositions with a minimum total of four minutes

First (free choice) composition can be started in Year 10. Second composition (choice from four briefs set by the board) started in September of Year 11. Both compositions submitted in late March, marked internally and moderated by the exam board.

Appraising

Four areas of study: Musical Forms and Devices Music for Ensemble Film Music Popular Music - Includes study of two set works, ‘Badinerie’ by JS Bach and ‘Africa’ by Toto.

One exam paper of 1 hour 15 minutes which involves listening and responding to extracts of familiar and unfamiliar music. Short answers with one musical dictation question and one longer, extended writing question.

Hab Girls GCSE Options

Physical Education Examination Board

AQA

Specification Number: 8582 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

Ideally* ✓

* Students may take A Level Physical Education without doing the subject at GCSE. However, catch up work over the summer would be required to ensure subject knowledge is at an adequate standard.

SUBJECT OUTLINE

GCSE Physical Education allows students with a passion for sport and exercise to develop their practical skills as well as developing an understanding of how the body adapts and responds to exercise. The course consists of a theoretical element of the science of sport (60%) and practical assessment in three sports/activities and a written piece of coursework (40%). In the practical element, candidates will be assessed in three sports – one team,

one individual and one other. Coursework marks are allocated for skill performance, tactical awareness and knowledge of the rules – both in isolation and in the competitive context. Selected sports can be from those pursued inside school (for example lacrosse, swimming, trampolining) as well as those that are regularly practiced outside of school (for example skiing or hockey). The theoretical element introduces the main areas of Physical Education and Sport Science which includes Anatomy and Physiology,

Sports Psychology, Health and contemporary issues surrounding sport in society. Examples of topics which will be studied include the benefits of healthy and active lifestyles, components of fitness, training methods, diet, respiratory and cardiovascular functioning whilst exercising and the muscularskeletal system.

Habs Girls GCSE Options

ASSESSMENT STRUCTURE Paper 1

2 2

NEA 3

NEA

Title

Assessment Assessment

Performance One solo and one ensemble made during Year 11, The Human Body and Applied anatomy Recordings and physiology Written performance, with a minimum marked internally and moderated Movement in Physical Movement analysis exam: 1by hour total of 4 minutes. Education and Sport 15 minutes Physical training the exam board. (78 marks) Usewith of data Composing Two compositions a First (free choice) composition can be minimum total of 4 minutes started in Year 10. Second composition Socio-Cultural Influences Sports psychology (choice from four briefs setWritten by the and Well-being in Physical exam: 1 hour Socio-cultural influences board) started in September of Year Activity and Sport 15 minutes Both compositions submitted in Health, fitness and11. well-being (78and marks) late March, marked internally Use of data moderated by the exam board. Practical Performance in For each of their three activities, students Assessed by Appraising exam paper of 1 hourteachers 15 Physical ActivityFour andareas Sportof study: will be assessed inOne skills in progressive minutes which drills (10 marks peractivity) and ininvolves the full listening and Musical Forms and Devices context (15 marksresponding per activity).to extracts of familiar and Music for Ensemble unfamiliar music. Short answers with Film Music Analysis and Evaluation of will be assessed on their Assessed one musical dictation question and by Popular Music - Students Includes study Performance toof bring about analysis (15 marks) and evaluation (10 teachers one longer, extended writing question. two set works, ‘Badinerie’ by Improvement inJS One Activity marks) performance to bring about Bach and ‘Africa’ by of Toto. improvement in one activity.

30 30

Title

Content

30 30

30 40

Hab Girls GCSE Options

Physics Examination Board

Edexcel IGCSE

Specification Number: 4PH1 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

✓

SUBJECT OUTLINE

everyday situations to explore fundamental physical principles. These range from the latest mobile phones to the medical applications of electromagnetic radiation and the benefits of space exploration.

In Edexcel IGCSE Physics students study the main principles that describe the workings of the physical world. We build on our KS3 learning and develop a greater understanding behind the technology on which our society is based whilst considering both the beneficial and detrimental effects of its application. We aim to provide an enjoyable course which develops a knowledge and understanding of physics, together with a number of transferable skills,

for those students not intending to study the subject beyond GCSE level, as well as a good foundation for more advanced studies. There are many careers for which a Physics background is relevant. The teaching is practically based, enabling students to acquire the skills of observation, experimentation, data processing and interpretation, evaluation of evidence, and the formulation of generalisations and models as an integral part of the course. It uses applications of physics in

Ideally

Habs Girls GCSE Options

ASSESSMENT STRUCTURE Paper TitleSTRUCTURE Content Assessment % ASSESSMENT 1 Core 1. Forces and motion The paper is assessed 61.1 (Breadth) 2. Electricity through a two hour written Paper Title Content Assessment % examination paper The total 3. Waves number of marks is 110. A 1 Performance4. One solo and one and ensemble Recordings during question Year 11, 30 Energy resources energy mixturemade of different performance, with a minimum marked internally andmultiplemoderated by transfers styles, including of liquids 4 minutes. the exam board. choice questions, short-answer 5. total Solids, and gases Questions, and Magnetism and electromagnetism 2 Composing 6. Two compositions with a First (free choice)calculations composition can be 30 extended open-response totaland of 4particles minutes started in Year 10. Second composition 7. minimum Radioactivity questions. calculator may (choice from fourAbriefs set by thebe 8. Astrophysics used in the examinations. board) started in September of Year 11. Both submitted in 2 All 1. Forces and motion Thecompositions paper is assessed through 38.9 late March, marked internally and (Breadth 2. Electricity a one hour and 15 minute moderated the exam board. and writtenby examination paper. The 3. Waves Depth) total number of marks is 70. A 3 Appraising 4. Four areas of study: One exam paper of 1 hour 15 40 Energy resources and energy mixture of different question minutes which involves listening and Musical transfersForms and Devices styles, including responding to extractsmultipleof familiar and Ensemble choice questions, short answer 5. Music Solids,for liquids and gases unfamiliar music. Short answers with Film Music questions, calculations andand 6. Popular Magnetism and electromagnetism dictation question Music - Includes study one musical extended open-response extended writing question. 7. of Radioactivity and‘Badinerie’ particles by one longer, two set works, questions. A calculator may be Bach and ‘Africa’ by Toto. 8. JS Astrophysics used in the examinations. 63

Hab Girls GCSE Options

Religious Studies Examination Board

AQA

Specification Number: 8062 A Level

Yes

Is the GCSE necessary in order to study this subject at A Level? SUBJECT OUTLINE

In the AQA Religious Studies GCSE, we study two religions and a ‘themes’ paper which covers a range of philosophical and ethical issues and will study religious and non- religious responses to questions such as: do animals have rights? Are abortion and euthanasia morally wrong? What are human rights? How should they be protected? Does God exist? Can we prove it? Why would a loving and powerful God allow evil?

You will find out what four of the six major world religions think about these issues and will then need to be prepared to develop your own view. There will be plenty of opportunities to discuss and debate ideas. You have already been developing many of the skills you need in Religion and Philosophy lessons. You will also study the beliefs and practices of two religions which will involve looking at the following areas: key beliefs, worship, festivals and rituals.

Ideally

✓ Religious Studies GCSE is valued as an excellent foundation for academic study in a wide range of disciplines and for a wide range of careers. This is because it teaches important skills such as the ability to think critically, analyse ideas, construct an argument and communicate effectively with others. After studying this GCSE, you could go on to take A Level Religious Studies or A Level Philosophy and might even decide to take it as a degree.

Habs Girls GCSE Options

ASSESSMENT STRUCTURE Paper 1

Title The study of religions

Content

Assessment

Key Christian beliefs and practices: the nature of God, the problem of evil, beliefs about creation, life after death and salvation, types of worship, pilgrimage and festivals, the role of the church. Key Jewish beliefs and practices: the nature of God, the covenant and the mitzvot, key moral principles, the synagogue and festivals.

Written exam: 1 hour 45 minutes

Relationships and Family (Christianity and Written exam: 50 Judaism) Heterosexual and homosexual 1 hour 45 relationships, sexual relationships before and minutes outside of marriage, contraception, same-sex marriage and cohabitation, divorce, the role of parents and children, extended families and the nuclear family, contemporary family issues including same-sex parents and polygamy, the roles of men and women, gender equality, gender prejudice and discrimination. Religion and Life (Christianity and Hinduism) The relationship between scientific views, such as the Big Bang theory and evolution and religious views, the value of the world and the duty of human beings to protect it, the use and abuse of the environment, including the use of natural resources, pollution, the use and abuse of animals, ASSESSMENT STRUCTURE including animal experimentation and the use of animals for food, the concepts of sanctity of life and the quality of life, abortion and euthanasia. The Existence Paper Title Content of God and Revelation (Christianity Assessment % and non-religious views) 1 Performance One solo and onefor ensemble Recordings made during Year 11, 30 Arguments the existence of God: The Design performance, with a minimum internally argument, the cosmologicalmarked argument, the and moderated by total ofargument 4 minutes. the exam board.as an from miracles, evil and suffering argument against God, arguments 2 Composing Two compositions with athe existence First of (free choice) composition can be 30 based on science against the existence of God, minimum total of 4 minutes started in Year 10. Second composition revelation. (choice from four briefs set by the Religion, Crime and Punishment and board)(Islam started in September of Year Christianity) 11. Both compositions submitted in lateof March, Religion crime and the causes crime,marked reasonsinternally and moderated bythe thelaw, exam board. for crime, views about people who break views about different types of crime, including 3 Appraising Four areas of study: OneThe exam paper 40 hate crimes, theft and murder. aims of of 1 hour 15 minutesdeterrence, which involves listening and punishment Musical Forms andincluding Devices retribution, responding extracts of familiar and criminals, to including Music reformation, for Ensemblethe treatment of unfamiliar music. Short answers with prison, corporal punishment, community service. Film Music one musical question and Forgiveness. The death ethical dictation arguments Popular Music - Includes studypenalty, longer, those extended writing question. to the death penalty, including of tworelated set works, ‘Badinerie’ by one based on the principle JS Bach and ‘Africa’ by Toto. of utility and sanctity of life. 2

Thematic studies: religious, philosophical and ethical studies

Hab Girls GCSE Options

Spanish Examination Board

ECambridge IGCSE

Specification Number:

7160

A Level

Yes

Is the GCSE necessary in order to study this subject at A Level?

✓

SUBJECT OUTLINE

•

Develop the language proficiency required to communicate effectively in French, German and/or Spanish (you can choose to do two languages at GCSE).

•

Offer insights into the culture and society of countries and communities where the languages are spoken.

•

Encourage positive attitudes towards speakers of other languages and a sympathetic approach to other cultures.

•

Provide enjoyment and intellectual stimulation.

•

Develop transferable skills (for example memorising and drawing of inferences) to complement other areas of the curriculum.

•

Form a sound base of the skills, language and attitudes required or progression to work or further.

Ideally

Habs Girls Habs GCSE Sixth Options Form

ASSESSMENT STRUCTURE Paper

Title

Content

Listening

Reading

Topic areas A. Everyday activities B. Personal and social life C. The world around us D. The world of work E. The international world

Assessment

Approximately 45 minutes (40 marks) Candidates listen to several recordings and answer multiple-choice and matching questions. Externally assessed.

1 hour (45 marks) Candidates read several texts and answer multiple-choice and matching questions as well as questions requiring short answers. Externally assessed.

Speaking

Approximately 10 minutes (40 marks) Candidates complete one role play and conversations on two topics. Internally assessed and externally moderated.

Writing

1 hour (45 marks) Candidates complete one form-filling task, one directed writing task and one task in the format of an email/letter or article/blog. Externally assessed.