GCSE Options booklet 2025-2026 by habselstreeschools

Introduction

The end of Year 9 is a very exciting time and an important juncture in your education. For the first time, you have the opportunity to make significant choices about your curriculum. Although we have placed some limitations on GCSE choices to help you to avoid you closing off opportunities, your options may affect your future direction so we want to do all we can to guide and support you to make fully informed decisions. We hope this booklet will help.

In order to offer you the best possible range, both at GCSE and in the Sixth Form, we are making a broad spread of subject areas compulsory. Your core programme will be made up of: English, English Literature, Mathematics, a modern foreign language, two or three separate sciences, and one of the humanities (History, Geography, Religious Studies or Classical Civilisation). In addition to these, you should choose further options subjects from those in this booklet to bring your total to ten. Some students may also choose the option to study GCSE Classical Greek outside the regular timetabled lessons, which would bring their total to 11 GCSEs. We would, of course, strongly encourage a high uptake in the creative arts

In addition to your GCSE subjects, you will have regular time with your tutor, who will normally stay with you for the two years of your GCSE courses. They will maintain an oversight of your progress and well-being, providing structured support with time management and study skills. They will also

encourage you to keep you interests broad and avoid a narrow focus on exams at the expense of all else. We have an incredible range of cocurricular activities that includes music, sport, the Duke of Edinburgh Award, CCF and partnerships, to name a few. Given this, we will encourage you to keep your programme broad and rich in the Upper School.

You will also have Physical Education (with a range of options) in your timetable and a Personal, Social, Health and Economic Education (PSHE) course, which will cover a wide range of subjects to support your wider development.

As you continue your journey in the Upper School, I hope that you will continue to have fun, be curious and embrace all that Habs has to offer.

DR BAGWORTH-MANN HEADMISTRESS

From the Head of Year 9

The Upper School will continue to be an exciting and varied stage in your school career. You can make a fresh start and explore new areas of interest, as well as developing your existing skills, both within the curriculum that has been significantly influenced by your own choices and beyond.

Now is the time for you to make some exciting decisions about your GCSEs. Take the time over the next few weeks to read this booklet carefully. The details of the courses are in the booklet but talking to current Year 10 and Year 11 students who are studying the subject is also very helpful. We encourage you to discuss what it says with your parents, but the final choice should be yours. Make a list of questions that you need the answers to in the back of the book. Read this booklet carefully and then do ask your teachers for further details. Your Form Tutor will be happy to discuss your choices with you and the Options Evening should help clarify your decision. Choose the subjects that you enjoy and feel you will be successful in.

As you start your GCSE choices you will find that some assignments will require you to adopt a more long-term approach to the planning of your work and therefore careful time management will be essential. Some tutorial activities will help you to develop necessary study skills and useful strategies for tackling extended projects. Relationships with your subject teachers will change and we expect greater maturity in communication with your teachers about your academic progress; you will be most successful when you take on greater responsibility for your own learning. As part of this, teachers will communicate with you via email more and you are expected to keep up to date with these emails.

It is always important to maintain a genuine balance between academic study, co-curricular activity and relaxation to succeed and enjoy all that you do. If you manage your work effectively and commit to the learning opportunities in school, you will be able to enjoy the wide range of other activities available to you. Many of you will already have commitments to musical, sporting and other activities in school which you will want to maintain. In addition to your chosen GCSE subjects there will be the opportunity to take part in a variety of

different activities. The Duke of Edinburgh Awards Scheme is taken by many students and contains four main sections: volunteering, physical, skill and expedition. Additionally, our Friday Afternoon Activities Programme gives students the opportunity to choose from a number of different options: Academic Societies, Combined Cadet Force, Partnerships and Outdoor Education. Whilst it is important to be realistic and to consider significant out of school commitments, the transition to GCSEs should not be regarded as a time when activities should be given up, it should be an opportunity to throw yourself into new activities and fresh challenges.

We hope you will find the next two years both challenging and fulfilling. Upper School students thrive on the increased responsibility, independence and expectation that comes with being the oldest students in uniform. With enthusiasm, determination and good humour, you will also build a strong personal and academic base from which to progress into the Sixth Form.

So read this booklet carefully, talk to people and above all, do not worry. We are all here to help.

MISS AMBER HEWITT HEAD OF YEAR 9

Options Summary

All students study a core group of subjects:

ENGLISH

ENGLISH LITERATURE MATHS

Students can then make up to five additional choices from the following:

ART

CLASSICAL CIVILISATION

CLASSICAL GREEK

COMPUTER SCIENCE

DESIGN AND TECHNOLOGY

DRAMA FRENCH

GEOGRAPHY

SPANISH GERMAN HISTORY LATIN MUSIC

PHYSICAL EDUCATION RELIGIOUS STUDIES

TRIPLE SCIENCE (BIOLOGY, CHEMISTRY, PHYSICS AS THREE GCSES)

TWO SCIENCES (BIOLOGY OR CHEMISTRY OR PHYSICS AS TWO GCSES)

• Students who select Triple Science will then have four other options to select from the list.

• Students who select two individual Sciences will then have five other options to select from the list.

• Students must select at least one Modern Foreign Language and at least one Humanity.

• Students can then take Classical Greek, this is offered outside timetabled lessons, in one lunchtime and one after school lesson.

For example:

STUDENT A: This student has English Literature, English, Maths, Biology and Physics as their core group of five GCSEs, they then select History, German, Art, Classical Civilisation and Drama, to make 10 GCSEs in total.

STUDENT B: This student has English Literature, English, Maths and then choose Triple Science (three GCSEs) to make a core of six GCSEs. They then select Religious Studies, French, Music and Latin, to make 10 GCSEs in total.

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

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 CHOICE DEADLINE: THURSDAY 15 JANUARY 2026 You will be sent a link to complete your subject choices online.

The curriculum is engaging and challenging in equal measure and it is important that everyone can find success on their

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

FAQs

What is non-examination assessment?

Non-examination assessment is work done in class that contributes to your overall GCSE mark.

The type of non-examination assessment you do varies from subject to subject: it might be that you are given a topic to research and then you write an extended essay, or in the case of DT and Art it may be a design folder and an extended practical project. Your subject teacher will give you clear guidance about any non-examination assessment that you are expected to complete.

Should I do 9 or 10 subjects?

It is expected that most students will begin with 10 GCSEs. We understand that students will have to find a balance, with co-curricular commitments and a focus on their personal well-being, but it is important to ensure that you are challenged intellectually during the school day.

I don’t know what to give up!

This is hard for you and there is no easy answer. Think about which subjects you like best and where your strengths lie. Do not choose to do a subject because you do or don’t like a particular teacher. Experience suggests that in general your first choice of subject is usually the best one and who teaches which class is not decided until the timetable is written after your choices.

Can I do two practical/creative subjects?

Absolutely! All GCSEs require hard work and dedication but creative subjects have a greater focus on skills and work completed throughout the course. In all of you choices, please consider how you will balance the different demands.

Can I take a subject for A Level if I haven’t done it at GCSE?

On the following pages it is indicated whether the GCSE is required in order to study the subject at A Level. If you are unsure, please talk to your subject teachers. However, there are also some new subjects available at A Level that you won’t have studied before such as Economics, Politics, Psychology and Philosophy.

Can I take two languages?

Yes. Three if you are a keen linguist; two modern languages and Latin.

I want to do a GCSE outside school, is it allowed?

Studying 10 GCSEs in school is a big commitment for any student and, in most cases, we would not recommend taking more qualifications outside of school. For Sixth Form progression and university entrance, the standard programme will be plenty to set you up for the most competitive post-Habs options. In most cases, any GCSEs taken outside of school would need to be sat as a private candidate at a different exam centre.

Art and Design

Examination Board Edexcel Art, Craft & Design

Specification Number: 1AD0

A Level Yes No Ideally*

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

* Students 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

ASSESSMENT STRUCTURE

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.

Biology

Examination Board Pearson Edexcel International GCSE Biology

Specification Number: 4BI1

A Level

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

SUBJECT OUTLINE

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

ASSESSMENT STRUCTURE

Paper

Paper 1

4BI1/1B

• 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

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

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.

Paper 2

4BI1/2B

• The nature and variety of living organisms

• Structures and functions in living organisms

• Reproduction and inheritance

• Ecology and the environment

• Use of biological resources

• 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

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

Written examination 1 hour 15 minutes

70 marks comprising a mixture of multiple-choice, shortanswer, calculations, and extended open-response

Chemistry

Examination Board Edexcel IGCSE 9-1

Specification Number: 4CH1

A Level Yes No Ideally

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

SUBJECT OUTLINE

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

ASSESSMENT STRUCTURE

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 practical’s’, 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

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.

Classical Civilisation

Examination Board OCR

Specification Number: J199

A Level

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,

ASSESSMENT STRUCTURE

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

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

J199/11 Myth and Religion Comparative study of the religion and mythology of ancient Greece and Rome

J199/21 The Homeric World Study of lfe in the Mycenaean times through archaeological evidence and the study of selected books of Homer’s ‘Odyssey’

Classical Greek

Examination Board OCR

Specification Number: J292

A Level

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

SUBJECT OUTLINE

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, half of the

course is based on literature, which is studied towards the end of Year 10 and during Year 11. The prose text for 202728 comes from Herodotus’ Histories, where he recounts the story of the legendary musician Arion who is saved by a dolphin after been thrown overboard by some pirates. The verse text for 2027-28 is Homer’s Odyssey Book 10, where Odysseus first meets the enchantress Circe.

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.

ASSESSMENT STRUCTURE

Computer Science

Examination Board AQA

Specification Number: 8525

A Level Yes No* Ideally

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

* Those wishing to study the subject at A Level without the GCSE will need to do some independent work to become competent in constructing algorithms and writing code

SUBJECT OUTLINE

The belief that artificial intelligence will render the studying of computer science obsolete is a modern-day misconception. In reality, 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, enhance their work, and actively shape the digital world rather than just consume it.

Computer Science is a dynamic and rapidly evolving field. We follow the AQA GCSE Computer Science course, which aims to develop students’ understanding of how computer systems function—both in theory and in practice. The course is assessed through two examination papers taken at the end of Year 11: Computational Thinking and Programming

Skills (Paper 1) and Theoretical Computing Concepts (Paper 2).

The theoretical component covers topics, including hardware, computer architecture, and operating systems. It also examines binary and hexadecimal number systems, networking, cybersecurity, and data representation for sound and images. In addition, students learn about SQL databases and practice creating handwritten queries to manipulate and retrieve data. We also explore the ethical, legal, and environmental impacts of digital technology.

The problem-solving practical application of programming focuses on designing algorithms to develop solutions for specific problems using Python, our chosen programming language, and employing pseudocode to illustrate the logical flow of each algorithm. Students develop

advanced skills such as using subroutines with parameter passing, applying iteration such as using nested for loops to handle and process data within one-dimensional (1D) and two-dimensional (2D) arrays. They learn to write efficient, well-structured code and apply computational thinking to solve complex problems. For examination purposes, students are required to handwrite all programs on paper; however, during lessons, they will use VS Code, our chosen Integrated Development Environment (IDE), to develop and test their programs.

By mastering both the theoretical foundations and practical applications of computing, students are equipped not only to excel in examinations but also to become confident, creative problem-solvers.

ASSESSMENT STRUCTURE

Paper 1: Computational Thinking and Programming Skills

What is Assessed Computational thinking, code tracing, problem-solving, programming concepts including the design of effective algorithms and the designing, writing, testing and refining of code.

PAPER 2: Computing Concepts

What is Assessed

• Fundamentals of data representation

• Computer Systems

• Fundamentals of Computer Networks

• Cyber security

• Relational databases and structured query language (SQL)

• Ethical, legal and environmental impacts of digital technology on wider society, including issues of privacy

How it is Assessed Written exam: 2 hours 90 marks 50%

How it is Assessed

• Written exam: 1 hour 45 minutes

• 90 marks

• 50%

Design & Technology

Examination Board OCR

Specification Number: J310

A Level

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 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.

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 Iteate the future.

ASSESSMENT STRUCTURE

Paper Title

01 Principles of Design and Technology (01)

100 Marks

2 Hours

Written Paper

02 Interactive Design Challenge

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.

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: 1h 45mins (90 Marks) 25

Drama

Examination Board AQA

Specification Number: 8261

A Level

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 (The Crucible, by Arthur Miller), a practical devised theatre project, performing extracts from published plays and attending a range of live

shows 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.

English Language

Examination Board Edexcel A

Specification Number: 4EA1 BE

A Level

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

SUBJECT OUTLINE

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

ASSESSMENT STRUCTURE

1 Non-Fiction Texts and Transactional Writing

2 NonExamined Assessment

3 Spoken Language Endorsement

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 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.

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

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

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

English Literature

Examination Board Edexcel

Specification Number: 4ET1

A Level

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

SUBJECT OUTLINE

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

ASSESSMENT STRUCTURE

1 Exam: Poety and Modern Prose

2 NEA: Modern Drama & Literary Heritage

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 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’.

Section A: Unseen Poetry (20 marks) You will be asked to analyse an unseen poem, exploring the meaning and effects by the writer.

Section B: Anthology Poetry (30 marks) 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 (40 marks) 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.

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. (30 marks)

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. (30 marks)

Geography

Examination Board Edexcel B

Specification Number: 1GB0

A Level Yes No Ideally*

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

* 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.

ASSESSMENT STRUCTURE

1GB0/01 Component 1: Global Geographical Issues

1GB0/02 Component 2: Uk 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 8-mark extended writing questions.

Topic 4: The UK’s evolving physical landscape –including sub-topics.

4a: Coastal change and conflict and 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.

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 The exam includes multiple-choice questions, short open, open response and extended writing questions. Section c will include 8-mark extended writing questions and section d will offer a choice of one from three decisions assessed through a 12-mark extended writing question.

History

Examination Board Edexcel

Specification Number: 9HI0

A Level Yes No

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

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

31 Germany 1917-1939

11 Medicine Through Time C.1250 to Present

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.

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.

2 Spain and the New World

2 The Reign of Elizabeth I

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.

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.

taken jointly with Spain and the new world

Latin

Examination Board OCR

Specification Number: J282

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

SUBJECT OUTLINE

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 and Fabulae course books.

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 set texts, the student is encouraged to read interesting and subtle texts in Latin for meaning, and to respond for themselves to works of literature that are so beautiful and powerful that 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 of mathematical precision, linguistic intuition, historical depth, and creative imagination.

The prose set text for 2027-8 is the story of Cupid and Psyche from Apuleius’ Metamorphoses. The verse set text for 2027-28 is taken from Virgil’s Aeneid Book 2, where the hero Aeneas recounts the fall of Troy at the hands of the Greeks, focusing on the dramatic death of the Trojan priest Laocoon.

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.

ASSESSMENT STRUCTURE

J282/01

J282/05

Mathematics

Examination Board Edexcel

Specification Number: 4MA1

A Level

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

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

Further Mathematics

Examination Board AQA

Specification Number: 8365

A Level

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:

ASSESSMENT STRUCTURE

• 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.

Modern Languages

Specification

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. ASSESSMENT

1 Listening Topic areas

Everyday activities B. Personal and social life C. The world around us

D. The world of work

E. The international world

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

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.

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

2 Reading 1 Hour - 45 marks Candidates read several texts and answer multiple-choice and matching questions as well as questions requiring short answers. Externally assessed.

3 Speaking Approximately 10 min - 40 marks Candidates complete one role play and conversations on two topics. Internally assessed and externally moderated.

4 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.

Music

Examination Board WJEC/Eduqas

Specification Number: 1C660QS

A Level Yes No Ideally*

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

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

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.

includes a longer, extended written answer. There are also two set works to study, ‘Badinerie’ by JS Bach and ‘Africa’ by Toto.

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

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.

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.

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.

and ‘Africa’ by

Physical Education

Examination Board AQA

Specification Number: 8582

A Level Yes No Ideally* Is the GCSE necessary in order to study this subject at A Level? ✓

* 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.

on their analysis (15 marks) and evaluation (10 marks) of performance to bring about improvement in one activity.

Physics

Examination Board Edexcel IGCSE

Specification Number: 4PH1

A Level Yes No Ideally* Is the GCSE necessary in order to study this subject at A Level? ✓ ✓

SUBJECT OUTLINE

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

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.

ASSESSMENT STRUCTURE

1 Core (Breadth)

1. Forces and motion

2. Electricity

3. Waves

4. Energy resources and energy transfers

1 Performance One solo and one ensemble performance, with a minimum total of 4 minutes.

5. Solids, liquids and gases

6. Magnetism and

7. electromagnetism

2 Composing Two compositions with a minimum total of 4 minutes

2 All (Breadth and Depth)

8. Radioactivity and particles

9. Astrophysics

1. Forces and motion

2. Electricity

3. Waves

3 Appraising Four areas of study:

4. Energy resources and energy transfers

Musical Forms and Devices

Music for Ensemble

5. Solids, liquids and gases

Film Music

6. Magnetism and

7. electromagnetism

8. Radioactivity and particles

Popular Music - Includes study of two set works, ‘Badinerie’ by JS Bach and ‘Africa’ by Toto.

9. Astrophysics

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

The paper is assessed through a 2-hour written examination paper The total number of marks is 110. A mixture of different question styles, including multiple-choice questions, short-answer Questions, calculations and extended open-response questions. A calculator may be used in the examinations.

The paper is assessed through a 1 hour and 15-minute written examination paper. The total number of marks is 70. A mixture of different question styles, including multiplechoice questions, short answer questions, calculations and extended open-response questions. A calculator may be used in the examinations. 38.9

Religious Studies

Examination Board AQA

Specification Number: 8062

A Level

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.

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.

ASSESSMENT STRUCTURE

1 The study of religions

2 Thematic studies: religious, philosophical and ethical studies

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

Relationships and Family (Christianity and Judaism) Heterosexual and homosexual relationships, sexual relationships before and 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, 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 of God and Revelation (Christianity and non-religious views)

1 Performance One solo and one ensemble performance, with a minimum total of 4 minutes.

2 Composing Two compositions with a minimum total of 4 minutes

Arguments for the existence of God: The Design argument, the cosmological argument, the argument from miracles, evil and suffering as an argument against the existence of God, arguments based on science against the existence of God, revelation.

Recordings made during Year 11, marked internally and moderated by the exam board. 30

Religion, Crime and Punishment (Islam and Christianity)

3 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.

Religion crime and the causes of crime, reasons for crime, views about people who break the law, views about different types of crime, including hate crimes, theft and murder. The aims of punishment including retribution, deterrence, reformation, the treatment of criminals, including prison, corporal punishment, community service. Forgiveness. The death penalty, ethical arguments related to the death penalty, including those based on the principle of utility and sanctity of life.