Year 9 GCSE Options
2024/25
Introduction
The end of Year 9 is a very exciting time. It is time for you to choose what you would like to study for your GCSEs. This choice will to some extent affect your Sixth Form studies, so we want to guide and support you to make a fully informed decision. We hope this booklet will help.
In order to prevent early specialisation and to offer you the best possible range both at GCSE and in the Sixth Form, we are making a broad spread of subjects compulsory. You will all study: English, English Literature, Mathematics, a modern foreign language, and either two or three separate Sciences, plus one of the humanities (History, Geography, Religious Studies or Classical Civilisation). In addition to this compulsory core set of subjects, you should choose further options subjects from those in this booklet to bring your total to ten. A second language is a very good idea and we would strongly encourage a high uptake in the creative arts. A small group of dedicated students may have the option to study GCSE Classical Greek outside the timetabled curriculum. A broad spread of subjects at GCSE will give you a strong base for your studies at Sixth Form level when there will also be new subjects on offer, and we advise all students that ten should be their starting point.
In addition to your GCSE course, you will have a weekly tutor period with your newly created form. Your new form tutor will stay with you for the two years of your GCSE courses, and they are the member of staff who will be available to help you at all times.
The tutor period is designed to enable your tutor to get to know you and provide you with support; they will
help you to learn effective study techniques, for instance in time management and study skills, to practice debating and presentation skills and to develop your awareness of issues affecting the wider world. Of course, this is also a time to get to know the other students in your form and to make new friendships.
You will also have Physical Education (with a range of options) and a Personal, Social, Health and Economic Education (PSHE) course which will cover some of the following areas: ethical issues, careers, health education and first aid.
When you make your choice of GCSE subjects, you should take into account the pattern of your whole week: in school, with all your co-curricular activities, including music lessons, language conversation, sport etc., and outside school, including clubs and activities. You will also be encouraged to take part in the Arts Award Scheme or Duke of Edinburgh Award programme to develop team and leadership skills.
Life in the Upper School continues to be fun and very busy and offers the opportunity to study the subjects you really enjoy and to start to think about life at university and beyond.
DR HAZEL 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 a 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 six different options: Silver Arts Award, Combined Cadet Force, Crest Award, Outdoor Education, Partnerships and Robotics. 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.
MRS REBECCA BROWNLIE 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
GERMAN
HISTORY
LATIN
MUSIC
PHYSICAL EDUCATION
RELIGIOUS STUDIES
SPANISH
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 16 January 2025
You will be sent a link to complete your subject choices online.
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.
FAQs Cont.
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
Examination Board Edexcel Art, Craft & Design
Specification Number: 1AD0
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 problem-solving, critical thinking and creativity 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 anymore work that is 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 provides opportunities to work after school where all materials are available to you, as well as our extensive collection of art books.
Assessment Structure
Biology
Examination Board OCR Gateway Biology GCSE 9-1
Specification Number: 247H
Is the GCSE necessary in order to study this subject at A Level? X
Subject Outline
By following this course, you will gain sufficient subject knowledge to be able to understand the major biological concepts and will be able to apply this knowledge to understand current issues such as gene technology. You will study the main systems of the human body as well as such diverse areas as cell biology, genetics, evolution, genetic engineering, ecology and the effect of man on the environment, respiration, photosynthesis, biotechnology and microbiology (useful microbes, disease and immunity).
As in the first two years, the lessons will often involve practical work and the use of ICT. You will also be involved in other activities such as role-play, debate and presentations.
The GCSE examination in Biology will test you on subject knowledge and understanding as well as application, analysis and interpretation. Teaching of practical skills is integrated with the theoretical topics and they are assessed through the written papers. The OCR Gateway (9-1) course is followed and there is no longer any controlled assessment.
Assessment Structure
J247/3 Paper 3 (Higher Tier) B1 – B3 (and B7)
J247/4 Paper 4 (Higher Tier)
B4 – B6 (and B7) with assumed knowledge of B1 – B3
Chemistry
Examination Board Edexcel IGCSE 9-1
Specification Number: 4CH1
Is the GCSE necessary in order to study this subject at A Level? X
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 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 a 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 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.
Assessment Structure
Paper 1 4CH1/1C
1 Principles of chemistry
2 Inorganic chemistry
3 Physical chemistry
4 Organic chemistry
Paper 2 4CH1/2C
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, open-response questions.
Written examination –1 hour 15 minutes 70 marks comprising a
Classical Civilisation
Examination Board OCR
Specification Number: J199
Is the GCSE necessary in order to study this subject at A Level? X
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.
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.
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 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.
All study in the GCSE course is in English and no knowledge of Latin or Greek is necessary
Assessment Structure
of life in Mycenaean times through archaeological evidence and study of selected books of Homer’s ‘Odyssey’.
Classical Greek
Examination Board OCR
Specification Number: J292
Is the GCSE necessary in order to study this subject at A Level? X
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 fascinating 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 up to Year 10. There is plenty of opportunity to learn about myths, religion and Ancient Greek society. As for Latin GCSE, half of the course is based on literature, which is studied in the final term of Year 10 and part of Year 11. The prose text for 2025-26 is Herodotus’ Histories where he discusses the capture of the city of Babylon by the Persian king, Darius. The verse text for 2025-26 is Euripides’ Medea which explores the terrible revenge that Medea enacts on her husband Jason after he abandons her.
Classical Greek GCSE is taught from scratch over two years in one lunchtime and one after school session. 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
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
This course aims to develop an understanding of the main principles of problemsolving using computers. It will also develop technical skills and the ability to test and evaluate computing solutions. Learners on this course will be encouraged to appreciate current and emerging computing technologies, the benefits of their use and recognise their potential risks.
Computer Science is a broad subject, which can be divided into two main sections: Computing Concept and Practical Problem Solving/Programming. The theory includes understanding fundamental hardware and software principles, the binary and hexadecimal number systems, computer architecture and operating systems, computer networks, data representation, ethical considerations and communication security. The problem-solving element involves designing and representing algorithms to solve a given problem, the principles of programming, and database design, implementation, and usage.
Why study Computer Science?
Computer Science helps develop crucial problem-solving skills. Pupils will learn how to break down complex issues and create solutions using logical thinking. This is not only useful in computing but also in many real-life situations, fostering a mindset that helps approach challenges analytically and systematically.
Pupils gain hands-on experience in programming, algorithms and data management. These technical skills are highly valuable, especially in today’s technology-driven world.
In today’s rapidly evolving digital landscape, being aware of emerging technologies is a huge advantage. This course encourages students to appreciate the use of current and emerging technologies, understand their benefits (for example automation and improved efficiency), and recognise their potential risks (for example cybersecurity threats and ethical issues).
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%
Computer Science opens doors to many career paths, such as:
• Software Developer: creating apps, games, websites or business software.
• Data Analyst/Scientist: working with large data sets to identify trends, solve problems or predict outcomes.
• Cybersecurity Expert: protecting companies and governments from cyber-attacks and ensuring data security.
• Network Engineer: managing and designing communication networks for businesses or telecom companies.
• Artificial Intelligence (AI) Developer: designing systems that use AI to solve complex problems, from facial recognition to self-driving cars.
• IT Consultant: advising organisations on how to best use technology to meet their goals.
• Systems Architect: designing computer systems that meet the needs of businesses or large-scale projects.
Beyond these specific roles, the logical thinking and problem-solving skills gained from studying Computer Science are applicable in non-tech fields like finance, law and even creative industries, where critical thinking is key.
Studying Computer Science at the GCSE level not only equips students with valuable technical skills but also nurtures problem-solving abilities, critical thinking and an understanding of the ethical implications of modern technology. The wide range of career paths it opens, combined with the increasing importance of digital literacy in almost every industry, makes it a wise investment for any student looking to thrive in the future workforce.
Design & Technology
Examination Board OCR
Specification Number: J310
Is the GCSE necessary in order to study this subject at A Level? X
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 realworld 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 explore 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, 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
Principles of Design and Technology (01)
100 Marks
2 Hours
Written Paper
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)
Interactive Design Challenge
• 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)
Drama
Examination Board AQA
Specification Number: 8261
Is the GCSE necessary in order to study this subject at A Level? X
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 in 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, note-taking 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
English Language
Examination Board Edexcel A
Specification Number: 4EA1 BE
Is the GCSE necessary in order to study this subject at A Level? X
Subject Outline
Students in Year 10 study English and English Literature as a combined course. You will have one English teacher and English lessons will cover both courses. Although the two qualifications are separate, there are many essential connections - the language skills you learn are vital for a full appreciation of the literature we study. 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 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.
Assessment Structure
2
Non-Fiction Texts and Transactional
Writing
Non-Examined Assessment
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, imagine, entertain. (30 Marks)
Exam – 90 marks
Sec A – 45 marks
Sec B – 45 marks
3
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
English Literature
Examination Board Edexcel
Specification Number: 1ET0
Is the GCSE necessary in order to study this subject at A Level? X
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 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 a post-1914 text, a Shakespeare play, a Nineteenth Century novel and a range of poetry. Text choices may change from year to year; the current Year 10 and 11 are studying An Inspector Calls, either Macbeth, Much Ado About Nothing or Romeo and Juliet and Dr Jekyll and Mr Hyde or Silas Marner. Accuracy of spelling, punctuation and grammar is only assessed in some sections of the final examinations. All exams are closed text exams.
Assessment Structure
1 Shakespeare and Post 1914 Literature
S ection a: Shakespeare
Part a) requires close analysis of language in an extract from the text (printed on the paper), analysing the writer’s use of language, form and structure (20 marks). Part (b) will ask you to link a theme or idea from the extract to elsewhere in the text. (20 Marks)
Post 1914 literature (usually an inspector calls): you will have a choice of two questions on the play; questions will focus on plot, setting, character or themes. Answers must refer to the context of the play and this question is marked for accuracy of spelling, punctuation and grammar. (40 Marks)
Section a: 19th century novel (usually either Dr Jekyll & Mr Hyde or Silas Marner)
Part a) requires close analysis of language of an extract from the text analysing the writer’s use of language, form and structure (20 marks).
2
19th-Century Novel and Poetry since 1789
Part (b) requires exploration of broader aspects of the text such as plot, setting, character or theme (20 marks)
Section b: 1) anthology poetry: a comparative essay on two poems from a studied collection, exploring language, form, structure and the contexts in which the poems were written. (20 Marks)
Section b 2) contemporary unseen poetry: comparison of two unseen poems (20 marks)
Geography
Examination Board Edexcel B
Specification Number: 1GB0
Is the GCSE necessary in order to study this subject at A Level? X
* 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
1GB0/02
Component 1: Global Geographical Issues
1GB0/03
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.
Component 3: People and Environment Issues – Making Geographical Decisions
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 studydynamic uk cities.
Topic 6: Geographical investigations – including one physical fieldwork investigation and one human fieldwork investigation linked to topics 4 and 5.
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.
Written examination:
hour and 30 minutes
marks
History
Examination Board Edexcel
Specification Number: 9HI0
Is the GCSE necessary in order to study this subject at A Level? X
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.
Assessment Structure
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.
2 Spain and the New World
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 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.
with Spain and the new world
Examination Board OCR
Specification Number: J282
Latin Subject Outline
Is the GCSE necessary in order to study this subject at A Level? X
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 intellectual rigour and makes Latin GCSE an attractive component of a successful future CV, signalling 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 still 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 2025-26 is from Tacitus’s Annales and focuses on the intrigue surrounding Messalina, the wife of the Emperor Claudius, from the accusations of adultery to her death. The verse set text for 2025-26 is a story from Ovid’s Metamorphoses about an elderly couple, Baucis and Philemon, who are tested by the gods and receive great honour because of their duty and love.
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
Mathematics
Examination Board Edexcel
Specification Number: 4MA1
Is the GCSE necessary in order to study this subject at A Level? X
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 GCSE in Mathematics set by Edexcel. The GCSE 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-991EX is highly recommended and can be purchased through the school.
Assessment Structure
Modern Languages
Examination Board
Specification Number:
Subject Outline French
Is the GCSE necessary in order to study this subject at A Level?
Cambridge IGCSE
X
• 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.
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.
Assessment Structure for all Three Languages at IGCSE
Approximately 45 min - 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.
C. The world around us
D. The world of work
E. The international world
Approximately 10 min - 40 marks
Candidates complete one role play and conversations on two topics. Internally assessed and externally moderated.
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: C660QS
Is the GCSE necessary in order to study this subject at A Level? X
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.
Assessment Structure
Composing Two compositions with a minimum total of 4 minutes.
Recordings made during Year 11, marked internally and moderated by the exam board.
Includes study of two set works, ‘Badinerie’ by JS Bach and ‘Africa’ by Toto.
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.
Physical Education
Examination Board AQA
Specification Number: 8582
Is the GCSE necessary in order to study this subject at A Level? X
* 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 muscular-skeletal system.
Assessment Structure
Practical Performance in Physical Activity and Sport
Analysis and Evaluation of Performance to bring about Improvement in
For each of their three activities, students will be assessed in skills in progressive drills (10 marks per activity) and in the full context (15 marks per activity).
Activity Students will be assessed 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
Is the GCSE necessary in order to study this subject at A Level? X
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
4 Energy resources and energy transfers
5 Solids, liquids and gases
6 Magnetism and electromagnetism
7 Radioactivity and particles
8 Astrophysics
1
6 Magnetism and electromagnetism
7 Radioactivity and particles
8 Astrophysics
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.
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 multiple-choice questions, short answer questions, calculations and extended open-response questions.
examinations.
38.9
Religious Studies
Examination Board AQA
Specification Number: 8062
Is the GCSE necessary in order to study this subject at A Level? X
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 opportunity 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.
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)
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.
Religion, rights and Social Justice
(Islam and Christianity)
Prejudice and discrimination in religion and belief, including the status and treatment within religion of women and homosexuals, social justice, racial prejudice and discrimination, ethical arguments related to racial discrimination (including positive discrimination) wealth and poverty, the exploitation of the poor including issues relating to fair pay, excessive interest on loans, peopletrafficking, charity and issues related to giving money to the poor.