Leehurst Swan Swan School Leehurst School S A L I S B U R Y
S A L I S B U R Y
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The (I)GCSE Years
Welcome to the Key Stage 4 (I)GCSE booklet. This is an exciting time in a student’s life where they get to, perhaps for the first time, make decisions about their future. Luckily the choosing of options is a really well supported process and our experienced teachers will be on hand to guide pupils in their choices, alongside parents of course! Our curriculum at Key Stage 4 provides both breadth and enrichment. We offer a full suite of (I)GCSE subjects which embrace the opportunity for pupils to develop the whole person. We see success not just in academic achievement, but on the sports field, on the stage or in something outside of school altogether. Our individualised approach to teaching and learning ensures that every child is encouraged to find their voice, in whatever way that might be. Specific learning requirements, whether being stretched or a little extra support, are addressed either by subject specialists or through our learning support department, or a combination of both. Many schools offer a very limited choice, where pupils must choose between two or three subjects. At Leehurst Swan we do things a little differently. We ask our pupils what combinations of options they want and then, so far as we can, we build the option choices around these combinations. This means pupil preference drives what we offer; a huge advantage and half the battle won in terms of interest and ability! We are offering a wide range of subjects to a small group of pupils, so please be aware that some subjects may not run if too a small number of pupils opt for them. We don’t usually consider a subject with fewer than four pupils. We are therefore asking for the first and second choices to be stated, a second choice is invaluable if we cannot provide the first choice. If we
cannot timetable either combination of subjects, we will discuss possible alternatives.
UNDERSTANDING GCSES AND IGCSES Reformed GCSEs were introduced by the government in 2015. The new grading structure 9 to 1 replaces the A*- G grading, as a strategy for greater differentiation at the top end. In some subjects IGCSEs have been adopted where we believe they offer a better preparation for sixth form study and a coursework component. At Leehurst Swan we embrace the opportunity, as an independent school, to select the courses that are most appropriate for our pupils. The following subjects have chosen to follow IGCSE courses: • English • Maths • Modern foreign languages • History • Geography • Design & Technology
E N G L I S H B A C C A L A U R E AT E There is now a renewed emphasis on pupils achieving the English Baccalaureate (E-Bacc) which requires pupils to have good level (I)GCSEs passes in English language and English literature, maths, at least two sciences, history or geography and a modern foreign language. This is an appropriate aspiration for most, but not all, pupils at Leehurst Swan. We may therefore invite your child to take up the option of booster support for core subjects as an alternative to taking a modern foreign language.
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CORE SUBJECTS For the core curriculum, pupils normally study full course (I)GCSE in: English language, English literature, mathematics, geography or history; one modern foreign language; and biology, chemistry and physics (or combined science). Pupils continue to study a short course GCSE (half a GCSE full course) in religious studies. This is examined at the end of Year 10. All pupils also participate in games (sport) and personal, social, citizenship and health education (PSCHE). Careers advice is covered in dedicated lessons throughout the year.
OPTIONAL SUBJECTS Pupils then choose a further two full (I)GCSE subjects from: art or photography, drama, design & technology, history, music, physical education and computer science. Details of the courses offered are contained in this booklet.
HOW TO CHOOSE? Choosing options may feel like a big decision, it can feel way too soon to be thinking about the future and careers. Equally, it can be very straightforward. However easy or hard choosing options may seem, it’s important that students talk with teachers and family. The main objective at this stage should be to keep open as many pathways for the future as possible. When choosing options, it is useful to consider: • • • • • •
What subjects are enjoyed? Subjects that are enjoyed, usually get better results. What subjects a student is good at? What is involved in the course in terms of subject matter and assessment? Do the choices provide a broad and balanced range of courses that will keep options open in the future? How might choices affect the next stages of education and future careers? Can older students, currently undertaking courses, provide some useful insights about what is involved?
CAREERS INFORMATION, ADVICE AND GUIDANCE Advice and information is available to help pupils consider the implications of their choice of (I)GCSE subjects. The school careers library is open at all times for pupils to
browse and begin researching areas of interest, and the careers coordinator is available for individual discussions, if desired. A number of lessons are held during years 9, 10 and 11 to guide and support decision making towards post - 16 options. Pupils and parents are encouraged to seek advice from the careers coordinator, tutors and teachers to make a fully informed decision. Work experience is arranged at the end of Year 11 after the (I)GCSE examinations.
PERSONAL, SOCIAL, CITIZENSHIP AND HEALTH EDUCATION During Key Stage 4, pupils continue to benefit from a varied programme of PSHCE. We aim to equip pupils to live healthy, safe, productive, capable, responsible and balanced lives. The programme is regularly updated to reflect the rapidly changing world in which our pupils live and learn and to prepare them for the opportunities, responsibilities and experiences of life at Leehurst Swan and beyond.
DEADLINE The form to indicate choice of subjects should be returned immediately after the February half term at the latest. | 3
ENGLISH LANGUAGE & LITERATURE IGCSE WHY STUDY IGCSE ENGLISH? English at our school is taught to a range of abilities and the syllabus allows students to reach their potential through a combination of examinations and coursework in both language and literature. Pupils will be encouraged to read for pleasure and thereby gain a better understanding of themselves and the world. Cambridge IGCSE (9–1) First Language English offers the opportunity to respond knowledgeably to a rich array of reading passages. Learners will use some of these passages to inform and inspire their own writing and write in a range of text types for different audiences. There is also the opportunity to develop both speaking and listening skills, presenting to others and responding to
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feedback and questions. Students develop a range of skills in organising content and adapting written and spoken language to meet the needs of the purpose and audience. Pupils are encouraged to become appreciative and critical readers, writers, speakers and listeners. Cambridge IGCSE (9–1) English Literature offers the opportunity to read, interpret, evaluate and respond to a range of literature in English. The range includes drama, prose and poetry from the works of Shakespeare to contemporary literature. This course enables deepened understanding and appreciation of the ways in which writers use English to express meaning and achieve effects. Above all we want to encourage a love of reading.
FIRST LANGUAGE ENGLISH COURSE CONTENT AND ASSESSMENT EXAM - WRITTEN PAPER: Three compulsory questions on three texts which may be on a similar topic. • • •
Question 1: comprehension (Text A) and summary (Text B) Question 2: Short answer questions and language task (Text C) Question 3: Extended written response (Text C)
ENGLISH LITERATURE COURSE CONTENT AND ASSESSMENT PAPER 1: POETRY AND PROSE EXAM This is a compulsory written paper. Answer two questions: one from Section A (Poetry) and one from Section B (Prose). All questions carry equal marks (25 marks each). There is a choice of two questions on each text. One question is an extract question and involves close analysis in response to a question or answer a more discursive style essay question. Relevant passages/poems are printed on the question paper. Set texts may not be taken into the exam room. 1 hour 30 minutes, 75% (50 marks)
Text A and Text B will be 700–750 words in length and Text C will be 500–650 words in length.
PAPER 2: DRAMA (OPEN TEXT) EXAM
2 hours 50% (80 marks)
Set texts can be taken into the exam room, but these texts must not contain personal annotations, highlighting or underlining.
COURSEWORK: Candidates submit a portfolio of three assignments, each of about 500–800 words (50%).
Answer one question on one text. There is a choice of two questions on each text. All questions carry equal marks (25 marks each). Relevant passages are printed on the question paper.
The assignments may be completed in any order, and are:
45 minutes, (25 marks)
•
COURSEWORK:
• •
Assignment 1: writing to discuss, argue and/or persuade in response to a text or texts Assignment 2: writing to describe Assignment 3: writing to narrate
Students develop a range of skills in organising content and adapting written and spoken language to meet the needs of the purpose and audience. Pupils are encouraged to become appreciative and critical readers, writers, speakers and listeners.
Submit a portfolio of two assignments (600–1200 words each). Each assignment should be based on the study of one complete text. The text must be equivalent in scope and demand to the set texts for Papers 1 and 2. The assignments must be on different texts. One of the assignments (but not two) may be on a text set for Papers 1 and 2 (25%).
English Literature offers the opportunity to read, interpret, evaluate and respond to a range of literature in English.
EXAM BOARD: CAMBRIDGE INTERNATIONAL EDUCATION | 5
MATHEMATICS IGCSE WHY STUDY IGCSE MATHEMATICS?
COURSE CONTENT AND ASSESSMENT
Just as languages provide the building blocks and rules we need to communicate, maths uses its own language, made up of numbers, symbols and formulas, to explore the rules we need to measure or identify essential problems like distance, speed, time, space, change, force and quantities.
This Edexcel International GCSE in mathematics (Specification A) requires students to demonstrate application and understanding of the following:
Studying maths helps us find patterns and structure in our lives. Practically, maths helps us put a price on things, create graphics, build websites, build skyscrapers and generally understand how things work or predict how they might change over time and under different conditions.
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Maths is one of the best subjects to develop analytical, research and problem-solving skills. Not only will studying maths help give students the knowledge to tackle scientific, mechanical, coding and abstract problems, it will also help them to develop logic to tackle everyday issues like managing budgets and even debating effectively.
Number: Use numerical skills in a purely mathematical way and in real-life situations
Algebra: • •
Use algebra to set up and solve problems Construct and use graphs
Geometry: • • •
Use properties of angles Understand a range of transformations Understand ideas of space and shape
Statistics: • •
Use a range of statistical techniques Use basic ideas of probability
The Edexcel International GCSE in mathematics A specification is assessed through two papers, with two tiers of entry to allow students to be entered for the appropriate level. Focusing on mathematical skills, techniques and concepts and how to use them to solve problems.
Maths is one of the best subjects to develop analytical, research and problem-solving skills.
EXAM BOARD: EDEXCEL INTERNATIONAL 6 | T h e ( I ) G C S E Ye a r s
SCIENCE GCSE WHY STUDY GCSE SCIENCES? Every pupil is required to take science throughout Key Stage 4. Studying separate sciences will equip students with the skills and knowledge considered essential for post-16 courses in the sciences as well as developing essential analytical skills required for many careers.
COURSE CONTENT AND ASSESSMENT Biology
Chemistry
Physics
Cell biology
Atomic structure and the periodic table
Energy
Leehurst Swan offers AQA GCSEs in biology, physics, chemistry, and combined science: trilogy. Both routes through the science qualifications include several exam board defined, compulsory practicals. Experimental science is key to the majority of science lessons.
Organisation
Bonding, structure and the properties of matter
Electricity
Infection and response
Quantitative chemistry
Particle model of matter
Like many schools, Leehurst Swan starts teaching the GCSE science courses in the September of Year 9. All pupils will start studying separate sciences (biology, chemistry and physics) at a higher level and will continue to do so until mid-way through Year 10; at this point a decision will be made as to whether the student is likely to get a better outcome continuing with the separate sciences or would do better studying the combined science course which is worth two GCSEs.
Bioenergetics
Chemical changes
Radioactivity
Homeostasis and response
Energy changes
Forces and motion
Inheritance, variation and evolution
The rate and extent of chemical change
Waves
Ecology
Organic chemistry
Electromagnetism
Chemical analysis
Space physics
This decision will be made using a range of tracking and assessment data. Recent exam records show that pupils following both routes have achieved top grades and it should be noted that achieving combined science GCSEs is not a barrier to any further study. Pupils who perform well in set 2 are regularly considered for a place in set 1 and conversely pupils underperforming in set 1 may be moved to set 2.
Science helps develops essential analytical skills required for many careers.
EXAM BOARD: AQA
Chemistry of the atmosphere Using resources
Each of the separate sciences will be examined in two exams each lasting 1 hour 45 minutes and consisting of multiple choice, structured, closed short answer and open response questions. The separate science GCSEs are graded 9-1. COMBINED SCIENCE Trilogy is examined in six 1 hour 15 minute papers; two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas and also consist of multiple choice, structured, closed short answer and open response questions. The combined science GCSE is graded 1-1, 2-1, 2-2, 3-2 etc. through to 9-9.
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MODERN FOREIGN LANGUAGES IGCSE WHY STUDY IGCSE MFL? The courses encourage learners to develop lifelong skills, including: • • •
•
The ability to use a foreign language as a means of practical communication Insight into the culture and civilisation of countries where the language is spoken A positive attitude towards language learning, the speakers of other languages, and other cultures and civilisations Techniques which can be applied to other areas of learning, such as analysis and memory skills
With the increasing importance of (I)GCSE language skills in the workplace, students who gain a modern foreign language qualification will maximise their future career and further study prospects. Universities are often keen for pupils to have an MFL to (I)GCSE level and the E-Bacc is highly desirable for colleges and employers. As well as being valued as an academic subject, languages are of course useful in the real world – being able to communicate confidently in a foreign country has many advantages.
COURSE CONTENT AND ASSESSMENT The subject content is organised around five broad topic areas which provide contexts for the acquisition of vocabulary and the study of grammar and structures. The topic areas are: • • • • •
Everyday activities Personal and social life The world around us The world of work The international world
All candidates take the following four components: PA P E R 1 : L I S T E N I N G 2 5 % PA P E R 2 : R E A D I N G 2 5 % PA P E R 3 : S P E A K I N G 2 5 % PA P E R 4 : W R I T I N G 2 5 %
Universities are often keen for pupils to have an MFL. As well as being valued as an academic subject, languages are of course useful in the real world – being able to communicate confidently in a foreign country has many advantages.
EXAM BOARD: CAMBRIDGE INTERNATIONAL EDUCATION 8 | T h e ( I ) G C S E Ye a r s
GEOGRAPHY IGCSE WHY STUDY IGCSE GEOGRAPHY?
COURSE CONTENT AND ASSESSMENT
The world in which we live is likely to change more in the next 50 years than it has ever done before. Our role in that change is more important than ever. Geography explains why this is and helps to prepare students for those changes. It is a subject about now and the future.
PA P E R 1 : G E O G R A P H I C A L T H E M E S
Geographers have a unique viewpoint combining political, social and economic aspects with an understanding of the physical processes. Geography develops the ability to combine scientific principles with economic awareness, environmental concern and an appreciation and tolerance of peoples’ attitudes and values. At its core lies the understanding of the relationships and impacts between people and the environment. Geography gives a balanced viewpoint which is good preparation for the world of work. Geographers are trained to be good decision makers who look at all aspects of a situation. Some jobs make direct use of geographical knowledge such as those in tourism, town planning, environmental management, international development, conservation and teaching. Geography is also useful for law, engineering, journalism, medicine, architecture, advertising, publishing, public relations, business management and many other careers. It combines the understanding of the facts of the sciences with the perception of the arts.
Three questions, each worth 25 marks. One question on each of the following themes: • • •
Population and settlement The natural environment Economic development
I hour 45 minute 45% (75 marks) PA P E R 2 : G E O G R A P H I C A L S K I L L S This paper tests the interpretation and analysis of geographical information, decision-making and the application of graphical and other techniques. 1 hour 30 minutes 27.5% (60 marks) PA P E R 3 : C O U R S E W O R K School-based assignment based on fieldwork (2000 words). 27.5% (60 marks).
Geography gives a balanced viewpoint which is good preparation for the world of work. Geographers are trained to be good decision makers who look at all aspects of a situation.
EXAM BOARD: CAMBRIDGE INTERNATIONAL EDUCATION | 9
HISTORY IGCSE WHY STUDY IGCSE HISTORY?
COURSE CONTENT AND ASSESSMENT
Modern history provides an excellent understanding of the world today. This syllabus offers the opportunity to study world history from the twentieth to the beginning of the twenty first century. Students will explore history from a diversity of perspectives, including social, economic, cultural, and political. History encourages the raising of questions and to develop and deploy historical skills, knowledge and understanding to answer historical questions.
THE TWENTIETH CENTURY: INTERNATIONAL RELATIONS SINCE 1919 (OPTION B)
Students have the opportunity to: • • • • •
Develop an interest in and enthusiasm for learning about and understanding the past Explore historical concepts such as cause and consequence, change and continuity, and similarity and difference Appreciate historical evidence and how to use it Gain a greater understanding of international issues and inter-relationships Learn how to present clear, logical arguments
The course is designed to lead naturally to history A Level and is also very useful for the study of politics and is one of the recommended A Levels for law. Many science courses at university now recommend that pupils take an essay-writing subject and history often suits science pupils. The advantages of studying history do not stop there, however. The ability to analyse material, to consider people’s motivation and to form and justify personal opinions, both orally and on paper, are valued skills in employment. As well as being highly rated as an academic subject, history is also popular as a leisure pursuit and forms a useful background to films and television programmes.
History encourages the raising of questions and to develop and deploy historical skills, knowledge and understanding.
PAPER 1: Structured essays, split into three parts: (a), (b) and (c). Two questions from Section A (Core Content) and one question from Section B (Depth Study): • • • • • • •
Were the peace treaties of 1919-23 fair? To what extent was the League of Nations a success? Why had international peace collapsed by 1939? Who was to blame for the Cold War? How effectively did the USA contain Communism? How secure was the USSR’s control over Eastern Europe, 1948 - c.1989? Why did events in the Gulf matter, c.1970-2000?
One question from Section B (Depth Study): •
Germany 1918-45
2 hours (40%) PAPER 2: Six questions on one prescribed topic taken from the Core Content (listed above) There is a range of source material relating to each topic. 2 hours (33%) PAPER 3: COURSEWORK Produce one piece of extended writing (2000 words) based on the Depth Study: Germany 1918-45. Coursework can be undertaken outside of school, but 8 double lessons are allowed within the timetable to complete this piece of work (27%).
EXAM BOARD: CAMBRIDGE INTERNATIONAL EDUCATION 1 0 | T h e ( I ) G C S E Ye a r s
RELIGIOUS STUDIES SHORT COURSE GCSE WHY STUDY RELIGIOUS STUDIES?
COURSE CONTENT AND ASSESSMENT
Studying religion is an essential part of life at Leehurst Swan.
Pupils will consider different beliefs and attitudes to both religious and non-religious issues in contemporary British society.
The subject does not just happen in the classroom but in every aspect of school life, in terms of the values and respect shown to each other and in the way our pupils are encouraged to respond to the issues and challenges of our day.
Section A: The study of religions: beliefs and teachings of two religions from the following:
Studying different faiths helps prevent intolerance and broadens pupils’ general knowledge and understanding. Religious studies gives pupils an opportunity to understand attitudes of believers and the background to many social and moral issues. Pupils will learn how religion, philosophy and ethics form the basis of our culture and they will develop valuable skills that will help prepare them for further study.
• Christianity • Islam • Judaism • Buddhism
Religious studies lessons are compulsory for Years 9 and 10. Pupils are prepared for the AQA GCSE short course examination and will be examined at the end of the two-year course.
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Section B: Thematic studies: religious, philosophical and ethical studies: Theme A: Relationships and families Theme B: Religion, peace and conflict
WRITTEN EXAM •
Written exam: 1 hour 45 minutes (100% of GCSE short course)
Studying different faiths helps prevent intolerance and broadens pupils’ general knowledge and understanding. Religious studies gives pupils an opportunity to understand attitudes of believers and the background to many social and moral issues. EXAM BOARD: AQA | 11
ART AND DESIGN GCSE WHY STUDY GCSE ART AND DESIGN?
COURSE CONTENT AND ASSESSMENT
This course is designed to encourage students to develop their knowledge, skills, and understanding in art along with creativity and imagination. The course begins by refining practical skills in a broad range of media, techniques and processes such as drawing, painting, printmaking, textiles, and sculpture. Work then begins on a portfolio of coursework and subsequently an externally set task which will be developed in response to a choice of themes. Throughout the course students are encouraged to explore ideas and take creative risks whilst developing their ability to critically evaluate their own work and that of other artists.
O C R ’ S G C S E ( 9 – 1 ) I N A RT A N D D E S I G N CONSISTS OF TWO COMPONENTS
Taking GCSE art and design is the perfect stepping stone onto further visually creative courses such as A-Levels in fine art, graphic design, fashion & textiles, product design or photography.
C O M P O N E N T 1 : P O RT F O L I O Produce a portfolio of practical work in response to a school set starting point, brief or stimulus. Typically, this results in a large sketchbook and/or a set of prep sheets and a completed final piece of work. The portfolio of work is internally assessed and externally moderated using the marking criteria (60%). C O M P O N E N T 2 : E X T E R N A L LY S E T TA S K The examination paper will be issued at the start of the Spring term. It will provide five themes, each with written and visual starting points or stimuli. From these, one theme is selected from which students develop a personal response. Several weeks are given to prepare for the 10-hour practical exam by producing a sketchbook and/or prep sheets which show the development of ideas. The 10-hour practical exam is run over 2 days, and during this time students make the final piece of work for this component. The externally set task is internally assessed and externally moderated using the marking criteria (40%). Work is assessed using the following OCR Criteria: • •
• •
EXAM BOARD: OCR 1 2 | T h e ( I ) G C S E Ye a r s
AO1 Develop ideas through investigations, demonstrating critical understanding of sources AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes AO3 Record ideas, observations and insights relevant to intentions as work progresses AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language
Art and Design encourages students to develop their knowledge, skills, and understanding in art along with creativity and imagination.
PHOTOGRAPHY GCSE WHY STUDY GCSE PHOTOGRAPHY?
COURSE CONTENT AND ASSESSMENT
Photography is a creative subject which teaches pupils to become visually literate. They will be taught how to use a camera and will soon take photographs which communicate their ideas. It is the intention that the course covers a wide range of skills and techniques to enable pupils to find their own strengths and weaknesses and to concentrate on developing their skills and knowledge towards becoming a competent and confident photographer. They will also become familiar with the work of other photographers who will undoubtedly influence and impact on their own photographic development. At the end of Year 10 there will normally be a visit to a London gallery to inspire their coursework (portfolio project).
OCR’S GCSE (9–1) IN PHOTOGRAPHY CONSISTS OF TWO COMPONENTS
Pupils will be required to have their own DSLR camera and the school in turn will provide extra lenses and equipment. We have our own studio and darkroom and a suite of computers which run Adobe Phototoshop CS (industry standard in photography, TV and graphic design). Pupils are ideally placed to continue studying photography or graphic design at A level or other visually - based creative courses in further education.
C O M P O N E N T 2 : E X T E R N A L LY S E T TA S K
C O M P O N E N T 1 : P O RT F O L I O . Learners must produce work in response to a centre-set or learner-set starting point, brief, scenario or stimulus: a portfolio of practical work. This component is a non-exam assessment. It is internally assessed and externally moderated using the marking criteria. (60%)
The early release paper will be issued in early January in the year of certification. It will provide learners with five themes each with written and visual starting points or stimuli. From these, one option must be selected by the learner on which they must base their personal response. Centres will allow learners a set period of time, at their discretion, to prepare for the Externally set task 10-hour supervised time period. The Externally set task is a non-exam assessment. It is internally assessed and externally moderated using the marking criteria (40%).
EXAM BOARD: OCR
Students will be taught how to use a camera. It is the intention that the course covers a wide range of skills and techniques to enable pupils to find their own strengths and weaknesses and to concentrate on developing their skills and knowledge towards becoming a competent and confident photographer. | 13
DESIGN AND TECHNOLOGY (RESISTANT MATERIALS) IGCSE WHY STUDY IGCSE RESISTANT MATERIALS?
COURSE CONTENT AND ASSESSMENT
Resistant materials is an ever-changing field that is continuously updated and improved. Products are designed, manufactured and sold all around the world. These designs are created by someone or a team of people to make changes to people’s lives. This course aims to show how a design goes from the infancy of an idea to the maturity of prototypes that make use of different machinery including 3D printers and laser cutters.
PA P E R 1 : P R O D U C T D E S I G N
Students learn to see problems in everyday life and develop ways to fix these problems. They learn to trial and test ideas to arrive at the ideal design solution. Pupils will gain excellent problem-solving skills, using mathematics and science together to find the right solution.
This is a compulsory written paper. This is to test knowledge of tools and material properties. 1 hour 25% (50 Marks)
Resistant materials provides vast opportunities for work and contains skills that are sought after in many different fields of work. Resistant materials can lead students into architecture, civil engineering, engineering, advertising, marketing, car manufacture, carpentry, product design and industrial design. This is just a short list of the possible areas that resistant materials can be used in future education or careers.
This is a compulsory written paper. It tests design thinking. I hour 15 minutes 25% (50 marks) PA P E R 2 : R E S I S TA N T M AT E R I A L S
COURSEWORK: PRACTICAL PROJECT The project is compulsory and is a school-based assessment. 50% (100 marks)
Resistant materials provides vast opportunities for work and contains skills that are sought after in many different fields of work. Resistant materials can lead students into architecture, civil engineering, engineering, advertising, marketing, car manufacture, carpentry, product design and industrial design.
EXAM BOARD: CAMBRIDGE INTERNATIONAL EDUCATION 1 4 | T h e ( I ) G C S E Ye a r s
COMPUTER SCIENCE GCSE WHY STUDY GCSE COMPUTER SCIENCE?
COURSE CONTENT AND ASSESSMENT
Computer science or information communication technology (ICT) offers opportunities for better understanding of the architecture of computer systems and is the ideal follow on for the functional skills qualification. Developing knowledge of why computer systems function and work in certain ways to help maintain the computer system. Computer science GCSE offers the opportunity to develop computer programming skills through text-based languages to create complex coding.
PA P E R 1 :
During the course pupils learn how computer systems work, the many different working parts that make up a computer system and understand what their function is. Pupils develop an understanding of computer languages that are transferable to other coding languages, providing a strong foundation for future computer science career options. Computer science can provide a solid foundation for future A levels and university courses that make use of computer languages and courses that make use of lengthy calculations and simulations. Computer science can be used in many different professional fields such as engineering, financial and resource management, data analysis, science analyst and the field of medicine development.
EXAM BOARD: OCR
Computer systems, understand the architecture of a computer system and its working functionality. 1 hour 30 minutes (80 marks) PA P E R 2 : Computational thinking, algorithms and programming. 1 hour 30 minutes (80 marks) COURSEWORK: PROGRAMMING PROJECT Compulsory project to consolidate the learning across the specification through practical activity. Task provided by exam board with the option of 3 different tasks to solve through programming. 20 lesson hours
Computer science can provide a solid foundation for future A levels and university courses that make use of computer languages and courses that make use of lengthy calculations and simulations. Computer science can be used in many different professional fields such as engineering, financial and resource management, data analysis, science analyst and the field of medicine development. | 15
MUSIC GCSE WHY STUDY GCSE MUSIC? Music is a universal language with the ability to express humanity’s depths of emotion and experience. It links to nearly all subjects and reflects moments in history. The study of the history of music and contemporary music gives the opportunity to understand the motivations and idiosyncrasies of different eras in history and popular movements. Music can be used as a vehicle for political expression and has been pivotal in many movements and revolutions. Music unifies a multitude of disciplines and skills, such as listening, analysis, critical review, historical understanding, performance skills, communication, dictation, aural and many more. Music requires the ability to communicate and collaborate with others, for example when preparing the ensemble performance piece. The GCSE offers an opportunity to hone performance and compositional skills as more than half the course is practical based. Music GCSE involves learning to use professional standard composition software and requires the ability to write a composition to a brief, preparing skills for writing music for mediums such as film, TV or theatre in the future. Music can lead to careers in performance, music therapy, editing, teaching, community projects, composition, management, entertainment, production, marketing, journalism, sound engineering and many other careers.
COURSE CONTENT AND ASSESSMENT W R I T T E N PA P E R Understanding music - 1 hour 30 minutes Two sections - 40% (96 Marks in total) Section A: Listening. This section contains questions linked to unfamiliar musical excerpts related to the four Areas of Study. (68 Marks) • • • •
Area of Study 1 western classical tradition 1650 - 1910 Area of Study 2 popular music Area of Study 3 traditional music Area of Study 4 western classical tradition since 1910
Section B: Contextual understanding. This section contains two questions on the study pieces. (14 Marks per question, 28 Marks in total) • •
Question 1 is about AoS1 the western classical tradition study piece Question 2 is about the second set of study pieces chosen from AoS2, AoS3 or AoS4 by the candidates
PERFORMANCE • •
Solo performance Ensemble performance
Combined performances must be a minimum of four minutes in total. At least one minute of this must be the ensemble performance. (30%) • Composition • Free composition Composition to a brief, received in September of the second year of the course. Combined compositions must be a minimum of three minutes in total. (30%)
EXAM BOARD: AQA 1 6 | T h e ( I ) G C S E Ye a r s
Music is a universal language with the ability to express humanity’s depths of emotion and experience.
DRAMA GCSE WHY STUDY GCSE DRAMA?
COURSE CONTENT AND ASSESSMENT
Drama is a subject that allows pupils to develop invaluable and transferable skills. It is a subject which fosters the development of confidence, public speaking skills, psychological awareness and emotional intelligence. Pupils learn to collaborate, think analytically and evaluate effectively. These are all essential skills for the modern world. The course covers a range of practical skills from physical theatre, improvisation, vocal techniques and performance skills as well as design options in costume and make-up, lighting, sound, puppetry and masks, and stage management.
THE COURSE COMPRISES THREE COMPONENTS COMPONENT 1: UNDERSTANDING DRAMA This is a theoretical component comprising 40% of the final result. It takes the form of a written examination of 1 hour and 45 minutes which tests the pupils’ critical analysis of the practical component together with their academic knowledge of the set text studied. There are three sections to the paper. Pupils answer from either the design option or performance option point of view: • • •
Section A: Multiple choice Section B: Study of a scripted play which pupils have performed Section C: Study of a live theatre production which pupils have attended and critically evaluated
COMPONENT 2: DEVISING DRAMA Pupils are involved in the creation and performance of drama as either a performer or designer. They are expected to analyse and evaluate their own work in the form or a log and performance. This counts towards 40% of the final mark. This is marked by the school and externally moderated. COMPONENT 3: TEXTS IN PRACTICE Performance of two extracts from one play which pupils may do either as a designer or performer. This counts as 20% of the final mark and is externally marked. Theatre trips are an integral and essential part of the course and as many of these, as well as external drama workshops, are attended as possible. These include workshops on design and performance allowing a wide range from which pupils can find their voice in Drama.
EXAM BOARD: AQA
Drama fosters the development of confidence, public speaking skills, psychological awareness and emotional intelligence. | 17
PHYSICAL EDUCATION GCSE WHY STUDY GCSE PE?
COURSE CONTENT AND ASSESSMENT
Possible career opportunities: • • • • • • •
PE teacher Sports scientist Sports coach Sports physiotherapist/rehab Sports event co-ordinator Sports journalist Outdoor education instructor (climbing, mountaineering, sailing etc.)
This is the ideal course for sports lovers, the emphasis is very much on practical rather than written exam performance. A GCSE in physical education is well recognised and regarded highly by employers and universities and is a valuable addition to a pupil’s portfolio.
3 x Practical activities plus 1x controlled assessment task 40% (80 Marks) 2 x 1 Hour theory written papers 60% (120 Marks) PRACTICAL OPTIONS The choice is extremely wide ranging and truly caters for all and is not limited to school-based lessons. If a student participates in a local club such as trampolining, boxing, dancing etc, the coach can be asked to provide assessments and the activity can be moderated using video. Other adventurous off-site activities such as skiing, horse riding and sailing can also be used towards the pupil marks. Only sports that appear on the exam board approved list may be used towards the pupil scores. T H E O RY C O U R S E O U T L I N E • • • • •
Applied anatomy and physiology Physical training Socio-cultural influences Sports psychology Health, fitness and well-being
CONTROLLED ASSESSMENT OUTLINE Analysing and Evaluating Performance (AEP) The content of this uses practical examples from physical activities and sport to demonstrate how the theory can be applied and to reinforce understanding.
EXAM BOARD: OCR
This is the ideal course for sports lovers, the emphasis is very much on practical rather than written exam performance. A GCSE in physical education is well recognised. | 18
(I)GCSE SUBJECT CHOICES
st Swan School N A M E ( B L O C K C A P I TA L S P L E A S E ) :
A L In addition I Sto mathematics, B UEnglishRlanguage, Y English literature, biology, chemistry and physics and RS (short course) I should like to study the following subjects from Groups 1 – 3: You must choose one subject from Group 1, one subject from Group 2 and may choose any two subjects from Group 3, except for Art or Photography (you may not choose both). PLEASE CIRCLE THE SUBJECTS YOU WOULD LIKE TO STUDY
Group 1
Geography
Please circle one subject.
Group 2
French
Please circle one subject.
Group 3 Please circle two subjects.
Group 3: Second Choice Please indicate which ONE subject you would choose as an alternative choice for Group 3.
History
Spanish
Core booster support
Art OR Photography
Design and Technology
History
Drama
Music
Physical education
Computer science
Art OR Photography
Design and Technology
History
Drama
Music
Physical education
Computer science
I understand that every effort will be made to give me my exact choices but that this may not be possible.
D AT E :
SIGNED: PUPIL
D AT E :
SIGNED: PA R E N T
L E E H U R S T S WA N
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