GCSE Information & Options
COMPULSORY CURRICULUM
LANGUAGES
HUMANITIES
OTHER OPTIONS
CORE SUBJECTS AND
The core GCSEs develop and secure the fundamental skills and knowledge essential for future work and study. At London Park School, Clapham, we consider the five core subjects to be English Language, English Literature, Mathematics and Science (Science is equivalent to two or three GCSEs). The range of optional subjects allows pupils to develop their own interests as well as build on existing skills.
THE WIDER CURRICULUM
In addition to the core GCSE programme, pupils are required to take nonexamination subjects as a part of the wider curriculum. Physical Education and sports afternoons remain an important and compulsory part of each week. Global Citizenship lessons will take place each week, where pupils will learn key life skills in the areas of leadership, social entrepreneurship, service, adventure and careers.
Personal, social, health, and economic education is also incorporated into pupils’ weekly timetables and the Year 10 and 11 curriculum contains ageappropriate modules on important topics that will help to prepare our pupils for life beyond school and in a modern society. Wellbeing also contributes to our SMSC (Social, Moral, Spiritual and Cultural) education programme and the curriculum is designed to develop each pupil holistically.
HOW MANY GCSES SHOULD PUPILS TAKE?
We expect most of our pupils will take 8 or 9 GCSEs or IGCSEs. This number includes the core subjects, but not the wider curriculum (PE, Sport, Leadership, Sustainability and PSHE). There will be flexibility for pupils to choose 10, in the case of doing further maths, or perhaps only 7.
WHAT OPTIONS WILL BE AVAILABLE?
We will offer as broad a range of subject options as possible. The list below comprises the subjects we are offering this year. We will do our best to enable all pupils to do their choice of GCSEs, but this may not be possible where only 1 or 2 pupils choose a subject.
Non-Compulsory GCSE Options
Maths/Science Humanities Creatives Languages
Further Maths Geography Art French Computer Science History Design Technology Spanish
Triple Science Religious Studies Drama
Physical Education Music
HOW DO I CHOOSE?
What universities are looking for in their applicants is a strong GCSE profile of good grades for a broad range of subjects.
So, at this stage, when you are choosing, the most important factors to consider are:
• Aptitude and interest in the subject. You are going to be spending a lot of time studying it – pick what you enjoy, and what you will do well in (these tend to go together).
• Choose a breadth of subjects, which leaves more options open for later.
HOW ARE GCSES GRADED AND WHAT IS A PASS?
In the past few years, GCSEs have shifted from an alphabetic grading system A*, A, B, C, D, E, F, G, U, to a numerical one 9, 8, 7, 6, 5, 4, 3, 2, 1 where 9 is high. The old A* is considered to be equivalent to a grade 8 and a ‘good’ pass, formerly a C, is now in the region of a 4 or 5.
By the end of this term, you will be given a form to complete to indicate which optional subjects you would like to take. We will make every effort to accommodate the choices that each pupil makes, although we cannot guarantee that every combination of subjects is available due to timetabling restrictions. However, the school tries hard to make the options work for as many pupils as is practically possible. If a pupil’s preferred options do not fit, we will talk through the alternatives with them to find an acceptable solution.
LATE CHANGES TO OPTIONS
It is not usually possible to change a pupil’s option subjects after the beginning of Year 10, though there will be a two-week grace period, so it is important to consider these choices carefully.
ENGLISH
BACKGROUND
Both English Literature and English Language are compulsory for all students to take at GCSE level. Although the subjects will be taught together in units, they will receive two separate GCSEs at the end of their time in Year 11.
Develop the ability to communicate clearly, accurately and effectivelywhen speaking and writing
Use a wide range of vocabulary, and the correct grammar, spelling andpunctuation
Develop a personal style and an awareness of the audience beingaddressed.
Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used.
ENGLISH LANGUAGE
ENGLISH LANGUAGE SPECIFICATION
AQA English Literature 8702
COURSE CONTENT
The GCSE course will allow students to study and practise a range of critical and creative skills in a variety of interesting ways:
• R eading skills (through the study of a range of literary fiction, nonfiction, poetry and drama)
• Writing skills (by imitating writers’ techniques in their own descriptive and narrative writing, and by improving their vocabulary, punctuation and grammar so that they can express original ideas of their own with fluency)
• Speaking skills (through class discussion, debating and presentation giving).
ASSESSMENT
Paper 1 is titled ‘Explorations in Creative Reading and Writing’ and will comprise of a reading task in Section A and a writing task in Section B. Section A will require the students to read through an unseen fiction text before answering three questions of varying lengths. Section B will simply be one question on creative or narrative writing. Sections A and B are both equally weighted at 25% each and so together, are worth 50% of the overall English Language GCSE.
Paper 2 is titled ‘Writer’s Viewpoints and Perspectives’. Section A will be based around two non-fiction texts, and the students will need to complete four questions of varying lengths. This will be worth 25% of the GCSE. The second part of the exam will be a single extended piece of writing to present a specific viewpoint. This is also worth 25% of the GCSE.
There is also a final component of the GCSE which is classed as a coursework. The students will be required to complete a speaking and listening assessment which will be filmed for moderation. Although this is not weighted in their overall GCSE mark, it is still a compulsory element of the course as it is a valuable life skill.
ENGLISH LITERATURE
SPECIFICATION
AQA English Literature 8702
COURSE CONTENT
In order to obtain confidence in exam technique, and to gain a solid understanding of a range of texts from different time periods, we will study the following: one classic 19th Century novel (The Sign of the Four), a drama text (An Inspector Calls), a range of anthology based poems, and a Shakesperean play (Romeo and Juliet). Students will learn to develop their writing analytical skills through the texts they read.
ASSESSMENT
The students will sit two exams. The first will be worth 40% of the overall English Literature GCSE and will assess the students’ understanding of the 19th Century novel and Shakesperean play. The students will need to complete two essays on each of the texts. The exam is 1 hour and 45 minutes in total.
Paper 2 will require the students to answer one essay-based question from their drama text. They will also complete a comparative question on one named poem printed on the paper, and one other poem from their chosen anthology cluster. Finally, students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem. The entire exam will last for 2 hours and 15 minutes and is worth 60% of their overall English Literature GCSE.
M ATHEM ATICS
SPECIFIC ATION
AQA GCSE Mathematics (8300).
GCSE Mathematics has a foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Students must take three question papers at the same tier. All question papers must be taken in the same series.
B
ACKGR OUND
All pupils study Mathematics up to GCSE level. Universities and employers will require you to have a pass at GCSE; a strong pass is now a grade 5. Many universities expect more than this for their academic courses, and require at least a grade 6 for Mathematics at GCSE from their applicants.
Just as languages provide the building blocks and rules we need for communication, mathematics uses its own language, made up of numbers, symbols and formulae, to explore the rules we need to measure or identify everyday problems. The Mathematics GCSE encourages pupils to develop confidence and a positive attitude towards mathematics and to recognise its importance in their own lives and in society. Highly valued skills such as the management of money, problem-solving, thinking skills and logical pathways are developed throughout the course and key mathematical concepts for a range of professions (e.g. engineering, medicine and finance) are established.
ASSESSMENT:
The Mathematics GCSE is assessed via three written exams:
• Paper 1 – Non-Calculator, 1 hour 30 minutes (33% of the GCSE)
• Paper 2 – Calculator, 1 hour 30 minutes (33% of the GCSE)
• Paper 3 – Calculator, 1 hour 30 minutes (33% of the GCSE)
The Mathematics GCSE requires students to demonstrate application and understanding of the following:
Arithmetic of fractions
Decimals
Fractions
Indices and standard form
Integers and place value
Percentages
Ratio and proportion
Sequences
Degree of Accuracy
Algebraic manipulation
Expressions and rearranging formulae
Linear equations and inequalities
Linear graphs
Quadratic equations and graphs
Real life graphs
Sequences
Simultaneous equations
Function notation
Arguments and Proofs
Circles and cylinders
Compound measures
Constructions and Loci
Interior and exterior angles of polygons
Measures, bearings and scale drawings
Perimeter, area and volume
Pythagoras’ theorem and Trigonometry
Similarity and congruence
Symmetry, parallel lines & angle facts
Transformations
Chains of Reasoning
Vectors
Graphical representation of data
Probability
Statistical measures
Interpreting information from graphs
Set notation & Venn diagram
Communicating accurately
SCIENCES: BIOLOGY, CHEMISTRY AND PHYSICS
SPECIFICATION
Combined science Edexcel (1SC0)
BACKGROUND
The Edexcel specification aims to stimulate interest and enthusiasm for the sciences while still being the building block for progression to A levels. The emphasis is on scientific understanding and enquiry as well as practical skills essential for further study in the sciences. Pupils will study all three sciences, and their exam results will be combined to give two GCSEs.
ASSESSMENT
There will be 6 papers, Paper 1 and 2 are biology, 3 and 4 chemistry and 5 and 6 physics. Each paper is one hour and 10 minutes and worth 60 marks. There are foundation and higher tier levels for all papers. A pupil can only sit all foundation or all higher tier papers.
For higher tier papers all 6 exams marks are added together to decide their combined GCSE grade. These range from a 5-5 to a 9-9 in 17 increments. They must be consecutive numbers. E.g. a pupil may receive a 7-6 but not a 7-5.
For foundation tier papers all 6 exams marks are added together to decide their combined GCSE grade. These range from a 1-1 to a 5-5 in 8 increments. They must be consecutive numbers. E.g. a pupil may receive a 5-4 but not a 5-3.
COURSE CONTENT
Combined Science - Paper 1 (Biology)
• Key concepts in biology
• Cells and control
• Genetics
• Natural selection and Genetic modification
• Health, Disease, and the development of medicines
Combined science - Paper 2 (Biology)
• Key concepts in biology
• Plant structures and their functions
• Animal coordination, control, and homeostasis
• Exchange and transport in animals
• Ecosystems and material cycles
Combined science - Paper 3 (Chemistry)
• Key Concepts in chemistry
• States of matter and mixtures
• Chemical changes
• Extracting metals and equilibria
Combined science – Paper 5 (Physics)
• Key concepts in physics
• Forces and Motion
• Conservation of energy
• Waves
• Light and the electromagnetic spectrum
• Radioactivity
Combined science – Paper 4 (Chemistry)
• Key concepts in chemistry
• Group in the periodic table
• Rate of reaction and energy changes
• Fuels and earth science
Combined science – Paper 6 (Physics)
• Key concepts in physics
• Energy – Forces doing work,
• Forces, and their effects.
• Electricity and circuits
• Magnetism and the Motor effect
• Electromagnetic induction
• Particle model
• Forces of matter
LANGUAGES
FRENCH
SPECIFICATION
The examination board used for GCSE French is AQA and the course code is 8652. GCSE French has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier. The specification covers 3 distinct themes which are covered over the two years and are applied over the 4 examinations.
BACKGROUND
The study of a Modern Language is enriching and challenging. Learning a language brings an array of benefits and it would appeal to those pupils who have a passion for speaking French and learning more about the language and culture in France and other Francophone countries. Through the study of a foreign language, you will develop your comprehension skills, problemsolving ability, understanding of language in general, including English as well as the foreign language studied. You will learn to understand the spoken and written language and be able to use it to communicate with others. Other benefits include:
• The ability to meet people from different countries and learn about their culture.
• Employers have a high regard for candidates who are competent in a language, and it puts you in a stronger position to get a job with international links.
• Universities are increasingly recognizing a GCSE language as a facilitating subject into many courses.
• You will develop an understanding and thereby an appreciation of the culture and customs of other countries both in Europe and around the world.
• Have greater opportunities to work and/or study abroad.
COURSE CONTENT
The course is split up into three core themes covered over the two years, comprising 9 topics in total.
Theme 1: People and lifestyle
Topic 1 – Identity and relationships with others
Topic 2 – Healthy living and lifestyle
Topic 3 – Education and work
Theme 2: Popular culture
Topic 1: Free time activities
Topic 2: Customs, festivals and celebrations
Topic 3: Celebrity culture
Theme 3: Communication and the world around us
Topic 1: Travel and tourism, including places of interest
Topic 2: Media and technology
Topic 3: The environment and where people live
ASSESSMENT
Paper 1: Listening (25%) (Foundation: 35min Higher: 45 min)
• Section A: questions and answers in English (non-verbal and verbal responses)
• Section B: : Dictation where students transcribe short sentences
Paper 2: Speaking (25%) (Foundation: 7-9min Higher: 10-12 min)
• Role-play
• Photo-card
• Reading aloud and short conversation
Paper 3: Reading (25%) (Foundation: 45min Higher: 60 min)
• Section A: reading comprehension questions and answers in English.
• Section B: translation into English (Foundation: 35 words Higher: 50)
Paper 4: Writing (25%) (Foundation: 60min Higher: 1h10min)
• Stimulus card (4 sentences Foundation)
• Short writing task answering 5 bullet points (50 words Foundation)
• Translation into Spanish (Foundation: 35 words Higher: 50 words)
• 90 words writing task answering 3 bullet point (Foundation and Higher)
• 150 words writing task answering 2 bullet points (Higher)
LANGUAGES
SPANISH
SPECIFICATION
The examination board used for GCSE Spanish is AQA and the course code is 8692. The language GCSE is tiered between Foundation and Higher paper. The specification covers 3 distinct themes which are covered over the two years and are applied over the 4 examinations.
BACKGROUND
The study of any foreign language in today’s world is an invaluable skill, and increasingly so given the global nature of society. Spanish is the second most-spoken language after Chinese and provides many opportunities for travel and business with many people choosing to combine a language with their university degree. There are a wide variety of careers where even being able to speak a little of a foreign language will put you ahead of the other applicants. Learning a language is a skill for life and something that should bring reward and fulfilment. You will learn to understand the spoken and written language and be able to use it to communicate with others. The many benefits of learning languages are undeniable. People who speak more than one language have improved memory, problem-solving and critical-thinking skills, enhanced concentration and better listening skills. Learning a language can open many gateways in your professional life but also facilitates travel and study abroad.
COURSE CONTENT
The course is split up into three core themes covered over the two years, comprising 9 topics in total.
Theme 1: People and lifestyle
Topic 1 – Identity and relationships with others
Topic 2 – Healthy living and lifestyle
Topic 3 – Education and work
Theme 2: Popular culture
Topic 1: Free time activities
Topic 2: Customs, festivals and celebrations
Topic 3: Celebrity culture
Theme 3: Communication and the world around us
Topic 1: Travel and tourism, including places of interest
Topic 2: Media and technology
Topic 3: The environment and where people live
ASSESSMENT
Paper 1: Listening (25%) (Foundation: 35min Higher: 45 min)
• Section A: questions and answers in English (non-verbal and verbal responses)
• Section B: : Dictation where students transcribe short sentences
Paper 2: Speaking (25%) (Foundation: 7-9min Higher: 10-12 min)
• Role-play
• Photo-card
• Reading aloud and short conversation
Paper 3: Reading (25%) (Foundation: 45min Higher: 60 min)
• Section A: reading comprehension questions and answers in English.
• Section B: translation into English (Foundation: 35 words Higher: 50)
Paper 4: Writing (25%) (Foundation: 60min Higher: 1h10min)
• Stimulus card (4 sentences Foundation)
• Short writing task answering 5 bullet points (50 words Foundation)
• Translation into Spanish (Foundation: 35 words Higher: 50 words)
• 90 words writing task answering 3 bullet point (Foundation and Higher)
• 150 words writing task answering 2 bullet points (Higher)
HUMANITIES
GEOGRAPHY
SPECIFICATION
AQA GCSE Geography
BACKGROUND
Understanding of the interdependence of Earth’s human and physical systems is important for young people who are going to be future decision-makers in the world. There has never been a better or more important time to study geography. Geography helps you to make sense of the world around you.
Not only does geography help you to make sense of the world around you, it is also hands-on, relevant and fun. From urban issues and economic development to global ecosystems, landscapes and hazards, GCSE geography enables you to understand the big issues facing our world. Geography will allow you to travel while still being in the classroom.
Field trips are arranged for GCSE candidates, as exploration and data collection are at the heart of outstanding geographical study.
COURSE CONTENT
Living with the Physical Environment
• The Challenge of Natural Hazards
• The Living World
• Physical Landscapes in the UK
Challenges in the Human Environment
• Urban issues and challenges
• The changing economic world
• The challenge of resource management
Geographical Applications - relating to field work
• Issue Evaluation
• Fieldwork
• Geographical Skills
ASSESSMENT
Assessment Overview
Paper 1: Living with the physical environment - Written exam: 1 hour 30 minutes.
88 marks
Paper 2: Challenges in the human environment - Written exam: 1 hour 30 minutes
88 marks
Paper 3: Geographical applicationsWritten exam: 1 hour 15 minutes.
76 marks
35% of GCSE
35% of GCSE
30% of GCSE
Pre-release resources booklet made available 12 weeks before Paper 3 exam.
HUMANITIES
HISTORY
SPECIFICATION
Cambridge iGCSE History (0470)
BACKGROUND
Cambridge IGCSE History looks at some of the major international issues of the nineteenth and twentieth centuries and covers the history of particular regions and events in more depth.
The syllabus enables learners to develop historical knowledge and the skills required for studying historical evidence gives flexibility for teachers to develop a course that interests and stimulates their learners provides a sound basis for further study and encourages a lifelong interest in the subject.
COURSE CONTENT
Either:
Option A The nineteenth century: the development of modern nation states, 1848–1914
The content focuses on the following key questions:
• Were the revolutions of 1848 important?
• How was Italy unified?
• How was Germany unified?
• Why was there a civil war in the United States and what were its results?
• Why, and with what effects, did nations gain and expand their overseas empires in the nineteenth century?
• What caused the First World War?
or:
Option B The twentieth century: international relations since 1919 The content focuses on the following key questions:
• Was the Treaty of Versailles fair?
• To what extent was the League of Nations a success?
• How far was Hitler’s foreign policy to blame for the outbreak of war in Europe in 1939?
• Who was to blame for the Cold War?
• How effectively did the United States contain the spread of communism?
• How secure was the USSR’s control over Eastern Europe, 1948–c.1989?
In addition, all candidates must also study at least one of the following depth studies:
A The First World War, 1914–18
B Germany, 1918–45
C Russia, 1905–41
D The United States, 1919–41
E The Second World War in Europe and the Asia–Pacific, 1939–c.1945
ASSESSMENT
Paper 1 40% 60 marks
2 hours Structured Questions
• Candidates answer two questions from Section A (Core content) and one question from Section B (Depth studies).
• All questions are in the form of structured essays, split into three parts: (a), (b) and (c).
• Externally assessed
Paper 2 30% 40 marks
1 hour 45 minutes Document Questions
• Candidates answer one question on one prescribed topic taken from Section A (Core content).
• Candidates are presented with a range of source materials relating to each prescribed topic.
• The prescribed topics change in each exam series
Component 3 Coursework 30% 40 marks
• Candidates produce one piece of extended writing based on a depth study from the syllabus or a depth study devised by the centre.
• Internally assessed and externally moderated
HUMANITIES
RELIGIOUS STUDIES
SPECIFICATION
AQA GCSE Religious Studies A (8062)
BACKGROUND
The AQA Religious Studies GCSE covers a range of the major world religions, six contemporary ethical themes and two textual studies, ensuring students have a diverse choice of intriguing subjects to explore.
Students will be challenged with questions about belief, values, meaning, purpose, and truth, enabling them to develop their own attitudes towards religious issues.
Students will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, and leadership and research skills. All these skills will help prepare them for further study.
COURSE CONTENT
Beliefs, teachings and practices of two from:
Buddhism
Christianity
Hinduism
Islam
Judaism
Sikhism
Four religious, philosophical and ethical studies themes:
Theme A: Relationships and families.
Theme B: Religion and life.
Theme C: The existence of God and revelation.
Theme D: Religion, peace and conflict.
Theme E: Religion, crime and punishment.
Theme F: Religion, human rights and social justice.
ASSESSMENT
Written exam 1: 1 hour 45 minutes, Beliefs, teachings and practices from the chosen two religions
96 marks, plus 6 marks for spelling, punctuation and grammar (SPaG) 50% of GCSE
Questions: Each religion has a common structure of two five-part questions of 1, 2, 4, 5 and 12 marks.
Each religion is marked out of 48.
Written exam 2: 1 hour 45 minutes, Religious, Philosophical and ethical study themes (4 chosen)
96 marks, plus 3 marks for spelling, punctuation and grammar (SPaG) 50% of GCSE
Questions: Each theme has a common structure of one five-part question of 1, 2, 4, 5 and 12 marks.
Each theme is marked out of 24.
OTHER OPTIONS
SEPARATE SCIENCE: TRIPLE SCIENCE
SPECIFICATION
Edexcel separate science: Biology – (1BI0) Chemistry – (1CH0) Physics – (1PH0)
BACKGROUND
The Edexcel specification aims to stimulate interest and enthusiasm for the science while still being the building block for progression to A level. The emphasis is on scientific understanding and enquiry as well as practical skills essential for further study in the sciences. Pupils will study all three sciences, as in combined, but there is extra material and in Chemistry and Physics, there is extra topics. Pupils will receive a GCSE in each science.
ASSESSMENT
Biology – There will be two exams each 1 hour and 45 minutes long worth 100 marks each. The marks from both exams are added together to give one GCSE. Chemistry – There will be two exams each 1 hour and 45 minutes long worth 100 marks each. The marks from both exams are added together to give one GCSE.
Physics – There will be two exams each 1 hour and 45 minutes long worth 100 marks each. The marks from both exams are added together to give one GCSE. There are foundation and higher tier levels for all papers. A pupil must can only sit all foundation or all higher tier papers. For higher tier papers both exam marks are added together to decide their GCSE grade. These range from a 5 to a 9.
For foundation tier papers both exam marks are added together to decide their GCSE grade. These range from a 1 to a 5.
COURSE CONTENT
Biology Paper 1
• Key concepts in biology
• Cells and control
• Genetics
• Natural selection and Genetic modification
• Health, Disease, and the development of medicines
Biology Paper 2
• Key concepts in biology
• Plant structures and their functions
• Animal coordination, control, and homeostasis
• Ecosystems and material cycles
• Exchange and transport in animals
Chemistry – Paper 1
• Key concepts in chemistry
• States of matter and mixtures
• Chemical changes
• Extracting metals and equilibria
• Separate chemistry 1 (transition metals, quantitative analysis, dynamic equilibria, chemical cells, and fuel cells)
Chemistry – Paper 2
• Key concepts in chemistry
• Group in the periodic table
• Rate of reaction and energy changes
• Fuels and earth science
• Separate chemistry 2 (Qualitative analysis, hydrocarbons, polymers, alcohols and carboxylic acids, bulk and surface properties of matter including nanoparticles)
Paper 1 - Physics
• Key concepts of physics
• Motion and forces
• Conservation of energy
• Waves
• Light and the electromagnetic spectrum
• Radioactivity
• Astronomy
Paper 2 – Physics
Key concepts of physics
• Energy – Forces doing work,
• Forces, and their effects.
• Electricity and circuits
• Static electricity
• Magnetism and the motor effect
• Electromagnetic induction
• Particle model
• Forces of matter
OTHER OPTIONS
FURTHER MATHS
SPECIFICATION
AQA Level 2 Further Mathematics (8365)
BACKGROUND
The AQA Level 2 Certificate in Further Maths is a unique qualification designed to stretch and challenge high achieving mathematicians who either already have or are expected to achieve the top grades in GCSE Mathematics or are likely to progress to study A-level Mathematics and possibly Further Mathematics. The level of understanding and application of mathematical knowledge needed for this course is substantially more advanced than the standard Maths GCSE. For those who are already demonstrating higher order mathematical problem solving, Further Pure Mathematics would be a fun and rewarding challenge.
ASSESSMENT:
The AQA Level 2 Further Maths consists of two exam papers; each paper is equally weighted, one calculator and one non-calculator and all material can come up on either paper.
• Each paper is one hour 45 minutes long.
• There are 80 marks available per paper.
• Each paper is worth 50% of the overall grade.
COURSE CONTENT
The Further Pure Mathematics iGCSE requires students to demonstrate high level application and understanding of the following:
1. Surds 2. Functions 3. Binomial expansion
4. Algebraic manipulation 5. Polynomials 6. Proof
7. Sequences
8. Co-ordinate geometry (linear)
9. Co-ordinate geometry (circles)
10. Matrices
11. Pythagoras
12. Trigonometry
13. Calculus
OTHER OPTIONS
ART
SPECIFICATION
Exam Board: AQA GCSE Art & Design (Fine Art)
BACKGROUND
Fine art is all about your skill, creativity and imagination. You will create work in response to project themes and different kinds of inspirational starting points. Your work will be an exploration of your own unique thoughts and ideas.
COURSE CONTENT
Drawing
You must provide evidence of drawing in both your coursework and your exam. The particular value and significance of drawing should be shown by the ways in which it addresses the purpose and need rather than the extent to which it demonstrates technical mastery unless this is the explicit intention.
Annotation
In both Components 1 and 2 written annotation using appropriate specialist vocabulary needs to be used to support your visually recorded ideas, observations, and insights. This can take the form of initial thoughts, practical considerations, the communications of intentions, responses to sources, critical reflection on your personal work and self-evaluation.
HOW IT WILL BE EXAMINED
Component 1: Personal Portfolio (60% of final qualification)
• Students will build a portfolio of work, also extended project responding to a theme in an in-depth way
• Evidence will take form as sketchbooks, developmental pages, or prototypes
• Project will conclude with a final piece outcome, usually as a larger scale drawing, painting, or photography, printmaking, digital media or 3D making.
Component 2: Externally Set Assignment (40% of final qualification)
• After Christmas in year 11 you will receive a paper from AQA, from it you will choose ONE question to respond to. You will have a limited number of weeks to carefully research your thoughts and ideas in response to your chosen theme.
• Your response will be in the form of a sketchbook full of primary research, artists connections, and exploring materials. Which you will take into the final 10 hour practical exam.
• During the exam you will create a drawing, painting, or any other chosen material to produce a final outcome.
ASSESSMENT
Work is assessed using the following four Assessment Objectives (AO’s). Successful GCSE art students will show they can:
• AO1: Develop ideas through investigations.
• AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
• AO3: Record ideas, observations and insights to intentions
• AO4: Present a personal and meaningful response.
OTHER OPTIONS
DESIGN & TECHNOLOGY
SPECIFICATION
AQA GCSE in Design and Technology (8552)
BACKGROUND
The AQA Design & Technology GCSE is designed to be taken over two years. The objective is for pupils to a) identify, investigate and outline design possibilities to address needs and wants; b) design and make prototypes that are fit for purpose; c) analyse and evaluate design decisions and outcomes of prototypes made by themselves and others and d) demonstrate and apply knowledge and understanding of technical, designing and making principles.
ASSESSMENT
2 Hour written Paper – 50% of which 15% are applied maths questions. Non-exam assessment will contribute towards 50% of the student’s overall mark.
The NEA project in its entirety should take between 30-35 hours to complete and consist of a working prototype and a concise portfolio of approximately 20 pages of A3 paper, equivalent A4 paper or the digital equivalent.
Core technical Principles
• New and emerging technologies
• Energy generation and storage
• Developments in new materials
• Systems approach to designing
• Mechanical devices
• Materials and their working properties
Specialist technical principles
In addition to the core technical principles, students should develop an indepth knowledge and understanding of the following:
• selection of materials or components
• forces and stresses
• ecological and social footprint
• sources and origins
• using and working with materials
• stock forms, types and sizes
• scales of production
• specialist techniques and processes
• surface treatments and finishes.
Designing and making principles
Students should know and understand that all design and technology activities take place within a wide range of contexts. They should also understand how the prototypes they develop must satisfy wants or needs and be fit for their intended use. For example, the home, school, work or leisure. They will need to demonstrate and apply knowledge and understanding of designing and making principles in relation to the following areas:
• Investigation, primary and secondary data
• Environmental, social and economic challenge
• The work of others
• Design strategies
• Communication of design ideas
• Prototype development
• Selection of materials and components
• Tolerances
• Material management
• Specialist tools and equipment
• Specialist techniques and processes
OTHER OPTIONS
DRAMA
SPECIFICATION
AQA Drama 8261
BACKGROUND
Drama GCSE develops confidence, collaboration skills and verbal and nonverbal communication. The course requires initiative, problem-solving and teamwork; all of which are crucial life skills and hold real value beyond school examinations.
COURSE CONTENT
There are three components for Drama GCSE: one written component and two practical.
For the written component, students are required to study a set text. We will study one of the below texts through practical performance and design explorations in Year 10 with revision lessons throughout Year 11.
• Noughts and Crosses by Malorie Blackman/Dominic Cooke
• Romeo and Juliet by William Shakespeare
• The Empress by Tanika Gupta
Students will also need to have seen a range of live performances and there will be opportnities across Years 10 and 11 for them to do so. Both practical components allow students to choose to contribute to a group project as a:
• Performer or
• Lighting designer or
• Sound designer or
• Set designer or
• Costume designer or
• Puppet designer
The first practical performances is a group devised piece between 3 and 20 minutes long, depending on the cast-size. All students will have to keep a devising log that can be presented as purely written work, writing with photos & drawings, writing with audiovisual recordings, or purely audiovisual recordings.
The second practical performance will be two separate extracts, of around ten minutes each, from the same play. We are able to select any published play we like, so long as it is substantially different to the set text we study for the first component and deemed appropriate by the exam board.
ASSESSMENT:
The AQA Drama GCSE is split into three components: one written exam and two practical units.
Component 1: Section A: Multiple Choice Stagecraft 4 marks A written exam in the Summer Term of Year 11. The papers are sent to the exam board to be marked. 40%
Section B: Performance & Design Set Text 44 marks
Section C: Performance & Design Live Theatre
Component 2: Devising Drama
32 marks
Component 3: Texts in Practice
Working in a group to create a devised piece as a performer or designer.
40% Devising Log 60 marks
Working in a group, as a performer or designer, to stage two extracts from a published play
20 marks The final performance and portfolios will be completed in the Autumn or Spring Term of Year 11 and assessed and graded by your drama teacher. The final performance is recorded and sent to AQA for moderation.
40 marks An external examiner from AQA will be invited to visit us to assess the final performance in the Autumn or Spring Term of Year 11. 20%
OTHER OPTIONS
MUSIC
SPECIFICATION
WJEC Edugas GCSE in Music
BACKGROUND
GCSE Music consists of three components which interlink and are designed to enable students to apply their knowledge to enhance their performance skills. The essential component is performance. Any student taking this subject will need to have a desire to play a musical instrument. While it is an obvious advantage to begin the course with performance skills it is not a requirement. Students can begin with a tutor on an instrument of their choice (including voice) and develop skills over the two-year course. They will need to commit to regular practise as part of their homework schedule and achieve a grade 3 standard in playing or above for their assessment. They will also be required to spend time in extracurricular activities for ensemble work. Concert performance opportunities will be given and encourage students to practise performance skills.
COURSE CONTENT
Area of study 1: Musical forms and devices
Area of study 2: Music for ensemble
Area of study 3: Film Music
Area of study 4: Popular Music
Year 1
Students will be required to work with their instrumental tutors and practise for progress in performance. Assessments of progress and target setting will take place termly with half termly mentoring sessions to monitor progress. Regular attendance to lessons is vital.
Composition tasks will be set to develop skills using area of study one and two from the listening component. Each task will be given a time frame for assessment. Students will then choose one of the starting points to develop their own brief and composition. This will be completed by the end of the first year. It can be edited and perfected at any point in year two.
Year 1 will focus mainly on areas of study one and two. Students will learn how to identify compositional techniques and form through tailor made listening exercises in which they will develop listening skills to identify devices, textures and sonorities. Learners will progress to be able to describe and explain techniques using the correct vocabulary. Regular short tasks will be assessed with a termly practise of exam style questions.
Year 2
Students will have developed a portfolio of performances as well as a practise programme to evidence progress and commitment to solo and ensemble work. They will practise for their final assessment in concerts both informal and formal. Learners will select the two best performances for final assessment.
Students will begin, develop and complete the composition from the given brief using skills learned from their areas of study to develop their ideas. They will submit both compositions (from year one and two) for assessment.
Year two will focus on areas of study three and four with constant reference to area of study one and two. This will give opportunity for students to learn through listening tasks tailor made to look at contrasting styles and genres of music. All assessments, (twice termly) will be created from typical exam questions for the final listening exam.
OTHER OPTIONS
MUSIC
ASSESSMENT
COMPONENT 1
A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration. The other piece may be solo or ensemble. One piece performed must link to an area of study of the learner’s choice. Non exam assessment: internally assessed, externally moderated. 30% of qualification.
COMPONENT 2
This component is designed to support listening and playing skills through composition. Students will study the art of composition and analyse their own performance pieces as well as learn how great composers use compositional devices to create their works.
Two compositions will be submitted, one of which will be in response to the brief set by the board. Learners will choose one brief from a choice of four, each one linked to an area of study. The briefs will be released in the second year of study. The other composition is a free composition for which learners set their own brief.
Non exam assessment: internally assessed, externally moderated. 30% of qualification.
COMPONENT 3
This component is assessed via a listening examination. Eight questions in total, two on each of the four areas of study. Two questions are based on extracts set by the board.
Written/listening examination: 1 hr 15 minutes ( approximately) 40% of qualification.
OTHER OPTIONS
COURSE CONTENT:
COMPUTER SCIENCE
SPECIFICATION
Edexcel GCSE in Computer Science
BACKGROUND
Our modern lives are saturated with technology, from how we get around, to how we entertain ourselves, to the way businesses and our governments deal with us. Students who embark on GCSE Computer Science will explore the principles of computing and gain an understanding of how technology will affect us in future, whilst developing skills useful to all modern professions. This course will suit you if you are a good logical thinker, enjoy problem solving, never give up no-matter how frustrating your problem is (code never works first time) and get a buzz from finding your own solutions. If you have enjoyed what you have done so far with Python, HTML, AppLab and Scratch, and would like to understand more about how computing technology works, then computer science will be for you!
ASSESSMENT
The exam consists of two papers:
Paper 1: Principles of Computer Science
Written Paper: 90 minutes (75 marks, 50% of the qualification) This paper will assess Topics 1 to 5 above.
Paper 2: Application of Computational Thinking
Onscreen examination: 2 Hours (75 marks, 50% of the qualification)
This paper will assess Topic 6: Problem solving with programming.
The objectives of this qualification are to enable students to:
• understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms, and data representation.
• analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs.
• think creatively, innovatively, analytically, logically and critically.
• understand the components that make up digital systems and how they communicate with one another and with other systems.
• understand the impact of digital technology on wider society, including issues of privacy and cybersecurity.
• apply mathematical skills relevant to computer science.
The course is organised into 6 topics:
• Topic 1: Computational thinking – understanding of what algorithms are, what they are used for and how they work; ability to follow, amend and write algorithms; ability to construct truth tables.
• Topic 2: Data – understanding of binary, data representation, data storage and compression.
• Topic 3: Computers – understanding of hardware and software components of computer systems and characteristics of programming languages.
• Topic 4: Networks – understanding of computer networks and network security.
• Topic 5: Issues and impact – awareness of emerging trends in computing technologies, and the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues.
• Topic 6: Problem solving with programming – become competent at designing, reading, writing and debugging programs. Apply skills to solve real problems and produce readable, robust programs.
OTHER OPTIONS
PHYSICAL EDUCATION
SPECIFICATION
OCR GCSE Physical Education
BACKGROUND
Physical Education will not only provide pupils with the opportunity to perform in three different sports through the non-exam assessment component, they will also develop wide ranging knowledge into the how and why of Physical activity and sport.
The course will offer pupils the opportunity to develop their skills in a wide range of sports and activities. It is practically based and involves participating in a range of practical activities, allowing them to develop their knowledge and improve their ability in these activities.
Pupils will learn the reasons why we do things, why some people out perform others, mentally and physically. They will also delve into the ethical considerations behind the use of drugs and also gain an understanding of the consequences of inactivity and poor diet.
COURSE CONTENT
Component 01: Physical factors affecting performance
• Applied anatomy and physiology
• Physical training.
Component 02: Socio-cultural issues and sports psychology
• Socio-cultural influences
• Sports psychology
• Health, fitness and well-being.
Component 03: Performance in physical education (Non-Exam assessment)
Performance of three activities taken from the two approved lists*.
• One from the ‘individual’ list
• One from the ‘team’ list
• One other from either list.
Analysing and Evaluating Performance (AEP), task-based NEA. The content of this specification uses practical examples from physical activities and sports to show how theory can be applied and to reinforce understanding.
This specification contains the use of data analysis skills, which are spread across the components and topics.
ASSESSMENT
Assessment Overview
Physical factors affecting performance (01). 1 hour written paper. 60 marks
Socio-cultural issues and sports psychology (02). 1 hour written paper. 60 marks
Performance in physical education (03). Non-exam assessment (NEA). 80 marks
30% of total GCSE
30% of total GCSE
40% of total GCSE
ACCESS ARRANGEMENTS
INFORMATION FOR STUDENTS AND PARENTS
This page should serve as an overview of the support available to eligible students for their GCSE examinations. It also explains the process by which the school will identify eligibility.
WHAT ARE ACCESS ARRANGEMENTS?
Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. They ensure every student has an equal opportunity to access their GCSE examinations but do not change the skills or knowledge being tested.
There are a number of different types of access arrangement and these are determined by the Joint Council for Qualifications (JCQ). A full list of access arrangements and the criteria required for each can be found here: www.jcq. org.uk. Examples of access arrangements are listed below.
• Support for reading (e.g. a reader, a reading pen)
• Support for writing (e.g. a scribe, a word processor)
• Support for working to time (e.g. 25% extra time, prompter)
WHEN WILL ASSESSMENT FOR ELIGIBILITY TAKE PLACE?
We assess students during the summer term of year 9, or during the autumn term of year 10. It is not possible to test for eligibility before this point as any application is only valid for 26 months. Prior to this, we have been working closely with your child to establish their normal way of working and the support we might wish to apply for. Please note that no access arrangement is formalised until the end of Year 9/start of Year 10 and any arrangement made before that time is essentially part of the assessment process. This can be quite confusing for parents as we are aware that students have sometimes been granted an access arrangement for tests at primary school. Please be aware that these do not carry forward and that the assessment process for GCSE examinations does not occur until year 9/10. Please also be aware that having an Education Health and Care Plan, or diagnosis of a Specific Learning Difficulty, does not necessarily mean that a student will qualify for access arrangements.
HOW WILL ASSESSMENT FOR ELIGIBILITY TAKE PLACE?
Any arrangements that are used in exams are based on the normal way of working in the classroom and in tests and exams. Wherever possible, access arrangements that enable a student to work independently are encouraged.
Evidence is needed for most access arrangements and these need to be applied for and approved before they can be used in external exams. This often means that additional testing needs to be carried out. Strict rules must be followed so that the test scores can be used as evidence for access arrangements.
Testing for eligibility for access arrangements will take place in school following consultation with parents and students. Mrs Sherlock, SENCo, will be completing the assessments during the Summer term of year 9 and Autumn term of year 10.
The tests we will use to support assessment of eligibility will include:
• Detailed Assessment of Speed of Handwriting (DASH)
• Spelling, Processing Speed and Reading Comprehension Speed (SPaRCs)
PLEASE NOTE: PRIVATE ASSESSMENTS THAT HAVE BEEN CARRIED OUT WITHOUT PRIOR CONTACT WITH THE SCHOOL CANNOT BE USED FOR ACCESS ARRANGEMENTS.
Please contact Mrs Sherlock if you would like to discuss access arrangements for your child.
