Welcome
Academic achievement is excellent at RMS for Girls and we are delighted to be able to offer an extensive range of qualifications designed to give you choice in your future endeavors. The quality of teaching, the nurturing environment, supportive staff, and the availability of resources all have a significant effect on the progress that you will make. We believe this sustained achievement is attributable to the excellent study skills and aspirational work ethic that are engendered at RMS. We want all pupils to be the best that they can be on as many fronts as possible, finding pathways through their GCSE years that enable them to shine within their unique talents and interests.
This handbook is the first step in helping pupils make subject choices for the next two years at RMS. These are important decisions for you, and you need to take your time and listen to advice from your teachers and Form Tutor. Try to choose a balanced programme, which will offer a CV that demonstrates a range of skills and interests, and most importantly, choose what you enjoy. Years 10 and 11 require hard work and commitment but you will derive plenty of satisfaction from making wise choices now that will help to shape your future.
The purpose of the GCSEs is to prepare young people more effectively for the next stage of their education at A-Level. You will find that the pattern of work over the next two years is different from Years 7, 8 and 9. GCSEs consist of final examinations in most subjects and Non-Examined Assessments (NEAs) in some. NEAs involve the production of a final piece of work to be carried out and assessed at a specified time during the academic year. NEAs and practical assessments offer a real opportunity to improve your final grade and this element rewards pupils who are conscientious throughout. At RMS, to reflect the broad range of interests and strengths of our pupils, we offer a BTEC course (Health and Social Care) and GCSEs with a highly practical and coursework-based assessment focus (such as DT, Textiles and Art). This is to give pupils an opportunity to benefit from an alternative assessment framework. These courses will suit pupils who prefer continuous assessment and coursework, rather than terminal examinations. Alternatively, if you are a pupil that tends to do better with terminal exams and the revision required, then you may decide to choose subjects with fewer NEA components.
You will have an afternoon workshop on the 3rd of November to help get you thinking about what GCSE options might be right for you. This is also a good time to check with your teaching staff the importance of your subject choices in the light of your university and career aspirations.Your parents/guardians will have the opportunity to discuss any queries they may have about the options process at the Year 9 Options Evening on the 5th of November 2025. There is a Year 9 Parents Evening in January and you will also have careers sessions and 1-1 meetings with your tutor and our Head of Careers, before submitting your options in January 2026.
We look forward to welcoming you into Year 10 and helping you mature and prepare for a bright future.
Ms Sophia Hardy
Miss Emily Jewell Deputy Head Academic Head of Year
Advice to Pupils
This is an exciting opportunity to select a range of courses suited to your interests and career ambitions. We offer 22 different options at GCSE, with a broad range of assessment and learning styles, enabling every pupil to find their own unique journey through the curriculum and give each individual every chance of success.
The Core Offer
● All pupils take GCSEs in English Language and Mathematics.
● All pupils will take at least 1 GCSE in Science. At RMS we offer the 3 separate sciences for study.
● To complement the examined curriculum pupils also study Life Skills and Physical Education.
The Options
Pupils add a further 6 option subjects as suits their aspirations and strengths.
We strongly recommend that any pupil considering taking a science at A-Level considers taking at least 2 sciences for GCSE. Entry onto our A-Level courses in science will be possible if only 1 science is selected, however we do acknowledge that pupils have the best possible chance of achieving a high grade at A-Level if they have studied 2 or more science subjects at GCSE. Both Physics and Biology A-level are complemented best by Chemistry as a second science, and this may be a useful consideration to those pupils who think they may later wish to pursue a science A-Level qualification. Our keen and able scientists are of course welcome to choose all 3 sciences if they so wish.
We also recommend the choice of a Modern Foreign Language as one of the GCSE options as linguistic skills are often highly valued, and indeed are very useful beyond education.
Please note every endeavor is made to meet pupil choices. However, in a small number of cases this may not be possible or if there are not sufficient numbers a course may not be run. When selecting your options on the option form that will be shared with you in January, we ask that pupils nominate their subject options in preference order, providing 2 reserve options in the event that any one choice cannot be met.
Tips for making option choices:
✔Do choose courses that will give the opportunity to experience satisfaction and, most of all, success.
✔Do consider the career implications of choices and check with Heads of Department and our Head of Futures if you are unsure.
✔Do choose subjects that you find enjoyable and interesting - success demands a great deal of learning and hard work.
✔ Do investigate ‘new’ subjects, find out as much as you can from teachers and older pupils.
✔ Do choose a balanced and varied programme that will promise success and enjoyment.
× Do not be talked into choosing a subject because someone else thinks that it is a good idea or it is an ‘easy’ option. Choose what is right for you!
✔Do discuss your proposed choices with your Form Tutor.
GCSE Option Subjects Available for Study 2025-26
Art, Craft and Design
Business
Biology
Chemistry
Computer Science
Creative iMedia
Design & Technology
Drama
Food Preparation and Nutrition
Geography
Health and Social Care, BTEC
History
Latin
French
Mandarin
Spanish
Music
Physical Education
Physics
Religious Education
Textiles
BTEC Health and Social Care Level 2 Award and Creative iMedia Level 2 (GCSE Equivalent) will be awarded either Distinction* (D*), Distinction (D), Merit (M) or Pass (P) rather than grades 9-1.
The options process – Timetable for making choices
November
November 3rd- Pupils have an options workshop afternoon to help set up and guide the process of making GCSE choices. Pupils have their first opportunity to talk to subject teachers and try taster activities in potential GCSE option subjects.
November 5th- Options Evening for parents and pupils. Pupils are able to explore further the potential options they are considering for GCSE.
December Students will be spoken to during form time sessions, assemblies and lessons about the options process and the subjects on offer at GCSE.
Ms Pickford, our careers advisor, will be working with pupils to help guide their decision making throughout this period. Pupils will be offered group or individual sessions and are welcome to book additional slots with Mrs Pickford if required.
January
January 9th- Option Choice Form will be sent home electronically in weekly School Post
January 14th- Year 9 Parents Evening
January 19th- Option Choice Form deadline (4pm)
Throughout this period Form Tutors, Miss Jewell and Mrs Pickford will be working with pupils who need further support and guidance in making their initial choices.
February The option blocks will then be constructed from the choices made on the options form. Every effort will be made to meet preferences, but an alternative may be taken up and discussed with you if required. A conversation will always be had with a student and their family before allocating a reserve option.
Life Skills – Core
Non-examined and non-assessed
Overview
All Pupils in Years 10 and 11 follow the Life Skills programme of study.
The aims of the course are to provide sessions which support the spiritual, moral, social and cultural development of each pupil so they can thrive in society. Exploring their own values and beliefs to develop a strong moral code, and growing respect and understanding of other points of view and opinions, enables them to make responsible and reasonable judgements and decisions on moral and ethical issues of today. Opportunities to enhance communication skills, leadership, and respect for themselves and others are inbuilt into the course, promoting positive relationships and support of diversity. Pupils will also have the opportunity to make the most of our beautiful grounds and learn more about nature and the natural world through the Great Outdoors Programme. Life Skills is an important part of nurturing pupils' wellbeing and preparing them for the opportunities, responsibilities and experiences of their adult lives.
Curriculum
Year 10
● Alcohol education
● Futures – the world of work, curriculum vitae and interviews
● Relationships and Sex Education – decision-making, law, pressure and consent, contraception, STI’s, pornography
● Emotional health – mental wellbeing
● Citizenship – human rights
● Economic wellbeing and financial capability – personal finance, financial services and an introduction to taxes
Year 11
● Drugs education
● Futures, 16+ options, work experience
● Relationships and Sex Education – sexual identity, healthy and unhealthy relationships, fertility and pregnancy
● Emotional health – mental wellbeing
● Citizenship – employment law, discrimination and ethical issues
● Economic wellbeing and financial capability – managing money, avoiding debt, taxation, and the ethics of spending.
Lessons are held once per week for 40 minutes following afternoon registration. The programme is delivered by Life Skills teachers on a topic rotation.
Physical Education - Core
Non-examined and non-assessed (2 x 1 hour 10 min lessons/week)
Curriculum
The curriculum of Physical Education in Year 10 changes emphasis from traditional school activities to one where recreational aspects are developed in games and activities which can be pursued after leaving school. Traditional team games can still be played, but the overall aim is to promote a life-long participation in some form of physical activity and to contribute to well-being. To this end, pupils can take part in the following activities (listed below) with the hope that pupils pursue one of their chosen activities further in Year 11, to achieve a higher standard, e.g. obtaining an umpiring or coaching qualification where possible.
Examples of activities offered over the year include:
Aquafit
Athletics
Badminton
Basketball
Body pump
Bootcamp fitness
Circuit Training
Cheerleading
Cricket
Dance
Football
Golf
HIIT
Hockey
Kick Boxing
Life-saving
Netball
Fitness
OAA
Pilates
Rounders
Rugby
Self defence
Squash
Spinning
Swimming
Table tennis
Team building and problem solving
Tennis
Trampolining
Volleyball
Yoga
Zumba/Street Dance
NB These options may change according to staffing and external tutor availability.
Pupils are expected to wear school PE kit for all activities (jewellery removed). For safety reasons pupils should organise appropriate footwear for outdoor winter sports, eg football boots for rugby & football, etc.
English Language – Core
Overview
The English Language GCSE is designed to develop pupils’ skills of interpretation, analysis, evaluation and writing through responses to unseen material, including both fiction and non fiction texts. Pupils will be applying the skills that they have already been developing in Key Stage 3 in order to respond to unseen texts in the examination. There are no tiers of entry for English Language GCSE: all pupils will sit the same papers. In addition to GCSE English Language, pupils will also be entered for a Spoken Language endorsement. This is a required aspect of the course and is separately accredited: it does not contribute towards the eventual GCSE grade. Pupils will be awarded a Pass, Merit or Distinction for the Spoken Language endorsement.
There is scope for creativity and imaginative exploration through a range of discussions, lessons and activities. The English Department offers a wide range of co-curricular activities and we regularly arrange other events, including trips and visits from guest speakers. Encouraging independent reading is very important: pupils who read widely in their own time will make swifter progress in developing the essential skills not only for English, but for every subject that they are studying.
Curriculum
Paper 1: Explorations in Creative Reading and Writing
Pupils will be expected to analyse an unseen extract from a fiction text from either the 20th or 21st century. In preparation for the paper, they will study a variety of extracts from a range of texts and genres and explore the strategies needed to engage with the specific examination questions. Pupils will learn how to identify and critically comment upon writers’ methods and engage with different ideas and opinions about the effects of the texts. For the writing section of the paper, pupils will produce a piece of either narrative or descriptive writing, selecting one task from a choice of two. Over the GCSE course, pupils will study the skills involved in producing an effective, concise piece of writing in these styles.
Paper 2: Writers’ viewpoints and perspectives
Pupils are required to analyse two unseen extracts from non-fiction texts with a similar theme. One of these texts will be from the 19th century; the other will be from either the 20th or 21st centuries. They will study a variety of non-fiction extracts. They will become familiar with 19th century writing and language and will learn how to identify and explore writers’ perspectives and the methods that they use. For the writing section of the paper, pupils will produce a non-fiction piece of writing in which they are required to express their view about a set topic. Pupils will study and practise the skills required for this form of writing, including developing their fluency and technical accuracy.
Assessment
1 50%
2 50%
Examination. Paper 1 - Explorations in Creative Reading and Writing
Examination. Paper 2 – Writer’s viewpoints and perspectives
Summer Y11
Summer Y11
Mathematics – Core
Examination Board
Qualification level
Edexcel GCSE
Overview
Specification code
Mathematics 1MA1
All examinations will be taken at the end of the course in the summer of Year 11. The course has been designed to develop a wide range of mathematical knowledge and skills with an emphasis on developing confidence and perseverance through increased problem solving. Work towards the GCSE has already begun in Year 9. Pupils are taught in bands for Years 10 and 11. Pupils in the A band will be accelerated through the GCSE course and study a further qualification alongside the GCSE during their Year 11.
Curriculum
The Edexcel GCSE Mathematics Specification 1MA1 course aims to support pupils to:
● develop fluent knowledge, skills and understanding of mathematical methods and concepts
● acquire, select and apply mathematical techniques to solve problems
● reason mathematically, make deductions and inferences, and draw conclusions
● comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.
These aims are met through the study of topics covering the following areas:
● numbers and the number system algebra (equations, formulae and identities) ratio,
● proportion and rates of change geometry and measures
● probability statistics
Pupils in A and B Band are prepared for the higher level papers (target grades 9, 8, 7, 6, 5). Pupils in C Band may be prepared for higher or foundation papers (target grades 5, 4). Consultation between student, parent and class teacher to decide on tier can occur towards the end of Year 9 to April of Year 10.
Assessment
Science – Core
Students must select at least one science subject at GCSE. Students are welcome to take asecondorthirdsciencewithinthe6 optionchoicesavailable.
AQA GCSE
Overview
8461 Biology
8462 Chemistry
8463 Physics
GCSE Sciences enable pupils to build upon the knowledge and skills developed during Key Stage 3. There will be opportunities to evaluate the personal, social, economic and environmental implications of scientific developments in the real world, to think critically about the many science reports we see in the media, and make decisions based on the evaluation of evidence and arguments. The GCSE courses encourage pupils to develop their knowledge and understanding through practical work and practise talking, reading and writing about science, as well as representing scientific concepts both mathematically and visually through scientific modeling. Many careers require science such as Medicine, Engineering, Marine Biology, Sports Science and Nursing.
Curriculum
All pupils begin their studies towards their Science GCSEs at the start of Year 9.
Students may wish to opt to take one, two or three separate sciences, resulting in one, two or three separate GCSEs in each of the science subjects chosen. It is possible to study a science subject at A-Level provided that you have studied that subject at GCSE-level, however we strongly recommend that those pupils who wish to take a science at A-Level consider taking at least two of the sciences at GCSE. Please see the Advice for pupils page of this booklet for further guidance.
Assessment
Year 11
Year 11
Each Separate Science GCSE will be individually graded on a nine-point grading scale: 9-1.
Every exam paper will consist of multiple choice, structured, closed short answer and open response questions. The skills gained during the required practical tasks will be assessed in the examination papers and will make up at least 15% of the marks. In these examinations, pupils will have to describe experimental procedures and answer detailed questions on laboratory practice.
Do pupils need to study at GCSE for Sixth Form Level?
Pupils should have studied the science that they wish to take at A-Level for GCSE and one other Science at GCSE, they will also need a grade 7 or above in Mathematics. Please check the specific requirements for each science at A-Level.
Biology
Overview
Biology: Your Passport to Life's Grand Adventure.
Ever wondered why your heart beats, or how plants turn sunlight into energy? Biology is your ticket to unraveling these mysteries and more. It's the study of life, from the microscopic marvels that power our bodies to the towering giants of the forest.
Biologists are real-life superheroes. They're the ones battling diseases, ensuring our food supply is safe, and protecting our planet from harm. Their discoveries make headlines, from groundbreaking medical breakthroughs to innovative solutions for climate change.
Ready to join the adventure? Studying biology equips you with a toolkit of practical and analytical skills that's essential for a wide range of careers. Whatever your career goals, biology can be your starting point. Whether you dream of working in a medical field, becoming an environmental scientist, sports scientist or something completely different, this subject offers fantastic transferable skills. It's also the perfect foundation for exploring humanities subjects, giving you a well-rounded understanding of the world.
So, are you ready to dive deep into the fascinating world of biology and make a difference?
All pupils are prepared for the higher level papers (target grades 9, 8, 7, 6, 5). Any decision to enter a pupil for foundation level papers (target grades 5, 4) would be taken in consultation with a pupil and their family.
Curriculum
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
5. Homeostasis and response
6. Inheritance, variation and evolution
7. Ecology
8. Key ideas
Assessment
Do pupils need to study at GCSE for Sixth Form Level?
Yes. You must have studied Biology at GCSE, and you must have achieved a grade 7 or higher in order to study it at A-level.
It is expected that anyone wanting to study Biology at A-level will have studied Biology and Chemistry at GCSE. Studying all three sciences at GCSE will give you a stronger foundation and therefore an advantage for A-level Biology.
Chemistry
Overview
Are you curious about the world around you? Do you wonder how things work, from the rusting of iron to the bubbles in a fizzy drink? GCSE Chemistry offers a fascinating journey into the building blocks of our universe. This course will equip you with a strong understanding of chemical concepts, from atoms and molecules to reactions and states of matter. You'll explore the properties of elements, the nature of compounds, and the principles behind chemical changes.
Beyond the subject matter, GCSE Chemistry will also develop essential skills that will benefit you throughout your life. You'll learn to think critically, analyze information, apply knowledge to real-world problems, and even think outside the box. These skills will not only help you excel in other subjects but also prepare you for future studies and careers.
While GCSE Chemistry is a challenging subject, it's also incredibly rewarding. With dedication and hard work, you'll develop a deeper appreciation for the scientific method and the world around you.
All pupils are prepared for the higher level papers (target grades 9, 8, 7, 6, 5). Any decision to enter a pupil for foundation level papers (target grades 5, 4) would be taken in consultation with a pupil and their family.
Curriculum
1.Atomic structure and the periodic table
2.Bonding, structure, and the properties of matter
3.Quantitative chemistry
4.Chemical changes
5.Energy changes
6.The rate and extent of chemical change
7.Organic chemistry
8.Chemical analysis
9.Chemistry of the atmosphere
10.Using resources
Assessment
Do pupils need to study at GCSE for Sixth Form Level?
Yes. You must have studied Chemistry at GCSE, and you must have achieved a grade 7 or higher in order to study it at A-level. It is expected that anyone wanting to study Chemistry at A-level will have studied Chemistry and at least Biology or Physics at GCSE. Studying all three sciences at GCSE will give you a stronger foundation and therefore an advantage for A-level Chemistry.
Physics
Overview
Are you curious? Do you like to find out how things work? Do you often ask “Why?”? Then Physics is the subject for you!
Physicists study EVERYTHING - from the very small electrons within atoms to the entire universe!
GCSE Physics offers the chance to learn about how objects interact, the structure of all matter, effects of forces and evolution of our universe as well as explaining electric circuits and applications of energy in our lives.
Beyond the subject matter, GCSE Physics is a key facilitating subject. Physics delivers skills that can be applied in all sorts of areas. You’ll develop problem solving skills, analytical and evaluation skills, mathematical skills and communication and presentation skills. All will help in other subjects, and understanding the world around you.
Curriculum
1.Energy
2.Electricity
3.Particle model of matter
4.Atomic structure
5.Forces
6.Waves
7.Magnetism and electromagnetism
8.Space Physics
Assessment
Do pupils need to study at GCSE for Sixth Form Level?
Yes. You must have studied Physics at GCSE, and you must have achieved a grade 7 or higher in order to study it at A-level. It is expected that anyone wanting to study Physics at A-level will have studied Physics and Chemistry at GCSE. Studying all three sciences at GCSE will give you a stronger foundation and therefore an advantage for A-level Physics.
Art, Craft and Design
Overview
GCSE Art, Craft and Design provides the opportunity for pupils to produce artwork in a range of new and traditional media, including drawing, painting, sculpture, printmaking, collage/assemblage, illustration, resin, jewellery design, casting and photography/digital editing. They are encouraged to investigate professional practice critically and will do so through independent visits to particular exhibitions at London galleries and focused study on the work of other artists. Art, Craft and Design at GCSE provides a chance for creative expression, problem solving, risk taking and therefore pupils will be taught to utilise and eventually specialise in a particular medium or style that best represents their ideas and observations.
Art, Craft and Design is an excellent subject at GCSE. It provides pupils with independent working skills, encouraging them to be resilient with experimentation and resourceful by encouraging the use of their own images and research. All pupils must be reflective when considering their strengths and show reciprocity by thinking about others’ progress as well as their own, becoming a critical friend. A genuine enjoyment of and interest in visual creativity are essential requirements for those wishing to take Art, Craft and Design for GCSE.
Curriculum
● In Year 10 pupils are guided through two major set projects which result in a final internal examination. This will be part of the assessed portfolio.
● In Year 11 pupils spend the Michaelmas term working on a mock examination project set by the school, which leads to a 10 hour examination in November/December. This is also part of the portfolio.
● The final component of Year 11 is the externally set assignment in which the pupils choose from a number of titles set by the examination board. This culminates in a 10 hour practical examination.
Assessment
1 60% Portfolio /NEA Continuous assessment with the final submission in January of Year 11
2 40% Externally Set Assignment January – May Year 11
Do pupils need to study at GCSE for Sixth Form Level?
An arts based subject is important preparation for an A Level in Art, Craft and Design as the working practices are the same. It is necessary to build the required skills during Years 10 and 11 in order to make the most of the A Level course in the same subject. Should a pupil wish to study GCSE Textiles and then A level Art, for example, this can be done. Likewise, an Art pupil will have a good grounding for going on to study A Level Photography.
Pupil
View
‘You have the freedom to choose what you want to do and therefore an opportunity to be unique. There are a good range of topics taught by great teachers.’
Business
Overview
This course in Business gives a broad overview of all the major areas of a business. The pupils learn to apply knowledge and understanding to contemporary business issues and to different types and sizes of businesses in local, national and global contexts. In addition, pupils develop as enterprising individuals with the ability to think commercially and creatively, and draw on evidence to make informed business decisions and solve business problems. They investigate and analyse real business opportunities and issues to construct well-argued, well-evidenced, balanced and structured arguments, demonstrating their understanding of business. There is a great emphasis on applying quantitative skills relevant to business, including using and interpreting data.
The examination is made up of a variety of questions, ranging from multiple choice to case studies and data response questions including both short questions which simply test knowledge to longer questions which assess analytical and evaluative skills.
Curriculum
There are six main topic areas as follows:
1.Business in the real world
2.Influences on business
3.Business operations
4.Human resources
5.Marketing
6.Finance
Assessment
1
2 50% Paper 2 Influences of Marketing and Finance on Business Activity. External Examination 1 hour 45 minutes
Do pupils need to study at GCSE for Sixth Form Level?
End of Y11
End of Y11
There is no expectation to take this subject at GCSE if you wish to study it at A Level. However, students taking the GCSE prior to the A Level will be at a slight advantage with understanding the terminology.
Pupil View
‘I find Business very practical. I can now have conversations with my parents at home about how they run their own business and can impress them with my knowledge.
Computer Science
Examination Board Qualification
OCR
Overview
GCSE Computer Science is engaging and practical, encouraging creativity and problem solving. It encourages students to develop their understanding and application of the core concepts in computer science. Students analyze problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs.
Curriculum
1 Computer systems
●Systems Architecture
●Memory
●Storage
●Wired and wireless networks
●Network topologies, protocols and layers
●System software and security
●Ethical, legal, cultural and environmental concerns
2 Computational thinking, algorithms and programming
●Algorithms
●Programming techniques
●Producing robust programs
●Computational logic
●Translators and facilities of languages
●Data representation
●Programming techniques
●Analysis and Design of programs
●Testing and evaluation of programs
Assessment
Unit
% of final assessment
Type of assessment
Paper 1 50% Computer systems
Paper 2 50% Algorithms and programming
Do pupils need to study at GCSE for Sixth Form Level?
Timing of assessment
Summer Year 11
Summer Year 11
There is currently no prerequisite of GCSE Computer Science to take A Level Computer Science. However, students taking the GCSE prior to the A Level will be at an advantage.
Pupil View:
“I have enjoyed the challenge that thinking computationally has given to the way I think about all problems I am set. Coding is great fun and the course enables me to experiment with a range of programming languages and to use these to tackle a wide range of problems. The subject has helped me to learn about how a computer works and I feel better able to understand ethical issues which arise in the news, such as the disposal of technology and computer crimes like hacking.”
Creative iMedia
Examination Board
OCR
Overview
Qualification level
Specification code
Cambridge National Certificate GCSE Equivalent J834
The Cambridge National Certificate in Creative iMedia (GCSE equivalent) is a mostly practical course that is aimed at students aged 14-16 years who wish to develop knowledge, understanding and practical skills that can be used in the media industry.
During the course students will learn how to:
●Develop visual identities for clients.
●Plan and create original digital graphics.
●Plan, create and review original digital media products, such as videos, digital games, audio tracks and interactive digital media.
Curriculum
●1 mandatory written exam - Creative iMedia in the media industry.
●1 mandatory piece of coursework - Visual identity and digital graphics.
●1 further piece of coursework from the list of options shown below.
Assessment
Unit
R093: Creative iMedia in the media industry
R094: Visual identity and digital graphics.
1 from this list of OPTIONAL units
● R095 - Characters and comics
● R096 - Animation with audio
● R097 - Interactive digital media
● R098 - Visual imaging
● R099 - Digital games
Do pupils need to study at GCSE for Sixth Form Level?
Written paper June in Year 11
Coursework (NEA) Year 10
11
(NEA)
There is no ‘A’ Level equivalent version of this course currently at RMS.
Pupil View:
“Creative iMedia opened my eyes to the inner workings of the media industry. Exploring topics like visual identity, digital graphics, and visual imaging gave me practical skills I could immediately apply. Learning about these aspects helped me understand how media content is crafted and how to create compelling visuals. It's been a valuable learning experience that's directly relevant to today's digital landscape.”
Design & Technology
Examination
Overview
GCSE Design & Technology is a course designed to challenge students and take them out of their comfort zone. Students develop their communication skills through the use of verbal reasoning, by generating a detailed design portfolio of their work and through processes such as technical drawing and data collection. The aim is for students to emerge from the course with an increased level of resilience, independence and a feeling of personal growth.
Curriculum
Core content - Students study 7 core chapters of theory, developing analytical skills that enable them to not just understand concepts, but to evaluate and discuss them in depth. This part of the course encourages them to be free thinking individuals, communicating with clarity and realising that there are positive and negative consequences to all decisions we make in the design world.
In-depth content - We study timbers as our specialist material. Students will learn to identify different sources of timber, understand its key properties and become confident with using it as a key part of the manufacturing process.
Non-Examination Assessment - The course focuses on a principle called user centred design. Having been set three contexts, students choose the one they find the most exciting and then identify a way to improve the lives of users in some way, connected to the given context. This is an independent practical project, where students generate a professional design portfolio to showcase their achievements, alongside a prototype of their final solution.
Assessment
Do pupils need to study at GCSE for Sixth Form Level?
Studying KS3 and GCSE is the ideal foundation to take the study further into A Level.
Pupil View
“I’m so glad that I chose D&T as it is a subject where I get to do some fun practical work, and I get to use all of the machines, including the 3D printers. For someone looking for a more creative/practical subject, I would definitely recommend D&T. I would also recommend it to people taking humanities and languages as their options; school life would be so dull without D&T.”
Drama
Overview
GCSE Drama is an interesting and creative choice for those students who enjoy performing and a practical way of learning. It inspires confidence, imagination and collaboration and is an excellent foundation for progression to a range of other subjects. Not only does the study of Drama promote these personal skills, but it also encourages an appreciation of drama, plays and live theatre, which pupils can carry with them throughout their adult life.
Curriculum
40% of the assessment will be through written examination and 60% through non-examined assessment. There will be three components to the course. All three components are taught practically. Students can opt to be examined practically as a performer but also in lighting, sound, set or costume design.
1. Understanding Drama
Pupils will answer questions on a set text they have explored practically and also analyse and evaluate a live theatre performance which they will have to attend as part of the course.
2. Devising Drama
Pupils will create and develop a piece of theatre or realise a design for a piece of theatre from a stimulus. They will be marked on the performance of this piece, as well as the process of creating it and their evaluation of the piece.
3. Texts in Practice
Pupils will either perform in or design for two key extracts from a performance text. They will be marked on their performance or design by a visiting examiner.
Assessment
Uni t % of final assessmen t Type of assessment
Timing of assessment
1 40% Understanding Drama: Written exam (open book) Summer Year 11
2 40% Devising Drama: Coursework marked internally; externally moderated. Devising log (60 marks); devised performance (20 marks).
Christmas Year 11
3 20% Texts in practice (practical): Examined performance Easter Year 11
Pupils do not need to study at GCSE for Sixth Form Level.
Pupil View
‘What I’ve loved about drama is working together in groups to create our own pieces – based on all the new techniques we’ve picked up. It’s creative and a real challenge.’
English Literature
Overview
The English Literature course is an incredibly rewarding subject in which pupils will develop their spiritual and moral characters as well as the expansion of their world vision and appreciation of humanity. English Literature is not simply the study of set texts, but a culturally rich course that enables pupils to better consider human life, experiences and interactions. Texts are the means through which we examine and evaluate the variety of human experience, learning to consider the views and experiences of others. Pupils’ own thoughts, feelings and interpretations are always relevant as they apply their critical thinking skills to the texts they study, enabling them to find and nurture their own voice.
Pupils will use the skills that they have developed in Key Stage 3 in order to analyse and evaluate a range of texts. They will all study Lord of the Flies as their modern novel, which they will initially explore in the Year 9 Trinity term. The other texts include a cluster of poetry, unseen poetry, a 19th century novel and a Shakespeare text. There are no tiers of entry for English Literature GCSE: all pupils will sit the same papers. However, please be aware that the choice of taught texts may vary between sets, as teachers may make different selections that they believe are most appropriate for their groups.
As a department, we offer a wide range of co-curricular options and regularly arrange external trips as well as internal visits from guest speakers. We often aim to enhance pupils’ experiences of literature through these opportunities. Encouraging independent reading is also very important: not only is it beneficial for skill development, but gaining a greater appreciation of writers’ methods and literary genres and styles will help pupils identify key ideas presented in texts.
Curriculum
Paper 1: Shakespeare and the Nineteenth-Century Novel
Pupils will study one Shakespeare play from a list set by the board. In the examination, they will be given an extract from this play and a question to accompany it. They will have to produce a critical essay, exploring the chosen extract but also the play as a whole. Pupils will also study one 19th century novel from a list set by the board and will similarly be given an extract from this novel and an accompanying task. In both, the application of the social and moral ideas presented in the texts are crucial as students explore the relevance of the texts in our world.
Paper 2: Modern Texts and Poetry
Pupils will study Lord of the Flies as their modern novel, a text initially explored in Year 9 and developed through the course. In the examination, they will be offered a choice of essay questions. They must produce one analytical essay, exploring this text and its surrounding ideas about society in the novel. Pupils will either study ‘Love and Relationships’, ‘Power and Conflict’ or ‘Worlds and Lives’ poetry. In the examination they will be asked to analyse a specific poem from their cluster and compare it to another poem of their choice, thinking again about the power of the voice within the poem and the significance of the messages that it conveys. The next component of the examination requires pupils to critically analyse an unseen poem in an essay. They must then compare this unseen poem with a second unseen poem in a second, shorter essay.
Assessment Unit
1 40% Examination. Paper 1 - Shakespeare and the 19th century novel Summer Y11
2 60% Examination. Paper 2 - Modern Texts and Poetry Summer Y11
Do pupils need to study at GCSE for Sixth Form Level?
English Language or Literature GCSE at a grade 6 and above is required for English Language A Level. English Literature at a grade 6 or above is required for English Literature A Level.
Pupil View
“English literature helps enhance our analytical skills and broaden our understanding about the world around us. It is a wonderful skill to have so we can be critical about what we know. It engages us all and importantly explores different facets of human experience.”
Food Preparation and Nutrition
Overview
GCSE Food Preparation and Nutrition covers a wide range of issues surrounding food. In addition to nutrition and healthy eating pupils will study food science, food safety, food choices and food provenance. Food science is about how ingredients work. This enables pupils to be better cooks as they have a better understanding of the ingredients they are using. By the end of the course all pupils will have a good understanding and appreciation of food safety. Pupils will gain an understanding of why we make the food choices that we do, including the influence of different faiths. British cuisine and other countries’ cuisines are also studied. The unit on food provenance gives pupils an appreciation of where our food comes from and the environmental impact of food production.
Practical work is designed to reinforce theoretical work and also to develop the skills necessary to achieve highly in the GCSE practical assessment. To do well in Food Preparation and Nutrition pupils need to have an interest in food and enjoy cooking. In addition to improving life skills pupils will improve their organisational skills and time management. Pupils will also have a good understanding of nutrition, which will inform them throughout life and is useful in some careers, especially the caring, medical and sporting professions.
Curriculum
Year 10 will cover most of the specification through theory and cookery lessons. Each week pupils will cook something to compliment the theory studied. For example, if the theory is about protein pupils will cook with high protein foods. When we learn about British food pupils prepare and enjoy afternoon tea.
Year 11 pupils complete the specification but most of the year is spent on the Non Examined Units (NEA). The first NEA is an investigation of how ingredients work. After doing some research pupils carry out experiments in the kitchen e.g. what is the optimum ratio of water to flour when making bread. Pupils analyse results and draw conclusions. In the second NEA pupils briefly research a topic given by the examination board and then produce some trial dishes. This NEA culminates in a three hour cookery examination where pupils showcase their skills cooking three dishes of their choice.
Assessment
Unit % of final assessment
Type of assessment
1 50% Written examination. Section A is multiple choice and section B comprises questions requiring short and medium length responses
2 15% First NEA – Food Investigation
Timing of assessment
Summer Y11
First term of Y11
3 35% Second NEA – Food Preparation task First & second termY11
Pupil View:
‘If you enjoy practical activities this GCSE is a good choice. It is good for your health and enhances your life skills.’ ‘It’s harder than you think but interesting and I really enjoy cooking. Knowing that half the marks come from the NEA relieves the pressure of the final exam.’
Geography
Overview
Geography at GCSE enables pupils to study both the physical and human world around them and how these two elements interact with each other. The chosen syllabus helps pupils to understand key physical processes but asks students to consider how humans have attempted to alter these processes and the implications of this. The human environment is studied through looking at current issues associated with the changing world in which we live.
Field Trips
Please be aware that GCSE pupils are required, as specified by the examination board, to undertake two days of compulsory fieldwork, this will include a rivers study in the local area and an urban study in Stratford, London.
Curriculum
Physical Geography:
● The challenge of natural hazards
● Physical landscapes in the UK
● The living world
● Human Geography:
● Urban issues and challenges
● The changing economic world
● The challenge of resource management
● Geographical applications
● Issue evaluation
● Fieldwork
● Geographical skills
Assessment
Pupils do need to study at GCSE for Sixth Form Level.
Pupil View
“Studying GCSE Geography broadened my mind to a variety of issues affecting the world in the 21st century. We studied climate change, growing urban populations and managing the Earth’s natural resources. The skills I learnt to use helped me in a number of my other subjects such as Maths, English and History, and the knowledge I gained prepared me for life at a time when the world is changing more rapidly than ever before.”
Health and Social Care
Examination Board
Qualification level
Pearsons Level 2
Overview
The BTEC Award is an exciting and challenging course, which will introduce you to the health and social care sector. You will gain important knowledge, understanding and skills that are used by professionals working in the area. You will learn about the development of individuals throughout the lifespan as well as the importance of assessing health and wellbeing.
Curriculum
● Human growth and development across life stages and the factors that affect it;
● How individuals deal with life events;
● Different types of health and social care services and barriers to accessing them;
● Care values;
● Factors that affect health and wellbeing;
● Health indicators;
● Person-centred health and wellbeing improvement plans.
Assessment
Pupil View
‘I enjoy the assignment element to the course’
‘There is a lot to learn, but it is interesting learning about the different stages of life and what impacts our development’
History
Cambridge International IGCSE
Overview
● This syllabus provides an opportunity for pupils to develop an understanding of the key historical events from the 20th century, which have helped to shape our world today. The aims of this course are as follows:
● Engage pupils in the process of historical enquiry and develop critical thinking skills.
● Enable pupils to develop an awareness of how the past has been represented, interpreted and accorded significance for different reasons and purposes.
● Help pupils to recognise that historical knowledge and skills help them to understand the present and can provide them with a basis for their role as responsible citizens.
● Enable pupils to ask relevant questions about the past and to investigate them critically using a range of sources.
● Help pupils to communicate their historical understanding and to reach substantiated judgements.
The course studied is a good basis for A Level study, developing as it does a questioning approach and analytical skills.
Where possible, study visits have always been an integral part of the course; for example, in Year 10 pupils will have the opportunity to visit Berlin.
Curriculum
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, we study the Depth Study on Germany 1918-1945.
Assessment
1
2 30%
exam
Analysis and evaluation of key historical concepts (international relations and German Depth Study)
analysis and evaluation (international relations module)
3 30% Knowledge-based exam Analysis and evaluation (German Depth Study)
Do pupils need to study History at GCSE for A Level?
Not necessarily but it is certainly advantageous to have done so. The skills developed, essay writing, research, source analysis, and evaluation of arguments are the key skills necessary for high achievement at A Level.
Pupil View
“The focus on the 20th century helps me to understand the world around me and make connections to the past. The key events from it are still debated and discussed today and help me realize that society today is the result of these past events. It also develops a number of skills, which are easily transferable to my other subjects, such as essay writing and source analysis. The history teachers get us involved and make learning enjoyable. It is a challenging GCSE and there is lots of work but it is really interesting, rewarding and lots of fun”.
Overview
GCSE Latin is an engaging and fascinating course, which gives pupils an insight into the language, culture and history of the Roman people. The Romans’ influence on modern society and ideology is undeniable, and their language has helped to shape many modern languages, not least English. As well as continuing to study the Latin language, pupils also analyse historical sources, both visual and textual, in order to piece together the thrilling puzzle of the Roman world. Regular translations, debates, and historical and literary analysis mean that Latin GCSE can appeal to and interest all manner of pupils.
Curriculum
Unit 1 - Language: Pupils continue to work on translations from Latin into English, developing and honing the skills they have been using since Year 7. As the grammar gets more complex, lessons focus more on how a language functions and how we use language to express meaning. Pupils become more competent at translating fluently from Latin into English, using a defined vocabulary list provided by the examination board. As well as this, there is also the chance to attempt translation from English into Latin, allowing pupils to deepen their understanding. There is a more restricted vocabulary and grammar list for English to Latin sentences, and this is only ever an optional part of the examination.
Units 2 and 3 - Literature: This exciting part of the course allows students to engage with real evidence from the Roman world. Sources are literary (studied in the original Latin), though we also look at visual/material sources (e.g., statues, buildings, altars). This interaction with the Roman world gives Latin its unparalleled breadth, combining skills in history, literature, art, archaeology, language and many more. Students typically study a selection of famous Roman authors, including the likes of Virgil, Caesar, Ovid, Horace, Pliny the Younger and Tacitus. Pupils engage with the evidence in lessons and prepare to comment upon the literary, factual and historical significance of sources, analysing the strengths and weaknesses of the evidence to devise their own arguments.
Assessment
Pupils need to study at GCSE for Sixth Form Level.
Pupil View
‘The most useful and enjoyable of all my GCSE subjects’
‘Very helpful for keeping up my communication skills and for helping with my other languages – including English’
‘Latin is the best!’
Modern Foreign Languages:
French, Mandarin and Spanish
Examination Board
Edexcel AQA
Overview
Qualification level
GCSE
Specification code
French: 1FR1
Spanish: 1SP1
Mandarin: 8673
At RMS, we strongly recommend that pupils study at least one language at GCSE. They can choose between French, Mandarin or Spanish. They will need to have studied the language previously in KS3 in order to take the GCSE.
Pupils can also study two languages if they wish to do so. We encourage pupils who are most linguistically oriented to take two languages, keeping their options open as long as possible.
The GCSE course builds on the foundation of KS3 and enables the candidates to develop their knowledge of, and confidence in the language. A wide range of interesting and engaging topics are covered, alongside a variety of more sophisticated grammatical concepts. Listening, reading, speaking and writing skills are regularly practised and tested throughout Year 10 and Year 11.
Weekly clinics are offered to support the pupils, as well as clubs and other extra-curricular activities. In lessons, teachers will regularly practise examination style questions. A language assistant is also available to practise speaking skills and help prepare the pupils for the speaking exam.
Curriculum
GCSE includes a variety of interesting and practical topics. These include: -media and technology -travel and tourism
-free-time activities
-lifestyle and well-being
Assessment
All pupils sit listening, reading, speaking and writing exams at the end of Year 11, either at Foundation (grades 1-5) or Higher tier (grades 4-9). Candidates must be entered for a single tier across all skills. The length and nature of the tasks on each paper is different for each tier. Based on the progress made, teachers will recommend to each individual pupil which tier might be more suited to their ability in due time.
1 Speaking
2 Listening
3 Reading
4 Writing
Do pupils need to study at GCSE for Sixth
Form Level?
Pupils willing to continue their MFL studies in the Sixth Form will be allowed to do so in all three languages offered at GCSE level provided that they have successfully completed the relevant GCSE course.
Pupil View
“Languages at GCSE are useful, fun and establish a solid foundation to continue learning at Sixth Form level”
Music
Overview
There are many reasons why you may wish to study Music at GCSE: it will broaden your horizons; it has links to real life, it is academically rigorous, it is well respected by top universities, it is fulfilling and challenging, it enables creative learning, it enables you to express yourself and it allows you to demonstrate your analytical skills.
Curriculum
There are four areas of study, all of which are assessed through a written listening examination:
•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
Assessment
There are three components to GCSE Music; Performing, Composing and Appraising.
1. Performing - You will perform a minimum of two pieces, one of which must be an ensemble performance of at least one minute’s duration. The other piece(s) may be either solo and/or ensemble. The total duration of the performances must be between 4-6 minutes. They can be presented on any instrument or voice and in order to achieve the highest marks you will need to be of at least Grade 3 standard.
2. Composing - You will compose two pieces, one of which will be in response to a chosen brief set by the exam board. The second composition will be a free composition for which you will set your own brief.
3. Listening and appraising - After studying a wide range of different musical genres and periods from the four Areas of Study, you will sit a listening examination asking you to identify musical features from a variety of extracts of music. Assessment
1 30% Performing (internally examined, externally moderated)
Can only be recorded in Year 11
2 30% Composing (internally examined, externally moderated) Easter Year 11
3 40% Listening and appraising examination Summer Year 11
Do pupils need to study at GCSE for Sixth Form Level?
No, pupils can study A Level music without GSCE Music if they have Grade 5 Music Theory and practical certificates.
Pupil View
‘There’s such a wide range of styles – I thought it would be all classical music but there’s Film music and Pop. Composing at this level was a new challenge and I’m really proud of my final compositions.’
Physical Education - Option
Examination Board
Qualification level
Specification code
EDEXCEL GCSE 1PE0
Overview
Component 1 and 2 are externally assessed through two written examination papers:
● Fitness and Body Systems
● Health and Performance
Component 3 is non-examined, internally marked and externally moderated
Performing in three physical activities from set list (One team activity, one individual activity, and one free choice)
Component 4 is non-examined, internally marked and externally moderated coursework
Producing, carrying out and monitoring a programme to develop a selected component of fitness
As 30% of the course is of a practical nature, it is anticipated that pupils will show, and continue to show, a keen commitment to sport (inside and outside school) and ensure their cardio-vascular fitness is above average through regular participation in any form of aerobic training.
Curriculum
The specification aims to enable pupils to:
● develop theoretical knowledge and understanding of the factors that underpin physical activity and sport to improve performance
● develop understanding of anatomy and physiology related to performance in exercise (muscular and skeletal systems, cardiovascular and respiratory systems)
● understand how the physiological and psychological state affects performance
● understand the contribution which physical activity and sport make to health, fitness and wellbeing
● understand key socio-cultural influences which can affect people’s involvement
Assessment
Unit % of final assessment
1 36%
2 24%
3 30%
4 10%
& Performance
Year 11
PE During Year 10 and Year 11
Exercise Programme During Year 10 and Year 11
Do pupils need to study at GCSE for Sixth Form Level?
The A Level course builds on the knowledge, understanding and skills established in GCSE. Therefore it will assist with initial performance in the A Level, but with hard work, all of these concepts and terminology can be caught up on. It is preferred that a pupil has studied GCSE PE in order to take A Level PE, but not essential.
Pupil View
“GCSE PE opened my eyes to so much more than sport and its practical attributes. I was amazed to discover just how much more the human body is capable of and how simple adjustments in the training we do and our state of mind can affect performance. It’s also fascinating to learn how such things as commercialisation has influenced the sports we do today, and thanks to my planes and lever lessons, I have become a more effective hockey player.”
Religious Studies
Overview
The course is divided into two sections, a study of the ‘Beliefs, Teachings and Practices’ of two religions (Christianity and Buddhism) and ‘Thematic Studies’, where the beliefs and teachings are applied to contemporary issues. The aim of the course is to challenge pupils with questions about belief, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues. Pupils will gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical thinking and evaluative skills and work with abstract ideas. The course offers opportunities to develop leadership and research skills.
Curriculum
Beliefs, Teachings and Practices in Christianity and Buddhism. In the final examination, pupils will answer four questions (each comprising five parts):
●Christian beliefs and teachings
●Buddhist beliefs and teachings
●Christian practices
●Buddhist practices
Thematic Studies:
Pupils will study five themes, to which they will apply the Christian and Buddhist teachings they have learnt. In the final examination, they will choose four questions to answer out of the five themes offered.
● Relationships and Families: sex, marriage, divorce, families and gender equality.
● Religion and Life: The origins and value of the universe, the origins and value of human life.
● The Existence of God and Revelation: Philosophical arguments for and against the existence of God, the nature of the divine and revelation.
● Religion, Crime and Punishment: religion and the causes of crime, religion and punishment
● Religion, Peace and Conflict: causes and types of conflict, Just War Theory and Pacifism
Assessment
Do pupils need to study at GCSE for Sixth Form Level?
In order to study RS at A-level there is no requirement to have studied the subject at GCSE.
Pupil View
"RS GCSE is really interesting and covers lots of different things. We get to discuss ethical issues and ideas about the existence of God as well as learn more about Christianity and Buddhism. The course has given me a real insight into why different people have different perceptions of the same issues and I have a much better understanding of why they have these attitudes. RS GCSE has helped me to develop my critical thinking skills and I am much more confident in explaining arguments for and against the different issues and religious concepts we study."
Textiles
AQA GCSE Art and Design: Textile Design Endorsement 8204
Overview
GCSE Textiles provides the opportunity for pupils to develop their knowledge and understanding of the world of textiles and fashion. This course allows pupils to explore a range of creative techniques, learning through practical investigation to develop problem solving and risk taking skills. Pupils are encouraged to expand their interest and understanding of textiles by visiting galleries and exhibitions. During the GCSE course, a visit to an exhibition or a textile artist led workshop is organised.
Textiles is an excellent complement to most other subjects at GCSE. It provides pupils with the skills needed to research, work independently, experiment and explore ideas with resilience. All pupils will develop the skills needed to research and analyse the work of others, identifying sources of inspiration integral to the development of their ideas and interests. A genuine interest and enjoyment of the subject are essential for those wishing to take GCSE Textiles. Regular homework and holiday work are set and pupils are encouraged to use the Textile Department in lunch and after school activities.
Curriculum
● In Year 10 pupils build up their knowledge of skills and textile techniques including silk painting, types of printing, felt making and sewing machine skills for machine embroidery, applique and basic garment construction they are guided through one set project. This will be used in the folio submission.
● In Year 11 pupils work on a second set project which leads to the mock examination in November/December.
● From January pupils work on the externally set assignment in which pupils choose from a number of titles set by the examination board. This culminates in a 10 hour examination in. All pupils take part in a very popular Art & Textiles Exhibition in June.
Assessment
1 60 % Portfolio of work Throughout the course
2 40 % Externally Set Assignment Starts January in Y11 and concludes with 10 hour exam in Summer Term
Do pupils need to study at GCSE for Sixth Form Level? It is preferable although not necessary. There are so many textile techniques, many of which are studied at GCSE and it can be hard to pick these up at A Level.
Pupil View
“I studied the Textile GCSE because I wanted to explore and develop my creativity and be able to appreciate the hard work that textile artists and designers do. I have enjoyed learning and developing new skills throughout the GCSE course, especially leading towards my final pieces for the exam. It is hard work, but with that comes genuine enjoyment and a sense of achievement in what I have been able to achieve.”
The Royal Masonic School for Girls Rickmansworth, Hertfordshire, WD3 4HF
