RMS GCSE Information Booklet 2023

Index Page Welcome 2

Advice to Pupils 3

GCSE Option Subjects Available for Study 4

The Options Process – Timetable for Making Choices 5

Core Subjects: English Language and English Literature 6 Mathematics 9 Science 10 Life Skills 12 Physical Education 13

Option Subjects: Art, Craft and Design 14 Business Studies 15 Computer Science 16 Design and Technology 17 Drama 18 Economics 19

Food Preparation and Nutrition 20 Geography 21 Health and Social Care 22 History 23 Latin 24

Modern Foreign Languages: French, German, Mandarin and Spanish 25 Music 27

Physical Education 28 Religious Studies 29 Textiles 30

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 endeavours. 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. We encourage pupils to add value to themselves and embrace RMS life by engaging with the vast array of co-curricular activities that are available beyond the regular curriculum and offer the ideal opportunity to cultivate broader skills and let off steam when the pressure is on!

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.

GCSEs are designed to prepare young people more effectively for the next stage of their education. 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 and Non-Examined Assessments (NEAs) for some subjects. 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.

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 January 2023. 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.

We look forward to welcoming you into Year 10 and helping you mature and prepare for a bright future. Should you have any questions regarding option choices, please do not hesitate to contact us.

Ms Sophia Hardy Deputy Head Academic

Mrs Rowena Beedell Head of Year 9

Advice to Pupils

This is an exciting opportunity to select a range of courses suited to your interests and career ambitions. We offer a wide variety of courses to allow you to play to your strengths.

The Core Offer

• All pupils take GCSEs in English Language, English Literature and Mathematics

• All pupils will take GCSEs in Science. For many pupils this will mean taking the combined science course that involves the study of all three sciences and equates to two GCSEs. For our most able scientists it is possible to take triple science, which will result in pupils attaining three GCSEs, one each in Physics, Chemistry and Biology

• To complement the examined curriculum pupils also study Life Skills and Physical Education.

The Options

Pupils add four option subjects as suits their aspirations and strengths. A list of these subjects is on the next page We strongly recommend the choice of a Modern Foreign Language as one of these options. Please note every endeavour is made to meet pupil choices. However, in some cases this may not be possible or if there are not sufficient numbers a course may not be run.

How to Make Option Choices

ü Do choose courses that will create the opportunity to experience satisf action and, most of all, success.

ü Do consider the career implications of choices and check with Heads of Department and the Head of Careers

ü Do choose subjects that you f ind enjoyable and interesting - success demands a great deal of learning and hard work.

ü Do investigate ‘new’ subjects, f ind out as much as you can from teachers and older pupils.

ü 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. Choose what is right for you!

ü Do listen to the advice of your subject teachers who know your strengths and weaknesses.

ü Do discuss your proposed choices with your Form Tutor

GCSE Option Subjects Available for Study 2023-24

GCSEs

Art, Craft and Design Business Studies Computer Science Design Technology Drama Economics Food Preparation and Nutrition Geography History

Latin Modern Foreign Languages: French German Mandarin Spanish Music Physical Education Religious Education Textiles

BTEC Health and Social Care BTEC Level 2 Award (GCSE Equivalent) will be awarded either Distinction* (D*), Distinction (D), Merit (M) or Pass (P).

The Options Process – Timetable for Making Choices

Introductory talks

November and December

Students will be spoken to during form time sessions, assemblies and lessons about the options process and the subjects on offer at GCSE. The aim is to begin discussions about future options, careers and academic choices. Ms Pickford, our careers advisor, will be working with pupils to help guide their decision making throughout this period.

Option Evening for Parents

5 January

This is to inform parents of the range of subjects available. Parents will have the opportunity to speak to Heads of Department concerning the content of subjects to help their daughter make option choices. This is not an evening to discuss your daughter’s progress; that will be done at the Parents Evening.

Option Choice Form will be sent home electronically

7 January

In addition to the core curriculum, we strongly advise that pupils take a modern foreign language option and then pick three additional options. We will also request two reserve choices that your daughter would be prepared to study if any of the f irst three choices are not available.

19 January Year 9 Parents Evening

20 January

Final date for Option Choice Form to be returned to School electronically by 4pm

The option blocks will then be constructed from the choices your daughter makes on their form. Every effort will be made to meet their preferences, but an alternative may be taken up and discussed with your daughter.

English Language and English Literature – Core

English Language

Examination Board

Qualification level

Specification code

AQA GCSE 8700

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 nonfiction 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 and respond to the specific examination questions. Pupils will learn how to identify and critically comment upon writer’s 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.

Pupil View

Overview

The f ocus of English Literature is upon interpretation and analysis of texts, both studied and unseen. Pupils will use the skills that they have been developing in Key Stage 3 in order to analyse and evaluate poetry, drama and novels across a range of genres. 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 have the prerogative to select texts from the AQA set lists 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. In the examination, just as in the Shakespeare section, they will be given an extract from this novel and a question to accompany it. They will have to produce a critical essay, exploring the chosen extract but also the novel as a whole.

Paper 2: Modern Texts and Poetry

Pupils will study one modern text (either a novel or a drama) from a list set by the board. In the examination, they will be offered a choice of essay questions. They must produce one analytical essay, exploring this text in detail. Pupils will either study ‘Love and Relationships’ poetry or ‘Power and Conflict’ 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. 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

Do pupils need to study at GCSE for Sixth Form Level?

Both English Language and Literature GCSE level are required for study at Sixth Form.

Pupil View

“EnglishLiteratureGCSEseemeddauntingatfirst.However,withthehelpofmyteachersand interestwiththenovels,playsandpoems,itprovedtobethoroughlyinterestingand stimulating.ThestudyofaShakespeareanplaylettheclassstepbackintimeandcritically assessandunderstandthelanguageofthetime.Anintegrationofcontextinouressays allowedmetounderstandmoreabouttheperiodaswellasthedifferentcharactersinthe playsandtheirviews.Thetextsallsourcedstimulatingdebateastowhatmessagesthe writersweretryingtoconveyandtheattitudesexhibitedbydifferentcharactersanditwas engagingtolistentomypeersdiscusstheirdifferentinterpretationsanditwasevenmore interestingtochallengemyownideasandexpandonthem.Wewereabletowatchour languageandanalyticalskills,thoughtsandwritingstyledevelopandmatureasthecourse progressed.Itbecameinstinctivetoreadapassage - orevenjustasentence - andanalysisit critically,askillIdevelopedinEnglishbuthaveusedacrossmanysubjects.”

Mathematics – Core

Examination Board

Qualification level

Specification code

Edexcel GCSE Mathematics 1MA1

Overview

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

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 after Year 11 mock examinations.

Science – Core

Examination Board

Qualification level

Specification code

8464 Combined Science: Trilogy AQA GCSE

AQA GCSE

Separate Sciences: 8461 Biology 8462 Chemistry 8463 Physics

Overview

GCSE Science enables pupils to build upon the knowledge and skills developed during Key Stage 3. Key scientific ideas from Biology, Chemistry and Physics run through the course and lead pupils to develop a deep understanding of science, and an ability to a pply and communicate this effectively. 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 modelling. Many careers require science such as Medicine, Engineering, Marine Biology, Sports Science and Nursing.

Curriculum

All pupils begin their studies towards their Science GCS Es at the start of Year 9. There are two possible routes that pupils will take for GCSE Science; either the combined science: trilogy or the separate science routes. Students who take combined science: trilogy will work towards two GCSEs, covering Biology, Chemistry and Physics content covering in separate science lessons.

Students may wish to opt to take the three separate sciences, resulting in three GCSEs. The pace of the separate science course is much f aster as this is taught in the same teaching allocation as the combined science. In addition, pupils will study more topics with increasingly challenging content and therefore the workload for pupils will be higher. We advise that this route is particularly suited for pupils in Year 9 who achieve consistently high test results, always complete homework on time and to a very high standard and show a willingness to work independently to extend their knowledge. The separate sciences are not a requirement to go on to study a science subject at A level.

Science topics studied at GCSE include:

• Biology: cell biology, organisation, infection and response, bioenergetics, homeostasis and response, inheritance, variation and evolution and ecology

• Chemistry: atomic structure and the periodic table, bonding, structure and the properties of matter, quantitative chemistry, chemical changes, energy changes, the rate and extent of chemical change, organic chemistry, chemical analysis, chemistry of the atmosphere

• Physics: energy, electricity, particle model of matter, atomic structure, forces, waves, magnetism and electromagnetism

Assessment

Combined Science: Trilogy

Unit % of final assessment

Type of assessment

Timing of assessment

Biology 1 16.7% Written examination (70 marks) Summer Year 11

Biology 2 16.7% Written examination (70 marks) Summer Year 11

Chemistry 1 16.7% Written examination (70 marks) Summer Year 11 Chemistry 2 16.7% Written examination (70 marks) Summer Year 11

Physics 1 16.7% Written examination (70 marks) Summer Year 11 Physics 2 16.7% Written examination (70 marks) Summer Year 11

This Combined Science GCSE is worth two GCSE grades. This award will have a 17-point grading scale, from 9-9, 9-8 through to 2-1, 1-1.

Pupils following the Combined Science: Trilogy route must carry out 28 required practicals across all specialisms.

Separate Sciences (Biology, Chemistry and Physics)

Unit % of final assessment

Type of assessment

Timing of assessment

Paper 1 50% Written examination (100 marks) Summer Year 11 Paper 2 50% Written examination (100 marks) Summer Year 11

Each Separate Science GCSE will be individually graded on a nine-point grading scale: 9-1.

Pupils following the Separate Science route will must carry out eight required practicals for each subject (Biology, Chemistry and Physics)

For both routes every exam paper will comprise 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.

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 promote the spiritual, moral, social and cultural development of the pupils and to enable them to become well-informed and active members of society. Pupils will explore their own values and beliefs, be encouraged to develop a strong moral code that will enable them to make responsible and reasonable judgments on moral and ethical issues. They will have the opportunity to develop communication and leadership skills, which will allow them to form positive relationships and show respect for the cultural traditions and diversity of others. Life Skills supports the wellbeing of pupils at GCSE and helps to prepare them for the opportu nities, responsibilities and experiences of adult life.

Curriculum

Year 10

• Alcohol education

• Careers – the world of work, curriculum vitae and interviews

• Relationships and sex education – decision-making, law, pressure and consent, contraception and STI’s, sexualisation in the media

• 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

• Careers, 16+ options, work experience

• Relationships and sex education – sexuality, healthy and unhealthy relationships, harassment, managing unwanted attention, teenage pregnancy, abortion and HIV/AIDS, pornography

• Emotional health – mental wellbeing

• Study skills – attitude to learning and revision techniques

• Citizenship – employment law, discrimination and ethical issues

• Economic wellbeing and financial capability – managing money, avoiding debt, taxation, and the ethics of spending.

The 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

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 are still played The overall aim is lif e-long participation and wellbeing in some form of physical activit y 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 in, eg obtain an umpiring or coaching qualif ication where possible.

Examples of activities offered include:

• Aquafit

• Athletics*

• Badminton

• Basketball

• Body pump

• Bootcamp fitness

• Circuit Training

• Cheerleading

• Cricket*

• Football

• Golf

• HIIT

• Hockey

• Kick Boxing

• Life-saving • Netball • Fitness

• OAA

• Pilates

• Rounders*

• Rugby

• Self defence

• Squash

• Spin

• Swimming

• Table tennis

• Team building and problem solving

• Tennis

• Trampolining

• Volleyball

• Yoga

• Zumba/Street Dance

*Activity only offered in Trinity Term

Pupils are expected to wear school PE kit for all activities. For saf ety reasons pupils should organise appropriate footwear for outdoor winter sports, eg football boots for rugby, football, etc. These options may change according to staffing and external tutor availability

Art, Craft and Design

Examination Board

Qualification level

Specification code

AQA GCSE Art, Craft and Design 8201-6

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 and lens based media (photography/video). They are encouraged to investigate Art critically and will do so through visits to particular exhibitions at London galleries and focused study on the work of other artists. Art at GCSE provides a chance for creative expression and therefore pupils will be taught to utilise and eventually specialise in a particular medium or style of Art that best represents their ideas and observations.

Art is an excellent complement to most other subjects 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. A genuine enjoyment of and interest in the subject are essential requirements for those wishing to take Art for GCSE.

Curriculum

• In Year 10 pupils are guided through two major set projects which result in a f inal 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.

Do pupils need to study at GCSE for Sixth Form Level?

An arts based subject is important preparation for an A Level in Art 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

Business Studies

Examination Board

Qualification level

Specification code

AQA GCSE 8132

Please note pupils may take either Business Studies or Economics, but not both.

Overview

This course in Business Studies 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 to demonstrate business acumen, and draw on evidence to make informed business decisions and solve business problems. They investigate and analyze real business opportunities and issues to construct well-argued, well-evidenced, balanced and structured arguments, demonstrating their depth and breadth and 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:

Do pupils need to study at GCSE for Sixth Form Level? There is no expectation to take this subject at GCSE if you wish to study it at A Level and, in fact, there is equally no expectation to take it at A Level in order to study Business at University.

Pupil View

Design and Technology

Examination Board

Qualification level

Specification code

OCR GCSE J310

Overview

The course gives pupils an in depth look into the design world. The core element of the course introduces issues such as social, moral, economic and environmental considerations. It allows pupils to fully immerse themselves into a practical STEM subject, where they ca n experiment with knowledge also covered in other GCSE’s.

Curriculum

1 Core knowledge covers the following topic titles:

• Identifying requirements

• Learning from existing products and practice

• Implications of wider issues

• Design thinking and communication

• Material considerations

• Mechanical devices and electronic systems

• New and emerging technologies

2 Non-Examined Assessment - pupils are given three contexts to explore, completing a portfolio of work as they find a design opportunity, research into it, design, model and test a range of solutions, before manufacturing their final piece. This is a personal project in which students can follow their own path and are encouraged to stretch themselves to try new ideas and include new processes.

Drama

Examination Board

Qualification level

Specification code

AQA GCSE 8261

Overview

GCSE Drama has always been recognised as an enjoyable and varied examination which is rigorous but which meets the needs and skills of every individual cand idate. It inspires confidence, creativity 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.

Timing of assessment 1

Understanding Drama: Written exam (open book)

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

2 40%

Pupil View

Economics

Examination Board

Qualification level

Specification code

OCR GCSE J205

Please note pupils may take either Economics or Business Studies, but not both

Overview

The subject content looks at economic activity through the lens of consumers, producers, government and the workings of the global economy. As students go through the course they are presented with opportunities to focus on real-world issues. Students should consider and reflect upon moral, ethical and sustainable issues that arise as a result of the impact of economic activity. Students should use their economic knowledge and skills to investigate national and global economic situations and issues from the last 15 years. Students should also be aware of the policies that governments have used to attempt to manage these situations and issues. They will develop quantitative skills relevant to the subject content. They should be able to make relevant calculations from economic data and be able to interpret data presented in the form of graphs and charts. Students should be able to recognise the possible limitations of both quantitative and qualitative data.

Curriculum

How markets work:

• Economic foundations

• Resource allocation

• How prices are determined

• Production, costs, revenue and profit

• Competitive and concentrated markets

• Market failure

How the economy works:

• Introduction to the national economy

• Government objectives

• How the government manages the economy

• International trade and the global economy

• The role of money and financial markets Assessment

Pupil View

Food Preparation and Nutrition

Examination Board

Qualification level

Specification code

AQA GCSE Food Preparation and Nutrition (8585)

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. The 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 skill 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 eg 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 tri al dishes. This NEA culminates in a three hour cookery examination where pupils showcase their skills cooking three dishes of their choice.

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 Oxford.

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

Over the two years you will study:

• 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.

10/11 – ongoing

Year 11 – February and June

Examination Board

Qualification level

Specification code

Cambridge International IGCSE 0977

Overview

This syllabus provides an opportunity f or 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 f ollows:

• 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 recognise that historical knowledge and skills help them to understand the present and provides 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.

Study visits have always been an integral part of the course; in Year 10 pupils will have the opportunity to visit Berlin and in Year 11 they will attend a theatre perf ormance of Hitler on Trial The course studied is a good basis f or A Level study, developing as it does a questioning approach and analytical skills.

Curriculum

The content focuses on key questions relating to international relations:

• Were the peace treaties of 1919–23 fair?

• To what extent was the League of Nations a success?

• Why had international peace collapsed by 1939?

• Who was to blame for the Cold War?

• How effectively did the USA contain the spread of Communism?

• How secure was the USSR’s control over Eastern Europe, 1948–c.1989?

• Why did events in the Gulf matter, c.1970–2000?

In addition, all pupils will study a Depth Study on Germany 1918-1945.

Latin

Examination Board

Qualification level

Specification code

OCR GCSE J282

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, pupil s 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 and Culture: This exciting part of the course allows students to engage with real evidence from the Roman world. Sources could be literary as in Unit 2 (in which case, they are studied in the original Latin) or visual/material as in Unit 3 (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.

Modern Foreign Languages: French, German, Mandarin and Spanish

Examination Board

Qualification level

AQA GCSE

Overview

Specification code

French: 8658

German: 8668 Mandarin: 8673 Spanish: 8698

At RMS, we strongly recommend that pupils study at least one language at GCSE. They can choose between French, German, 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 orientated 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: - customs and festivals - technology in everyday life - free-time activities - social and global issues

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. Unit

Summer Year 11

Summer Year 11

Summer Year 11

Summer Year 11

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 four languages offered at GCSE level provided that they have successfully completed the relevant GCSE course.

Pupil View

“LanguagesatGCSEareuseful,funandestablishasolidfoundationtocontinuelearningat SixthFormlevel”

Music

Examination Board

Qualification level

Specification code

EDUQAS GCSE 601/8131/X

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 show 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.

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

Type

Fitness & Body Systems

24% Health & Performance

Practical PE

Timing

Summer Year 11

Summer Year 11

During Year 10 and Year 11

10% Personal Exercise Programme During Year 10 and Year 11 Do

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

Religious Studies

Examination Board

Qualification level

Specification code

AQA GCSE 8062

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

Textiles

Examination Board Qualification level Specification code

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.

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