GCSE Courses
English
Mathematics
Science
Optional
Art
Business
Computer
Design
Drama
Economics
BTEC
Food
Geography
History World
Photography
INTRODUCTION
This booklet provides broad details of the curriculum on offer at Sherfield for Year 10 from September and is designed to assist pupils and their parents in making informed decisions about options. We encourage pupils to talk to their teachers and tutors, and to discuss with their parents the range of subjects on offer before making final choices.
Since September 2017 all GCSEs have been graded 9 to 1 rather than A* to G.
The following is taken from www.gov.uk/government/news/setting-standards-for-new-gcses-in-2017 which we hope will help give some context to the newer system.
• Broadly the same proportion of pupils will achieve a grade 4 and above as currently achieve a g rade C and above
• Broadly the same proportion of pupils will achieve a grade 7 and above as currently achieve an A and above
• For each examination, the top 20 per cent of those who get grade 7 or above will get a grade 9 – the very highest performers
• The bottom of grade 1 will be aligned with the bottom of grade G
• Grade 5 will be positioned in the top third of the marks for a current Grade C and bottom third of the marks for a current Grade B. This will mean it will be of greater demand than the present grade C, and broadly in line with what the best available evidence tells us is the average PISA performance in countries such as Finland, Canada, the Netherlands and Switzerland
• The Mathematics GCSE is tiered, with grades 4 and 5 available through both tiers
The websites of the exam boards used by Sherfield School are: www.aqa.org.uk www.pearson.com www.ocr.org.uk
If you visit these sites, you will find a more detailed account of the courses we offer.
GCSE OPTIONS INFORMATION
Sherfield pupils must take the following compulsory subjects;
• English Literature
• English Language
• Mathematics
• Separate/Combined Science
Pupils with then choose 4 subjects from those listed and will typically take examinations in Year 11.
Whilst pupils will be encouraged to think about combinations of subjects which will support their future A Level choices, we also suggest they consider that enjoyment of a subject will often lead to the best outcomes. In choosing GCSE subjects it is important that pupils are willing to study the subject in detail and will be able to undertake individual study in depth, as independent learning is a key factor to success at this level.
Subjects will be blocked and we will endeavour to support as many individual subject combinations as possible. Parents will be informed of any difficulties with their children’s choices and further discussions will then take place to finalise options by the end of the spring term.
GCSE COMPULSORY AND OPTIONAL SUBJECTS
Compulsory
English Literature
Mathematics
Science (separate)
English Language
Science (combined)
Optional
Art
Business
Computer Science
Design and Technology
Drama
Economics
BTEC Tech Award in Enterprise
Food & Nutrition
Geography
History
Modern Foreign Languages
Music
Photography
Physical Education
Psychology
French or Spanish
COMPULSORY GCSE SUBJECTS
ENGLISH LANGUAGE
Introduction:
The aims and objectives of the English Language GCSE are to enable pupils to read a wide range of texts fluently and with good understanding of both explicit and implicit meaning. They will analyse and explore the constructions of both fiction and non-fiction texts, using knowledge gained from wide reading to inform and improve their own writing. The pupils will enhance their ability to write effectively using Standard English and grammar appropriately and coherently.
This course will also help them acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, as well as linguistic conventions for reading, writing and spoken language.
By the end of the course the pupils will be able to listen to, and understand, spoken language, and use spoken Standard English effectively. Spoken language will be reported on as a separate grade on the pupil’s certificate following an internal assessment of a prepared presentation.
Examination:
ENGLISH LITERATURE
AQA
Introduction:
The principal aim of the English Literature course is to enable pupils to read a wide range of classic literature fluently to develop good understanding of the written word. In doing this, pupils are required to make literary and historical connections across their reading, applying existing and new knowledge to explore fully the meanings in texts.
The course encourages pupils to read widely so as to enhance their appreciation of the depth and power of English literary heritage.
By the end of the course, pupils will be able to write accurately, effectively and analytically about their reading, using Standard English. They will have acquired a wide vocabulary, including grammatical terminology and other literary and linguistic terms required to analyse and explore the content.
Examination:
and the 19th Century Novel
Section A: Shakespeare: (Macbeth)
Section B: EITHER -
•Stevenson: The Strange Case of Dr Jekyll & Mr Hyde, or
•Dickens: A Christmas Carol
Texts and Poetry (2 hrs 15 mins)
Section A: J.B. Priestley: An Inspector Calls
Section B: Poetry Anthology: Power and Conflict
Section C: Unseen Poetry
MATHEMATICS
AQA (GCSE)
Introduction:
The AQA GCSE (9-1) in Mathematics (8300) is provided at two tiers of entry Higher and Foundation. The course covers a wide variety of different areas of Mathematics providing stretch and challenge, whilst maintaining a question style that is approachable for all students. The Higher Tier syllabus consists of approximately one quarter of the first year of A Level Mathematics, and a large part of the Higher Tier forming part of the Foundation Tier syllabus.
Examination:
Foundation Tier – grades 1-5 and Higher Tier - grades 4 to 9 The qualification consists of three equally-weighted exam papers.
Paper 1: Non-calculator assessment (1 hr 30 mins)
NUMBER
Papers 2 & 3: Calculator assessment (both 1 hr 30 mins long)
Each paper has 80 marks
•Use numerical skills in a purely mathematical way and in real-life situations.
ALGEBRA
• Understand the distinction between expressions, equations and formulae.
• Use algebra to set up and solve problems.
• Construct and use graphs.
GEOMETRY
• Understand and use the properties of angles, shapes and measures and use them to solve a range of problems.
• Understand a range of transformations.
• Use a ruler, protractor, and pair of compasses accurately.
STATISTICS
•Understand and use a range of statistical measures and techniques.
• Collect, display, and interpret data
• Understand and use probability facts to solve real world problems.
Pupils should be able to demonstrate mathematical reasoning skills by:
• making deductions and drawing conclusions from mathematical information as well as connecting units of work and reasoning
• presenting arguments and proofs, in particular communicating information effectively.
Higher Tier questions will assume knowledge from the Foundation Tier subject content. Each paper will assess the full range of targeted grades at Foundation Tier (5-1) or the full range of targeted grades at Higher Tier (9-3).
Level
2
Certificate in Further Mathematics
Usually studied and sat in year 11 in addition to GCSE Mathematics by our top set groups. The aim is to challenge the knowledge and understanding of our most able students as well as bridge the gap between GCSE and A-Level. The assessment consists of two 105 minute papers (one non-calculator, one calculator), graded 9-4 and is at an equivalent level to GCSE. The course is comprised of mainly GCSE topics but with a few additions including Calculus and Matrices.
SCIENCE
AQA
There are two pathways students can take when working towards GCSE Science at Sherfield School. Some students will work towards the AQA Combined Science award, worth 2 GCSEs, and some will take the AQA separate sciences courses and achieve a separate GCSE in Biology, Chemistry and Physics (3 GCSEs in total).
From the start of the year, all students in Year 9 will begin GCSE Separate Sciences. It will not be until Year 10 that students are separated into the two distinct courses. This decision will be based upon cumulative assessment data, participation levels, and conversations between students, parents and teachers.
Whichever course students follow, the AQA exam board specification encourages the development of knowledge and understanding by providing opportunities for students to work scientifically.
Students will build on their understanding of the following areas:
An outline of the content for each discipline is as follows: Biology Chemistry Physics
Paper 1 Topics
·Cell biology
·Organisation
·Infection & Response
·Bioenergetics
Paper 2 Topics:
Homeostasis & Response
Inheritance, Variation & Evolution
Ecology
AQA Assessment Details:
Paper 1 Topics
·Atomic structure and the periodic table
Bonding structure & Properties of Matter
· Quantitative chemistry
Chemical Changes
Energy Changes
Paper 2 Topics:
· The Rate & Extent of Chemical Change
Organic Chemistry
Chemical Analysis
Chemistry of the Atmosphere
Using Resources
Route 1: 3x Separate Sciences (Biology, Chemistry & Physics)
Paper 1 Topics
Energy
Electricity
Particle Model of Matter
Atomic Structure & Radiation
Paper 2 Topics: Forces
Waves
· Magnetism & Electromagnetism
Space Physics
Students will sit two exam papers for each GCSE, each lasting 1 hr 45 min. They will receive separate grades for each of Biology, Chemistry & Physics, therefore achieving 3 GCSEs.
Route 2: Combined Science GCSE
Students will alternate between studying biology, chemistry & physics, giving time to develop skills and a deep understanding of key concepts in one topic at a time. Students will sit 6 exam papers in total (2 in each separate discipling), each lasting 1hr 15 mins, and will will receive a 'double' grade worth 2 GCSEs.
What skills will students develop?
Communication, the ability to collaborate with others, analysing data, evaluation, mathematical skills, practical skills.
What career opportunities can this subject lead to?
Medicine (doctor/pharmacy), Teaching (primary/secondary), Engineering, Sport Science, Biotechnology, Forensic Science, Astrophysicist / Space Scientist, Molecular Biologist, Dentist / Optician
OPTIONAL GCSE SUBJECTS
ART AQA
Introduction:
By choosing Art, pupils are given the opportunity to develop their creative side. They gain confidence and enthusiasm as they develop technical skills in drawing, painting and composition, and are able to identify and solve problems using visual forms. Successful pupils will demonstrate an understanding of past and contemporary art and design practice, and be able to produce artwork that embraces a range of ideas. Pupils are able to work in a wide range of media, including photography, painting, drawing, sculpture, printmaking, and film.
Studying Art can help pupils in the following careers:
Fine Art, Creative Advisor, Architecture, Photography, Graphic Design, Illustration, Animation, Interior Design, Industrial Design, Art Education, Art Therapy, Art History, Gallery Direction, Museum Curator, Art Conservation, Product Design, Fashion Design, Professional Painter, Printmaker, Professional Sculptor, Professional Photographer, Installation Artist, Performance Artist, Artist in Residence.
Examination:
Portfolio: 60% (no tier) No time limit Exam Assignment: 40% (no tier) (10 hours)
A portfolio that in total shows explicit coverage of the four assessment objectives;
• Develop ideas through investigations, demonstrating critical understanding of sources.
• Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
• Record ideas, observations and insights relevant to intentions as work progresses
• Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Pupils follow a teacher-led scheme of work during the first term, and are then given more freedom to develop their work in an area that interests them.
Pupils respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives.
The format is similar to Component 1, but the final piece is completed in exam conditions over two days.
Preparatory period followed by 10 hours of supervised time.
BUSINESS OCR
Introduction:
A GCSE in Business equips students with the skills and confidence to explore how different business situations affect decision-making. They will develop their understanding of concepts, objectives and terminology, and the impact of contemporary issues on business operations. There are two components which make up the qualification and pupils will study both.
Business 01: Business activity, marketing and people
Pupils are introduced to business concepts and issues concerning the activities of a business. They explore the purpose and role of a business from spotting an opportunity through to the growth of an established business. They also look at the role of marketing and human resources.
Business 02: Operations, finance and influences on business
Pupils take a closer look at the role of operations and finance in business activity. Operations include production processes, quality of goods and services, customer service, and working with suppliers. Finance covers its role, its sources, costs, profit and loss, cash and cash flow.
They also explore how business responds to external influences, such as ethical and environmental considerations, the economic climate and globalisation, and the interdependent nature of business.
Examination:
Paper
COMPUTER SCIENCE
OCR
Introduction:
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with Mathematics, Science, and Design and Technology, and provides insights into both natural and artificial systems.
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.
Computing also ensures that pupils become digitally literate. They will be able to express themselves and develop their ideas through information and communication technology, at a level suitable for the future workplace and as active participants in a digital world.
Pupils are expected to be hardworking and logically minded. They should have a passion for understanding how computers work, and want to learn how to program. Pupils should be willing to dedicate time away from the classroom to further their programming skills.
Computer Science is an engaging and practical subject that encourages creativity and problem solving. Pupils analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs. Looking ahead, jobs related to the subject could include: Games Development, Managers of IT and Communications Services, Business Analysts, IT Consultants and Systems Developers.
Examination:
Computer Systems Theory (1hr 30 mins)
• System Architecture
• Memory & Storage
• Computer networks, connections & protocols
• Network securities
• System software
• Ethical, legal, cultural & environmental of digital technology
Computational Thinking, Algorithms and Programming Theory (1hr 30 mins)
• Algorithms
• Programming fundamentals
• Producing robust programs
• Boolean logic
• Programming languages & integrated Development Environments
Practical Programming (Non – Examined)
All students are given the opportunity to undertake a programming task, either to a specification or to solve a problem (or problems), during their course of study. Students may draw on some of the content in both components when engaged in Practical Programming.
DESIGN AND TECHNOLOGY
AQA
Introduction:
GCSE Design and Technology will prepare pupils to participate confidently and successfully in an increasingly technological world. Pupils will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Pupils will get the opportunity to work creatively when designing and making, as well as to apply technical and practical expertise.
Design and Technology will suit pupils who enjoy being creative and have imaginative ways of solving problems. A pupil who has a talent for visualising 3D concepts and is able to transfer those to practical work and apply technical information would be able to do well on this course.
After taking the GCSE they could go onto to take an A Level in Product Design (3D Design). With further study at university this could lead onto possible careers such as: Product Designer, Furniture Designer, Jewellery Designer, Automotive Designer, Architect, Engineer Manufacturing, and many more.
Examination:
Written Exam: 50% (2 hrs)
Section A – Core Technical Principles
A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding
Section B - Specialist Technical Principles (30 marks)
Several short answer questions (2-5 marks) and one extended response to assess a more in depth knowledge of technical principles
Section C - Designing and Making Principles (50 marks)
A mixture of short answer and extended response questions including a 12 mark design question.
Non Exam Assessment (NEA): 50% (+/- 30–35 hrs)
• Substantial ‘design and make’ task
• Assessment criteria: -Investigating -Designing -Making -Analysing and Evaluating
Contextual challenges to be released annually by AQA on 1 June in the year prior to the submission of the NEA.
Pupils will produce a working prototype and a portfolio of evidence (max 20 pages).
DRAMA AQA
Introduction:
Drama engages and encourages the creativity and analytical skills of pupils to become confident performers and designers with the introduction they need for a bright and successful future in either the artistic industries; or indeed transferring those skills into the worlds of business and industry.
AQA have built in as much opportunity as possible for pupils to do what they like best – participate in performance.
All pupils devise drama, explore texts practically and work on two text-based performances.
Pupils can choose to develop as a performer, a designer (lighting, sound, set, costume, puppets) or as both.
Whichever option they choose, pupils can be sure to gather many invaluable skills, both theatrical and transferable, to expand their horizons.
Examination:
Component 1: 40%
Understanding Drama (1 hr 45 mins)
Knowledge and understanding of drama and theatre
Study of one set play from a choice of six
Analysis and evaluation of the work of live theatre makers
Section A: multiple choice
Section B: four questions on a given extract from the set play chosen
Section C: one two part question (from a choice) on the work of theatre makers in a single live theatre production
Component 2: 40%
Devising Drama (Practical)
Process of creating devised drama
Performance of devised drama (pupils may contribute as performer or designer)
Analysis and evaluation of own work
Devising log
Devised performance
Component 3: 20%
Texts in Practice (Practical)
Performance of two extracts from one play (pupils may contribute as performer or designer)
Free choice of play but it must contrast with the set play chosen for Component 1
Performance of Extract 1 and Extract 2
ECONOMICS OCR
Introduction:
Economics will inspire an interest in the subject for lifelong learning. The specification provides a wellrounded introduction to economics and an excellent foundation for advanced study of this subject.
It will support the understanding of the impact of economic choices. Pupils will explore how consumers, producers and governments interact in markets nationally and internationally, developing awareness for the impact of economics on our lives.
Economics will also support pupils in developing valuable, transferable skills as they learn how to explain and evaluate economic problems and possible solutions, use economic data from a range of sources, acquire a way of thinking as economists and develop a logical approach to thinking and reasoning.
Studying Economics at GCSE introduces pupils to many topics that they might come across at A Level, not only in Economics but also Geography, Business, Psychology and History. To enjoy Economics and get the most out of the subject pupils primarily need to have an interest in the ‘world around them’ and enjoy appreciating how different participants interact and the resulting interdependence of society.
As for career paths, having a good understanding of economics will help in business and financial sector careers, though will be equally useful if looking into ‘creative’ areas like marketing and advertising. It is important to remember it is not primarily a ‘numerical subject’ but examines all forms of human behaviour (with ‘Behavioural Economics’ now a core part of the A Level).
Examination:
Component 1: 50% Introduction to Economics (1hr 30 mins)
The role of markets and money
Introduces learners to:
•the main economic agents
•the basic economic problem
•the role of markets, including the labour market
• the importance of the financial sector.
Component 2: 50% National and International Economics
Economic objectives and the role of government
International trade and the global economy
Focuses on the main economic objectives, such as :
•economic growth
•low unemployment
•fair distribution of income and price stability
•other roles of government.
Other aspects are the importance of international trade and the impact of globalisation.
BTEC Tech Award in Enterprise
Pearson
Introduction:
Enterprise is an important part of the business sector and plays a major role in the UK’s global economic status. The role of entrepreneurs is to help create wealth for the nation and its citizens through the creation of enterprises that innovate and grow the economy. There are nearly 6 million such businesses in the UK, employing around 16.6 million people. In 2019, Small and medium sized enterprises (SMEs) account for 99.9% of the business population in the UK and account for three fifths of the employment and around half of the turnover in the UK private sector, around £2.2 trillion.
Course Content
·Exploring enterprises, including understanding of enterprise and entrepreneurs, how market research helps enterprises to meet customer needs and understand competitors, and how internal and external factors affect decisions made by enterprises.
·Planning and pitching a micro-enterprise, including generating ideas, creating a business plan and culminating in a business pitch and review.
·Understanding and application of knowledge of how SMEs promote and finance their business.
Assessment Structure:
FOOD PREPARATION AND NUTRITION
AQA
Introduction:
This option at GCSE gives pupils the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating
There will be practical opportunities to make the connection between the theory. We cook in a double lesson and have the opportunity to learn in a practical way. We learn how to make bread, pasta and a range of different types of pastry such as choux and puff pastry. We also explore food through tasting, carrying out investigations and sensory analysis.
In food preparation and nutrition, you will learn about:
• Practical food production and key processes involved in making food
• The nutritional qualities of food together with current healthy eating guidelines and how they apply to different target groups
• Food science including why food is cooked and how heat is transferred, along with the functional and chemical properties of food
• Food storage, safety and hygiene considerations involved in making a food product
• Factors affecting food choice, including British and International cuisine, sensory evaluation and food marketing
• Food provenance, the environmental impact and sustainability of food
Assessment is through one paper and two non-exam assessment all completed in Year 11
Examination:
Paper 1: Food Preparation and Nutrition
What’s assessed
Theoretical knowledge of food preparation and nutrition
How it’s assessed
Written exam: 1 hour 45 minutes
100 marks
50% of GCSE
Questions
Multiple choice questions (20 marks)
Five questions each with a number of sub questions (80 marks)
Non-Exam Assessment (NEA)
What’s assessed
Task 1: Food science investigation (30 marks)
2000 word investigation showing the students' understanding of the working characteristics, functional and chemical properties of ingredients.
Task 2: Food preparation assessment (70 marks)
Students will be given a food related task where they will have to research, plan, prepare, cook, present and evaluate a range of dishes (No more than 24 pages). Students will also have to prepare a final menu of three dishes within a single period of no more than three hours.
GEOGRAPHY
AQA
Introduction:
The new Geography AQA specification has only one tier of entry. The questions in the exam paper are broken down into short responses worth 1-2 marks, and gradually increase in their complexity to a maximum of 9-mark questions.
The course is more rigorous than previously with A Level style questioning being used on some occasions. There is a large written-element to the course and therefore requires pupils to be confident in their written English. There is a variety of question styles used throughout the paper and pupils will be required to apply their knowledge and understanding of key geographical issues throughout.
In the specification content, pupils are required to study case studies and examples. Case studies are broader in context and require greater breadth and depth of knowledge and understanding. Examples are more focused on a specific event or situation, are smaller in scale and do not cover the same degree of content.
Students are required to develop and demonstrate a range of geographical skills, including cartographic, graphical, numerical and statistical skills, through their study of the specification.
Examination:
Paper 1: 35%
Living with the Physical Environment (1hr 30mins)
•The challenge of natural hazards
•The living world
•Physical landscapes in the UK
•Geographical skills
Paper 2: 35% Challenges in the Human Environment (1hr 30mins)
• Urban issues and challenges
•The changing economic world
•The challenge of resource management
•Geographical skills
Paper 3: 30%
Geographical Applications (1hr 15mins)
•Issue evaluation
•Fieldwork
•Geographical skills
Pre-release resources booklet made available 12 weeks before Paper 3 exam.
HISTORY
OCR
Introduction:
The GCSE History course allows pupils to acquire knowledge and understanding of 20th Century world history, focusing on the Interwar Years, the Cold War, and an in-depth study of Germany from 1925-55. They will also trace the development of power in British history since c.1000, consider the nature of the English Reformation, and research an important historic site. In doing so, they will be better equipped to make sense of both the past and the world in which they live. Pupils will gain expertise in identifying change and continuity over time, understanding cause and consequence, noticing similarities and differences, assessing significance, and analysing and evaluating sources and interpretations. By considering the diverse range of circumstances people find themselves in, they should also develop a sense of empathy. As a result, they will be able to make balanced, nuanced judgements based on the accurate reading of complex evidence that will no doubt be invaluable to them in their future lives.
History is a popular and highly regarded subject at GCSE, A Level, and at university. It has close links to subjects such as Geography, Economics, English, and Sociology. It develops skills that are appropriate for a wide range of degree courses. History leads to a wide range of careers: e.g. the media, journalism, law, accountancy, business and finance, management, education, and the Civil Service.
Examination:
1.Period Study and Non-British Depth Study: 1 hour 45 minute written paper, worth 50% of total GCSE.
2.British Thematic Study: 1 hour Written Paper, worth 25% of total GCSE.
The period study focuses on International Relations between 1918 and 1975, focusing on:
• Conflict and Cooperation 1918-39
• The Cold War 1945-c.1975
• Two historical controversies: ‘changing interpretations of Appeasement’ and ‘changing interpretations of the responsibility for Cold War tensions’.
The non-British depth study focuses on one country’s experience during part of the period from 1918-2001. The country studied is Germany, 1925-55.
This paper looks at ‘Power: Monarchy and Democracy in Britain c.1000 to 2014’ exploring key themes across the whole period comprising the claims of individuals, institutions and groups to power, the methods they used to maintain their position and challenges they faced from those who wanted change. It examines the fascinating struggles for power that have taken place in Britain, for example between Anglo-Saxons and Normans, State and Church, Yorkists and Lancastrians, King and Parliament, up to the struggle for the vote and the relationship between Parliament and people.
3.British Depth Study and a Study of the Historic Environment: 1 hour 15 minute written paper, worth 25% of total GCSE.
This paper examines the causes and effects of the English Reformation c.1520-c.1550.
The historic environment study investigates a specific castle, considering its origins and changing uses over time.
WORLD LANGUAGES
Pearson
Introduction:
Language is communication - Language is culture - Language is connection
GCSE French and GCSE Spanish have a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9) with four papers each. Pupils must take all four papers from the same tier. The French and Spanish GCSEs cover six thematic contexts.
•My personal world
•Lifestyle and wellbeing
•My neighbourhood
•Media and technology
•Studying and my future
•Travel and tourism
Vocabulary and assessment content reflect and represent diverse student experiences, so that all students feel included and will be able to speak and write about the things that interest them most.
Language learning develops skills which are useful in a wide range of future careers. These skills include the ability to communicate clearly and being confident about speaking in public and using problem solving strategies. Learning a new language adds an international dimension to a pupil's range of GCSE subjects, which is something many future employers and higher education providers look for.
At Sherfield School, students have the option to take their GCSE examination in their native language early if it is provided by the examination boards.
Examination:
Paper 1: Speaking 25% (50marks)
Prep time: 15 minutes
(F: 7-9 mins H:10-12 mins)
Task 1: Read aloud and 2 short unprepared questions.
Task 2: Role Play
Task 3: Picture description, 2 short unprepared questions and follow-on conversation. Students select the thematic context in advance.
Paper 3: Reading and Understanding 25% (50marks)
(F: 45mins H:60 mins)
Section A: Reading - multiple-choice, multipleresponse and short-answer open-response questions.
Section B: Translation into English.
All questions set in English.
Paper 2: Listening and Understanding 25% (50marks)
(F: 45mins H:60 mins)
5 mins reading time included
Section A: Listening - multiple-choice, multipleresponse and short-answer open-response questions. All questions set in English.
Section B: Dictation
Extracts are played 3 times
Paper 4: Writing 25% (50marks)
(F: 1 hr and 15mins H:1 hr and 20mins)
Picture task (Foundation tier only).
Two writing responses (both tiers, with a choice of two options for each question).
Translation into French (both tiers).
MUSIC Pearson EDEXCEL
Introduction:
GCSE Music supports pupils in forming personal and meaningful relationships with music through developing musical knowledge, understanding and skills, including performing, composing and appraising. The qualification encourages pupils to engage critically and creatively with a wide range of music and musical contexts, develop an understanding of the place of music in different cultures and settings, and reflect on how music is used to express personal and collective identities. It is an enriching and rewarding subject in which pupils learn about different music genres and styles.
GCSE Music pupils are expected to have private instrumental/vocal tuition and class lessons. Ideally, they should have been singing or playing an instrument for at least 2 years prior to taking GCSE music. It is helpful to have grades, but it is not essential in order to take GCSE music. Pupils do not have to be able to read music notation to take this option, although this will be learnt as part of the course and extended for those with existing knowledge and understanding.
Following GCSE Music, pupils can go on to study A Level or BTEC Music (Performance or Technology) in the sixth form, but they would also find it a good preparation for all sorts of other subjects that use similar skills. It requires pupils to be analytical through listening, so it is a good grounding in concentration and perceptiveness. The performing component also helps to develop confidence and presentation abilities.
Examination:
Component 1: 30%
Non-Examined Assessment
Includes solo and ensemble performing as well as approaches to performing.
•Pupils perform for at least 4 minutes’ combined duration.
• Solo performance: this must be of at least one minute in duration, and may comprise one or more pieces.
• Ensemble performance: this must be of at least one minute in duration, and may comprise one or more pieces.
Component 2: 30%
Component 3: 40%
(1hr 45mins)
Includes developing musical ideas, compositional techniques and strategies. Pupils will learn how to ensure technical control and coherence as well as study methods of notating composition scores.
Students must submit two compositions, of a combined duration of at least three minutes:
• One in response to a brief set by Pearson, of at least one minute in duration
• One free composition set by the student, of at least one minute in duration
• Instrumental Music 1700–1820
• Vocal Music
•Music for Stage and Screen
•Fusions
Section A – dictation, and unfamiliar pieces
Section B – Extended response comparison between a set work and one unfamiliar piece
PHOTOGRAPHY AQA
Introduction:
The GCSE Photography course gives pupils the opportunity to learn a range of technical skills which can be used to make creative outcomes. These will include lighting, viewpoint, aperture, depth of field, shutter speed and movement, use of an enlarger and chemical and/or digital processes.
Pupils are exposed to a wide range of photography from around the world, alongside other light based media. They will develop a visual literacy and awareness, whilst developing an understanding of aesthetics and composition. The course will encourage independent study, investigation and extensive research, helping them to foster curiosity and creative thinking.
Pupils will experience the following genres:
• portraiture
• location photography
•studio photography
•experimental imagery
•installation
•documentary photography
•photo-journalism
•moving image: film, video and animation
•fashion photography
They must have their own digital SLR camera, tripod, external storage device and computer which they can use to edit their images, using a program such as Photoshop.
Examination:
A portfolio that in total shows explicit coverage of the four assessment objectives;
•Develop ideas through investigations, demonstrating critical understanding of sources.
• Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
•Record ideas, observations and insights relevant to intentions as work progresses.
•Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Pupils follow a teacher-led scheme of work during the first term and are then given more freedom to develop their work in an area that interests them.
Pupils respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives.
The format is similar to Component 1, but the final piece is completed in exam conditions over two days.
Preparatory period followed by 10 hours of supervised time.
PHYSICAL EDUCATION
AQA
Introduction:
We have never known more about the human body and what makes it tick. GCSE PE will give pupils the opportunity to delve deeper into how the human body works and how to gain the maximum physiological, psychological and emotional responses possible through practical assessments combined with theoretical application. Throughout the course they will study anatomy, movement analysis, how to use technology as a means to improve, sport psychology and sport in society. The theory element will be underpinned by an assessment in three different sports.
The sport and leisure industry is one of the fastest growing industries and taking GCSE PE allows pupils the opportunity to gain a head start in the workplace. Potential careers include physiotherapy, sports, exercise and nutrition and sport psychology to name a few. In a society that is becoming ever more health conscious, GCSE PE gives pupils an advantage in the world of sport as a business. Be that through elite performance analysis, running a private health company or sports journalism the potential careers are endless.
Examination:
Paper 1: 30%
The Human Body and Movement in Physical Activity and Sport
(1hr 15 mins)
• Applied anatomy and physiology
•Movement analysis
•Physical training
• Use of data
Paper 2: 30%
Socio-Cultural Influences and Well-Being in Physical Activity and Sport (1hr 15 mins)
•Sports psychology
• Socio-cultural influences
• Health, fitness and wellbeing
• Use of data
Non Exam Assessment: 40%
Practical Performance in Physical Activity and Sport
•Practical performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity).
• Analysis and evaluation of performance to bring about improvement in one activity.
PSYCHOLOGY
OCR
Introduction:
Psychology is the scientific study of the mind and behaviour. On this course, pupils will develop their understanding of psychological research, including theories for clinical disorders, criminal behaviour, dreaming and cognitive development. Pupils are also expected to be able to apply their knowledge of these theories to real-life contexts and critically evaluate their credibility. Throughout the course there is a strong emphasis on developing understanding of how psychologists design their studies and the methods they use to analyse the data collected. Questions relating to the design and analysis of psychological research contribute 35% towards the final grade, so is it important that pupils are interested in this aspect of the course.
Psychology is particularly suited to pupils who have a genuine curiosity in people, their thoughts, emotions and behaviour. The scientific nature of this subject means there is a strong focus on neurological explanations of behaviour, therefore this subject is particularly suited to pupils with a strong scientific aptitude. The skills developed on the GCSE course provide an excellent foundation for most career options, particularly those involving dealing with people, such as teaching, the police force, law, medicine, journalism, advertising, public relations and social work.
Examination:
•Criminal Psychology
•Development
•Psychological Problems
•Research Methods
•Memory
•Sleep and dreaming
•Social influence
•Research methods
Paper One (90 marks)
Paper Two (90 marks)
