Introduction
GCSE Information
GCSE Subjects
Compulsory GCSE Subjects
English (Language and Literature)
Mathematics
Science
Optional GCSE Subjects
Art
Business
Computer Science
Design and Technology
Drama
Economics
BTEC Tech Award in Enterprise
Food Preparation & Nutrition
Geography
History
World Languages
Music
Photography
Physical Education
Psychology
Inclusion Option Overview
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
The following information is taken from the UK Government’s guidance “Setting standards for new GCSEs in 2017” (gov.uk), which we hope will help give some context to the newer system
Since September 2017 all GCSEs have been graded 9 to 1 rather than A*to G.
Grade 9 – Awarded to the very top performers (top 20% of students achieving grade 7 or above).
Grade 7 – Roughly equivalent to the old grade A.
Grade 5 – Considered a “strong pass”, between the old high C and low B, and comparable to the average performance in top-performing countries like Finland and Canada.
Grade 4 – A “standard pass”, roughly equivalent to the old grade C.
Grade 1 – Aligned with the bottom of the old grade G.
In Mathematics, the Foundation paper covers grades 1–5 and the Higher paper covers grades 4–9, meaning grades 4 and 5 can be achieved on either tier.
The websites of the exam boards used by Sherfield School are:
wwwaqaorguk
wwwpearsoncom
wwwocrorguk
If you visit these sites, you will find a more detailed account of the courses we offer.
Sherfield pupils must take the following compulsory subjects
English Literature
English Language
Mathematics
Science (separate)
Science (combined)
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
In this booklet we have included some examples of trips and extra-curricular activities relating to the various subjects You will see £ signs next to the trips which indicates potential cost.
Trip Cost Key
£ £20 to £50
££ £50 to £200
£££ £200 +
Compulsory
English Literature
Mathematics
Science (separate)
Optional
Art
Business
Computer Science
Design and Technology
Drama
Economics
BTEC Tech Award in Enterprise
Food & Nutrition
Geography
History
English Language
Science (combined)
Modern Foreign Languages French or Spanish
Music
Photography
Physical Education
Psychology
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:
1: 50%
Explorations in Creative Writing (1 hr
45 mins) Section A: Fiction Reading (1 hr)
Section B: Creative Writing (45 mins)
Introduction:
2: 50%
Writers’ Viewpoints and Perspectives (1 hr 45 mins) Section A: Non-fiction
Reading (1 hr)
Section B: Non-fiction Writing (45 mins)
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:
Shakespeare and the 19th Century Novel (1 hr 45 mins)
Section A: Shakespeare: Macbeth
Section B: EITHER -
· Stevenson: The Strange Case of Dr Jekyll & Mr Hyde, or
· Dickens: A Christmas Carol
Modern Texts and Poetry (2 hrs 15 mins)
Section A: JB Priestley: An Inspector Calls
Section B: Poetry Anthology: Power and Conflict
Section C: Unseen Poetry
Trips Extra-Curricular
Y11 - GCSE Poetry Live - £
KS4 Theatre trip (Macbeth or Inspector Calls) - £ Book Club
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.
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)
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.
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).
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 Alevel.
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.
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:
Paper 1 Topics
· Cell biology
Organisation
Infection & Response
Bioenergetics
Paper 2 Topics:
· Homeostasis & Response
· Inheritance,Variation & Evolution
Ecology
AQA Assessment Details:
1 Topics
· Atomic structure and the periodic table
Bonding structure & Properties of Matter
Quantitative chemistry
Chemical Changes
Energy Changes
Paper 1 Topics
· Energy
Electricity
Particle Model of Matter
Atomic Structure & Radiation
Paper 2 Topics:
· Forces
· Waves
· Magnetism & Electromagnetism
Space Physics
Route 1: 3x Separate Sciences (Biology, Chemistry & Physics)
Students will sit two exam papers for each GCSE, each lasting 1 hr 45 mins, 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 discipline), 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.
KS4
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
Portfolio: 60% (no tier) No time limit
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
Exam Assignment: 40% (no tier) (10 hours)
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
V&A and Tate Britain - ££
Design museum learning workshop - ££
Possible cross curricular trip with Drama to New York - £££
City of London & St Paul’s Cathedral - ££
Basingstoke miniature street art project - free
Paint By Numbers Club Art Club
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.
Pupils are introduced to business concepts and issues concerning the activities of a businessThey 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.
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 1: Business activity, marketing and people
Paper 2: Operations, finance and influences on business
Cross-curricular trip with Maths to Bank of England and Harry Potter World - £££
Possible cross-curricular trip with Creative Arts to the Morgan car factory and Cadburys world, or similar industries - £££
Introduction:
A high-quality computing education equips pupilsto 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 ensuresthat pupils becomedigitally 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
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 pupilswho enjoy being creative and have imaginative ways of solving problems A pupil who has a talent for visualising 3D concepts and is able to transferthose to practicalwork 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).
V&A and Tate Britain - ££
Design museum learning workshop - ££
Possible cross curricular trip with Drama to New York - £££
Possible cross-curricular trip with Business and Economics to the Morgan car factory and Cadburys world, or similar industries - £££
City of London & St. Paul’s Cathedral - ££
Dungeons & Dragons club
First Lego League club
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)
Component 3: 20%
Texts in Practice (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 (30%) Devised performance (10%)
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 will inspire an interest in the subject for lifelong learning The specification provides a well- rounded 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 s ociety
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 (1hr 30 mins)
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
Cross-curricular trip with Maths to Bank of England and Harry Potter World - £££
Possible cross-curricular trip with Creative Arts to the Morgan car factory and Cadburys world, or similar industries - £££
Introduction:
This course is ideal for students interested in learning about businesses and how they are created and operated It is a practical, work-related course that provides an introduction to the business sector Students will develop knowledge and understanding by applying their learning and skills in a work-related context.
Course Structure:
The course is made up of three components:
Component 1: Exploring Enterprises
Investigate how businesses operate
Understand the characteristics of enterprises and the skills needed by entrepreneurs
Explore how market research helps enterprises meet customer needs
Component 2: Planning for and Pitching an Enterprise Activity
Plan and pitch a micro-enterprise activity
Use feedback to review and refine the business plan
Component 3: Promotion and Finance for Enterprise
Understand the promotional mix and the use of each component
Explore financial documents and forecasting
Learn how to calculate costs, revenue, profit, and break-even
Assessment:
Components 1 and 2 are internally assessed through coursework (60% of the final grade).
Component 3 is externally assessed through a written exam (40% of the final grade)
Skills Developed:
Communication Problem-solving
Teamwork
Research and analysis
Financial literacy
Career Pathways:
This qualification supports progression to further study in business, including ALevels or vocational qualifications, and can lead to careers in marketing, finance, retail, or entrepreneurship
Cross-curricular trip with Maths to Bank of England and Harry Potter World - £££
Possible cross-curricular trip with Creative Arts to the Morgan car factory and Cadburys world, or similar industries - £££
PREPARATION AND 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:
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
Possible cross curricular trip with Food & Nutrition and Photography to Rome - £££
Possible cross-curricular trip with Business and Economics to the Morgan car factory and Cadburys world, or similar industries - £££
GEOGRAPHY Introduction:
The 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 30mins)
Issue evaluation
Fieldwork
Geographical skills
Pre-release resources booklet made available 12 weeks before Paper 3 exam
Human Geography Fieldwork - Bristol: Urban Regeneration - £
Human Geography Fieldwork – Innovation Agritech Group, Bracknell: Food Security - £
Physical Geography Fieldwork - River Pang, Berkshire: Changes in River Characteristics - £
The GCSE History course enables students to acquire knowledge and understanding of key features of 20th-century world history.
In Paper 1, students will study two depth courses, the first looking at the USSR, considering how Stalin defeated his rivals to become the successor to Lenin, and how he proceeded to implement policies that had a profound effect on the Soviet Union and the wider world In a second depth course, students will explore the origins and development of the Cold War from 1941-72
In Paper 2, students investigate the development of the USA from 1918-41, and pursue a breadth study that considers changes in medicine from c 1848-1948
By studying GCSE History, students will be better equipped to understand the past and the impact it has had on the world in which they live They will gain expertise in identifying change and continuity, understanding cause and consequence, noticing similarities and differences, assessing significance, and analysing and evaluating sources and interpretations
Studying History develops valuable skills in written communication, research, presentation, forming arguments, using varied sources of information, focusing on detail, and independent thinking
History GCSE combines extremely well with the other Humanities, the Arts, and the Sciences It provides an excellent foundation for post-GCSE courses, higher education, and a wide and diverse range of careers
Examination:
Two Depth Studies; 1 hour 30 minute paper worth 50% of GCSE
Dictatorship and conflict in the USSR, 1924-53.
The unit focuses on:
The leadership struggle after Lenin’s death, 1924–29; Five-year Plans and collectivization; Purges, show trials, the cult of Stalin and the revision of history; life in the Soviet Union, 1924–41; the Second World War and after, 1941–53
A World Divided, 1943-72
The unit focuses on:
The reasons for the Cold War; early developments in the Cold War, 1945-49; the Cold War in the 1950s; three crises: Berlin, Cuba and Czechoslovakia; the Thaw and moves towards Détente, 1963-72
One breadth study; one investigation; 1 hour 30 minute paper worth 50% of GCSE.
Changes in Medicine, c.1848-1948.
The unit focuses on:
Progress in the mid-19th century, Nightingale, Chadwick, Snow and Simpson; discovery and development, 1860-75, Lister and Pasteur; accelerating change, 1875–1905, Ehrlich, Koch and chemistry; Government action and war, 1905–20; advances in medicine, surgery and public health, 1920–48; the NHS
The USA, 1918-41
The unit focuses on:
The Roaring Twenties; increased social tensions in the 1920s; the USA in Depression, 1929-33; Roosevelt and the New Deal, 1933-41; Opposition to the New Deal
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, as well as 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, multiple-response 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 - multiplechoice, multiple-response and shortanswer 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)
Pearson
GCSE Music enables pupils to form meaningful connections with music through performing, composing, and appraising The course encourages critical and creative engagement with a wide range of musical styles and cultures, exploring how music expresses both personal and collective identities
Pupils taking GCSE Music are expected to have private instrumental or vocal tuition alongside class lessons and should ideally have at least two years’ experience While formal grades are helpful, they are not essential The ability to read music is not required, as this is taught and extended throughout the course
GCSE Music provides a strong foundation for further study at A Level or BTEC (Performance or Technology) It also develops transferable skills such as analysis, concentration, confidence, and presentation , valuable across many subjects and future careers.
Examination:
Component 1: 30%
Performing 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% Composing Non-Examined Assessment
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
Component 3: 40%
Appraising (1hr 45mins)
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
Introduction:
The GCSE Photography course gives pupils the opportunity to develop a range of technical and creative skills, including lighting, viewpoint, aperture, depth of field, shutter speed, and both chemical and digital processes.
Pupils explore a wide variety of photography and light-based media from around the world, building visual literacy, aesthetic awareness, and compositional understanding. The course promotes independent study, investigation, and research, encouraging 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:
Portfolio: 60% (no tier) No time limit
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
Exam Assignment: 40% (no tier) (10 hours)
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.
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 WellBeing in Physical Activity and Sport (1hr 15 mins)
Sports psychology
Socio-cultural influences
Health, fitness and well- being
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
Running club Netball club
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:
Paper One (90 marks)
Criminal psychology
Development
Psychological problems
Research methods
Paper Two (90 marks)
Memory
Sleep and dreaming
Social influence
Research methods
The Inclusion option is tailored to support students who need additional assistance to reach their full potential across the curriculum. This program focuses on developing essential skills such as literacy, numeracy, organisation, and effective study strategies.
Sessions are personalised to meet individual needs, providing opportunities to revisit classwork, consolidate knowledge and receive targeted guidance on homework from various subjects. Additionally, dedicated time is allocated within sessions to reinforce core subject study and key skills
The primary goal of the Inclusion option is to help students build confidence, foster independence, and cultivate effective learning habits, ensuring steady progress in their GCSE subjects and beyond.
Lexia - a bespoke Dyslexia support course. Inclusion club - a supportive environment for completing homework or additional studies
Dyslexia specialist teacher
A brighter school. We prepare for life
