COMPULSORY GCSE SUBJECTS
Paper 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
The course encourages pupils to read widely so as to enhance their appreciation of the depth and power of
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.
(no tier)Paper 2: 60% (no tier)
Modern 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
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ENGLISH LANGUAGE AQA
MATHEMATICS
EDEXCEL (GCSE)
Introduction:
The Edexcel Level 1/Level 2 GCSE (9-1) in Mathematics (1MA1) is provided at two tiers of entry and is still in its infancy, having begun in 2017. The course is more rigorous than previous specifications, with approximately one third of the first year of the former A Level forming part of the Higher Tier syllabus, and a large part of the former 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) Papers 2 & 3: Calculator assessment (both 1 hr 30 mins long) Each paper has 80 marks
NUMBER
•Use numerical skills in a purely mathematical way and in real-life situations.
ALGEBRA
•Use letters as equivalent to numbers and as variables.
•Understand the distinction between expressions, equations and formulae.
•Use algebra to set up and solve problems.
•Demonstrate manipulative skills.
•Construct and use graphs.
GEOMETRY
•Use the properties of angles.
•Understand a range of transformations.
•Work within the metric system.
•Understand ideas of space and shape.
•Use ruler, compass and protractor appropriately.
STATISTICS
•Understand basic ideas of statistical averages.
•Use a range of statistical techniques.
•Use basic ideas of probability.
Pupils should also be able to demonstrate problem-solving skills by translating problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes.
Pupils should be able to demonstrate mathematical reasoning skills by:
•making deductions and drawing conclusions from mathematical information
•constructing chains of reasoning
•presenting arguments and proofs
•interpreting and communicating information accurately.
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 (9-4).
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
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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,
OPTIONAL GCSE SUBJECTS
, Graphic Design, Illustration, Animation, Interior , Gallery Direction, Museum Curator, , Printmaker, Professional Sculptor, , Installation Artist, Performance Artist, Artist in Residence.
Exam Assignment: 40% (no tier)
Pupils respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four
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
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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.
CLASSICAL CIVILISATION OCR
Introduction:
The GCSE in Classical Civilisation provides pupils with a broad, coherent and rewarding study of the culture of the classical world. They study elements of the literature and visual/material culture of Greece and Rome and develop an understanding of their social, historical and cultural contexts.
Pupils complete one component focusing on Myth and Religion (component 1) and one topic from component group 2, to be awarded the GCSE in Classical Civilisation.
Examination:
Component One - a comparative study of ancient Greece and Rome, which combines literary and visual/material sources.
Topic: Myth & Religion
Written exam: 1 hour 30 mins
50% of total marks
Component Two - an in-depth cultural study with the study of a related body of literature.
A topic will be selected from one from the following three components:
•The Homeric world
•Roman city life
•War and warfare
Written exam: 1 hour 30 mins
50% of total marks
12 13
Examination: Paper 1: Business activity, marketing and people Paper 2: Operations, finance and influences on business 50% weighting 80 marks 1hr 30 min final paper 50% weighting 80 marks 1hr 30 min final 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:
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)
• System Architecture
• Memory & Storage
• Computer networks, connections & protocols
• Network securities
• System software
• Ethical, legal, cultural & environmental of digital technology
• Algorithms
• Programming fundamentals
• Producing robust programs
• Boolean logic
• Programming languages & integrated Development Environments
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.
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).
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Computer Systems Theory (1hr 30 mins) Computational Thinking, Algorithms and Programming Theory (1hr 30 mins) Practical Programming (Non – Examined)
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.
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
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
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.
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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.
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 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 Non-Exam Assessment (NEA)
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)
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.
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.
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HISTORY OCR
Introduction:
The GCSE History course allows pupils to acquire in-depth knowledge and understanding of twentieth century world history and also British history since c.1000. They will develop links between different key events and places in history as well as the ability to identify themes of continuity and change. Pupils will learn how to interpret and analyse why there are different versions of the past but will also learn how to acquire and apply source evaluation skills using a wide range of sources and analysing them for their utility and reliability. By the end of the course, GCSE History pupils will have gained a life-long interest in history and appreciate the importance of its study, and will also have developed skills in empathy and citizenship.
History is a popular and highly regarded subject at GCSE, A Level and university. It develops skills which 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.
MODERN FOREIGN LANGUAGES
AQA
Introduction:
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 at the same tier. The French and Spanish GCSEs cover three distinct themes. Pupils are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/ communities where French or Spanish is spoken.
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.
Examination:
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.
3.British Depth Study and a Study of the Historic Environment:
1 hour 15 minute written paper, worth 25% of total GCSE.
Pupils study all of the following themes on which the assessments are based.
Theme 1: Identity and Culture
Theme 2: Local, National, International and global areas of interest
Theme 3: Current and future study and employment
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.
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.
Paper 1: 25% Listening (F: 35mins H:45min)
Writing assessment.
Paper 2: 25% Speaking (F: 7-9mins H: 10-12min)
Non-exam assessment:
•role play
•photo card
•general conversation
Paper 3: 25% Reading (F: 45mins H:1hr)
Written exam.
Paper 4: 25% Writing (F: 1hr H:1hr 15 mins) Written exam.
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MUSIC EDEXCEL
Introduction:
This qualification supports pupils in forming personal and meaningful relationships with music through the development of 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 contexts, and reflect on how music is used in the expression of personal and collective identities.
Music is a very rewarding subject in which pupils learn all about different genres and styles of music, and how to appreciate and understand music from different cultures, which in itself is rewarding and enriching.
Music GCSE pupils are expected to have private instrumental/vocal tuition in addition to 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 pupils who can will be stretched and challenged further on this course.
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 analyse things by listening, so it’s a good grounding in concentrating and being perceptive; it also produces good performer and, confident students who are used to being well prepared for deadlines.
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
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
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.
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(no tier) Portfolio: 60% No time limit (no tier) Exam Assignment: 40% (10 hours)
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.
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 cognitive processes such as memory and development and social behaviours such as conformity and social influence. Pupils will also be expected to apply their knowledge of these theories to real-life contexts, and be able to critically evaluate their credibility as explanations of human behaviour. Throughout the course pupils will be expected to apply their knowledge of the methods psychologists use to carry out their research to the topics studied and be confident to analyse and interpret the data that psychologists collect from their investigations.
OCR’s GCSE (9–1) specification in Psychology is designed to inspire and engage learners by providing a broad, coherent, satisfying and worthwhile course of study which develops an understanding of the ideas and values that characterise ‘self’ and others. Learners will be equipped with a psychological literacy that enables them to apply their knowledge and skills in their everyday lives, including making informed decisions about further study and career choices.
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
The GCSE course develops many different skills such as analysing and evaluating psychological ideas, information, processes and procedures as well as making judgements, drawing conclusions and producing developments or refinements of psychological procedures based on their reasoning and synthesis of skills. By the end of the course, pupils will be able to demonstrate the contribution of psychology to an understanding of individual, social and cultural diversity and they will also have developed an understanding of the interrelationships between the core areas of psychology
Psychology is particularly suited to pupils who are curious about people, their thoughts, emotions and behaviour. The GCSE course introduces pupils to many complex aspects of the human mind, such as criminal psychology, cognitive development and memory, as well as exploring social, dispositional and biological explanations of sleep and dreaming, social influence and psychological problems.
•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.
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Examination: Content Overview Assessment Overview •Criminal Psychology •Development •Psychological Problems •Research Methods Studies and applications in psychology 1* (01) 90 marks Written paper 1 hour 30 mins 50% of total GCSE • Social Influence •Memory •Sleep and Dreaming •Research Methods Studies and applications in psychology 2* (02) 90 marks Written paper 1 hour 30 mins 50% of total GCSE
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