Key Stage 4 Course Guide

KEY STAGE 4 COURSE GUIDE

2024-2025

WELCOME TO KEY STAGE 4 AND THE WORLD OF GCSE STUDY AT SIBFORD SCHOOL The process of choosing which subjects or ‘options’ to study at Key Stage 4 (Years 10 and 11) takes time and needs some care and thought.

Your parents, your tutor, your teachers, your friends, careers advisors and others will all try to help you make the right decisions.

Some subjects are compulsory. These are the ‘core’ subjects of English, Maths and Science along with Physical Education and PSHE. The other subjects you can study are arranged into blocks which have been designed to give you a good chance of doing what you want.

You will need to do some research; the school will be able to help you with that.

A good starting point is to ask yourself which subjects do you like NOW? Is there a career that attracts you? If there isn’t, don’t worry! The important issue is to take time to consider, discuss and to choose with care.

The important issue is to take time to consider, discuss and choose with care

Jess Boyle Director of Studies

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Core Subjects • English Language • English Literature • Mathematics • Science (Double GCSE Award) • PSHE* • Physical Education* *Non examined Educational Support Programmes • Support for Learning • EAL (English as an Additional Language) Optional Subjects • Art: Fine Art • Art: Textile Design • Business Studies • Computer Science • Design and Technology • Drama • Food Preparation and Nutrition • Geography • History • Horticulture • Media • Modern Languages (French & Spanish) • Music • Physical Education • Religion and Ethics • Single Sciences

9 COURSE PATHWAY English Mathematics Sciences

8 COURSE PATHWAY

Four Option Subjects

10 COURSE PATHWAY English Mathematics Sciences

English Mathematics Sciences

Four options Additional Qualification Opportunity

Three Options SFL Sessions

SIBFORD SCHOOL KEY STAGE 4 CURRICULUM PATHWAYS

Celebrating GCSE results

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THE CORE CURRICULUM

ENGLISH LANGUAGE & ENGLISH LITERATURE

GCSE

Exam Board: Eduqas

English Language and English Literature are compulsory subjects for the majority of pupils (the exception being pupils for whom English is not their first language).

How is the course assessed?

The course will prepare pupils for the examinations in the summer term of Year 11; all assessments are compulsory.

The course is taught across Years 10 and 11, and leads to two GCSE qualifications at the end of Year 11. Pupils who study both Language and Literature will greatly benefit from the transferable skills learnt across the two subjects.

English Language: • Component 1: 20th Century Literature Reading and Creative Prose Writing – 40% of final mark.

• Component 2: 19th and 21st Century Non-Fiction Reading and Transactional/ Persuasive Writing– 60% of final mark.

• Con-examination Assessment: Spoken Language – separate endorsement.

Pupils will be placed in a group appropriate to their ability, taking into account their performance in English in the middle school and particularly in Year 9.

The content of the course is designed to inspire and motivate pupils; it is an extension of the type of tasks encountered by pupils in KS3, with new skills being introduced to stretch and challenge them further.

English Literature: • Component 1: Shakespeare and Poetry – 40% of final mark.

• Component 2: Modern Texts and Unseen Poetry – 60% of final mark.

Pupils will develop their language analysis; they will write coherently and accurately for different purposes and audiences; they will read and study a range of texts; they will be encouraged to read a variety of literature for enjoyment; they will participate in spoken language tasks.

MATHEMATICS

GCSE

Exam Board: Edexcel

Mathematics is a compulsory subject which is examined at two levels, Foundation and Higher.

Foundation tier candidates can attain grades 1 to 5 and Higher tier grades range from 3 to 9. Students will be put into appropriate sets. For many of our students it will be clear which tier will be most suitable for them, and they will study the relevant curriculum throughout the two years.

This GCSE has been designed to be more challenging than in previous years with students being required to memorise far more formulae with a greater emphasis on problem solving and reasoning techniques.

How is the course assessed?

The course is linear, so all the exams are sat at the end of Year 11. All candidates will sit three examinations, one non-calculator and the other two calculator. Students can expect all the curriculum content to be covered in the examination with many skills being required more than once. There is no controlled assessment component in Mathematics.

For some students, we can make the decision on the most appropriate tier further into the course. This is due to the large amount of crossover material in the Foundation and Higher curriculum.

The GCSE is studied over Years 10 and 11, however it assumes prior knowledge of the Maths covered in the middle school. It is broken down into 6 areas: Number, Algebra, Geometry, Ratio and Proportion, Probability and Statistics.

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SCIENCE

GCSE

Exam Board: Edexcel

All pupils have to study Science at Key Stage 4; some pupils will take a Combined Science course which leads to two GCSEs and some pupils will opt for the three single sciences leading to GCSE Biology, GCSE Chemistry and GCSE Physics.

The GCSE (9-1) science courses have been designed to be more challenging than in previous years with students being required to memorise far more formulae.

Core practicals are a feature of the course and these are assessed within the exam papers.

The course is linear so all the exams will be sat at the end of Year 11 and Higher and Foundation tiers are available. Foundation tier candidates can attain grades 1 to 5 and Higher tier grades range from 4 to 9.

COMBINED SCIENCE - TWO SCIENCE GCSEs

GCSE

Exam Board: Edexcel

Pupils will have four double lessons a week which will lead to two Science GCSEs. Groups will rotate round staff through a variety of Biology, Chemistry and Physics topics.

How is the course assessed?

The course will prepare pupils for the examinations in the summer term of Year 11. There are two levels, Foundation and Higher. Foundation tier candidates can attain grades1 to 5 and Higher tier grades range from 4 to 9. Each paper is worth 16.67% of the final mark.

• Paper 2: Key concepts of physics, Energy - Forces doing work, Forces and their effects, Electricity and circuits, Magnetism and the motor effect, Electromagnetic induction, Particle model, Forces and matter. (see also Single Sciences under Optional Subjects)

Biology: • Paper 1: Key concepts in biology, Cells and control, Genetics, Natural selection and genetic modification, Health, disease and the development of medicines.

• Paper 2: Key concepts in biology, Plant structures and their functions, Animal coordination, control and homeostasis, Exchange and transport in animals, Ecosystems and material cycles.

Chemistry:

• Paper 1: Key concepts in chemistry, States of matter

and mixtures, Chemical changes, Extracting metals and equilibria • Paper 2: Key concepts in chemistry, Groups in the periodic table, Rates of reaction and energy changes, Fuels and Earth science.

Physics: • Paper 1: Key concepts of physics, Motion and forces, Conservation of energy, Waves, Light and the electromagnetic spectrum, Radioactivity

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PSHE All pupils participate in weekly PSHE sessions.

PSHE plays an integral role in daily life of Sibford School. PSHE education is planned in line with the PSHE Association’s Programme of Study and covers statutory Relationships and Sex Education (RSE) and Health Education. PSHE education also covers economic wellbeing, careers and personal safety. Learning opportunities are explored across three core themes:

Alongside the weekly sessions delivered by tutors, outside speakers may be invited in and Meeting time used to address topics. We also offer study skills and exam technique seminars led by a leading provider, Elevate Education.

• Health and Wellbeing • Relationships • Living in the Wider World

PHYSICAL EDUCATION All pupils participate in one physical education lesson and a games afternoon each week.

In physical education a variety of activities are taught to enable pupils to develop a wide range of individual and team/group skills. Games lessons focus on the development of individual and team skills specific to major games and also offer constructive recreational physical activities for pupils not involved in school teams.

Emphasis is placed on developing each individual at a level appropriate to his/her abilities, promoting good sportsmanship and fair play, and developing a positive and safe learning environment where each pupil will feel valued and respected as an individual and as part of a group.

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CAREERS EDUCATION, INFORMATION, ADVICE AND GUIDANCE CEIAG is offered from Year 7 through to Year 13 with the main focus on the use of our Unifrog platform, event days and tutor based PSHE programme. Subject teachers help pupils explore careers related to their subjects and we provide additional information for parents during information evenings and parents evening.

Work Placement Opportunities In Year 10, students have the opportunity to gain invaluable experience within a real-world work setting during their work placement week. This exposes students to life outside of Sibford and gives an insight into the world of work while developing their individual skills. The process is supported through Unifrog and involves, students, parents and the work placement to work together to ensure the placement is suitable, within the realms of formal requirements and that all parties agree to the placement. During the placement a teacher will make contact to check that all parties are happy and after the placement the student will receive comprehensive feedback of their time and students will complete a reflections activity to audit their experience and log the skills and experience gained.

students all have attended a meeting and are clear on their individual post 16 options.

1:1 Post-16 impartial Career Meetings In the summer term of Year 10 all students are offered an impartial one-to-one careers meeting to ensure they have the right and relevant information concerning the various post-16 options choices available. Students have a 30-minute session to discuss their thoughts and ideas and have a safe space to discuss any future plans and aspirations. All students leave with a tailored action plan to help enhance their post 16 choices.

What Career What University? Fair Year 10 students are offered the opportunity to attend a post 18 careers fair to expose them to the wider educational and training opportunities that are on the horizon. This is a wonderful opportunity to experience post 18 opportunities and gather information on areas of interest. This opportunity is also offered as an optional visit for 6th formers who attended in November.

1:1 Sibford 6th Form Meetings All Year 11 students will attend a short meeting with the Co-Heads of Sixth Form to discuss their post 16 choices and to discuss and further questions on life in the 6th form, subject choices and opportunities.

National Careers Week Students have a chance to participate in National Careers week during the spring term. Events such as, online speakers, virtual careers fairs and focused careers themed days are offered through PHSE, tutor time and lunchtime activities.

Careers in PHSE: Below is an overview of the themes that students learn about in PHSE to help in their post-16 decision making.

In the Autumn term in Year 11 Follow up impartial oneto-one careers meetings are conducted to ensure that Themes

Year 10

Year 11

Growth Throughout life

Reflecting on my careers

Post-16 – Choices choices

Exploring possibilities

Exploring employer profiles

Decision making: Choosing your post-16 pathway

Manage career

What type of career is best for me?

What are my employability skills?

Create opportunities

Preparing to go on work experience

Researching volunteering and paid work

Balance life and work

Wellbeing in the workplace

Money talks: apprenticeships v’s higher education

See the big picture

In person, hybrid and remote: What works best?

Is AI a threat to our jobs?

Autumn Term 2

Log: Skills and Activities Spring Term 2

Log: Skills and Activities Students are encouraged to log all their super and extra-curricular activities using the Unifrog platform to ensure they have evidence of their achievements. This is extremely useful for any external applications made and to help students audit their skills and experiences to plug gaps and focus on key areas to help develop their future skills.

Students, teachers and parents are able to refer themselves for a careers meeting at any point using the online form or email directly: sread@sibfordschool.co.uk

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EDUCATIONAL SUPPORT PROGRAMMES

SUPPORT FOR LEARNING

Sibford School’s Support for Learning department aims to remove barriers to learning through targeted, evidence based SEN support delivered by appropriately trained staff.

The graduated support draws on a more detailed approach, more frequent reviews and more specialist expertise in order to match interventions to the child, within the small group provision of a mainstream school.

The department’s provision is ‘in addition to and different from’ (SEN Code of Practice 2014) that which is offered through the school’s curriculum. This sometimes means that specialist teachers re-enforce what is happening in subject lessons using a graduated approach with additional intervention to support what is offered in the normal classroom provision through quality first teaching.

The groups in Support for Learning are usually between 4-6 pupils although 1:1 provision is also in place and offered on a needs basis, the ‘need’ being determined by our SfL specialist teachers.

The SEN support is aligned to the pupil’s choices of study at GCSE and may also involve advising subject teachers and parents to help support good pupil progress.

EAL (ENGLISH AS AN ADDITIONAL LANGUAGE) This programme supports International students in learning a level of sufficient English to access mainstream GCSE subjects. We focus on the main areas of reading, writing, listening and speaking with grammar and vocabulary building integral to the course.

At the end of Y11 should students wish and have an adequate level of English, they can be entered for The First Certificate or the ESL IGCSE examination or they can focus on building their language to prepare them for

the IELTS course in Years 12 and 13. This is an important qualification for International students and a good score is essential for University entry in the UK.

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OPTIONAL SUBJECTS

ART: FINE ART

GCSE

Exam Board: OCR

The Fine Art course is a highly practical and creative course. As well as developing their painting and drawing skills students will also have the opportunity to work in a wide range of other media including screen printing, ceramics, printmaking, textiles, photography and mixed media.

The Fine Art endorsement has a greater emphasis on painting and drawing. This course is available for students who wish to also study Textile Design.

How is the course assessed?

The course is split into 2 components: Coursework portfolio: 60% Externally set project: 40%

The Fine Art course fosters independent learning and research skills in students, whilst providing them with a solid grounding in practical techniques. They will be encouraged to explore and refine their ideas, showing influences from the artists they study before developing their ideas into a finished piece(s). They will also record information and their ideas through drawing, photography and written annotation.

Coursework: One project is completed between the start of Year 10 and Christmas in Year 11.

Externally set project: In January of Year 11 students will be given a range of starting points set by the exam board. They will work on this project in the spring term of Year 11 before producing their final practical response over a 10 hour period (2 days) after Easter.

Throughout the course they will be introduced to the work of artists from different times and cultures including contemporary practitioners. As their work develops, students will be encouraged to make more individual choices about the direction of their study and will be expected to undertake more independent research. This may include visits to galleries, museums and other places as appropriate to them to take photographs and gather ideas.

GCSE Art gives students the opportunity to explore their creativity in many different ways. They will have the opportunity to further develop skills acquired during KS3 and also learn new and exciting techniques and processes.

The qualities that we look for in Art students are those with an inquiring mind, who are not afraid to make mistakes and have a thirst for learning new things.

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ART: TEXTILE DESIGN

GCSE

Exam Board: OCR

The Textile Design course is a highly practical and creative course. This course is suitable for those students who enjoy Art and Design, but wish to focus more specifically on textiles.

Students will have the opportunity to develop their skills in a wide range of textile processes and techniques including machine and hand embroidery, applique, screen printing, heat transfer printing, felt making, batik and mixed media.

How is the course assessed?

The course is split into 2 components: Coursework portfolio: 60% Externally set project: 40%

The Textiles course fosters independent learning and research skills in students, whilst providing them with a solid grounding in practical techniques. They will be encouraged to explore and refine their ideas, showing influences from the artists they study before developing their ideas into a finished piece(s). They will also record information and their ideas through drawing, photography and written annotation.

Coursework: One project is completed between the start of Year 10 and Christmas in Year 11.

Externally set project: In January of Year 11 students will be given a range of starting points set by the exam board. They will work on this project in the spring term of Year 11 before producing their final practical response over a 10 hour period (2 days) after Easter.

Throughout the course they will be introduced to the work of artists from different times and cultures including contemporary practitioners. As their work develops, students will be encouraged to make more individual choices about the direction of their study and will be expected to undertake more independent research. This may include visits to galleries, museums and other places as appropriate to them to take photographs and gather ideas.

GCSE Textiles gives students the opportunity to explore their creativity in many different ways. They will have the opportunity to further develop skills acquired during KS3 and also learn new and exciting techniques and processes.

The qualities that we look for in Textiles students are those with an inquiring mind, who are not afraid to make mistakes and have a thirst for learning new things.

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BUSINESS STUDIES

GCSE

Exam Board: Edexcel

Business Studies is an exciting and fast-moving subject that looks at the way in which businesses operate to satisfy customers and make profits for investors. You will be shown how business decisions are made and have the opportunity to practise your own business decisionmaking in the context of a variety of simulated business situations: How would you set the price for a new games console? How can a new product idea be protected?

Business is all around us. You are part of it – a customer, possibly an investor through your savings, enjoying some of the wealth created by businesses in the economy or interested in your parents’ links with businesses.

Opting for Business Studies will allow you to play your part in the economy more effectively, become more informed as a customer, act more wisely as an investor and be sharper as a possible entrepreneur or business executive.

Business Studies will refine your decision-making and allow you to take more control when you deal with businesses or think about starting a business.

Very often a business event reported in the news can be used to illustrate the topic being taught, for example company takeovers or the launch of a new product, and that enables lessons to be kept lively and relevant to what is happening in the world now. Resources use up-to-date case studies of real businesses such as Coca Cola, Sony, Cadbury’s, Dixons and Santander.

You will be able to study and discuss major business decisions that are taking place in real companies and gain an understanding of the responsibilities involved in driving a large company.

All notes and presentations used in class are placed on the school network and folders for pupils are managed to ensure they all have good materials available to use at school and at home.

Finally, this course will be a fantastic stepping stone for students who may wish to study Business Studies and Economics at A Level.

How is the course assessed?

• Theme 1 Investigating small business which will be covered during Year 10 (50 % weighting multiple choice and written exam) - enterprise skills, spotting opportunities, calculating revenues, costs and profits, forecasting cash flows and learning about the external environment.

• Theme 2 Building a business which will be covered in Year 11 (50% multiple choice, written exam) students learn how to manage a larger business. This will include learning about how to source finance, manage stock, recruit the best employees, predict break-even points and understand why businesses need to operate as ethically as possible.

As important business news is announced, perhaps a change in interest rates or a dramatic change in stock market prices, we pause from the current topics to consider the business impact of the latest news.

Your thoughts on what a particular business ought to do to tackle its current problems are encouraged and discussed.

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COMPUTER SCIENCE

GCSE

Exam board OCR

Our GCSE in Computer Science is engaging and practical, encouraging creativity and problem solving. It encourages students to develop their understanding and application of the core concepts in computer science. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs.

Content overview Component 01: Computer systems Introduces students to the central processing unit (CPU), computer memory and storage, data representation, wired and wireless networks, network topologies, system security and system software. It also looks at ethical, legal, cultural and environmental concerns associated with computer science.

Practical programming Students are to be given the opportunity to undertake a programming task(s) during their course of study which allows them to develop their skills to design, write, test and refine programs using a high-level programming language. Students will be assessed on these skills during the written examinations, in particular component 02 (section B).

Component 02: Computational thinking, algorithms and programming Students apply knowledge and understanding gained in component 01. They develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic and translators.

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DESIGN AND TECHNOLOGY

GCSE

Exam Board: AQA

In today’s rapidly developing technological and cultural landscape, designers, makers and consumers must learn to adapt; developing new ideas to tackle emerging problems. What social, environmental and everyday problems will need fixing in ten years time? As well as resolving problems in the world today, a designer’s job is to forecast the future and the problems of tomorrow.

Section A – Core technical principles (20 marks) A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.

This course is hands-on: You will work independently but share and develop your ideas as part of a team. You will rigorously investigate a design brief, then sketch, model and make your design ideas into to a final outcome.

Throughout the course you will gain practical skills as well as a technical understanding of materials and how things are made. You will then apply these to your own design ideas and in the examination.

A GCSE in Design and Technology will help you to develop your skills as a creative problem-solver, a logical and lateral thinker and an experimental innovator.

This qualification is linear, meaning that students will sit all their examinations and submit all their non-examined assessments at the end of the course.

Subject content • Core technical principles • Specialist technical principles • Designing and making principles How is this course assessed?

• Written examination: 2 hours • 100 marks • 50% of GCSE

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.

Non-examined Assessment (NEA): 30–35 hours approx • Substantial design and make task • 100 marks • 50% of GCSE Assessment criteria: • Identifying and investigating design possibilities • Producing a design brief and specification • Generating design ideas • Developing design ideas • Realising design ideas • Analysing & evaluating Contextual challenges are released annually by AQA on 1st June in the year prior to the submission of the NEA. Students will produce a prototype and a portfolio of evidence. This work will be marked by teachers and moderated by AQA. This course leads onto the A Level in Design and Technology.

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DRAMA

GCSE

Eduqas

The specification created for GCSE Drama is an exciting, inspiring and practical course. The specification promotes involvement in and enjoyment of drama, as performers and/or designers.

Additionally it provides opportunities to attend live theatre performances and to develop skills as informed and thoughtful audience members.

Component 1: Devising Theatre Non-exam assessment: internally assessed, externally moderated 40% of qualification.

Learners will be assessed on either acting or design. Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus.

Learners must produce: • a realisation of their piece of devised theatre • a portfolio of supporting evidence • an evaluation of the final performance or desig Component 2: Performing from a Text Non-exam assessment: externally assessed by a visiting examiner 20% of qualification.

Learners will be assessed on either acting or design. Learners study two extracts from the same performance text chosen by the centre. Learners participate in one performance using sections of text from both extracts.

Component 3: Interpreting Theatre Theatre Written examination: 1 hour 30 minutes 40% of qualification.

Section A: Set Text for assessment from 2024 onwards.

A series of questions on one set text from a choice of seven: 1. Macbeth William Shakespeare 2. An Inspector Calls J.B. Priestley 3. Find Me Olwen Wymark 4. Noughts & Crosses Malorie Blackman 5. Refugee Boy Benjamin Zephaniah 6. I Love You Mum – I Promise I Won’t Die Mark Wheeller 7. The IT Vivienne Franzmann.

Section B: Live Theatre Review.

One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

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FOOD PREPARATION AND NUTRITION

New AQA Specification

The course will have a balance of theory and practical work to equip students with the skills, knowledge and understanding to comprehend the processes of food preparation and nutrition.

The following topics will be studied during the course: • Food, nutrition and health • Food science • Food safety • Food choice • Food provenance

How is the course assessed?

Students complete two Non-Examination Assessments in Yr11: NEA 1 This is a scientific investigation whereby students are given a brief by the exam board, they carry out research and investigations to identify a solution to the brief.

NEA 2 This is a food preparation task. 20 hours of work, no more than 20 sides of A4 and is worth 35% of the final GCSE. This will include preparing a menu of three dishes within a 3-hour period.

Written Exam 100 marks 50% of GCSE

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GEOGRAPHY

GCSE

Exam Board: AQA

Geography is a lively and popular option at GCSE. The AQA course offers a contemporary blend of traditional and modern topics with the emphasis on individual learning.

In today’s world ~ with food and land security; climate change; extremes of poverty and wealth; natural hazards; political influences; globalisation; market forces; and population and migration issues in multiethnic Britain ~ Geography remains a very worthwhile and important subject. Universities and employers alike are quick to stress the importance of skills Geographers learn and develop.

Pupils choosing Geography should have an interest in the world around them and current topical issues. The department fosters independent learning whilst offering a clearly structured course covering a range of topics for all interests. Extension challenges are provided through department subscriptions to academic journals.

It is expected that students will attend a residential fieldwork visit in Year 11, which will enable them to experience at first hand some of the topics they study.

There is a requirement that students have done practical fieldwork around the topics being studied. The cost will be circa £350.

Subject content Living with the physical environment • 3.1.1 Section A: The challenge of natural hazards • 3.1.2 Section B: The living world • 3.1.3 Section C: Physical landscapes in the UK Challenges in the human environment • 3.2.1 Section A: Urban issues and challenges • 3.2.2 Section B: The changing economic world • 3.2.3 Section C: The challenge of resource management Geographical applications • 3.3.1 Section A: Issue evaluation • 3.3.2 Section B: Fieldwork How is the course assessed?

The course will be assessed by 3 exams at the end.

There will be one on the physical environment and one on the human environment. The third paper is based on pre released geographical issues evaluation and field study skills.

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HISTORY

GCSE

Exam Board: AQA

Just as History has made our world what it is, History can also be a part of your future. This is not the moment to drop History forever!

Pupils often mistakenly think that History is a hard subject because they think they will have to learn a lot of dates, names and events off by heart. This is not the case. In fact, the course ‘Explaining the Modern World’ builds on some of the work carried out at Key Stage 3.

The course has been designed to help learners explain and understand the world around us today. They will study a wide range of content options, and consider key themes which demonstrate the relevance of the past in understanding the present. Pupils quickly recognise the logical ‘patterns’ that form the stories of the past and find the course very accessible.

Those choosing History will use a wide variety of materials to gain an understanding of the period and the causes and consequences of events in the past. The skills of summary, analysis, evaluation and comprehension are developed throughout the course.

Pupils who opt for this subject should enjoy reading, writing, discussion and discovering the past!

The GCSE History content comprises the following elements: Paper 1: Understanding the modern world (2 hours, 50% of the total) Section A: Period study: Germany 1890 – 1945 – Democracy and Dictatorship Section B: Wider world depth studies: Conflict and tension between East and West, 1945–1972 Paper 2: Shaping the nation (2 hours, 50% of the total) Section A: Thematic studies: Migration, Empires and the People, c790 to the present day Section B: British depth studies including the historic environment: Elizabethan England, 1568 – 1603 The Historic environment for examination in June 2026 is: The Globe Theatre.

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HORTICULTURE

CITY & GUILDS

Level 1 Diploma in Practical Horticultural skills

This course provides pupils with an opportunity to get back to nature; working with the earth to develop a plot producing an abundance of organic food and flowers.

Pupils from all backgrounds and abilities will enjoy the challenges of growing their own fruit, vegetables and flowers in the beautiful environment provided by the Horticulture department and gardens.

The course results in a City and Guilds Qualification, which is looked upon very favourably should the student wish to continue studying at an Agricultural or Horticultural College.

Throughout the two years they will develop their practical skills in a wide range of Horticultural competences to a high level within the professional standards.

It is hoped that all pupils who follow this course will use these skills in their own greenhouses and gardens in the future. Many past pupils are now working as landscape designers, teachers/lecturers in Horticulture, commercial growers or in farming enterprises.

The course covers such areas as: • Greenhouse work - propagating plants from seed and cuttings • Organic vegetable and fruit growing • Planting trees and hedges • Pruning techniques • Maintaining herbaceous borders • Identification of trees, flowers and weeds.

How is the course assessed?

This course is hands on; internally assessed and 100% coursework based.

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MEDIA

GCSE

Exam Board: AQA

Studying GCSE Media Studies will help you to make sense of the ever-changing world of media.

You will explore new media such as social media platforms and influencers, alongside more traditional media production such as magazines and newspapers, film, TV and radio. There has never been a more interesting time to study the impact of different media forms on us all.

The course also gives you the opportunity to develop and create your own media. This is a challenging GCSE course with a significant practical element counting for 30% of your final grade.

Students opting for the course will benefit from having an interest in different types of media, a desire to work independently, and an enthusiasm for creative and analytical work. Students will develop many valuable skills including analysis, project management and critical thinking. The course complements other subjects such as English and will equip students for higher level study or employment.

Many students choose to continue with media studies in the Sixth Form. We currently offer a 2-year BTEC qualification in Creative Digital Media Production.

GCSE Media Studies engages students in the indepth study of a range of exam board specified Close Study Products (set texts) in relation to four areas of a theoretical framework: Media Language; Media Representations; Media Industries; Media Audiences.

How is the course assessed?

At GCSE level, marks are awarded for two end of course examinations and a completed independent media production (Non-examined Assessment).

Paper 1 Written exam: 1 hour 30 minutes 35% of GCSE. Section A focuses on Media Language and Media Representations. Questions in this section can test any two of the following Close Study Products and includes unseen texts: • Magazines • Advertising and marketing • Newspapers • Online, social and participatory media and video games

Section B focuses on Media Industries and Media Audiences. Questions in this section can test any two of the following Close Study Products: • Radio • Music video • Newspapers • Online, social and participatory media and video games • Film (industries only) Paper 2 Written exam: 1 hour 30 minutes 35% of GCSE. Section A will be based on a short (2 minute) screening from an extract of one of the television Close Study Products and can test any area of the theoretical framework.

Section B will be based on either of the following Close Study Products: newspapers or online, social and participatory media and video games. Any area of the theoretical framework can be tested.

Production Assessment NEA 30% of GCSE. Briefs change every year and are provided by the exam board. Students choose their preferred option from a range of possibilities. The production work element enables students to develop skills in the planning and production of new media texts. Successful practical productions that students have undertaken in the past include magazine cover and content design, film and TV show trailers, radio programme extracts, vlogs and webpage design. This work is undertaken in the second year of the course.

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MODERN LANGUAGES - FRENCH/SPANISH

GCSE

Exam Board: AQA

Learning a language helps develop confidence, opens the mind, improves memory and one’s own ability in English.

A GCSE in French or Spanish encourages learners to enjoy and benefit from language learning, to communicate with others, be inspired, moved and changed by following a broad and worthwhile course of study.

By developing their linguistic knowledge, pupils will gain both understanding and the skills needed to help them take their place in a multilingual global society, with an awareness of countries and communities where French or Spanish is spoken.

A GCSE in French or Spanish also prepares pupils for making informed decisions about further learning opportunities and career choices.

The GCSE builds on and extends the language learnt at Key Stage 3. The AQA GCSE Language course comprises the four skill areas: listening, speaking, reading and writing.

The course covers three distinct themes. These themes apply to all four question papers. Students are expected to understand and provide information and opinions about these themes.

How is the course assessed?

• Paper 1 Listening: Consists of section A with questions in English to be answered in English and section B with questions in French/Spanish to be answered in French/Spanish.

• Paper 2 Speaking: Consists of a role-play, the discussion of a photo card and a conversation.

• Paper 3 Reading: Consists of section A with questions in English to be answered in English, section B with questions in French/Spanish to be answered in French/Spanish and section C with a translation from French/Spanish into English.

• Paper 4 Writing: Consists of a structured question, an open-ended question and a translation from English into French/Spanish.

This qualification is linear, which means that students will sit their exams at the end of the course. Each paper counts equally for 25% of the GCSE. It has a Foundation Tier (grades 1-5) and a Higher Tier (grades 4-9).

Students must take all four question papers at the same tier.

• Identity and culture Me, my family and friends Technology in everyday life Free-time activities Customs and festivals in French-speaking countries/ communities • Local, national and global areas of interest Home, town, neighbourhood and region Social Issues Global Issues Travel and tourism • Current and future study and employment My studies Life at school/college Education post-16 Career choices and ambitions

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MUSIC

GCSE

Exam Board: OCR

GCSE Music: • inspires creativity – students are encouraged to broaden their musical horizons and understanding, with areas of study that motivate and challenge.

• offers choices – the range of topics allows for practical and musical teaching and is designed to cater for a wide range of interests, instruments, personalities and directions.

• combines the traditional and modern – there are exciting opportunities for students to study diverse and traditional fields, as well as develop interest in all aspects of their musical heritage.

• encourages students to experiment – there’s plenty of opportunity to work on their own performing, composing and listening.

Specification/Assessment Overview Areas of Study • Rhythms of the World • Film Music • The Concerto through Time • Conventions of Pop Component

Assessment

Performance on chosen instrument Composition to a brief set by the learner

Integrated portfolio 60 Marks Non-exam Assessment

30% of total GCSE

Ensemble performance Composition to a brief set by exam board

Practical component 60 Marks Non-exam Assessment

30% of total GCSE

Listening and appraising Listening and appraising A written paper, with CD 80 Marks Aural recognition and context 1 hour 30 min written paper Unheard/unfamiliar music from within the areas of study

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40% of total GCSE

PHYSICAL EDUCATION

GCSE

Exam Board: AQA

The theoretical content for the course is split into two papers. Paper 1 focusses on applied anatomy and physiology, movement analysis and physical training. Paper 2 covers sports psychology, socio-cultural influences on sport and health, fitness and well-being. Both papers expect students to be able to interpret data that is given to them.

For the practical performance, students are assessed in three different activities. Each activity is assessed out of 25. 10 marks are awarded for skills whilst 15 marks are awarded for performance in full context (e.g. a game in rugby or netball, or a trampolining routine). One assessment must be in a team sport, one assessment must be in an individual sport or activity, whilst the third can be from either.

Assessment Formative Assessment: Students are regularly assessed in the form of practical lessons, prep tasks and landmark tests at the end of each topic. We use this information to decide which sports are best for each student to submit in their final assessment and to best predict what the students’ final outcome is likely to be.

Summative Assessment: There are 3 elements to the final assessment of this course: Unit 1 (60%): is externally assessed through 2 written examination papers of 1 hour and 15 minutes. This assessment will take place at the end of Year 11.

Unit 2 Section 1 (30%): Students will be assessed in three practical performances in the role of player/ participant. This assessment will be ongoing throughout KS4. Students will then be externally moderated in their 3 chosen sports in Year 11.

Unit 2 Section 2 (10%): Students will be assessed on their analysis of a performance. This assessment will take place during the beginning of Year 11 and is then externally moderated during the practical moderation.

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RELIGION AND ETHICS

GCSE

Exam Board: Edexcel/Pearson 1RB0

Religious studies offer’s students the chance to discuss philosophical and ethical issues, by examining the beliefs, institutions, and customs of world religions. Students will develop knowledge and understanding of two religions, enabling them to articulate their own worldviews and the views of others. The course enables students to develop their analytical and critical thinking skills to enable them to present a wide range of well-informed and reasoned arguments, aiding in progression to A level study. All students will complete the full GCSE course content with a view to sit the exam at the end of year 11.

How is the course assessed?

This course offers two areas of study: Religion & Ethics and Religion, Peace & Conflict.

Student’s study two religions, Christianity and Islam. A mixture of Philosophical and ethical topics is analysed and evaluated by students.

Transferable skills acquired on this course enable young people to face the demands of further and higher education, as well as the demands of the workplace.

Decision making and reasoning are key cognitive skills that are embraced within the subject, as well as making links between what is being learnt and the student’s own worldview.

How is the course assessed?

At GCSE level, marks are awarded for two examinations.

Exam board & course number: Edexcel/Pearson 1RB0 Final exam percentage: 100% Christianity exam: 1 hour 30 minutes – 50% of GCSE Islam exam: 1 hour 30 minutes – 50% of GCSE Tired Paper: Not Applicable Grades available: 1-9

Course Title: GCSE religious studies Full course

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SINGLE SCIENCES leading to GCSE BIOLOGY, GCSE CHEMISTRY, GCSE PHYSICS

GCSE

Exam Board: Edexcel

The single sciences option offers pupils who are particularly interested in science an opportunity to study for three separate GCSEs (Biology, Physics and Chemistry) and they will have two double lessons a week for each science.

Although it is not essential for studying A Level science, pupils who anticipate that they will study sciences at A Level should seriously consider this option.

How is the course assessed?

The course will prepare pupils for the examinations in the summer term of Year 11; all assessments are compulsory. There are two levels, Foundation and Higher. Foundation tier candidates can attain grades 1 to 5 and Higher tier grades range from 4 to 9. Each paper is worth 50% of the final mark in each GCSE. Biology: • Paper 1: Key concepts in biology, Cells and control, Genetics, Natural selection and genetic modification, Health, disease and the development of medicines • Paper 2: Key concepts in biology, Plant structures and their functions, Animal coordination, control and homeostasis, Exchange and transport in animals, Ecosystems and material cycles.

Chemistry: • Paper 1: Key concepts in chemistry, States of matter and mixtures, Chemical changes, Extracting metals and equilibria, Separate chemistry 1 • Paper 2: Key concepts in chemistry, Groups in the periodic table, Rates of reaction and energy changes, Fuels and Earth science, Separate chemistry 2.

Physics: • Paper 1: Key concepts of physics, Motion and forces, Conservation of energy, Waves, Light and the electromagnetic spectrum, Radioactivity, Astronomy • Paper 2: Key concepts of physics, Energy - Forces doing work, Forces and their effects, Electricity and circuits, Static electricity, Magnetism and the motor effect, Electromagnetic induction, Particle model, Forces and matter.

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