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.
Jess Boyle Director of Studies
The important issue is to take time to consider, discuss and choose with care
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
SIBFORD SCHOOL KEY STAGE 4 CURRICULUM PATHWAYS
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).
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.
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.
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
How is the course assessed?
The course will prepare pupils for the examinations in the summer term of Year 11; all assessments are compulsory.
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.
English Literature:
• Component 1: Shakespeare and Poetry – 40% of final mark.
• Component 2: Modern Texts and Unseen Poetry –60% of final mark.
IGCSE
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.
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 IGCSE 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.
This IGCSE 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 two examinations, both with a 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.
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.
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
• 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)
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:
• Health and Wellbeing
• Relationships
• Living in the Wider World
PHYSICAL EDUCATION
Alongside the weekly sessions delivered by tutors, outside speakers may be invited in and Meeting time used to address topics.
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 performance sports 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.
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.
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.
In the Autumn term in Year 11 Follow up impartial oneto-one careers meetings are conducted to ensure that
Themes Year 10
Autumn Term 2
Growth Throughout life
Reflecting on my careers
Exploring possibilities Exploring employer profiles
students all have attended a meeting and are clear on their individual post 16 options.
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.
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.
Careers in PHSE:
Below is an overview of the themes that students learn about in PHSE to help in their post-16 decision making.
Year 11
Post-16 – Choices choices
Decision making: Choosing your post-16 pathway
Manage career What type of career is best for me? What are my employability skills?
Log: Skills and Activities
Spring Term 2
Create opportunities Preparing to go on work experience
Researching volunteering and paid work Balance life and work Wellbeing in the workplace
See the big picture In person, hybrid and remote: What works best?
Log: Skills and Activities
Money talks: apprenticeships v’s higher education
Is AI a threat to our jobs?
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
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 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 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 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.
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.
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.
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.
How is the course assessed?
The course is split into 2 components:
Coursework portfolio: 60%
Externally set project: 40%
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.
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.
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.
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.
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.
How is the course assessed?
The course is split into 2 components:
Coursework portfolio: 60%
Externally set project: 40%
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.
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.
BUSINESS STUDIES GCSE
Exam Board: Edexcel
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. This subject will be new to all students and no prior knowledge is assumes or required.
To take this subject you need to have an inquiring mind and an interest in finding out about how businesses begin, survive and grow – you will want to know about business finances and the effect of the external environment on business decision making.
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.
This course will be a fantastic stepping stone for students who may wish to study Business Studies and Economics post 16.
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?
Both papers will draw on contextual, analytical and evaluation skills. 20% of the assessment is Business maths.
Written exam: 1 hour 45 minutes, 90 mark. 50% of the total GCSE
Multiple choice, calculation, short answer and extendedwriting questions
There are 3 sections of the paper: Section A: Multiple choice questions, short answer building to extended-writing
Section B and C: based on real-life case studies and all answers need to be answered suing the case context. Short answer building to extended-writing.
COMPUTER SCIENCE GCSE
In today’s digital age, Computer Science is more than just a subject—it’s a gateway to understanding the technology that shapes our world. By choosing Computer Science, you’ll dive into the fascinating world of algorithms, programming, and digital systems, equipping yourself with skills that are in high demand across countless industries. Whether you’re passionate about gaming, app development, cybersecurity, or artificial intelligence, this course lays the foundation for a future full of possibilities.
Course Highlights
Engaging and Practical Learning:
• Creativity and Problem Solving: Develop your creativity and problem-solving skills by designing, writing, testing, and evaluating programs.
• Core Concepts: Gain a deep understanding of core computer science concepts such as abstraction, decomposition, logic, algorithms, and data representation.
Comprehensive Curriculum:
• Computer Systems: Learn about systems architecture, memory and storage, computer networks, connections and protocols, network security, and systems software.
• Computational Thinking and Programming: Master algorithms, programming fundamentals, producing robust programs, Boolean logic, and programming languages.
Hands-On Experience:
Practical Programming: Engage in practical programming tasks that challenge you to solve realworld problems, enhancing your coding skills and computational thinking.
Assessment Overview:
The OCR J277 Computer Science GCSE is assessed through two written exams, each contributing 50% to your final grade:
Paper 1: Computer Systems (1 hour 30 minute exam): Covers CPU architecture, memory and storage, networks, cyber security, and the impacts of digital technology.
Paper 2: Computational Thinking, Algorithms, and Programming (1 hour 30 minute exam): Focuses on algorithms, programming fundamentals, and problemsolving.
Future Career Paths:
Studying computer science opens doors to a wide range of exciting careers, including:
• Software Developer: Create applications and software solutions.
• Cybersecurity Analyst: Protect organisations from cyber threats.
• Data Scientist: Analyse and interpret complex data to help make informed decisions.
• Game Developer: Design and develop engaging video games.
• AI Specialist: Work on cutting-edge artificial intelligence projects.
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.
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 A – Core technical principles (20 marks)
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.
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.
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 design
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.
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
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.
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 2027 is: tbc.
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.
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.
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.
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.
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.
How is the course assessed?
This course is hands on; internally assessed and 100% coursework based.
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.
MODERN LANGUAGES - FRENCH/SPANISH
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.
• People and lifestyle
Identity and relationships with others
Healthy living and lifestyle
Education and work
• Popular culture
Free-time activities
Customs, Festivals and celebrations
Celebrity culture
• Communication and the world around us
Travel and tourism, including places of interest
Media and technology
The environment and where people live
How is the course assessed?
• Paper 1 Listening: Consists of Section A: comprehension, all questions in English and all answers, non-verbal or in English. all passages repeated twice Section B: Dictation - transcribe 4(f) or 5(h) sentences in full. All sentences repeated three times - in full / chunked/ in full.
• Paper 2 Speaking: Consists of a role-play, reading aloud in the target language and the discussion of a photo card and an unprepared conversation.
• Paper 3 Reading: Consists of section A with questions in English to be answered in English and section B 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.
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
Performance on chosen instrument
Composition to a brief set by the learner
Ensemble performance
Composition to a brief set by exam board
Listening and appraising
A written paper, with CD
Aural recognition and context
Unheard/unfamiliar music from within the areas of study
Integrated portfolio 60 Marks Non-exam Assessment
Listening and appraising 80 Marks 1 hour 30 min written paper
30% of total GCSE
30% of total GCSE
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.
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.
Course Title:
GCSE religious studies Full course
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
SINGLE SCIENCES leading to GCSE
GCSE BIOLOGY, GCSE CHEMISTRY,
GCSE PHYSICS
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.
Sibford School
Sibford Ferris | Banbury | Oxfordshire | OX15 5QL
Tel: +44 (0)1295 781200
Email: For general enquiries: office@sibfordschool.co.uk
For admissions enquiries: admissions@sibfordschool.co.uk
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