Important Dates for Choices of GCSE Courses
(for GCSEs commencing Autumn 2026)
Tuesday 25 November 2025
Wednesday 26 November 2025
From Wednesday 27 November 2025
Thursday 15 January 2026
Friday 16 January 2026
Friday 23 January 2026
Introductory assembly for Year 9 pupils.
Introductory GCSE Options Meeting for parents to help with initial discussions and decision making.
Pupil meetings and drop-ins prior to Christmas break to support any questions, queries and/or discussions for options choices.
Parent Teacher Interview evening.
GCSE Options form opens to identify preferred courses.
GCSE Options Form submission deadline.
Art and Design (Fine Art)
Pupils should produce practical and critical/contextual work in one or more areas including Drawing and Painting, Mixed Media, Sculpture and Printmaking.
Course Content and
Assessment
Component 1 Personal Investigation Portfolio of Work
60%
Component 2
Externally Externally Set Assignment
40%
Careers
For ideas of jobs connected to Art.
Student art guide
The portfolio will consist of a project, theme or course of study. The content of the portfolio is determined by the particular requirements of the course of study undertaken. It must include one extended collection of work which demonstrates an ability to sustain work from an initial starting point or project brief to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical sources.
Question papers are issued by OCR to Year 11 in January. Pupils are required to elicit a personal response from one starting point within this paper and are expected to research, develop and refine their ideas towards a conclusion. At the end of this externally set project pupils are required to produce a sustained and focussed final piece during a 10-hour practical session under exam conditions. Both the Portfolio and Externally Set Assignment components are marked internally before being moderated by a visiting moderator from OCR.
Drama
The WJEC Eduqas GCSE in Drama is an exciting, inspiring and practical course. The specification promotes involvement in and enjoyment of drama, as performers and/ or designers. Students can mix disciplines to be assessed on during the course. This can include make-up, costume sound and lighting design. Additionally, the course provides opportunities to attend live theatre performances and to develop skills as informed and thoughtful audience members. Students in 2025 will take 1/3 of the GCSE exam component in Year 10.
Course Content and Assessment
Component 1 Devising Theatre Non-exam assessment: internally assessed, externally moderated 40%
Component 2 Performing from a Text
Non-exam assessment: externally assessed by a visiting examiner 20%
Component 3 Interpreting Theatre
Written examination: 1 hour 30 minutes 40%
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 set by WJEC. Learners must produce:
• a realisation of their piece of devised theatre
• a portfolio of supporting evidence
• an evaluation of the final performance or design.
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.
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, adapted by Sabrina Mahfouz
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.
Through following this specification, pupils will be given opportunities to participate in and interpret their own and others’ drama. Pupils have the option to work practically as performers and/or designers in Components 1 and 2. Pupils will investigate a practitioner or genre of drama, work collaboratively to develop ideas to communicate meaning and experiment with dramatic conventions, forms and techniques to produce and realise a piece of original theatre. They will
have the opportunity to participate in the performance of an extract from a play text and to demonstrate their knowledge and understanding of drama, including their ability to interpret texts for performance in a written examination. However, in preparation for this assessment, pupils are encouraged to study their chosen text practically as a performer, designer and director.
*This course requires a minimum group size of four pupils.
Careers
Drama is truly cross curricular, and the skills gained are invaluable in any place of work that requires, teamwork, cooperation, discussion, leadership, creativity and collaboration. Along with A level Theatre Studies it is highly regarded by Russell Group Universities as it shows a depth of knowledge in creativity and wider aspects of life. There is also the opportunity to study Drama at University and at Drama School for those who wish to further their career in Performing, Teaching or in the Leisure industry as again the skills acquired and the Drama Department will assist all students in whatever choices they make in the future should they need it. Former students have gone on to be Barristers, Teachers, Actors, Directors, Writers, Youth Workers, Social Workers, Leisure and Tourism specialists, Theatre and Arts centre managers and endless other related careers involving communication.
For ideas of careers connected to Drama.
Discover creative careers
Get into theatre
English Language
Assessments All texts in the examination will be unseen.
Course Content and Assessment
Paper 1 Explorations in Creative Reading and Writing
Section A: Reading
• one literature fiction text
Section B: Writing
• descriptive or narrative writing
Assessed • written exam: 1 hour 45 minutes • 80 marks
• 50% of GCSE
Questions
Reading (40 marks) (25%) – one single text
• 1 short form question (1 x 4 marks)
• 2 longer form questions (2 x 8 marks)
• 1 extended question (1 x 20 marks)
Writing (40 marks) (25%)
• 1 extended writing question (24 marks for content, 16 marks for technical accuracy)
Paper 2 Writers’ Viewpoints and Perspectives
Section A: Reading
• one non-fiction text and one literary non-fiction text
Section B: Writing
• writing to present a viewpoint
Assessed • written exam: 1 hour 45 minutes • 80 marks
• 50% of GCSE
Questions
Reading (40 marks) (25%) – two linked texts
• 1 short form question (1 x 4 marks)
• 2 longer form questions (1 x 8, 1 x 12 marks)
• 1 extended question (1 x 16 marks)
Writing (40 marks) (25%)
• 1 extended writing question (24 marks for content, 16 marks for technical accuracy)
Nonexamination
Assessment
Spoken Language
What’s assessed (AO7–AO9)
• presenting
• responding to questions and feedback
• use of Standard English
Assessed
• teacher set throughout course
• marked by teacher
• separate endorsement (0% weighting of GCSE)
Examination
English Language GCSE requires pupils to enter into detailed analysis of both literary and non-fiction texts. The course will be linear and all assessment will be through examination.
Reading
The skill being assessed is the ability to respond to different forms of unseen texts. There will be one examination based around an extract from fiction and one non-fiction paper which will require pupils to compare two extracts from different periods. In both cases, pupils will be expected to identify the ways in which language is used to shape meaning.
Writing
Pupils will complete three writing tasks across the two papers which will challenge them to adapt their style for different purposes. They will be expected to write with flair, sophistication and accuracy.
Speaking
Pupils will be assessed in order to receive a final Spoken Language level that will appear on their GCSE certificates but does not count towards the final English Language grade.
English Literature
All assessments are closed book: any stimulus materials required will be provided as part of the assessment. All assessments are compulsory.
Course Content and Assessment
Paper 1 Shakespeare and the 19th-century novel
What’s assessed
• Shakespeare plays (page 11 in Specification, link above)
• The 19th-century novel (page 11 in Specification, link above)
How it’s assessed
• written exam: 1 hour 45 minutes
• 64 marks
• 40% of GCSE
Questions
Section A. Shakespeare: students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole.
Section B. The 19th-century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.
Paper 2 Modern texts and poetry
What’s assessed
• Modern prose or drama texts (page 11 in Specification, link above)
• The poetry anthology (page 12 in Specification, link above)
• Unseen poetry (page 13 in Specification, link above)
How it’s assessed
• written exam: 2 hour 15 minutes
• 96 marks
• 60% of GCSE
Questions
Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text.
Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster.
Section C Unseen poetry: Students will answer one question on one unseen poem and one ques-tion comparing this poem with a second unseen poem.
English Literature GCSE aims to expose pupils to poetry, prose and drama during their two year course. Pupils will study a core Shakespeare text as well as a 19th-century novel, a modern play and a selection of poetry. The course offers the opportunity to consider the way in which writers use different forms of literature to explore universal themes.
Pupils will be expected to respond to the study of set texts in two examinations. All examinations are closed book which means pupils need to have a strong knowledge of each text. There are different forms of essay questions that include responding to an extract, literary comparison, responding to unseen poetry and answering on theme or character. Each form of question is matched appropriately to the text. Close reading skills will be required in order for pupils to ensure the necessary depth of analysis in their work and plenty of time will be spent on essay technique, allowing pupils to form the most adept responses.
We currently study Dr Jekyll and Mr Hyde, An Inspector Calls and Macbeth, but details will be given to pupils before the summer holidays.
Careers
For ideas of jobs connected to English.
Career pilot – english literature
Food Preparation and Nutrition
The GCSE Food Preparation and Nutrition GCSE combines practical experiences with theoretical knowledge to give students the opportunity to gain a deeper understanding of food.
The course covers 6 areas:
• Food Nutrition and Health
• Food Provenance
• Food Science
• Practical Skills
• Food Safety • Food Choice
The range of topics are varied and mean the course is engaging to students who have a variety of different interests and careers aspirations. Furthermore, at St James we are blessed with a fantastic teaching space to make students’ practical aspirations a reality.
Assessment
The GCSE is assessed by a two-part controlled assessment and an exam. Throughout Year 10 students will combine practical experiences with theory lessons to give them the skills, knowledge and understanding to be successful in these two forms of assessment. Overall, there are 200 marks, 100 of which are obtained through the controlled assessment meaning students can sit the exam confident they are in a strong position to obtain a positive grade in the GCSE.
Course Content and Assessment
Paper 1 Food preparation and nutrition
Non-exam assessment (NEA)
Careers
What’s assessed
Theoretical knowledge of food preparation and nutrition from Sections 1 to 5.
How it’s assessed
• Written exam: 1 hour 45 minutes • 100 marks
• 50% of GCSE
Questions
• Multiple choice questions (20 marks)
• 5 questions each with a number of sub questions (80 marks)
Task 1: Food investigation (30 marks)
Students’ understanding of the working characteristics, functional and chemical properties of ingredients. Practical investigations are a compulsory element of this NEA task.
Task 2: Food preparation assessment (70 marks)
Students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task.
Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.
1: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation.
2: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.
For ideas of jobs connected to the Food Industry
Careers in food
Geography
Our Natural World
Theme 1: Global Hazards
What creates high/low pressure systems, cause of tropical storms, distribution and frequency of storms and drought, case studies of weather hazards, tectonic plates, cause of earthquakes and volcanoes, case study of a tectonic event, tectonic hazard forecasting.
Theme 2: Changing Climate
Pattern of climate change, evidence for it, causes of natural climate change, impact of greenhouse gases, impacts of climate change.
Theme 3: Distinctive Landscapes
The difference between natural and built landscapes, the distribution of upland, lowland and glaciated landscapes in the UK, features of these landscapes, processes that shape landscapes, formation of coastal and river features, one case study of a coastal and one of a river landscape.
Theme 4: Sustaining Ecosystems
Ecosystems and where they are found, the effect of climate on ecosystems, characteristics of rainforests, human impacts in rainforests, case study of how to sustainably manage rainforests, characteristics of Antarctica/Arctic, human impacts in these areas, case study on how to sustainably manage them.
Physical Geography Fieldwork
Questions based on general and personal fieldwork skills such as collecting, presenting and analysing data, and how to evaluate a project. These are learnt through a residential field trip in Year 11.
People and Society
Theme 1: Urban Futures
Urban growth rates, growth of megacities, urbanisation and its consequences, case study of two cities looking at location, importance, patterns of migration, culture, ethnicity, challenges and ways to make it more sustainable.
Theme 2: Dynamic Development
Development, how to measure it, factors influencing it, case study looking at one LID country and how it has developed, what might happen to it, how the Millennium Development Goals have helped, how it trades and the benefits and problems this brings, advantages and disadvantages of aid.
Theme 3: UK in the 21st Century
How the UK is changing with regard to population, economy, land-use, rainfall and relief, UK’s political role in a global conflict, influence of UK media and contribution of ethnic groups to the UK culture.
Theme 4: Resource Reliance
How increased demand for resources affects our planet, what food security is, how countries can ensure food security and the sustainability of attempting to do this.
Human Geography Fieldwork
Questions based on general and personal fieldwork skills such as collecting, presenting and analysing data and how to evaluate a project. These are learnt through a residential field trip in Year 11.
Geographical Exploration
Decision Making Exercise (DME)
This is a synoptic paper based on all the ‘Our Natural World’ and ‘People and Society’ topics. Students will also be tested on geographical skills such as how to use and construct maps and graphs and how to make use of data including using some simple statistical models.
Candidates must complete all three units:
Please note: possible small changes to the course from OCR from 2025. These will be incorporated into our scheme of work when the exam board provides more information on dates and actions.
Careers
For ideas of jobs connected to Geography.
Geography jobs and careers
RGS
GCSE Greek is a fascinating subject, which is very highly regarded by universities as an indicator of academic excellence. It is particularly relevant if considering a degree in Theology or a language degree in a language which requires learning a new alphabet [eg Sanskrit or Japanese]. A high proportion of scientific and medical terminology is derived from Greek.
Three Written Papers:
Paper 1: Language (1 hour 30 minutes): 50%
Paper 2: Prose Literature (1 hour): 25%
Paper 3: Verse Literature (1 hour): 25%
Course Content and Assessment
Paper 1 Language Unseen translation, comprehension and grammar/ composition.
Candidates will be required to:
• Answer a variety of comprehension questions in English, including questions about the derivation of English words from Greek;
• Translate a short extract of unseen Greek into English;
• EITHER answer grammatical questions on a short extract of unseen Greek OR translate some simple sentences into Greek.
Paper 2 Prose Literature Set text: Selections from Tales from Herodotus approx. 120 lines
Candidates will be required to:
• Demonstrate an understanding of Greek literature by translation and/or explanation of words;
• Demonstrate an understanding of the cultural content and context of the literature;
• Demonstrate an appreciation of literary effects and the author’s use of rhythm, words and word order;
• Evaluate, analyse and produce personal responses to the literature.
Paper 3 Verse Literature Set text: Selections from Homer’s Iliad or Odyssey approx. 120 lines.
Requirements as for Prose Literature above.
Careers
For ideas of jobs connected to Greek. What can I do with my degree – classics
History
Unit 1: Development of dictatorship: Germany 1918-1945
• The establishment of the Weimar Republic and its early problems
• Recovery of Germany 1925-29
• Rise of Hitler and life in the Third Reich
• The German Home Front during the Second World War
To be studied in the Autumn Term and Spring Term of Year 10. Exams in the Spring and Summer Term of Year 10.
Unit 2: A world divided: superpower relations 1943-1972
• Reasons for the Cold War
• Early developments in the Cold War, 1945-1949
• Cold War in the 1950s
• Berlin Crisis of 1961
• The Arms Race, the Cuban Missile Crisis, Détente and SALT
To be studied in the Summer Term of Year 10. Exam in Summer Term of Year 10.
Unit 3: Historical Investigation: Vietnam War 1945-75
• The struggle against France for independence
• Growing US intervention in Vietnam 1954-64
• Escalation of the war 1964-1968
• ‘Peace with Honour’: Nixon & Vietnamisation
• The nature of the conflict, the anti-war movement, attitudes to the war
To be studied in the Spring Term of Year 11.
Unit 4: Breadth Study: Conflict, crisis and change: China 1900-1989
• China 1900-1934: from Imperial China to Chiang Kai-shek
• Triumph of Mao and the CCP 1934-1949
• Political and Economic change under Mao 1949-1963
• Impact of the Cultural Revolution
• China 1976 -1989: the rise of the ‘new China’
To be studied in the Autumn Term of Year 11. Part of January mock for Year 11, along with Units 1 & 2.
Careers
For ideas of jobs connected to History.
History – careers
Career pilot – history
Latin
GCSE Latin enhances and supports the study of: modern foreign languages, English literature appreciation, English spelling, grammar and vocabulary [including scientific words], historical analysis.
Three Written Papers:
Paper 1: Language (1 hour 30 minutes) 50%
Paper 2: Prose Literature (1 hour) 25%
Paper 3: Verse Literature (1 hour) 25%
Course Content and Assessment
Paper 1 Language Unseen translation, comprehension and grammar/ composition.
Candidates will be required to:
• Answer a variety of comprehension questions in English, including questions about the derivation of English words from Latin;
• Translate a short extract of unseen Latin into English;
• EITHER answer grammatical questions on a short extract of unseen Latin OR translate some simple sentences into Latin.
Paper 2 Prose Literature Set text: Selections from The Cambridge Latin Anthology or the Oxford Latin Anthology approx. 120 lines.
Candidates will be required to:
• Demonstrate an understanding of Latin literature by translation and/or explanation of words;
• Demonstrate an understanding of the cultural content and context of the literature;
• Demonstrate an appreciation of literary effects and the author’s use of rhythm, words and word order;
• Evaluate, analyse and produce personal responses to the literature.
Paper 3 Verse Literature Set text: Selections from Virgil’s Aeneid approx. 120 lines.
Requirements as for Prose Literature above.
Careers
Classics is highly regarded by employers as a broad based degree which provides many transferable skills. For ideas of jobs specifically connected to Latin.
Career guide
Mathematics
Mathematics A, Higher Tier: 9 - 4
There are two examination papers, each of 2 hours in length. Both are calculator papers. There is no coursework component. Pupils commence their IGCSE at the start of Year 9, with basic KS3 concepts such as fractions, BIDMAS or simple algebraic manipulation assumed to be covered. They complete the course by the end of the second term of Year 11 and take the examination in May of the same year.
All pupils are entered for the Higher Tier. In the extremely rare case where a student performs inadequately in her mock exam, we might consider Foundation Tier.
Pupils with secure IGCSE knowledge and independence will also be given the option to do a Level 2 AQA Further Mathematics qualification in Year 11 alongside their IGCSE.
Number
• Order of operations
• Percentages and reverse percentages, Compound Interest
• Rational and Irrational numbers, Surds, Rationalising the denominator
• Indices rules, including negative and fractional
• Upper and lower bounds
• Estimating using significant figures and standard form
• Converting recurring decimals to fractions
• Ratio and Proportion, Inverse proportion
• Applying number: mass, length, area, capacity, volume, density, money
• Using a calculator
Algebra
• Solving equations
• Formulae – Using, changing the subject
• Straight line, quadratic, cubic, and reciprocal graphs, using graphs to solve equations
• Proportion, Inverse proportion
• Parallel lines and gradients, finding the gradient by drawing a tangent
• Sequences, nth term of an arithmetic sequence
• Factorising quadratics and solving quadratic equations, quadratic formula
• Algebraic fractions - simplifying, solving equations
• Solving simultaneous equations, linear and quadratic
• Inequalities and regions, solving linear or quadratic inequalities
• Functions and function notation, domain and range
• Inverse and composite functions
• Differentiation, turning points, maxima and minima, kinematics
Graphs
• Gradient
• Straight line graphs
• Coordinates of the midpoint of a line segment
• Travel graphs – distance-time, speed-time (av. speed = total distance ÷ total time)
• Conversion graphs
• Quadratic graphs
• Graphical representation of inequalities
Course Content and Assessment
Course Content and Assessment
Graphs (cont’d
Shape, Space and Measures
• Cubic graphs
• Reciprocal graphs
• Solving equations using graphs
• Transforming graphs
• Gradient of a tangent to a curve
• Similar triangles
• Circle theorems and alternate segment theorem, tangent properties
• Length of an Arc, Area of a sector, Area of a segment
• Surface area and volumes of solids
• Similar Shapes and Solids
• Transformations
• Vectors: add, subtract, resultant, magnitude, vector methods for proofs
• Maps and scale diagrams
• Intersecting chord properties (internal and external)
• Trigonometry in right-angled triangles (SOHCAHTOA)
• Sine and cosine rules
• Area of a triangle = ½ absinC
• Pythagoras and trigonometry in 3-D, angle between a line and a plane
Data Handling
• Presenting data and misleading presentation
• Discrete and continuous data
• Averages (discrete and from frequency tables)
• Mean, modal class from grouped data
• Cumulative frequency curves, median, inter-quartile range
• Histograms, frequency polygons
• Probability – with two or more independent events
• Conditional probability
• Tree diagrams
• Set language and notation
• Venn diagrams
Careers
For ideas of jobs connected to mathematics. The Institute of Mathematics
Modern Foreign Languages: French & Spanish
GCSE Languages have a Foundation Tier (grades 5 – 1) and a Higher Tier (grades 9 – 4). Pupils must take all four question papers at the same tier. All question papers must be taken in the same series.
The tier taken will be dictated by the result of the mock examination in Year 11. We endeavour to enter all pupils for the Higher Tier.
Content:
There are four written papers:
Paper 1: Listening
Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier)
40 marks (Foundation Tier), 50 marks (Higher Tier), 25% of GCSE
Paper 2: Speaking
7 - 9 minutes (Foundation Tier) + preparation time
10 - 12 minutes (Higher Tier) + preparation time, 25% of GCSE
Paper 3: Reading comprehension
Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier), 60 marks (for each of Foundation Tier and Higher Tier), 25% of GCSE
Paper 4: Writing
1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier), 50 marks at Foundation Tier and 60 marks at Higher Tier, 25% of GCSE
Topics covered:
The specification 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 relating to their own experiences and those of other people, including people in countries/communities where French/ Spanish is spoken.
Theme 1: Identity and culture
Topic 1: Me, my family and friends
• Relationships with family and friends
• Marriage/partnership
Topic 3: Free-time activities
• Music
• Cinema and TV
• Food and eating out
• Sport
Topic 2: Technology in everyday life
• Social media
• Mobile technology
Topic 4: Customs and festivals in French or Spanish-speaking countries/communities
Theme 2: Local, national, international and global areas of interest
Topic 1: Home, town, neighbourhood and region
Topic 2: Social issues
• Charity/voluntary work
• Healthy/unhealthy living
Topic 4: Travel and tourism
Topic 3: Global issues
• The environment
• Poverty/homelessness
Theme 3: Current and future study and employment
Topic 1: My studies
Topic 2: Life at school/college
Topic 3: Education post-16
Topic 4: Jobs, career choices and ambitions
Careers
For ideas of jobs connected to MFL.
All-languages
Languages for your future
Career pilot - languages
Music
Music GCSE is a way that pupils who play or sing can deepen their knowledge of the subject and use their instrumental/vocal study as part of a public examination. Pupils should aim to be Grade 5 standard by Year 11 in order to access the highest marks (they do not have to have sat a graded music exam; they just need to be at that level).
All instrumental and singing disciplines are catered for at GCSE Music alongside performance in sequencing and coursework options (performance and composition) are centred around each pupil’s own interests. Pupils will learn to further manipulate and notate music by using computer software. The examination component features the study of music from different musical cultures via listening exercises and analysis. This is a creative and enjoyable subject for all those who are passionate about music.
Three components will be studied and assessed:
Performing (30%)
1. Solo performance: this must be of at least one minute in duration.
2. Ensemble performance: this must be of at least one minute in duration.
3. The Solo and Ensemble performance must be a minimum of 4 minutes in duration. Each performance will be marked out of 30 marks including a mark for difficulty level. Performances will be recorded, internally marked, and externally moderated and will take place during Year 11.
Composing (30%)
4. Pupils will compose two compositions of at least three minutes combined duration.
5. The first composition will be a free composition and the second composition is to a brief set by the board which are released in the year of examination.
Each composition will be given a mark out of 30 with the second composition taking into consideration how the students have responded to the brief. Compositions will be recorded, internally marked, and externally moderated.
Listening and Appraising (40%)
Pupils will study music from four areas of study: The Concerto through Time, Conventions of Pop Music, Music in the Media, and Rhythms of the World. Students will learn how to analyse and recognise different styles of music and will be able to write about the different features of each genre. Pupils will sit a 1 hour 30-minute written paper.
Careers
For ideas of jobs connected to Music.
Discover Creative Careers
ISM
Physical Education
There are two components:
1. Theory (60%)
There are two theory papers:
Paper 1: Fitness and body systems: 1 hour and 30 minutes (80 marks)
• Anatomy and physiology
• Movement analysis
• Physical training
• The use of data
2. Practical (40%)
Paper 2: Health and Performance: 1 hour and 15 minutes (60 marks)
• Sports Psychology
• Health, fitness and wellbeing
• Socio-cultural influences
• The use of data
• Pupils are assessed in three practical activities from a set list. One must be a team activity, one an individual activity and one choice.
• Each activity is marked out of 35.
Coursework
Within the practical component, pupils will create a personal exercise programme which will include a 6 week training programme for any sport of their choice. This will be 10% of the practical mark.
Team activities
Association
Badminton
Basketball
Camogie
Cricket
Dance
Gaelic football Handball Hockey
Individual activities
Amateur boxing
Athletics
Badminton
Canoeing
Cycling
Dance
Diving
Hurling
Lacrosse
Netball
Rowing
Rugby
Golf
Gymnastics
Equestrian
Rock climbing
Rowing
Sculling
Skiing
Tennis
Volleyball
Snowboarding
Squash
Swimming
Table
Tennis
Trampolining
Careers
For ideas of jobs connected to PE.
Career pilot - languages
Careers in sport
Religious Studies
The exam consists of two papers:
Component 1: Study of Religions: Christianity (25%), Buddhism (25%)
Component 2: Thematic Studies (50%)
The specification includes exciting content exploring relationships and families, medical ethics, peace and conflict, belief in God and non-religious belief.
Study of Religions (01)
Christianity and Buddhism:
• Beliefs and Teachings
• Practices
In this component, pupils will study key concepts within Christianity and Buddhism in order to develop knowledge and understanding of the basis of Christian beliefs, teachings and practices.
As part of the study, pupils will recognise and consider the existence and importance of common and divergent views within Christian and Buddhist traditions in the way beliefs, teachings and practices are understood and expressed. They will acquire knowledge and understanding of sources of authority and wisdom that underpin and connect teachings, belief and practices and be able to refer to them in responses.
Pupils will explore how Christianity and Buddhism influence individuals, communities and societies. Pupils will also develop their ability to explain, analyse and evaluate topics, in order to offer reasoned and supported arguments in discussions about key issues within Christianity and Buddhism.
Thematic Studies (02)
A study of four themes:
Theme A: Relationships and families.
Theme B: Religion and Life
Theme C: Existence of God and Revelation
Theme D: Religion, peace and conflict.
In these components pupils will approach the study of religion, philosophy and ethics in the modern world through a study of four key themes. Pupils will follow a study of philosophical and ethical arguments and their impact and influence in the modern world. Pupils will be able to demonstrate the depth of their understanding of religion through the application of teachings from religions, beliefs and through references to any sources of wisdom and authority. These may include scripture and/or sacred texts. Pupils are required to follow this thematic approach from different perspectives within religion.
Careers
For ideas of jobs connected to Religious Studies.
Career pilot - philosophy-ethics
Prospects – theology and religious studies
Sanskrit Cambridge
All pupils presently studying Sanskrit in Year 9 are already advancing steadily through the syllabus and are on track for IGCSE Sanskrit in 2025. The general syllabus outline is as follows:
Assessment
There are two written examination papers:
Paper 1 Language (1.5 hrs) (90 marks)
Candidates should show the ability to translate simple Sanskrit into English and to comprehend and appreciate simple Sanskrit passages. They should be able to use sandhi. They should also be able to translate from English into Sanskrit not using sandhi.
Four questions will be asked:
1. A previously unseen piece of Sanskrit not in sandhi for comprehension. Some vocabulary will be given. [30]
2. A previously unseen piece of Sanskrit partly in sandhi for translation. Some vocabulary will be given. [30]
3. Sentences for translation from English to Sanskrit using the Sanskrit script, with no sandhi required. [15]
4. A previously unseen piece of Sanskrit in sandhi for comprehension. Some vocabulary will be given. [15]
Paper 2 (1.5 hrs) (90 marks)
Candidates should show comprehension and appreciation of prepared passages of Sanskrit. They should have knowledge of the Epic Civilisation course, and should be able to write Sanskrit words using English letters.
Four questions will be asked:
1. A previously prepared piece of Sanskrit not in sandhi for comprehension. Questions are asked in English and answers are to be given in English. [15]
2. Previously prepared Sanskrit verses in sandhi for comprehension. These verses will be from the verse set texts. These set verses are from the Gita. The Gita raises profound issues and gives much insight into the large questions of life. Questions are asked in English and answers are to be given in English. [15]
3. Questions on the civilisation of the Sanskrit Epics, based on the course material given in English. Questions are asked in English and answers are to be given in English. [35]
4. A previously prepared piece of Sanskrit prose in sandhi for comprehension. This piece will be from the prose set texts. These set texts consist of simple, amusing, thought-provoking Sanskrit stories, similar to Aesop’s fables, often involving animals. [25]
How is work assessed?
Two written exam papers are set, marked and moderated by the Cambridge Board. These are taken at the end of the course in Year 11. The content of these exams is outlined above.
How much homework is set each week?
The normal amounts of homework for Year 10 and Year 11 are set. The tasks set include any/all of the following elements: Epic Civilisation study; study of exam set texts; review and consolidation of the main elements of the language.
How often will assignments be set for external assessment?
There are no externally assessed assignments required before the final IGCSE exams.
How is work assessed during the course?
Work during the course is assessed internally as usual, by the teacher, and pupils will be regularly informed of their progress.
What constitutes worthwhile work and progress?
Everyone studying the subject at Year 9 is well on track for the exam and is most likely to do well. Indeed, each pupil can rest assured that she is making good progress at this stage and will be sufficiently trained to meet the requirements.
During Year 10 and 11, lesson and homework time will be devoted to the continuing study of the literature and language required for the examinations. It is important to make use of any resources provided to help make learning easy and fun!
A Sanskrit examinations website is available to gain easy access to all necessary materials.
Careers
An IGCSE in Sanskrit is very rare in the UK and those who take it stand out from the crowd when it comes to any university application or job application. St James pupils often find that they are asked about their IGCSE Sanskrit qualification in university interviews. Universities and employers admire those who have this qualification and many past pupils have said it has opened career opportunities for them.
Edexcel
Sciences – Triple & Double Award
Pupils can choose between undertaking Triple Science or Dual Award Science. Each IGCSE Triple Science is assessed through two exams at the end of the course. Grades range from 9 to 1.
Core Theory Paper 1:
This paper is assessed through a two-hour examination paper. The total number of marks is 110 (61.1% of total IGCSE).
Extended Theory Paper 2:
This paper is assessed through a one-hour and a quarter examination paper.
The total number of marks is 70 (38.9% of total IGCSE).
Dual Award Science Exam board: Edexcel (4SD0)
This science option is assessed similarly to triple science, but across the three sciences a student will sit one paper per science. Each paper is weighted at 33.3% of the Dual Science qualification. And contains a combination of different question styles, including multiple-choice questions, shortanswer questions, calculations and extended open-response questions. Assesses all the content taught. Grades range from 9 to 1.
Core Theory Paper 1:
This paper is assessed through a two-hour examination paper.
The total number of marks for each 110
The total number of marks for this qualification is 330. This total is obtained by adding up the marks for Paper 1B, Paper 1C and Paper 1P (each out of 110 marks).
The content taught in Dual Award science mirrors the structure of the content listed below but in less depth. For exact details other than the general scope of the course given in the separate science subjects, please see the specification for the Dual Award.
Biology
This is a single tier assessment. Grades are from 9 to 1.
Year 9
• Characteristics of living organisms
• Variety of living organisms
• Ecology
• Cycles within ecosystems
• Human influences on the environment
• Levels of organisation
• Cell structure
• Movement of substances into and out of cells
• Nutrition in humans
• Biological molecules + enzymes
Year 10
• Nutrition in plants
• Gas exchange in humans
• Respiration
• Transport in humans
• Gas exchange in plants
• Transport in plants
• Excretion in humans
• Coordination and response in humans
• Coordination and response in plants
• Reproduction in plants
Year 11
• Human reproduction
• Inheritance
• Food production
• Selective breeding
• Natural selection
• Genetic modification
• Cloning
• Synoptic overview of syllabus
Practical skills are developed throughout the course and assessed in the final exam only.
Careers
For ideas of careers related to Biology.
rsb
Prospects – biology
Health careers
Chemistry
This is a single tier assessment. Grades are from 9 to 1.
Year 9
Structure and Bonding
• Ionic bonding
• Covalent bonding
• Structure and physical properties
• Diamond and graphite
• Metallic structures
The Periodic Table
• Group 1- The Alkali Metals
• Group 7 – The Halogens
Year 10
Organic Chemistry II
• Alcohols
Year 11
Organic Chemistry III
• Acids
• Esters
• Polymers
Acids and Alkalis
• The pH scale
• itrations
• Making salts
Organic Chemistry
• The alkanes
• The alkenes
• Crude oil
Careers
The Mole
• Chemical formulae and chem-ical equations
• Calculations involving, masses, gases and solutions.
• % by mass and % yield
Rates of Reactions and Energetics
• Factors that affect rates
• Graphical interpretation
• Calorimetry
• Bond enthalpy calculations
Chemical Analysis
• Anion tests
• Cation tests
• Collecting and identifying gases
For ideas of careers related to Biology.
Future in chemistry
Prospects – chemistry
Equilibrium
• Le Chatelier’s Principle
• Industrial applications
Acids, Bases and Salts
• Acids and Metals
• Acids and Bases
• Acids and Carbonates
• Making salts
• Indicators
Revision
Physics
This is a single tier assessment. Grades are from 9 to 1.
Year 9
• Lab work
• Density
• Electromagnetic spectrum
• Mains electricity
• Heat transfer
• Atomic structure
• Magnetism
• Pressure in solids
• Speed, distance and time
• Distance/time graphs
• Vectors & scalars
• Stopping distance
• Weight
• Contents of the universe
• Orbital speed
• Energy resources and electricity distribution
Careers
Year 10
• Acceleration
• Terminal velocity
• Newton II
• Simple electric circuits
• Ohm’s law
• IV-characteristics
Wave motion
• Wave speed
• Doppler effect
• Snell’s law
• KE / GPE
• Hooke’s law
• Electromagnetism
• Simple dc motor
• FLHR
• Nuclear power
• Hertzsprung-Russell
• Stellar evolution
For ideas of careers related to Physics.
iop – physics
Prospects – physics
Year 11
• Momentum
• Moments
• Charging by friction
• Static electricity
• Total internal reflection
• Sound
• Pressure in liquids
• Absolute zero
• Ideal gas laws
• Changes of state
• Latent heat
• Specific heat capacity
• Electromagnetic induction
• Transformers
• Radioactivity
• Half-life
• HBBT
• Red-shift
Programme of Careers Guidance
The Careers Programme takes into account the current thinking in careers education for schools, following the Gatsby Benchmarks. The programme develops pupils’ skills and awareness in three areas:
• Career Exploration: the opportunity to investigate opportunities in learning and the world of work.
• Career Management: how to make and adjust plans to manage change and transition.
• Self-Development: how to begin to understand yourself and things that influence you.
Year 10
Pupils continue to research careers, using Unifrog amongst other resources. Workshops are delivered by Tinker Tailor, a personal development and career-mentoring consultancy, in which pupils consider their values and aspirations to match them to an appropriate career path.
Pupils complete a research project on a career of their choice, meeting criteria such as identifying necessary qualifications, training and soft skills. They will outline ‘a day in the life of,’ and find out salaries and opportunities for development and promotion.
Year 11
In Year 11, pupils sit the Morrisby online aptitude tests and the results serve as inspiration to them for possible career ideas they might not have considered. They are also used to inform the individual interviews pupils have with the Head of Sixth Form. These interviews focus on the choice of A Level subjects and time is taken to discuss the right choice of subjects.
Work experience workshops are delivered by InvestIN Education, a work experience and career-mentoring company.
Pupils create a first CV, understand their own strengths and interests and how these intersect with the working world. They learn how to identify possible placements and how to apply for work experience.
List of GCSE Subjects needed to study a subject at A Level
A Level Subject Necessary GCSE Subjects & Minimum Grade required Desirable GCSE Subjects/Notes
above