Welcome
Choosing GCSE subjects is one of the first major decisions that you will have to make during your time at school Having enjoyed a broad and diverse curriculum throughout Key Stage 3, this is the moment when you can start to consider the areas in which you would like to specialise.
This booklet aims to provide information on the range of subjects The Marist School offers at GCSE This should make the decision process easier and will enable you to select the subjects most suitable for your strengths, interests, and aspirations Our GCSE curriculum at The Marist consists of a set of core subjects, which are studied by everyone, and optional subjects The core subjects are designed to ensure that all students have a strong academic base, which will enable them to progress onto the A Levels, university courses and careers of their choice
The optional subjects allow students to start to consider the areas that they might like to pursue There is no ‘wrong’ decision that can be made at this stage, and I would encourage you to pursue your areas of passion and interest when making your choices
Some good questions to ask yourself when choosing your options are:
What are you good at?
What do you enjoy?
What career options are you considering?
Have you got a good balance of subjects?
Mr J Walker, Assistant Head
Advice
Your GCSEs are important, as you will need them to study A Levels and go on to university
So
Read the information in this booklet carefully with your parents so that you understand what each subject entails
Discuss possibilities with your subject teachers who will advise you in the light of your assessment results and current and likely performance. Seek advice from your Form Tutor, Head of Year, and your subject teachers who will advise on building a balanced and stimulating programme of study
The GCSE options process can be a daunting time It is, however, also an extremely exciting point at which you can start to specialise and hone your academic profile Your subject teachers, form tutors and all teaching staff in the school are on hand to advise you Please do not hesitate to get in touch with me if you would like to discuss your possible subject choices
Important Dates:
September 2024: PSHE and Tutor activities will focus on careers and GCSE choices
November 2024: Options Launch Assembly for students
January 2025: Parental Webinar on the Options Process
Year 9 Option Parents Evening: On this evening parents and pupils can speak to subject teachers with timed appointments. Appointments with Core Subjects, which include English, Maths, RE and Science, will be compulsory Appointments should then be made with the subjects your child is considering as potential option subjects
Options Survey Released: The Options Survey will be released in the same week as the Year 9 Options Evening
Key Stage 4 Curriculum
Please read the following before filling in your Option choices. The core GCSEs and 2 core non-examination subjects are indicated in the lists below
Core Subjects:
English Language
English Literature
Mathematics
Religious Studies
Combined or Separate Science
Non-examination:
Core Physical Education
PSHE
Choose Three Options From:
Art
Computer Science
Drama
Food Preparation & Nutrition
French
Geography
History
Latin
Music
Physical Education
Spanish
Textiles
Course Directory
English Literature & Language
Mathematics
Religious Studies
Combined Science Trilogy
Biology (Separate)
Chemistry (Separate)
Physics (Separate)
Art
Computer Science
Drama
Food Preparation & Nutrition
French
Geography
History
Latin
Music
Physical Education
Spanish
Textiles
English Literature & Language
Examination Board: AQA
Specification: 8700/8202
Course Aims
Studying English at GCSE will give students the opportunity to explore a range of fiction and nonfiction texts GCSE English consists of two qualifications: Literature and Language; however, the course is designed to be taught concurrently as many of the skills are transferable The course has been designed to inspire and motivate students, providing appropriate stretch and challenge whilst ensuring, as far as possible, that the assessment and texts are accessible and enjoyable.
These qualifications will enable students of all abilities to develop the skills they need to read, understand and analyse a wide range of different texts from the 19th, 20th and 21st century, as well as to write and speak clearly, coherently and accurately using a range of vocabulary and varied sentence structures
Head of Department
Course Content
Mrs S Shirwani - sshirwani@themarist com
Beyond GCSE
English provides students with skills in written and spoken communication, as well as the ability to analyse the features of a range of fiction and non-fiction texts
Students can go on to study English Literature at A Level and pursue careers in areas such as journalism, law, marketing, publishing and teaching
Year 10:
Term 1: The Nineteenth-Century Novel and English Language Paper 1, Section B
Term 2: Shakespeare and English Language, Paper 2, Section B
Term 3: Poetry Cluster and English Language, Paper 1, Section A Spoken Language non-examined assessment
Year 11:
Term 1: Unseen Poetry and English Language, Paper 2, Section A
Term 2: Revision
English Literature & Language
Assessment % of GCSE
Language Paper 1: Explorations in Creative Reading and Writing
Language Paper 2: Writers' Viewpoints and Perspectives
50%
Literature Paper 1: Shakespeare and the 19th-Century Novel
50%
40%
Paper 2: Modern texts and poetry
60%
Details
Section A, Reading: one literature fiction text
Section B, Writing: descriptive or narrative writing
1 hour 45 minutes (80 marks)
Section A, Reading: one non-fiction text and one literary non-fiction text
Section B, Writing: writing to present a viewpoint
1 hour 45 minutes (80 marks)
Section A: Shakespeare play
Section B The 19th-century novel
1 hours 45 minutes (64 marks)
Section A: Modern prose or drama text
Section B: Poetry anthology
Section C: Unseen poetry
2 hours 15 minutes (96 marks)
Mathematics
Examination Board: Edexcel
Specification: 1MA1
Course Aims
The Edexcel GCSE aims to enable students to:
Develop fluent knowledge, skills and understanding of mathematical concepts and methods
Acquire, select and apply mathematical techniques to solve problems
Reason mathematically, make deductions and inferences, and draw conclusions
Comprehend, interpret, and communicate mathematical information in a variety of forms
Two tiers of assessment are available: Foundation and Higher The Higher tier is graded from 4 to 9, with grade 9 being the highest (grade 3 allowed). The Foundation tier is graded from 1 to 5
The content outlined for each tier will be assessed across three papers; the overall mark from all 3 papers determines the grade
Students who are expected to achieve grade 8 or 9 in Mathematics may be invited to study for an additional qualification in Further Mathematics
Head of Department
Mrs A Szabó-Rowe - aszaborowe@themarist.com
Beyond GCSE
Mathematics can be a challenging subject but mastering it gives students a great sense of accomplishment Mathematics teaches students to think critically about the information they are given and to explore logical solutions to problems Furthermore, mathematics is not just about solving problems; it is also about finding new and innovative solutions. Studying mathematics can help students to develop their creativity and to think outside the box It encourages them to break down complex problems into smaller, more manageable steps, and it teaches them how to weigh evidence and make logical decisions This is an essential skill for success in all areas of academia, from science and engineering to business and economics
Course Content
Year 9, 10 & 11: Number 1 Algebra 2 Ratio, proportion and rates of change 3 Geometry and measures 4. Probability 5 Statistics 6
The qualification consists of three equally weighted written examination papers at either Foundation tier or Higher tier The content outlined for each tier will be assessed across all three papers
Assessment % of GCSE Details
Paper 1: 33 3% The paper is 1 hour 30 minutes long and the total for the paper is 80 marks
Paper 1 is a non-calculatorassessment
Paper 2: 33 3% The paper is 1 hour 30 minutes long and the total for the paper is 80 marks
Calculator is allowed for Paper 2
Paper 3: 33 3% The paper is 1 hour 30 minutes long and the total for the paper is 80 marks
Calculator is allowed for Paper 3
Religious Studies
Examination Board: AQA
Specification: 8063
Course Aims
The course is made up of two papers One is Catholic Christianity and the other is Perspectives on Faith which includes two sections; one on Judaism and one on Themes
The course aims to develop a deeper understanding of the Catholic tradition, as well as developing an understanding of another religion, including how their beliefs are reflected in their practices We also study how Christianity and Judaism put their religious teachings into practice in the modern world through reflecting on big topics, such as Human Rights, the role of money and whether it is right to go to war
Head of Department
Miss C Heard - cheard@themarist.com
Course Content
Year 9: Judaism
The influence of beliefs, teachings and practices of Judaism.
Year 10: Catholic Christianity
Creation, Incarnation, The Triune God, Redemption, Church and the Kingdom of God, Eschatology
Year 11: Themes
Two of the following will be studied:
Theme A: Religion, Relationships and Families
Theme B: Religion, Peace and Conflict
Theme C: Religion, Human Rights and Social Justice
Beyond GCSE
At A Level, students may choose to study the AQA Course in Philosophy of Religion, Ethics and Christian belief This addresses interesting and important matters, which includes:
How we decide what is right and wrong, including how different philosophers approach ethical matters
The degree to which we can successfully apply ethical theories in practical situations
Whether we can prove God’s existence
How far, if at all, can the existence of evil and the development of our scientific knowledge pose a challenge to religious belief
How Christianity is changing and its response to modernism and secularisation Christianity and gender equality
Theology, Philosophy and Ethics are among the oldest academic disciplines and the A Level is highly considered by universities today for many reasons, not least for helping students to analyse language and argument in a careful and exacting way and for developing an enquiring mind, focused on the ultimate questions of life.The skills such as debating and using evidence to support their arguments will benefit a range of careers including law, business, and politics While understanding different religious viewpoints is highly valued in the police, health and social work careers
Combined Science: Trilogy
Examination Board: AQA Specification: 8464
Course Aims
The Combined Science course is of equal level to the separate sciences course and students are still required to learn Biology, Chemistry, and Physics Each science covers slightly less content than the separate sciences and the results are combined so that students achieve 2 GCSEs at the end of the course This route can also enable students to progress to A Level Science As well as covering a wide range of topics in the three sciences, students will also learn scientific enquiry skills though a range of practical activities
Head of Department
Mrs A Costello - acostello@themarist.com
Course Content
Year 9:
Biology: Diseases, Hormones, Transport in Plants and Animals, Photosynthesis
Chemistry: Quantitative Chemistry – Moles and Calculations, Reactions of Acids, Electrolysis, Energy Changes in Chemical Reactions, Rates of Reaction
Physics: Waves, Forces and Motion and Electrical Circuits
Assessment % of GCSE Details
Year 10:
Biology: Reproduction and Genetics, Evolution, Biodiversity and Human Interaction, Classification
Chemistry: Chemical Equilibria, Organic Chemistry, Chemical Analysis, Chemistry of the Atmosphere, Using Resources
Physics: Power and Electrical Safety, Atomic Structure & Radioactivity, Electromagnetism
Beyond
GCSE
Students gain a variety of different transferable skills necessary for a wide range of courses and careers Any of the three sciences can be studied further at A Level and they are regarded as a strong facilitating subject for a wide range of degree courses
Questions consist of multiple choice, structured, closed short answer and open response Practical science skills will be assessed as part of the exam
Students will sit a paper 1 for each science (3 papers in total)
Questions consist of multiple choice, structured, closed short answer and open response
Students will sit a paper 2 for each science (3 papers in total)
Biology (Separate)
Examination Board: AQA
Specification: 8461
Course Aims
Students learn about the body and how it works. Also included are topics on plant biology, diet and associated disorders, genetics, the control of infection, evolution and biotechnology An assorted range of practical activities are performed which provide the students with additional skills
Head of Department
Mrs A Costello - acostello@themarist.com
Course Content
Year 10:
Diseases, Hormones, Transport in Plants and Animals, Photosynthesis
Year 11:
Reproduction and Genetics, Evolution, Biodiversity and Human Interaction, Classification
Beyond GCSE
Biology is a pre-requisite for university courses in medicine, dentistry, and veterinary medicine It is highly recommended for natural sciences and biomedical science courses It is regarded as a strong facilitating subject for a wide range of degree courses due to the range of skills that you gain from studying this subject further
Assessment % of GCSE Details
Paper 1: 50% 1 hour 45 minutes examination
Questions consist of multiple choice, structured, closed short answer and open response.
Paper 2: 50% 1 hour 45 minutes examination
Questions consist of multiple choice, structured, closed short answer and open response
Chemistry (Separate)
Examination Board: AQA
Specification: 8462
Course Aims
Chemistry, as the unifying science, seeks to explain the properties and reactions of substances at a molecular level An ability to recognise patterns and to link a range of content in order to formulate an effective response is developed A wide range of practical activities are carried out, and the skills acquired are transferable to all subjects
Independent thought and reasoning are actively encouraged throughout the course which, however, remains very much applied, explaining the uses of Chemistry in everyday life
Head of Department
Mr N Lang - nlang@themarist com
Course Content
Year 10:
Moles and calculations
Reactions of acids
Electrolysis
Energy changes in chemical reactions
Rates of reaction
Year 11:
Chemical equilibria
Organic chemistry
Chemical analysis
Chemistry of the atmosphere
Using resources
Beyond GCSE
Chemistry is a pre-requisite for university courses in medicine, dentistry, and veterinary medicine It is highly recommended for natural sciences and biomedical science courses It is regarded as a strong facilitating subject for a wide range of degree courses including engineering and law
Questions consist of multiple choice, structured,
Physics (Separate)
Examination Board: AQA
Specification: 8463
Course Aims
The study of Physics gives an understanding of the technological world. The specification follows a concept based approach with practical real life application It also develops a strong foundation for the other branches of science as well as the various fields of engineering Magnetism and radioactivity are just two of the topics studied As in the other science subjects, a wide array of practical activities are carried out
Head of Department
Dr J Futyan- jfutyan@themarist.com
Course Content
Year 10:
Waves, Forces and Motion, Space Physics & Static Electricity
Year 11:
Electrical Circuits and Safety, Atomic Structure & Radioactivity, Electromagnetism
Assessment % of GCSE Details
Beyond GCSE
Physics is an essential subject for application to university courses in pure physics, astrophysics, and a number of engineering courses. Materials science courses normally require physics as well Physics is a strong facilitating subject for a wide range of university courses
Paper 1: 50% 1 hour 45 minutes examination
Questions consist of multiple choice, structured, closed short answer and open response
Paper 2: 50% 1 hour 45 minutes examination
Questions consist of multiple choice, structured, closed short answer and open response
Examination Board: AQA
Specification: 8202
Course Aims
GCSE Art and Design is a course suitable for students who have an interest in being creative It is a contemporary course that encourages inquisitive questioning and a risk-taking approach to creative problem solving
A passion for creativity will allow students to explore traditional methods of painting and drawing, alongside an exploration of a wider variety of unfamiliar materials and techniques
Students will experiment and work with a range of different media in 2D and 3D, including: etching, ceramics, photography and printing The course will harness and cultivate a creative imagination, developing practical skills coupled with an understanding of different artists and their techniques. Students will need to research artists through gallery and exhibition visits, appreciating art history and theory in context Students will be able to apply creative, analytical, and critical thinking to any subject they choose to study Coursework projects provide the opportunity to explore personal imagery and for students to express themselves through their own work
Head of Department
Mrs O Streeter - ostreeter@themarist com
Beyond GCSE
Art GCSE offers students the chance to think creatively, work collaboratively, build confidence, and develop reflective and analytical skills. The combination of theory and practise means that it will challenge and excite in equal measures
Assessment
Portfolio
Externally set assignment
A Level Art opens up further study opportunities in fine art, graphics, fashion, film, and architecture as a degree or for those wishing to do an art foundation course first This course is useful for anyone thinking of a career within the creative industry
Course Content
Project themes aim to stretch potential, develop technical skills, and encourage personal interpretation, whilst refining understanding of art disciplines and techniques A unit may be one large piece of work with preparatory studies, or it may be several pieces of development The use of sketchbooks for gathering source material and working through ideas for projects is an essential part of the GCSE course
Year 10:
Students will be introduced to a range of exciting media through their Year 10 ‘Expressive Painting project’ Through the theme of natural forms, students will investigate and experiment with printing, expressive drawing techniques, textiles, and oil painting The conclusion for this unit will be either a 3D or painting inspired outcome
Year 11:
Year 11 is divided between the second unit of coursework and the externally set assignment The final project will introduce students to Cubist compositional methods through the ‘Reflection and Distortion’ project During Year 11, students will begin to harness their ability to lead projects independently, deciding on their own stimulus and direction for both units
60% No time limit, 96 marks 2 units of coursework
Response to all assessment objectives required in coursework as a whole
60% 10 hours, 96 marks
Candidates must respond to one starting point
Preparatory period and 10 hours of supervised time Response to all assessment objectives required
Computer Science
Examination Board: Cambridge International (CAIIE)
Specification: 0984
Course Aims
Cambridge IGCSE Computer Science helps learners develop an interest in computational thinking and an understanding of the principles of problem-solving using computers They apply this understanding to create computer-based solutions to problems using algorithms and a high-level programming language Learners also develop a range of technical skills, and the ability to effectively test and evaluate computing solutions
Computer Science is a challenging subject, but it is also very rewarding If students enjoy solving problems and learning new things, then they will likely enjoy studying Computer Science The demand for computer scientists, especially female computer scientists, is high and is only expected to grow in the future With a GCSE in Computer Science, students will be wellpositioned for a career in a variety of fields, such as software development, web development, data science, and cyber security
Head of Department
Miss C Broderick - cbroderick@themarist.com
Course Content
Computer Systems (Paper 1):
Data Representation
Data Transmission
Hardware
Software
The Internet and its Uses
Automated and Emerging Technologies
Computer Systems (Paper 2): Algorithm Design and Problem Solving
Programming
Databases 1 Boolean Logic
Beyond GCSE
A GCSE in Computer Science will equip you with all the fundamental knowledge of computer systems and programming to be able to study the subject at A Level or degree standard It is an introduction to a wide range of topics that underpin the theory of digital technology.
In addition, technology companies are increasingly recognising the importance of practical skills and work experience Therefore, the number of apprenticeships and work placements is on the rise and provide very realistic alternatives to a formal University education A Computer Science qualification can open many doors and is just the start for any student with an interest in technology and for those who wish to learn more about the digital world we live in
Examination Board: Eduqas
Specification: C690QS
Course Aims
Drama is an exciting and practical course, where students learn about acting, directing, and designing (costume/lighting/sound/set) in a range of styles Students work collaboratively and act in two final exam pieces, devised and scripted Students also attend live theatre performances and study a set text, often through practical exploration in lessons
Head of Department
Mrs G Van Ot - gvanot@themarist com
Course Content
Students explore a variety of practitioners and styles through practical workshops; from Stanislavski and Naturalism to Brecht and Political Theatre, as well as more contemporary styles, such as Frantic Assembly’s physical theatre approach to devising, to Katie Mitchell’s use of live cinema and Splendid’s high performance theatre Students create devised pieces based on stimuli, in the style of a practitioner and document the process of this for coursework for Component 1 Students rehearse and perform key scenes from published play texts demonstrating another contrasting style of performance, using vocal and physical skills for Component 2 Throughout the course, students develop their written analytical skills, through studying live performances seen on the course and studying the set text, which is ‘Noughts and Crosses’ written by Malorie Blackman and adapted by Sarina Mahfouz Plays are studied and explored from the point of view of a director, designer and actor
Beyond GCSE
Students may continue with studying A Level Drama, and pursue a career within the film, TV or theatre industry However, students gain many transferable skills through studying this course, such as being able to think creatively, work collaboratively and being able to reflect and analyse. These skills then equip pupils to go on to train in a wide range of subjects and pursue a variety of careers Being independent, analytical learners who are resilient and confident but are also creative and empathic are excellent qualities developed on this course, that can be applied to any future career
Drama
Assessment % of GCSE Details
Component 1: 40%
Devising Theatre:
Devised piece of theatre based on stimulus set by the exam board, using the techniques of a practitioner or genre Pupils are assessed on three areas:
The final performance
The portfolio reflecting on the devising process
An evaluation after the performance
(Internally assessed)
Component 2: 20%
Performing From a Text:
Study and perform 2 extracts from the same text
(Externally assessed)
Component 3: 40%
Interpreting Theatre:
Section A Set Text (‘Noughts and Crosses’)
Section B Live Theatre Review
(Written exam – externally assessed)
Food Preparation & Nutrition
Examination Board: AQA
Specification: 8585
Course Aims
This exciting course will equip students with the knowledge, understanding, skills, and encouragement they need to cook It will give them the ability to apply the principles of food science, nutrition and healthy eating Students will be able to make informed decisions about a wide range of further learning opportunities and career pathways and develop vital life skills so that they can feed themselves and others affordably and nutritiously
Head of Department
Mrs M Hollowaymholloway@themarist com
Course Content
Year 10:
Through practical cooking skills, scientific experiments and theoretical work, students will learn about:
Food, nutrition and health
Food science
Food safety
Food choice
Year 11:
Food investigation
Food preparation assessment
Assessment % of GCSE Details
Beyond GCSE
Food provenance Revision programme Food
Future careers that would be enhanced by studying Food Preparation and Nutrition include: food research, hospitality management, food technology, nutritional and sports science, consumer protection, nursing and medicine, social work, environmental health, to name but a few
Food
Autumn Term Year 11
Students' understanding of the working characteristics, functional and chemical properties of ingredients will be assessed.
Autumn/Spring Term Year 11
Students will prepare, cook and present a final menu of 3 complete dishes within a single period of no more than 3 hours, planning how this will be achieved in advance
Summer Term Year 11
1 hour 45 minutes examination
Multiple choice questions (20 marks)
Five questions each with a number of sub questions (80 marks)
Examination Board: Edexcel iGCSE
Specification: 4FR1
Course Aims
The Edexcel GCSE in French allows students to develop their ability to communicate with native speakers in both speech and writing They will study across a variety of contexts relevant to their age and interests and will also develop a greater awareness of the culture of the target language communities and countries
Head of Department
Mr D Law - dlaw@themarist.com
Course Content
Questions across all four language skills are set in common contexts, addressing a range of relevant contemporary and cultural themes
They are organised into 5 topic areas:
Home and abroad
Education and employment
Personal life and relationships
The world around us
Social activities, fitness and health
Beyond GCSE
This qualification offers a suitable progression route to an A Level in French In addition, the study of one language at GCSE can facilitate and help promote the learning of other languages
The qualification may also add to an individual’s employability profile. There is great demand for graduates with the ability to speak a language other than English Students will be able to apply their knowledge, skills, and understanding to authentic, real-life contexts
They will develop transferable skills that support higher education study and the transition to employment, together with an understanding and appreciation of other countries and cultures
Geography
Examination Board: AQA
Specification: 8035
Course Aims
The AQA GCSE Geography course allows students to actively engage in the processes of geography, developing as effective and independent learners, and as critical and reflective thinkers with enquiring minds Students will develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world Students will appreciate the differences and similarities of people’s views of the world and differing environments, societies and cultures Students will develop their responsibilities as global citizens and recognise how they can contribute to a future that is sustainable and inclusive The course enables you to apply your learning to the real world, through fieldwork and other out-ofclassroom learning
Head of Department
Miss K O’Gorman - kogorman@themarist com
Beyond GCSE
Geography is a popular A Level subject with high graduate employment rates across various career paths Geographers gain valuable and transferable skills, including knowledge of global challenges, green skills and geospatial skills A Geography qualification is beneficial for careers such as architectural technologist, business analyst, cartographer, data analyst, environmental consultant, GIS officer, marketing executive, secondary school teacher, social researcher, and town planner, among others
Assessment % of GCSE Details
Paper 1: 35%
Paper 2: 35%
Paper 3: 30%
Course Content
Paper 1: Living with the physical environment
Section A: The challenge of natural hazards
Section B: The living world
Section C: Physical landscapes in the UK
Paper 2: Challenges in the human environment
Section A: Urban issues and challenges
Section B: The changing economic world
Section C: The challenge of resource management
Paper 3: Geographical applications
Section A: Issue evaluation
Section B: Fieldwork*
*students need to undertake two geographical enquiries which must take place outside the classroom and school grounds on at least two occasions The fieldwork element is a compulsory part of the specification and is assessed in the exam Please be aware the fieldwork element will incur a small fee
Geographical skills
Cartographic, graphical, numerical, statistical skills and use of qualitative and quantitative data
Written exam: 1 hour 30 minutes
88 marks (including 3 marks for spelling, punctuation and grammar)
Written exam: 1 hour 30 minutes
88 marks (including 3 marks for spelling, punctuation and grammar)
Written exam: 1 hour 30 minutes
76 marks (including 6 marks for spelling, punctuation and grammar)
Pre-release resources booklet made available 12 weeks before exam
History
Examination Board: Edexcel
Specification: 8261
Course Aims
The study of History equips students for life They acquire a sound understanding of the modern world and of the merits and demerits of political philosophies and styles of government The skills acquired through the study of History have application in all areas; from the ability to absorb a considerable body of knowledge and to deploy that information in a sustained and analytical format The ability to critically examine facts and evaluate the accuracy of written, pictorial, and oral sources of information, detecting possible bias and propaganda, to being able to present a clear analysis of problems, institutions, regimes and issues
Head of Department
Mr H Dalton - hdalton@themarist.com
Beyond GCSE
History can be studied at A Level
A qualification in History is particularly useful careers in law, politics, journalism, publishing editing, education, archive work, archaeology museum work, art and antiques, business management, and media There are a wide ra of university choices in relation to History and numerous modules are offered, normally with students being able to pick their own areas o interest The skills gained studying History are also favourably looked upon by potential employers
Assessment % of GCSE
Course Content
Year 10:
Paper 1: Thematic Study
Medicine in Britain c 1250 to present day with Historical Environment
The British sector of the Western Front 1914-18: Surgery and Treatment
Paper 3 – Modern Depth Study
Weimar and Nazi Germany 1918-39
Year 11:
Paper 2 - Period Study and British Depth Study
Elizabethan England
Paper 1: 35% 1 hour 15 minutes examination
Thematic Study 20%
Historic Environment 10% (sources)
Paper 2: 35% 1 hour 45 minutes examination
Period Study 20%
British Depth Study 20%
Paper 3: 30% 1 hour 15 minutes examination
Modern Depth Study
Latin
Examination Board: OCR
Specification: J282
Course Aims
The Latin course involves the study of the Latin language, literature, and culture. However, a major aim of the course is to develop a love for the clarity and intricacy of the language Latin conveys in ten words thoughts that other languages might take twenty words to express, and this is one of the reasons for its fascination and survival It is also the reason for its continued use in coining new vocabulary, particularly in the fields of science and technology
Because Latin was, for centuries, the chosen vehicle for education and intellectual thought in many countries, it has left its mark on almost all academic disciplines. It therefore broadens knowledge and develops abilities in many areas of study, particularly in languages, English, and history, but also in subjects such as science, art, music, drama, religious studies, medicine, and law In addition, a traditional Latin course helps develop the ability to think clearly and to analyse and manipulate data As a result, the skills it fosters are of recognised value in areas such as mathematics, computer studies, and business
Head of Department
Miss M Parravanomcristinaparravano@themarist.com
Couse Content
Year 10:
Students will significantly expand their knowledge of Latin vocabulary and grammar They will begin translating more complex Latin sentences, making use of subjunctive clauses By the end of Year 10, students will also begin the Literature and Culture unit, exploring topics such as Entertainment in Ancient Rome, Myths and Beliefs, or the Romans in Britain
Year 11:
In Year 11, students continue to develop their translation accuracy by practising their grammar and translating Latin texts These activities allow students to read a wide range of mythological and historical stories, enhancing their knowledge of the Ancient World. Students will also begin studying their prose or verse set texts, reading original works by Roman authors
Beyond GCSE
Latin A Level is particularly useful for those taking A Levels in modern languages, history, or English and for those considering a career in medicine, law, computing or business At university, it is often taken in combination with another subject, for example French and Latin, English and Latin, History and Latin or Latin and Ancient Greek (Classics)
Universities usually offer beginners’ courses in Greek, but an introductory course can be offered to potential Classics students in the VI Form
Assessment % of GCSE Details
Unit 1 - Language 50%
Translation and comprehension from Latin to English
Translation of short sentences from English to Latin or questions on grammar within the context of a narrative passage
Unit 2- Verse of Prose Literature 25%
Unit 3- Literature and Culture
25%
Students study a Latin set text and answer questions in English on aspects of content and analyse, evaluate and respond to the ancient literature they have studied
Learners study two topics on Roman Civilisation and answer questions in English on aspects of content, culture, social practices and values
Music
Examination Board: Edexcel
Specification: 1MU0
Course Aims
The GCSE course supports and inspires students to develop creativity and personal expression through music It requires a passion for performing music and develops selfdiscipline, stamina, and determination in both rehearsal time and performance The qualification encourages students to engage critically and creatively in a wide range of music and musical contexts This is all demonstrated through the strands of performing, composing, and appraising
Head of Department
Ms J Devine - jdevine@themarist.com
Beyond GCSE
Music is an exciting, creative, challenging, and versatile subject: one which universities and employers regard highly Studying Music supports cognitive development and drives academic achievement; Music is unique in being both a highly creative and an academic subject Musicians are often creative problem-solvers as well as analytical and logical thinkers who work with determination and focus
Music is an Arts subject which combines well with other subjects both at A Level or university, as well as offering opportunities to contribute to the musical life on campus As well as more obvious musical careers such as performance, music therapy, teaching or sound engineering, Music also provides well-regarded skills for careers such as medicine, law or journalism
Assessment % of GCSE Details
Performing: 30%
Composing: 30%
Appraising:
Course Content
Performing:
Students will perform one solo and one ensemble piece on voice or instrument
Composing:
Students will produce two compositions, one to a set brief and one free composition of their own choice.
Listening and Appraising:
Students will learn from eight key “set works” and unfamiliar pieces in the areas of instrumental music, vocal music, music for stage and screen, and fusions
Year 10:
Students will cover up to six of the set works alongside working on general listening and musicianship skills They will perform in practice recitals and start work on one of the composition tasks after building general composition skills
Year 11:
In Year 11, students will appraise the remaining two set works and start preparing for mock examinations They will finalise their performance pieces and complete work on both compositions by Easter
A combined total minimum of 4 minutes across two pieces
A minimum of 1 minute per piece. Internally marked and externally moderated
A combined total minimum of 3 minutes across two compositions. Each composition must be at least 1 minute long Internally marked and externally moderated
A written examination lasting 1 hour and 45 minutes Short answer questions on set works and unfamiliar pieces, with accompanying audio An extended writing question comparing one of the set works with an unfamiliar piece
Physical Education
Examination Board: OCR
Specification: J587
Course Aims
Develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance
Understand how the physiological and psychological state affects performance
Perform effectively in different physical activities by developing skills and techniques, selecting and using tactics, strategies and/or compositional ideas
Develop their ability to analyse and evaluate to improve performance
Understand the contribution which physical activity and sport make to health, fitness, and wellbeing
Understand key socio-cultural influences which can affect people’s involvement
We hope to help create confident, independent thinkers and effective decision makers who can operate effectively as individuals or as part of a team - all skills will enable them to stand out and effectively promote themselves as they progress through life
Head of Department
Mrs J Bishopp - jbishopp@themarist.com
Beyond GCSE
This GCSE feeds into the OCR A Level course delivered in VI Form This course will extend your knowledge in the areas of sports psychology, anatomy and physiology, skill acquisition, and social, cultural, and historical issues Former students are now studying sports science, physiotherapy, sport and leisure management, physical education teaching, coaching, and personal training
Course Content
Year 10:
Component 1 0 – Physical factors affecting performance
Component 1 1 – Applied anatomy and physiology
Component 1 2 – Physical training
Year 11:
Component 2 0 – Socio-cultural issues and sports psychology
Component 2.1– Socio-cultural influences
Component 2 2 – Sports psychology
Component 2 3 – Health, fitness and wellbeing
Physical Content:
Component 3 0 – Performance in physical education (NEA)
Component 3 1 – Performance of 3 activities taken from the 2 approved lists*
Component 3 2 – Analysing and evaluating performance (AEP), task-based NEA
*Found in section 2d of OCR’s GCSE (9-1) Physical Education guide to (NEA)
Physical Education
Assessment % of GCSE
Details
Paper 1: 30% 1 hour written examination, 60 marks
Physical factors affecting performance (01)
Applied anatomy and physiology
Physical training
Paper 2: 30% 1 hour written examination, 60 marks
Socio-cultural issues and sports psychology (02)
Socio-cultural influences
Sports psychology
Health, fitness and wellbeing
Paper 3: 30% Non-exam assessment 80 marks (60:20)
Performance in Physical Education (03)
Practical activity assessment (3 x 20 marks)
Evaluating and analysing performance (20 marks)
Examination Board: Edexcel iGCSE
Specification: 4SP1
Course Aims
The Edexcel GCSE in Spanish allows students to develop their ability to communicate with native speakers in both speech and writing They will study across a variety of contexts relevant to their age and interests and will also develop a greater awareness of the culture of the target language communities and countries
Head of Department
Miss I Carballo-Calvolcarballo-calvo@themarist com
Assessment % of GCSE Details
Paper 1: Listening 25%
Paper 2: Reading and Writing 50%
Paper 2: Speaking 25%
Course Content
Questions across all four language skills are set in common contexts, addressing a range of relevant contemporary and cultural themes
They are organised into 5 topic areas:
Home and abroad
Education and employment
Personal life and relationships
The world around us
Social activities, fitness and health
Beyond GCSE
This qualification offers a suitable progression route to an A Level in Spanish In addition, the study of one language at GCSE can facilitate and help promote the learning of other languages
The qualification may also add to an individual’s employability profile There is great demand for graduates with the ability to speak a language other than English. Students will be able to apply their knowledge, skills, and understanding to authentic, real-life contexts
They will develop transferable skills that support higher education study and the transition to employment, together with an understanding and appreciation of other countries and cultures
Length: 30 min + 5 minutes’ reading time 40 marks
Length: 1 h 45 min
80 marks, 40 for the reading and 40 for the writing
Length: 8-10 minutes 40 marks
Textiles
Examination Board: AQA
Specification: 8204
Course Aims
In Art Textiles, you will be introduced to a variety of experiences exploring a range of textile media, techniques and processes, including both traditional and new technologies You will also be encouraged to explore relevant images, artefacts and resources relating to textiles from the past and from recent times Response to these examples will be shown through practical and critical activities which will demonstrate your understanding of different styles, genres, and traditions. The drawing and recording of your ideas and research in sketchbooks and journals is an essential part of your investigation and portfolio.
Head of Department
Mrs S Bowley - sbowley@themarist.com
Course Content
Year 10:
Introduction to a range of materials, experimental techniques, and processes. Giving the opportunity to make connections with the work of textile artists, craftspeople and designers
Integrating the use of drawing and written annotation into working practice
Develop and present work in any appropriate format such as sketchbooks, worksheets or through sample and design journals
Assessment % of GCSE Details
Portfolio: 60%
Year 11:
Select from a range of starting points to produce independent research and sampling of ideas that conclude with a final piece This project should address all the assessment objectives with evidence of drawing and written annotation along with a wide range of textile techniques
Beyond GCSE
Art Textiles can then be studied at A Level with the work set in units, there is freedom of choice regarding the design and making of the major project Choosing Art Textiles can lead to a wide range of university places and careers as it uses a variety of transferable skills that could be used not only in the creative industries but also within project management, science, medicine, buying and merchandising, theatre, business, and teaching
No time limit, 96 marks
Selected from work undertaken during the course to include more than one extended collection of work This should demonstrate working from a project brief, through the research and investigation stages to a final realisation
Externally set assignment; 40% 10 hours, 96 marks
Candidates must respond to a starting point set by AQA Preparatory period and 10 hours of supervised time Response to all assessment objectives required
