Yr 9 GCSE options booklet 2025 FINAL by TWGSB6

GCSE Options Handbook 2025

TUNBRIDGE WELLS GRAMMAR SCHOOL for BOYS

Respect. Excellence. Determination.

GCSE Options Handbook 2025 Introduction

Dear Year 9 students

Throughout Year 9 you have been following a common curriculum which has provided a broad, general education and, at the same time, has prepared you for the examination courses that begin in Year 10. Aptitudes and interests vary from student to student and when you enter Year 10 in September your curriculum will be more personalised, so that you may develop your particular skills, interests and understanding to the full.

The two-year courses starting in Year 10 will lead to examinations in the General Certificate of Secondary Education (GCSE). Students starting Year 10 in September 2025 will be working towards the GCSE examinations to be held in May and June 2027 although some courses will have formal assessments earlier than that.

All students will follow a common core curriculum including GCSE courses in English Language and English Literature, Mathematics and Triple Science. Students will also study four further GCSE subjects from the list of options on page 5.

All examinations demand hard persistent work, both in school and at home, and this is as much a test of your character and determination as of your academic ability. The academic work of Years 10 and 11 is balanced by a programme of non-examination courses, which includes Personal and Social Development (including Health Education and Citizenship) and Physical Education/Games. There is also the opportunity for you to take part in activities that widen your personal interests and provide for the expression of individual personalities. The varied activities include all major sports plus the wide range of school clubs and societies. Our aim over the first five years of secondary education is to develop academic ability and personal qualities of responsibility, independence and integrity to the full, and to provide a sound basis for entry to the Sixth Form and further education before university, college or employment at 18.

The next few weeks will involve you and your parents in major decisions affecting the choice of subjects you will be taking in Years 10 and 11. In this booklet, Heads of Departments have included details of the courses available. Please read it carefully. Discussions with your parents and staff are important. Please talk to all staff and ask for help when you need it.

Yours faithfully

Amanda Simpson Headteacher

February 2025

GCSE Options Handbook 2025

The GCSE Curriculum

The academic programme for students in Years 10 and 11 consists of the following four elements:

1. Core GCSE subjects

All students study the following SIX core GCSE subjects:

• English Language and English Literature

• Mathematics

• Triple Science (Biology, Chemistry and Physics)

2. Additional GCSE subjects

Students choose FOUR GCSE options from the tables overleaf. We are proud to offer such a wide range of 18 GCSE additional courses. We endeavour to facilitate as many popular combinations as possible, however in order to timetable the subjects, they are organised in four blocks. Students need to select one option from each block.

We are usually able to meet the vast majority of student requests however, for logistical reasons, it may prove impossible to provide certain combinations of GCSE subjects. We also ask students for a reserve subject in case there is an issue with their chosen combination of subjects Should we be unable to offer a student his preferred choices, we will always contact the student and parents/carers to discuss the full range of possibilities.

English Baccalaureate (EBacc)

One consideration in making choices is whether to select the EBacc set of subjects. This comprises the ‘core’ curriculum above, with the addition of History or Geography and a foreign language.

Our curriculum programme in Key Stage 3 is set to prepare the student, in a selective environment, to be able to excel in these subjects. Most of our students do go on to study the EBacc combination, however it is not compulsory at TWGSB.

A study by the UCL Institute of Education shows that studying subjects included in the EBacc provides students with greater opportunities in further education and increases the likelihood that a student will stay on in full-time education. Sutton Trust research reveals that studying the EBacc can help improve a young person’s performance in English and Maths. Schools are now also measured by the number of students who take an Ebacc qualification and their results.

In summary, the Ebacc is a set of subjects at GCSE that can keep young peoples’ options open for further study, particularly at university and in future careers. While we do not insist that all students take this combination, our core curriculum is set up so that all students benefit from the breadth of three individual sciences. To complete the Ebacc, a student need only select History or Geography and a foreign language as one of the options subjects. These are available across the four options blocks so that all students still have a wide choice of other subjects.

We also value a breadth of learning and experience and the creative arts and will therefore support a student who wishes to take alternative options, rather than the Ebacc combination

Students have three lessons a fortnight of core PE.

4. All Round Excellence tutor programme and PSHE/RSE curriculum

Students in Years 10 and 11 continue to receive a well-rounded personal development curriculum alongside the academic curriculum, as detailed on the school website here

GCSE option blocks 2025 – Tunbridge Wells Campus

Option

Business Studies

DT Graphics

French

Geography

History

Media Studies

Music

Religious Studies

Spanish

Business Studies

Classical Civilisation

Drama

Food & Nutrition

French

History

Media Studies

Religious Studies

Spanish

Art & Design

Computer Science

DT Resistant Materials

Food

Geography

History

Spanish

Statistics & Further Maths

Business Studies

Computer Science

DT Graphics

DT Resistant

Materials

French

Geography

Geology

History

Spanish

GCSE option blocks 2025 – Sevenoaks Campus

Option A

Food & Nutrition

French

Geography

History

Media Studies

Spanish

Art & Design

Business Studies

Computer Science

Food & Nutrition

French

Religious Studies

Spanish

Business Studies

Geography

Geology

History

Music

Statistics & Further Maths

Business Studies

Classical Civilisation

Drama

DT Graphics

DT Resistant

Materials

Geography

History

* Note that students may choose only one DT course, i.e. Graphics or Resistant Materials.

How to submit your choices: Choose ONE subject from each block above, plus a reserve subject, and submit your choices online via the form link sent to your school email address.

Please note students need to submit their choices by logging into their school account on Office 365. Parents are not able to complete the online form on their son’s behalf.

Deadline Friday 28th February 2025

Making an Informed Choice

The process of making your choices between now and Friday 28th February 2025 should be a rewarding and exciting one, not something that feels daunting or causes you to worry. There are a number of staff in school who can support you in thinking your choices through and can provide advice and guidance. The Key Stage 3 team and your form tutor know you well and are there to guide and support you. Your subject teachers and Heads of Department are best placed to answer any specific questions you might have about the courses. At Options Evening and over the next few weeks, use the support available in school. Don’t be afraid of changing your mind during these exploratory discussions.

Some key considerations when thinking through options choices:

• Research the different subject courses thoroughly by reading this booklet and speaking to your subject teachers.

• Speak to your teachers about your progress in the options subject and how this fits with your skills and interests.

• Consider which subjects you enjoy, which subjects motivate you and inspire you to work hard.

• Decide which subjects are a definite no.

• Consider how the course is examined and whether that suits you – do you perform better in project work, or final examinations? Some courses will have a coursework unit of study.

• Make choices that are yours, don’t follow your friends

• Think about your future goal – which subjects will get you there? (Ask if you are unsure.)

• Don’t think that certain subjects should be grouped together – choose four that interest you the most!

Careers advice for students and parents

Some of the most useful web tools that can help you explore your future careers include the following:

Unifrog is a wide ranging online careers tool, which brings together every step of the process, from students exploring their interests and recording their skills, to finding and comparing apprenticeship and university courses and submitting applications. All students have access to Unifrog, with access to the platform initially provided through PSHE and careers sessions. Student profiles will follow them throughout their school career.

This is a national careers website aimed at students aged 13–19, providing advice on GCSE options, career pathways, universities, work experience, apprenticeships and working lives: www.successatschool.org

Everything you need to know about choosing your GCSE subjects: www.bbc.co.uk/bitesize/articles/zrjh92p

Art & Design

We aim to encourage a lasting enjoyment of art and design by exploring ideas and experimenting with a variety of media. Students use a full range of materials, skills and techniques in well-equipped studios and have the opportunity to work individually and imaginatively. The GCSE course teaches students all the basic skills; therefore, it is not essential to be skilled in all aspects at the end of Year 9. However, students succeed at GCSE if they show considerable enthusiasm and a willingness to learn in this exciting and innovative subject.

AQA Art and Design course

NEA/Coursework – 60%

This work starts at the beginning of the course in Year 10 and runs until January of Year 11. All classwork and homework completed from the start of the course until submission date forms part of the portfolio.

Students submit a portfolio of work, which demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions. They include evidence of research, the development of ideas and meaningful links with critical and contextual studies in both visual and written form.

The relationship between the process and the outcome is presented in such forms as sketchbooks, design sheets and/or visual journals.

Models, maquettes, prototype, sculptures, ceramic forms and photographic can be used to record 3D outcomes such as installations.

Examples of media used include drawing, painting, printmaking, mixed media, ICT, textiles, photography and collage.

Externally set assignment – 40%

Students choose one title from an externally set paper which they receive in January of Year 11. They complete a series of preparatory work over a set period of weeks, culminating in a ten-hour (two-day) sustained and focused examination sat under full exam conditions.

Students are encouraged to develop as independent learners and as critical and reflective thinkers with enquiring minds. They become confident at taking risks and learning from their mistakes when exploring and experimenting with ideas, materials, tools and techniques including, when appropriate, traditional and new media and technologies. Gallery visits to support contextual understanding are part of the course.

Any student wishing to pursue a career in the arts would find this course essential, as it will greatly improve their creative abilities. Students should consider this course as an essential preparation for A-Level, which in turn, leads to creative courses e.g. an Art foundation or degrees in subjects such as Architecture, fine Arts and most design-based subjects.

Biology CORE SUBJECT

At TWGSB, GCSE Sciences begin in Year 9. All TWGSB students follow the AQA separate science courses leading to Physics, Chemistry and Biology GCSEs. The aims of our course is to encourage candidates to:

• Develop their interest in, and enthusiasm for, Biology

• Develop a critical approach to scientific evidence and methods

• Acquire and apply skills, knowledge and understanding of how science works and its essential role in society

• Acquire scientific skills, knowledge and understanding necessary for progression to further learning

Each science is delivered in units. Progress throughout the course is assessed internally by a series of structured end topic tests and assessment points. External assessment is summarised below. Both examinations are taken in the summer of Year 11 and are both worth 50% of the overall marks:

Paper Total marks and duration Content

1 100 marks 1¾ hrs

2 100 marks 1¾ hrs

Style of question

Topics 1–4: Cell Biology Organisation Infection and response Bioenergetics. Multiple choice Short answer Structured open response questions

Topics 5-7: Homeostasis and response, Inheritance Variation and Evolution and Ecology

The course includes an element on ‘How Science Works’ where we examine the ‘thinking behind the doing’ and fundamental scientific ideas, as well as the role of observation as a stimulus to investigation. Students will use data to draw conclusions and become aware of the social aspects and limitations of scientific evidence. There are also a number of required practicals that students will be required to undertake and these are assessed within the external exam papers.

In Year 9 Biology we study:

• Cell Structure

• Microscopy

• Cell Organisation

• Cell Differentiation and specialisation

• Transport in cells

• Principles of organisation

• Animal tissues, organs and organ systems (Circulatory and Respiratory)

• Enzymes and Digestion

• Health and disease

In Year 10 Biology we study:

• Infection and response including the use and development of drugs

• Plants including structure, disease, transpiration, translocation and photosynthesis

• Aerobic and Anaerobic Respiration and the effects of exercise

• Homeostasis

• The nervous system including synapses and reflexes

• The eye and the brain

• The endocrine system including the control of blood glucose and water concentrations

• Animal and plant hormones including animal reproduction.

In Year 11 Biology we study:

• DNA and inheritance

• Variation and Evolution

• Classification of living organisms

• Adaptations, interdependence and competition

• Organisation of an ecosystem

• Biodiversity and the effect of human interaction on ecosystems

• Food production

Why study Business at GCSE?

• Business is one of the most relevant GCSE subjects and one, which is highly regarded by employers.

• The subject develops key employability skills such as communication, team work, project management, report writing and presenting.

• It also develops a good understanding of what businesses want from employees and the recruitment process

• Business is one of the most popular options for GCSE at TWGSB.

• Our diverse range of learning resources ensures that lessons are dynamic and stimulating.

• Studying GCSE Business is recommended for anyone wishing to study Business or Economics at A Level.

Examination board

We currently use the AQA Examination Board for GCSE Business.

Course content

The course of study includes the following:

a) Starting and expanding a business

b) Operations management

c) Human resource management (people in business)

d) Finance

e) Marketing

f) Businesses and the political, economic, social, technological, ethical and legal environment

Assessment

Students will sit two external exams at the end of Year 11. Each exam is worth 50% of the total marks for the course.

How to get top grades in GCSE Business

• Familiarity with key terms, concepts and theories

• Logical thinking is key! Cause and effect.

• Use case studies to learn from experience how to solve business problems, make reasoned judgements and present accurate conclusions

• Being aware of business matters in the news, as well as local business developments

• Regular revision for end of unit tests – cue cards, posters, definition tables

CORE SUBJECT

• Develop their interest in, and enthusiasm for, Chemistry

• Develop a critical approach to scientific evidence and methods

• Acquire and apply skills, knowledge and understanding of how science works and its essential role in society

• Acquire scientific skills, knowledge and understanding necessary for progression to further learning

Each science is delivered in Units. Progress throughout the course is assessed internally by a series of structured end topic tests and assessment points. External assessment is summarised below. Both examinations are taken in the summer of Year 11 and are each worth 50% of the overall marks:

Topics 1–5:

Atomic structure and the periodic table; Bonding, structure, and the properties of matter;

Quantitative chemistry Chemical changes Energy changes.

Topics 6–10:

The rate and extent of chemical change; Organic chemistry; Chemical analysis, Chemistry of the atmosphere Using resources.

Multiple choice

Short answer Structured

Open response questions

The course requires students to have a detailed knowledge of Chemistry as well as the ability to apply this knowledge to unfamiliar circumstances.

• 40% of the examination is recall of knowledge.

• 60% of the examination is the ability to apply knowledge.

• 20% of the examination will test students Maths skills within either the recall or application questions.

In Year 9 Chemistry we study

• A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes

• The periodic table

• Properties of transition metals

• Chemical bonds: ionic, covalent and metallic

• How bonding and structure are related to the properties of substances

• Structure and bonding of carbon

• Bulk and surface properties of matter including nanoparticles

• Conservation of mass and the quantitative interpretation of chemical equations

• Use of amount of substance in relation to masses of pure substances

In Year 10 Chemistry we study

• Using molar concentrations of solutions

• Yield and atom economy of chemical reactions

• Electrolysis

• Reactivity of metals

• Reactions of acids

• Use of amount of substance in relation to volumes of gases

• Exothermic and endothermic reactions

• Chemical cells and fuel cells

• Rate of reaction

• Reversible reactions and dynamic equilibrium

• Carbon compounds as fuels and feedstock

• Reactions of alkenes and alcohols

In Year 11 Chemistry we study

• Synthetic and naturally occurring polymers

• Purity, formulations and chromatography

• Identification of common gases

• Identification of ions by chemical and spectroscopic means

• The composition and evolution of the Earth’s atmosphere

• Carbon dioxide and methane as greenhouse gases

• Common atmospheric pollutants and their sources

• Using the Earth’s resources and obtaining potable water

• Life cycle assessment and recycling

• Using materials

• The Haber process and the use of NPK fertilisers

Classical Civilisation

Why study Classical Civilisation at GCSE?

We are thrilled to offer Classical Civilisation GCSE for the first time this year. This is a broad and rewarding course, which offers students the opportunity to study elements of the literature and art of the classical world, and acquire an understanding of their social, historical and cultural contexts and influence on contemporary society. This qualification helps students to understand the legacy of the classical world, while developing their knowledge and skills for a range of academically rigorous subjects at A Level and beyond.

Examination board: We follow the OCR Examination Board for GCSE Classical Civilisation (Code J199).

Course content

The course of study focuses on the role of a range of legendary stories from Ancient Greece and Rome as well as the role of religion, society and art in their everyday lives. It includes the following:

Component 1: Thematic Study

Students study ONE of the following two options:

• Myth and Religion: Students can learn about Greek and Roman gods, their responsibilities and symbols and how they are typically represented in ancient Greek and Roman art. They will also study myths regarding the role of the gods and heroes in the founding of Athens and Rome and the importance of Heracles to both the Greek and Roman world. Students will be fascinated by the origins and rituals of festivals, the architecture of temples and the understanding of the beliefs and practices of burial and death and the underworld in Athens and Rome.

• Women in the Ancient World: Students will examine the realities of life as a woman in the Athenian and Roman societies; they will study women who are portrayed as living a respectable, ideal life of virtue, and those who created more scandals.

Component 2: Literature and Culture

Students study ONE of the following three options:

• The Homeric World: Students will study life in Mycenaean times. This is a very diverse area, allowing the study of sites, tombs, palaces and treasures.

• Roman City Life: Students will be able to examine the lives of young people in the Roman world. The Roman social system was notorious for its intrigues and politics and this, coupled with the study of the spectacle provided by Roman entertainment, provides an exciting and enjoyable course for learners.

• War and Warfare: Students will study the military systems and tactics of each society as well as the interplay between war, politics and society. They will also study key battles: not only what happened, but why, and how this impacted on the societies involved. The way in which warfare is viewed and the cultural impact of conflicts, including the human cost of war, make this component a moving area of study for students, which has clear relevance to the modern world.

Assessment

Students will sit two external exams of 1½ hrs at the end of Year 11. Each exam is worth 50% of the total marks for the course.

Computer Science

GCSE computing gives students a real, in-depth understanding of how computer technology works. Students will no doubt be familiar with the use of computers and other related technology from their other subjects and elsewhere. However, this course will give them an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing.

The course provides excellent preparation for higher study and employment in the field of computer science. The increasing importance of information technologies means there will be a growing demand for professionals who are qualified in this area. Students who have taken a GCSE in Computing and who then progress to study the subject at A Level or university will have an advantage over their colleagues who are picking up the subject at these levels.

The course will develop critical thinking, analysis and problem-solving skills through the study of computer programming, giving students a fun and interesting way to develop these skills, which can be transferred to other subjects and even applied in day-to-day life. In this respect, the course provides excellent preparation for students who want to study or work in areas that rely on these skills, especially where they are applied to technical problems. These areas include engineering, financial and resource management, science and medicine.

The course comprises two units:

Unit 1: Computer systems (1½ hr exam – 50%)

This unit includes: Systems Architecture, Memory and Storage, Computer Networks, connections and protocols, System security, System software, Ethical, legal, cultural and environmental concerns

Unit 2: Computational thinking, algorithms and programming (1½ hr exam – 50%)

This unit includes: Algorithms, Programming fundamentals, Producing robust programs, Boolean logic, Programming languages and Integrated Development Environments

GCSE Drama challenges students positively to understand context and dramatic theory. In a world full of choices, there are many positives as to why the skills and theories learnt in Drama would be beneficial in both employment and further education.

Drama develops an aptitude for compromise, team work, commitment, creativity and presentation skills which are necessary in almost every area of work. Many universities and employers look for the study of Drama on a potential student’s application or employee’s CV as they know that they are accepting or hiring a well-rounded person with the important thinking skills necessary to succeed in further education and business. The course encourages creativity and provides an introduction to the world of theatre, including theatre visits.

Assessment Objectives and Core Skills

The aims and objectives of this qualification are to enable students to:

• apply knowledge and understanding when making, performing and responding to drama;

• explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created;

• develop a range of theatrical skills and apply them to create performances;

• work collaboratively to generate, develop and communicate ideas;

• develop as creative, effective, independent and reflective students able to make informed choices in process and performance;

• contribute as an individual to a theatrical performance;

• reflect on and evaluate their own work and that of others;

• develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice.

Exam board EDEXCEL – The assessment structure of the course comprises three units as follows:

• Component 1: Devising (40% of the qualification – 60 marks, internally assessed and externally moderated). Students are required to create and develop a devised piece of work from a stimulus and perform this piece. (15 marks). A written portfolio covering the creating and developing process and an evaluation of this process must be completed (45 marks).

• Component 2: Performance from text (20% of the qualification – 48 marks, externally assessed by a visiting examiner). Students will either perform and/or design for two key extracts from a performance text(s) chosen by the teacher.

• Component 3: Theatre Makers in Practice (40% of the qualification – 60 marks, written examination 1½ hrs): Section A Students will undertake a practical exploration and study of one complete performance text in lessons and answer one question broken into five parts based on an unseen extract from the chosen performance text. Section B Students will be required to answer two questions analysing and evaluating a live performance they have seen.

DT Graphics

The new Design Technology specification provides one overarching qualification with a common core, but distinct pathways. The Graphics pathway is concerned with both visual imagery and the production of 3D outcomes. Students are expected to demonstrate a wide range of graphic techniques to create, develop and communicate solutions to problems – the latter modelled in compliant materials to convey 3D concepts to others. The course follows on from Key Stage 3 Design and Technology. Development of appropriate skills could lead to A Level Design and Technology with pathways in Graphics or Resistant Materials. Marks are allocated as follows: non-examinable assessment (NEA) 50%; examination paper 50%.

Year 10: Different themes will be used in accordance with the exam board topics on offer The Year 10 course will use exam board topics such as paper engineering, product promotion, flat pack modelling and board game design production to explore what a coursework project entails. A combination of projects will be used to explore the design process noted below.

Areas of focus in design process

• Identification of needs and the writing of design briefs and specifications.

• Researching into various aspects of the problem including product analysis from primary and secondary sources, and the influence of key designers and companies.

• Generating design proposals with the use of annotation.

• Development of chosen idea including 3D modelling to test suitability and selecting materials and parts.

• Working drawings and plan of manufactures to enable third party making.

• Building the end product including the selection of specialist tools, equipment and processes.

• Testing and evaluation throughout the design process and manufacture.

Term 1

To design, model and evaluate a suitable bookcase for a target audience, presenting ideas through rough sketches, presentation drawings and modelling in compliant materials. Evaluation through peer assessment.

Term 2

To create suitable promotional packaging and stands for a new Winsor & Newton colour ink using CAD Students will present creative ideas using a range of drawing conventions.

Term 3

Investigate pop-ups to produce two spreads: one for a chosen city; the second for a scene from Back to the Future for a book. Students investigate paper engineering through experimentation and work of Robert Subuda.

Term 4

To design and make a board game suitable for a range of players in the ‘Race & Chase’ format, to be packaged and promoted. The project will be tested and evaluated by peer group through playing the games.

Term 5 onwards

Introduction of AQA’s three themes and forward planning for the student’s chosen project. A time plan will be developed to help students plan their major project with clear deadlines set for the individual sections of: Research, Design, Development, Making and Evaluation. Lessons in Year 11 cover a range of material knowledge (including scales of production); industrial processes; product analysis; mechanisms; sustainability (including social, moral, spiritual and cultural influences) and principles of design.

Note: Spelling, punctuation and grammar are all assessed in the final exam and coursework. AQA DT 8552

DT Resistant Materials

The new Design Technology specification provides one overarching qualification with a common core, but distinct pathways. The Resistant Materials pathway is concerned with both visual imagery and the production of 3D outcomes. Students are expected to demonstrate a wide range of graphic techniques to create, develop and communicate solutions to problems – the latter modelled in resistant materials to convey 3D concepts to others. The course follows on from Key Stage 3 Design and Technology. Development of appropriate skills could lead to A Level Design and Technology with pathways in Graphics or Resistant Materials. Marks are allocated as follows: non-examinable assessment (NEA) 50%; examination paper 50%.

Year 10: Different themes will be used in accordance with the exam board topics on offer During this year projects will be undertaken to prepare the student for the Design and Make project in Year 11. Theory will be incorporated within the practical projects covered in Year 10 and will be reiterated through the Year 11 controlled assessment:

A combination of projects will be used to explore the design process noted below.

Areas of focus in design process

• Identification of needs and the writing of design briefs and specifications.

• Researching into various aspects of the problem including product analysis from primary and secondary sources, and the influence of key designers and companies.

• Generating design proposals with the use of annotation.

• Development of chosen ideas including 3D modelling to test suitability and the selection of materials and components.

• Working drawings and plans of manufacture to enable third-party making.

• Building the end product including the selection of specialist tools, equipment and processes.

• Testing and evaluation throughout the design process and manufacture.

Term 5 onwards

Introduction of AQA’s three contexts and forward planning for the student’s chosen project. A time plan will be developed to help students plan their major project with clear deadlines being set for the individual sections of: Research, Design, Development, Making and Evaluation. To help with the terminal exam students will have specific lessons in Year 11 to cover a range of material knowledge including: scales of production; industrial processes; product analysis; mechanisms; sustainability (including social, moral, spiritual and cultural influences) and principles of design.

Year 11

The foregoing constitutes a foundation for the second year of the course. Year 11 will be devoted to the major project work, which is the Non-Examinable Assessment. Projects will be based on a single product and taken from one of the three contexts supplied by the AQA examination board which follows an indepth analysis of one of them. Students will demonstrate a need for the product and develop a design using the processes above. Further focused studies in materials technology will provide an enhanced depth of knowledge in this area.

Note: Spelling, punctuation and grammar are all assessed in the final exam and coursework. AQA DT 8552

English Language & English Literature

All students in Key Stage 4 will study AQA GCSE English Language (8700) and AQA GCSE in English Literature (8702), both of which are compulsory. All assessment is through final examination.

AQA English Language GCSE (8700)

Paper 1 (50%) – Explorations of Creative Reading and Writing (1¾ hrs)

This examination will assess students’ reading responses to an unseen literary passage with structured short and long answer questions with one extended answer. Students are also assessed on their creative writing skills and expected to produce either a descriptive or narrative piece.

Paper 2 (50%) – Writers’ Viewpoints and Perspectives (1¾ hrs)

This examination will assess reading and comparison of two literary non-fiction texts (one of the texts will be a pre-1900 text); there will be a selection of structured short and long answer questions with one extended answer. Students will also be assessed on their ability to write an extended essay in a specific form on a contemporary topic.

Spoken Language Endorsement

Students are assessed on their ability to present a speech on a topic of their choice and to answer questions on the topic in a small group setting. The grade does not form part of the overall final assessment in GCSE English Language but instead the mark of a Pass, Merit or Distinction is accredited separately on their final GCSE certificates.

AQA English Literature GCSE (8702)

Students will need to purchase copies of the set texts as they will need to annotate the texts while studying them ready for revision in Year 11. Parents will be informed of the set texts at the end of Year 9.

Paper 1 (50%) – Shakespeare and Pre-1900 Prose (1¾ hrs)

Students are assessed on a Shakespeare play and a novel published before 1900. Tasks are based on extracts from each text with detailed questions, plus a question on the whole text.

Paper 2 (50%) – Modern Texts and Poetry (2¼ hrs)

Students are assessed on a modern play published after 1900. Students pick one of a choice of two questions on either the characters or the themes of the text. In addition, students answer a comparative question based on two poems from a set anthology. Finally, students must answer structured questions on two unseen poems.

Food Preparation & Nutrition

This exciting and creative course focuses on practical cooking skills. Students will develop an understanding nutrition, food provenance and the working characteristics of food materials. They will learn about British and International culinary traditions, food security and food safety

The course will be assessed as follows:

• Students will complete two pieces of controlled assessment, a Food Investigation Task (15%) and a Food Preparation Assessment (35%).

• Both pieces of coursework involve practical and written work.

• For both pieces of coursework, students will be given a task title which is set by the examination board. They cover topics such as cooking for people with special dietary needs; using specific foods such as fruit and vegetables, to produce interesting recipes; factors which influence what we choose to eat, scientific experiments on food etc.

• Students are assessed on how they plan their coursework, the range of practical skills that they demonstrate, the quality of the practical work they prepare and produce, how they evaluate their performance, and the outcome of their task.

• The coursework is worth a total of 50% of the final GCSE grade.

• Students also take a written examination at the end of the course, which will test the knowledge and understanding of Food Preparation and Nutrition that they have learnt throughout the course. The written examination is worth 50% of the final GCSE grade.

Students who apply for this GCSE must possess the following:

1. A keen interest in learning about food, a flair for cooking and a ‘can do’ attitude to sometimes challenging practical work.

2. Good organisational skills – be well prepared and regularly bring ingredients and specified equipment for practical work.

3. Good planning and communication skills – be able to keep accurate, up to date written records and submit coursework on a regular basis by the set deadline.

4. A high level of motivation, an ability to be an independent thinker and a consistent, committed learner.

Why study Food Preparation and Nutrition?

This subject will give you knowledge and skills which will be useful and relevant for the rest of your life. There is a range of career paths that are food related, including: Sports Nutrition, Food Journalism, Food Science, Environmental Health, Dietetics, Food Retail Management, Catering and Hospitality, Education and Food Policy, Food Design, Product Development, Advertising, Marketing, Photography and Food Education.

Geography

The AQA GCSE Geography specification is designed to provide progression from Key Stage 3 whilst laying down an appropriate foundation for further study of geography or related subjects to post-16 level. It also covers a broad range of skills and knowledge which will serve students well in terms of global and environmental awareness and lifelong learning.

This exciting and relevant course studies geography in a balanced framework of physical and human themes and investigates the link between them.

Students will travel the world from the classroom, exploring case studies in the UK, newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes.

The course

Students focus on the geographical processes that shape our world through the study of the following units:

1. Living with the physical environment:

o The challenge of natural hazards: tectonic hazards, tropical storms, extreme weather in the UK and climate change.

o Physical landscapes in the UK: coastal landscapes, river landscapes and glacial landscapes.

o The living world: ecosystems, tropical rainforests, hot deserts and cold environments.

2. Challenges in the human environment:

o Urban issues and challenges: population change and urban growth.

o The changing economic world: global variations in economic development, the effect of economic changes on employment patterns and regional growth in the UK.

o The challenge of resource management: issues relating to the growing demand for food, water and energy.

3. Geographical applications: This unit is based on a pre-release resource sheet which provides information on an issue arising from any aspect of the subject content above. It contributes a critical thinking and problem-solving element to the assessment structure. The assessment will provide students with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue(s) derived from the specification using secondary sources.

4. Geographical skills: Students are required to develop and demonstrate a range of geographical skills, including cartographic, graphical, numerical and statistical skills, throughout their study of the specification. These will be assessed in all three written exams.

There will be at least two field trips during the course. These form the basis of two geographical enquiries, which support the content in the Physical and Human units above. This will be tested within the exam structure and does not require coursework.

Assessment

The examination consists of three parts:

Paper 1: Living with the physical environment

• Written exam: 1½ hrs

• 88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology.

• 35% of GCSE

• Question types: multiple-choice, short answer, levels of response, extended prose

Paper 2: Challenges in the human environment

• Written exam: 1½ hrs

• 88 marks (including 3 marks for SPGST)

• 35% of GCSE

• Question types: multiple-choice, short answer, levels of response, extended prose

Paper 3: Geographical applications

• Written exam: 1 hr

• 76 marks (including 6 marks for SPGST)

• 30% of GCSE

• Pre-release resources made available in the year of the exam

• Question types: multiple-choice, short answer, levels of response, extended prose

This is a two-year GCSE course, which builds upon the programmes of study for Science and Geography in Key Stages 1–3, developing topics about the Earth from both areas. The study of natural phenomena, such as earthquakes and volcanoes, and of scenery evolving under the influence of geological forces, encourages a deep appreciation of the natural world together with an awareness of individual and societal attitudes, values and actions in response to natural environmental issues.

The study of Geology provides an essential contribution to an understanding and appreciation of the Earth. It examines the form and structure of the Earth and the development of life on Earth. Uniquely, it introduces the concept of the vastness of geological time which, together with the study of the rock record and fossils, leads to a deeper understanding of the origin of the planet and the significance of life on Earth. A study of natural hazards can lead to reasoned and responsible judgements on the value of human life.

GCSE Geology provides a firm foundation for further study in Advanced Science and Geography.

Course Content

This course in GCSE Geology should encourage students to:

1. Develop interest in, and enthusiasm for, geology.

2. Develop a critical approach to geological evidence and methods.

3. Acquire and apply skills, knowledge and understanding of how geological science works and its essential role in society.

4. Appreciate the contribution of geology to the objective understanding of the material world.

5. Acquire geological skills and knowledge.

The course content is comprised of six key ideas:

• Key Idea 1: Rock exposures contain evidence of how the rocks were formed and subsequently deformed.

• Key Idea 2: Major concepts underpin our current understanding of the Earth and its history.

• Key Idea 3: Comparisons of the Earth with other planetary bodies within the Solar System provide evidence for the origin and evolution of both.

• Key Idea 4: Human interaction with the Earth can increase or reduce risk.

Assessment

Assessment for GCSE Geology is untiered, i.e. all components/units cater for the full range of ability and allow access to grades 1–9 for the subject award. The assessment of this GCSE course consists of two components:

Component 1: Geological Principles, on-screen examination paper of 1¼ hrs (50) This is a non-tiered written paper provided as an on-screen test. It consists of structured data and stimulus response questions.

Component 2: Investigative Geology, written exam of 1½ hrs (50%) This assessment requires short, structured and extended answers to investigate the geology of an area shown on a geological map.

Field trips

Field trips form an important part of this work and include a residential course as well as more local studies.

GCSE Options Handbook 2025 History

The History department prepares and enters students for the Edexcel GCSE History specification.

Why study History?

• History illuminates the past and helps you to understand the world you live in today.

‘We are not makers of history. We are made by history.’

Martin Luther King Jr.

• History helps you develop valuable skills such as being able to use evidence to support verbal and written arguments.

• History supports you to be more analytical and evaluative when looking at different people, events and topics.

• History is full of rich and fascinating stories, which will spark your curiosity and encourage you to ask probing questions.

What will you learn?

GCSE History is broken down into four topics – a thematic study, a period study, a British depth study and a modern depth study.

• Thematic study (Paper 1): this focuses on Crime and Punishment through time, c1000–present and requires students to understand change and continuity across 1,000 years of history, including the most significant characteristics of crime and punishment from the medieval to modern periods. The content is divided into four sections, which run sequentially from medieval, through early modern and the 18th –19th century and finishing with the present day. In addition, there is a historic environment topic covering Whitechapel, c1870–c1900: crime, policing and the inner city. This examines the relationship between Whitechapel in the east end of London and historical events and developments that took place there.

• Period study (Paper 2): this focuses on Superpower Relations and the Cold War, 1941–1991 and requires students to understand the unfolding narrative of substantial developments and issues between the USA and USSR during the Cold War. The content is divided into three key topics, which run in a chronological sequence from 1941 to 1991.

• British depth study (Paper 2): this focuses on Anglo-Saxon and Norman England, c1060–88 and requires students to understand the complexity of Anglo-Saxon society and Norman England, including social, economic, political, religious and military aspects. The content is divided into three key topics in which there is some chronological overlap.

• Modern depth study (Paper 3): this focuses on Weimar and Nazi Germany, 1918–39 and requires students to understand the complexity of Weimar and then Nazi society between the end of WWI and the start of WWII. The aspects covered include social, economic, political, cultural and military developments. The main content is divided into four key topics in which there is some chronological overlap.

How will you be assessed?

Paper 1 – 1 hr 20 minutes (30%)

• Thematic study: the content is assessed through questions focusing on second order concepts such as similarity and difference, change and continuity and significance.

• Historic environment of the thematic study: the content is assessed through a question on features of the period and through a historical enquiry focused on analysing and evaluating contemporary sources.

Paper 2 – 1 hr 50 minutes (40%)

• Period study: the content is assessed through questions focusing on consequence; significance (of specified events in relation to situations and unfolding developments); and analytical narrative (requiring students not only to describe what happened, but also to analyse events to find connections that explain the way in which events unfolded).

• British depth study: the content is assessed through questions focusing on key features and causation and may also target other second order concepts (change, continuity, consequence, similarity, difference, significance).

Paper 3 – 1 hr 30 minutes (30%)

• Modern depth study: the content is assessed through questions focusing on causation, analysis and evaluation of contemporary sources and later interpretations.

What co-curricular opportunities are there?

At the end of Year 10 we run a balloted trip to Berlin for four days which helps students consolidate their knowledge of the Period study and prepares them for their Modern depth study.

At the beginning of Year 11 we run a trip for all students to Whitechapel in the east end of London which helps students build their knowledge for the historic environment part of the Thematic study.

All students will study towards Edexcel’s GCSE (9-1) Mathematics specification. The GCSE course content covers the following broad areas:

• Number

• Algebra

• Ratio, proportion and rates of change

• Geometry and measures

• Probability

• Statistics

There is an increased emphasis on problem-solving, and an integral part of the course with offer students the opportunity to:

• Develop fluent knowledge, skills and understanding of the mathematical methods and concepts

• 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 appropriate to the information and context.

Assessment

There are three examination papers, all equally weighted and 1½ hrs in length. On two of the three papers, a calculator is allowed. There is no coursework in this subject.

Organisation of work

Students currently have 6 hours of Maths per fortnight in Year 10, and 6 hours in Year 11. A range of resources are made available to students to aid their learning, including the online textbooks, DrFrostMaths, Maths Watch etc.

Homework is set on a weekly basis, and is usually completed online.

Students are expected to have geometrical equipment and a scientific or graphical calculator for all lessons and examinations (a graphical calculator or Casio Classwiz would support students going forward to study Maths A Level).

GCSE Options Handbook 2025 Media Studies

GCSE Media Studies allows students to investigate and analyse contemporary and vintage texts from television, the film industry, video gaming, radio, online and social media, and print media including newspapers and magazines. The aim of the subject is to critically consider the media landscape that is part of 21st century society. Students learn to analyse a wide range of texts, looking at audiovisual and written media language; encouraging them to develop their own opinions on how the media represents and makes an impact on the world. These skills are then brought together in their own practical production work.

The department

The Media Studies department is consistently very successful at both GCSE and A Level. The course is delivered in computer suites, with access to Apple Macs, DSLR cameras and tripods, digital video editing, image editing and desktop publishing facilities where industry standard software is available (Adobe Premiere Pro and Photoshop). We have a dedicated technician who supports the students through the practical coursework. Our strength is in providing students with the support needed to produce outstanding media production work, as well as providing an opportunity for challenging discussion, debate and written reflection on issues facing contemporary media audiences and institutions. We believe in providing opportunities to learn outside the classroom: visits and external speakers, giving students the chance to engage with the media in a professional context.

What might we do in a Media Studies lesson?

• Watch a range of adverts and analyse camera shots, angles, sound, editing techniques and special effects; write an essay for homework commenting on how the product or brand is represented through these techniques.

• Research the production process behind films such as No Time To Die. Students would find out the budget for the film, how the film was marketed to the audience, and how merchandise tieins were used in its promotion.

• Analyse music videos to consider how a band projects its image, and what pleasure the video offers the music video audience at home.

• Create a magazine in a genre of your choice, typically sport, film or music, taking on the roles of journalist, editor, sub-editor and photojournalist.

What skills do I need to be successful?

• Interest in the media and current affairs

• Good written communication skills

• Creativity in responding to a brief

• Teamwork

• Effective research and organisation skills

• Self-motivated and committed

• Confident in use of ICT (although we will train you on all necessary software)

Allocation of marks at GCSE: Practical Coursework (NEA) = 30%

Exam board: EDUQAS

Two written formal exams = 70%

Objectives of the course

Media Studies GCSE offers a broad, coherent and engaging course of study, which enables learners to:

• Demonstrate skills of enquiry, critical thinking, decision-making and analysis

• Acquire knowledge and understanding of a range of important media issues

• Develop appreciation and critical understanding of the media and their role both historically and currently in society, culture and politics

• Understand and apply specialist subject-specific terminology to analyse and compare media products and the contexts in which they are produced and consumed in order to make informed arguments, reach substantiated judgements and draw conclusions about media issues

• Appreciate how theoretical understanding supports practice and practice supports theoretical understanding

• Develop practical skills by providing opportunities for creative media production

Assessment

This qualification is linear, which means that students sit all their exams and submit their non-exam assessment at the end of the course. There are three components to the course.

Component 1: Exploring the Media: written examination: 1½ hrs (40% of GCSE)

Section A: Exploring Media Language and Representation

This section assesses media language and representation in relation to two of the following print media forms: magazines, marketing (film posters), newspapers, or print advertisements. There are two questions in this section:

• One question assessing media language in relation to one set product (reference to relevant contexts may be required)

• One two-part question assessing representation in relation to one set product and one unseen resource in the same media form. Part (a) is based on media contexts. Part (b) requires comparison through an extended response.

Section B: Exploring Media Industries and Audiences

This section assesses two of the following media forms: film, newspapers, radio, video games. It includes:

• One stepped question on media industries

• One stepped question on audiences.

Component 2: Understanding Media Forms and Products: written examination: 1½ hrs (30% of GCSE)

This component assesses all areas of the theoretical framework and contexts of the media in relation to television and music.

Section A: Television (crime drama or sitcom)

• One question on either media language or representation, which will be based on an extract from one of the set television programme episodes to be viewed in the examination (reference to relevant contexts may be required)

• One question on media industries, audiences or media contexts.

Section B: Music (music videos and online media)

• One question on either media language or representation (reference to relevant contexts may be required)

One question on media industries, audiences or media contexts.

Component 3: Creating Media Products: non-exam assessment (NEA) (30% of qualification)

An individual media production for an intended audience in response to a choice of briefs set by Eduqas, applying knowledge and understanding of media language and representation.

MFL: French & Spanish

A GCSE course in Modern Languages allows students to develop their ability to understand the spoken and written language and express themselves both orally and in writing. Skills are developed through a variety of activities, including presenting, group work, independent research, pair work and the use of ICT.

GCSE MFL course outline

‘The Russell Group has named languages as subjects that open doors to more degrees at universities.’ Department for Education

At the end of Year 9, students can continue their study of at least one modern foreign language but may also opt to study two. Having qualifications in two foreign languages can be a real asset in today’s globalised work market and will look impressive on a CV when applying for university and jobs. The MFL Department follows the Edexcel syllabus for French and Spanish. It is school practice to enable bilingual students to take the GCSE in their mother tongue. It is not always possible to cater for the speaking tests on the school site and in some cases a different Examination Board is used.

‘If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.’

Nelson Mandela

Why study a foreign language?

A foreign language at GCSE shows a real breadth of knowledge and develops skills of communication and critical thinking, which are readily transferable and highly soughtafter in further education and employment. MFL students develop a wide set of skills, including, but not limited to: presenting written and spoken ideas, communicating, developing and justifying points of view.

What further courses and careers can this lead to?

After completing a GCSE in a language, you can continue to study it at A Level, where you learn more about countries that speak the language – about their culture, history, art and literature. As well as traditional language-based careers, languages open up careers in international companies or anywhere in the world.

What topics will I study?

The thematic contexts of this course are:

• My personal world

• Lifestyle and well-being

• My neighbourhood

• Media and technology

• Studying and my future

• Travel and tourism

How will I be assessed?

There are exams in all four skill areas of Speaking, Listening, Reading and Writing at the end of the course in Year 11. There is no coursework or controlled assessment element, though you will naturally be thoroughly prepared for the real thing.

MFL assessment structure

Paper 1: Speaking – Task 1: Read Aloud, Task 2: Role Play, Task 3: Picture Task with Conversation (25%)

Paper 2: Listening and Understanding – Section A: Listening, Section B: Dictation (25%)

Paper 3: Reading and Understanding – Section A: Reading and Understanding, Section B: Translation into English (25%)

Paper 4: Writing Exam – Writing and Translation into French/Spanish (25%)

‘Young people skilled in the languages of Europe, China and other key markets around the world, can look forward to exciting and rewarding careers.’

Dr Adam Marshall, Director General of the British Chambers of Commerce

This course is for students who enjoy listening to, performing, writing and recording their own music. It is strongly advised that students considering this course should already be able to play to grade 1 standard and a degree of creativity is essential. The Eduqas Music GCSE course comprises three units as follows:

GCSE Music is not only for people wanting a career in Music. Skills that define employability such as selfmanagement, teamwork, interpersonal skills, problem solving, communication, numeracy, cultural capital and IT skills are developed. The course also supports the Music Technology A Level we offer in the Sixth Form and every year our students continue on to higher education courses in a wide range of subjects.

1. Performing: 30% of the total mark for GCSE music; each performance is worth 15%.)

Candidates must perform 1 ensemble piece and 1 other piece that may be a solo OR an ensemble piece. There is also an option for students to perform one of their own compositions. The standard difficulty for a GCSE performance is roughly equivalent to ABRSM grade 3.

Solo performing: Students will perform one of the following in any style or genre:

o a solo performance on any instrument

o a solo improvisation on any instrument

o a sequenced performance on a midi keyboard using music software

o a realisation such as a performance with DJ decks/turntables or a live sound diffusion

Ensemble performing: The ensemble performance may be on a different instrument/voice or in a different discipline to that of the solo performance. Choices include:

o performing an undoubled part within an ensemble

o improvising as part of an ensemble

Any instrument is allowed, including voice, and can be in any style or tradition. The school has many specialist instrumental and vocal teachers that can help you reach the required performance standard. There are also school ensembles students can join to develop their musicianship skills.

2. Composing (30% of the GCSE; each composition is worth 15%)

Students will create two compositions –for one of which you write your own brief, the other based on one of four briefs linked to an area of study (see below) provided by the exam board. You will be taught how to use Logic or MuseScore Software to compose your pieces and some students record their composition in the recording studio.

3. Listening and Appraising (40% of the GCSE)

The listening exam is assessed in a single exam lasting 1¼ hrs. There will be eight questions in total, six of which will be on unprepared musical extracts and two on studied pieces. Each musical extract will be linked to one of the four areas of study: Musical Forms and Devices, Music for Ensemble, Film Music and Popular Music.

Physical Education (PE)

The GCSE PE course ensures students are:

1) able to improve their knowledge and understanding of the physiological, psychological and sociocultural factors which affect sporting participation.

2) able to demonstrate their learning of Physical Education in a written context.

3) able to extend their learning and skills in a practical context.

4) able to improve their ability to plan, perform and evaluate physical activities.

5) given an ideal foundation in order to progress to A Level Physical Education.

Assessment objectives

The exams and non-exam assessment (NEA) will measure how students have achieved the following assessment objectives:

AO1: Demonstrate knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.

AO2: Apply knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.

AO3: Analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.

AO4: Demonstrate and apply relevant skills and techniques in physical activity and sport. Analyse and evaluate performance.

Outline of course

All students are assessed by the following components: two written exam papers, assessment in three practical activities and an analysis and evaluation of performance.

Paper 1 The human body and movement in physical activity and sport (30% of GCSE): written paper (1¼ hrs)

Paper 2 Socio-cultural influences and well-being in physical activity and sport 30% of GCSE: written paper (1¼ hrs)

Non-exam assessment (NEA) – Practical performance in three different sports: (one individual, one team and another individual/team) in the performer role (30% of GCSE) and an analysis and evaluation piece of work (10% of GCSE).

Paper 1 and 2 – written papers

The papers are a mixture of multiple choice, short answer and extended questions, which examine the student’s understanding and ability to apply their knowledge. This involves written examinations on a variety of physiological, psychological and socio-cultural aspects of Physical Education.

Practical performance

For each of their three sports, students will be assessed in skills in progressive drills (10 marks per sport) and in the full context (15 marks per sport). Students will be assessed on their analysis (15 marks) and evaluation (10 marks) of performance to bring about improvement in one activity.

• Develop their interest in, and enthusiasm for, Physics

• Develop a critical approach to scientific evidence and methods

• Acquire and apply skills, knowledge and understanding of how science works and its essential role in society

• Acquire scientific skills, knowledge and understanding necessary for progression to further learning

100 marks 1¾ hrs Energy Electricity Particle model of matter Atomic structure

100 marks 1¾ hrs Forces Waves Magnetism and Electromagnetism Space Physics

Multiple choice

Short answer Structured Open response questions

In Year 9 we study:

• How heat (thermal energy) is transferred

• The factors that affect the rate of transfer

• What is meant by the efficient use of energy

• Why electrical devices are so useful

• How we should generate the electricity we need.

• Uses and hazards of the waves that form the electromagnetic spectrum and of radioactive substances

• What we know about the origins of the Universe and how it continues to change.

In Year 10 we study:

• How we can describe the way things move and how we can make things speed up or slow down

• What happens to the movement energy when things speed up or slow down

• Momentum, allowing us to understand car design and safety

• Static electricity, how it is used to improve the environment and make life better or easier for us, and what the connection is between static electricity and electric currents.

• What the current through an electrical circuit depends on

• Mains electricity, how it can be used safely; why we need to know the power of electrical appliances

In Year 11 we study:

• What happens to radioactive substances when they decay

• What nuclear fission and nuclear fusion are in relation to solving the energy crisis and to help us make informed decisions about future energy supplies.

• How forces have a turning effect

• What keeps bodies moving in a circle

• What provides the centripetal force for planets and satellites

• What mirrors and lenses do to light

• Sound and consider what ultrasound is and how it can be used

• How electricity can be used to make things move

• How generators and transformers work

Religious Studies

In choosing this course students will not only gain a GCSE in Religious Studies, they will also develop philosophy skills through the Agora-style discussion activities.

‘Sapere aude.’

Dare to think!

Studying this popular and insightful course will enable students to build on the information and knowledge learnt throughout their school career. Additionally, they will have the opportunity to explore the many possible answers to the questions raised in this uncertain world. GCSE Religious Studies is not about being religious; it is about discovering your own views and understanding the views of others.

This course will be exploring the views and key ideas of some of the world religions. Through this study students develop marketable skills and aptitudes including:

• Analytical and strategic thinking;

• Research skills;

• Critical judgment;

• The ability to work with abstract, conceptual ideas;

• An ability to 'understand both sides' and negotiate and resolve conflict;

• Problem-solving skills;

• Leadership skills;

• Understanding of the impact of conflicting ideologies; and

• An appreciation of human diversity, belief systems, cultural and spiritual experiences.

These skills are particularly useful for future careers in leadership, law, parliament, police, education, social work, politics, medicine, administration and the media, and are essential for any future path.

RE GCSE content

Component 1: The study of religions: beliefs, teachings and practices

Beliefs, teachings and practices of two religions – Christianity and Hinduism

Component 2: Thematic studies

Religious, philosophical and ethical studies themes. Students reflect on various religious teachings about the issues raised, as well as non-religious beliefs and attitudes to those issues found in contemporary British society.

• Religion, crime and punishment – What is the difference between a crime and a sin?

• Religion, peace and conflict – Can war ever be fair?

• Religion, human rights and social justice – Can there ever be ‘justice’ for everyone?

• Religion and life – What are the origins of the universe and human life, and why are we here?

RE GCSE assessment

At the end of the two-year course students take two exams of 1¾ hrs each. In these exams they will be expected to choose four groups of questions based on the topics studied in lessons, and answer them in relation to religious believers, non-religious views and their own point of view.

Through these exams students must demonstrate their ability to:

• Recall, select, organise and confidently apply knowledge of the course.

• Describe, analyse and explain the relevance and application of a religion or religions.

• Evaluate various responses to religious and moral issues, using relevant evidence and arguments.

Philosophy Skills Session – The Agora

Once a fortnight a lesson will be timetabled in order to develop the students’ philosophical skills. This will include Socratic Reasoning and Aristotelian Rhetoric, together with some more modern techniques. Through the Agora we will be researching and discussing philosophical questions related to ethical issues and political and historical events. These are just some of the questions we will be discussing:

• What is truth?

• Is it more important to be good than to be happy?

• Is there a God?

• Is the mind the same as the brain?

• Do animals think?

• Is there life after death?

• Can we really ‘love the sinner, hate the sin’?

• Is the world made by language?

Discussions will be both student and teacher led and will also incorporate current affairs. This activity will be invaluable in developing the core skills of philosophical reasoning, persuasion, logic and evaluation. The students will also be able to argue in a clear and precise manner, which will lay a solid foundation and be great preparation for any future academic studies such as the Philosophy A level.

Statistics & Further Maths

Students will be prepared for GCSE (9-1) Statistics (Edexcel) and the Further Maths Level 2 Qualification (AQA).

Why should I study this course?

Statistics is being used at an increasing rate in business, politics and the sciences. In the real world, we are constantly bombarded, through the media, with graphs, economical data such as retail price index (RPI) and various other statistical statements. You will find that understanding statistics is important in all aspects of everyday life. When you have completed this course, you should have a far greater understanding of how to interpret and use statistical statements. A significant amount of the content overlaps with the statistics component of A Level Mathematics, facilitating students’ transition to A Level.

Further Mathematics covers the grade 8 and 9 content on the Mathematics GCSE, and extends it to include topics that students will learn at A Level. It is an excellent preparation for the A Level Mathematics course, and students who study Further Maths at GCSE always find the transition to A Level Mathematics much smoother.

What will I learn on the course?

Statistics give us information in one form or another. In this course, you will learn how to collect unbiased data and how to summarise and represent this data. An important part of statistics is that you should use the available data to predict what will happen in the future. You will learn how to reason, interpret and discuss results, and how to make forecasts based on these results. This course will give you the skills to read and analyse data. You will be able to interpret various diagrams and statistical statements accurately. You will also be able to appreciate when statistical statements are exaggerated. We cannot always be certain that a forecast will be correct, so you will also consider the probability of something happening.

In Further Mathematics, you will be stretched in your understanding and skill at algebraic manipulation, and will cover calculus, extended trigonometry and matrices.

How will I be assessed?

For statistics, two written papers, each of equal weighting and of 1½ hrs duration. The papers contain short response, medium response and extended response questions. Many of them will involve the use of realworld data. You could be asked, for example, to design questionnaires, draw box plots and scatter diagrams, interpret diagrams, carry out calculations and interpret statements.

For Further Mathematics, two 105-minute papers, one calculator, one non-calculator.

Do I need to be good at maths?

There is some overlap in content with Mathematics for both GCSE Statistics and Further Mathematics, and students who opt to study Further Mathematics and Statistics will find that their grades in Mathematics at GCSE will be enhanced. A focused approach to learning is required.