1. science
2. mathematics

Woodhouse Grove School
GCSE Handbook
for
September 2015
Headmaster: D C Humphreys BA
Head of Upper School: K D Eaglestone BSc
Woodhouse Grove School
Apperley Bridge
West Yorkshire
BD10 0NR
Telephone: 0113 250 2477
Facsimile: 0113 250 5290
E-mail school: enquiries@woodhousegrove.co.uk
E-mail Mr Moffat: moffat.pj@woodhousegrove.co.uk
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KEY STAGE 4 (GCSE) – YEARS 10 & 11 (2015-2017)
CURRICULUM
In Key Stage 4 all pupils study English, Maths and Science to GCSE level. In addition, all pupils
participate in PE and Games and have PSHE lessons. These subjects constitute the core
curriculum. To complete the timetable, it is necessary to then choose four further subjects,
one from each of four blocks, shown below. All pupils, apart from those attending the
Learning Support Unit or taking E.S.O.L, are recommended to choose at least one Modern
Foreign Language. Particular thought should be given to new subjects that can have a
superficial appeal as they have not been studied before! Both Drama and PE are inevitably
popular, possibly because of their practical nature. This in itself may not have been carefully
thought through – both PE and Drama will inevitably involve a good deal of extra-curricular
commitment. These subjects also entail appropriate academic study to balance the practical
aspect, and careful attention needs to be paid to the details herein.
It is a time of great change in the exams system. Changes to our GCSEs in Mathematics and
English have been necessary and we are reviewing the science syllabus as more details for
future changes become clearer. However, all of the option subjects remain unchanged for
courses starting in September 2015. Most GCSEs are examined at the end of the course; any
coursework takes the form of ‘Controlled Assessments’ which are completed in class under
staff supervision, in some cases following strict examination rules.
Option Blocks
Block A
Business Studies
French
Geography
Religious Studies
Learning Support
Block B
Art
Computer Science
Drama
Geography
History
Music
PE
Block C
Art
Business Studies
Design Technology
German
History
PE
Religious Studies
Block D
Business Studies
Design Technology
Drama
Geography
History
Spanish
ACADEMIC & PASTORAL MONITORING
Academic monitoring is carried out in the first place by the subject teachers and Heads of
each Department. The Heads of Year are kept informed of all progress and have detailed
knowledge of the achievements of every child in this area of the school.
Pastoral and disciplinary matters are also the concern of the Heads of Year. Any parent who
wishes to discuss his or her child should, in the first instance, contact his/her Head of Year.
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ATTENDANCE DETAILS
1. Absence/Leave. Any request for leave from school should be addressed to the
Headmaster. If a pupil is absent from school through illness, then we ask the parents to
inform the school by telephone immediately, and follow this up with a letter to the form
teacher on a pupil’s return to school. In the case of a protracted absence, please contact the
Head of Year.
2. Late for School. Those pupils who arrive late should report to reception in the Sports
Centre.
YEAR 11 WORK EXPERIENCE
The school provides an opportunity for members of Year 11 to take part in a work
experience scheme after they have completed their GCSE examinations. The scheme, which
lasts for up to two weeks, is undertaken towards the end of June and early July. All
placements are health and safety checked and students are monitored and visited during
their placement.
CAREERS
Students are encouraged to make appointments to see any of the careers staff or to discuss
issues with form tutors or Heads of Year. There are also dedicated lessons in PSHE in both
Year 10 and Year 11 to help pupils prepare for the next stage of their education.
In Year 10 all pupils will work with Thomas Education, a company that specialises in career
guidance and option support for 14 – 24 year olds. Each pupil will undertake an on-line
psychometric profile and then have an individual session of approximately 1 hour to
understand their strengths better and to work out best options for continued education and
eventually work. Each student gets an action plan and 3 months of support. There is the
option to continue to have support from Thomas Education after the initial 3 months, for a
fee. Parents will receive further information about Thomas Education during Year 10.
The school library contains all the major career advice publications, together with
prospectuses and Open Day dates for Colleges and Universities.
PARENTS’ EVENING
Parents’ Evenings take place once a year.
ENTRY INTO SIXTH FORM
Throughout year 11, the school will provide advice and support to the students as they make
plans for their next step. Advanced level pupils at the school are required to have a
minimum of five GCSEs at grade C or above. Most departments will require at least a B grade
if their subject is to be taken at Advanced level. It is our firm expectation, however, that
pupils will stay on to the Sixth Form and complete their secondary education here at the
Grove.
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GCSE SUBJECTS
Section A: Options Subjects
ART
Page 6
BUSINESS STUDIES
Page 7
COMPUTER SCIENCE
Page 8
DESIGN & TECHNOLOGY
Page 9
DRAMA
Page 11
GEOGRAPHY
Page 13
HISTORY
Page 15
MODERN FOREIGN LANGUAGES:
Page 16
French
German
Spanish
MUSIC
Page 17
PE (academic)
Page 18
RELIGIOUS STUDIES
Page 20
LEARNING SUPPORT UNIT (non-examined)
Page 21
Section B: Core Curriculum
All students take these subjects
ENGLISH
Page 22
MATHEMATICS
Page 25
SCIENCE
Page 26
PSHE (non-examined)
Page 27
PE and GAMES (non-examined)
Page 29
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Section A: Options Subjects
ART AND DESIGN
EXAMINATION BOARD:
PORTFOLIO OF WORK:
EXTERNALLY-SET TASK:
WJEC
60%
40%
INTRODUCTION
GCSE Art & Design encourages students to develop:
• creative and imaginative powers, coupled with practical skills for communicating
and expressing ideas, feeling and meanings in art, craft and design;
• investigative, analytical, experimental and interpretive capabilities, aesthetic
understanding and critical skills;
• understanding of codes and conventions of art, craft and design and awareness of
contexts in which they appear;
• knowledge and understanding of art, craft and design in contemporary societies and
in other times and cultures.
OPTIONS
Students work on the Art and Design option, which allows
individuals to work in any medium and in any style of their
choosing. It also allows students to use all the skills and
experiences gained from years 7 through to 9 in their approach
to the making of practical work.
PORTFOLIO
The coursework element of the course is a single Portfolio unit.
This portfolio should contain chosen elements of each
candidate’s work from both years of the course. The selected
work should reflect the breadth and quality of their study but
must include work from more than one project.
EXTERNALLY-SET TASK
Set by the exam board, the paper is given out on the 1st of January in the exam year.
Students have twelve weeks of preparation time to respond to one of the seven set themes
or questions. The examination then takes place in the art department for 10 hours over two
days, completed under exam conditions.
ASSESSMENT OBJECTIVES
Each of the four assessment objectives carry equal weighting and
are each 25% of the final mark. Both the portfolio and the
externally-set task must address all four of the criteria.
1.
Develop their ideas through sustained investigations
informed by contextual and other sources demonstrating
analytical and cultural understanding.
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2.
Refine their ideas through experimenting and selecting appropriate resources,
media, materials, techniques and processes.
3.
Record ideas, observations and insights relevant to their intentions in visual and/or
other forms
4.
Present a personal informed and meaningful response, demonstrating analytical and
critical understanding, realizing intentions and where appropriate, making connections
between visual, written, oral or other element.
WORK JOURNALS AND PREPARATION
Underpinning all practical enterprise for GCSE Art & Design is the sketch book. This journal
presents evidence of work in all the assessment objectives and shows how ideas and skills
have developed through time. Students may also use design sheets to present their
preparatory work. These documents should be included in both their portfolio and the
externally-set task.
EXTRA COSTS
Art & Design GCSE makes good use of many different materials. To offset some of the costs
involved, students who opt for art will be charged £15 for the Autumn and Spring terms
only, and be expected to pay for individual sketch books at cost price. This will normally be
added to the bill. Any student who makes particularly large work in either 2D or 3D will be
expected to make a further contribution to the cost of their material.
BUSINESS STUDIES
EXAMINATION BOARD: Edexcel
SYLLABUS: Business Studies 2BS01
INTRODUCTION
The course covers all areas of business and is, therefore, a very useful addition to any future
career. In Year 10 pupils learn all about small businesses. Pupils then have to apply what
they have learnt to the real world by investigating a local business of their choice.
In Year 11, the focus is on the building of a business; this covers marketing, human
resources, elements of finance and the wider world affecting business.
SUMMARY OF CONTENT
Unit 1: Introduction to Small Business (spotting a business opportunity, showing enterprise
putting a business idea into practice, making the start-up effective, understanding the
economic context).
Unit 2: Investigating Small Business (research into a local business).
Unit 3: Building a business (marketing, meeting customers’ needs, effective financial
management, effective people management, the wider world affecting business).
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METHOD OF ASSESSMENT
Unit 1: Exam. Compulsory multiple-choice and objective test questions with a total of 40
marks: 45 Minutes.
Unit 2: Controlled Assessment using the content from Unit 1: Students complete one
Edexcel-set task with a total of 40 marks. 6 hours of research/investigation and 3 hours of
analysis/evaluation of the task (final write-up) To be completed in the Autumn Term of Year
11.
Unit 3: Exam. Questions will comprise of a combination of multiple-choice, short- and
extended answer, data response and scenario-based questions with a total of 90 marks: 1
hour 30 minutes.
Lessons consist of a combination of practical ICT lessons and theoretical classroom lessons.
Use is made of up to date material such as Dragons’ Den, Apprentice etc to bring the
specification to life. Outside speakers from local business are used to enhance and support
the specification.
Business Studies is a highly regarded GCSE qualification; it combines well with most subjects
and provides a good grounding for A level Business and A Level Economics as well as A level
Computing.
COMPUTER SCIENCE
EXAMINATION BOARD: Edexcel
SYLLABUS: GCSE Computer Science
INTRODUCTION
Computer Science is the study of how computer systems work and how they are constructed
and programmed. It explores a set of techniques for solving problems and requires logical
thinking to be developed to understand programming. These are valuable transferable skills.
SUMMARY OF CONTENT
Unit 1: Principles of Computer Science
EXAMINATION: 2 hour written exam (75% of
the GCSE)
Understand what algorithms are, how they are
used and interpreted
Understand how different types of data is stored
in a computer
Understand how SQL can be used to affect the contents of databases
Introduction to assembly code
Consider logic gates
Look at what goes on inside a computer
Investigate computer networks including the Internet
Use of HTML and CSS for web pages
Consider the emerging trends in computer technology
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This section is assessed by a written examination consisting of 5 compulsory questions of
varying levels of difficulty.
Unit 2: Practical Programming
CONTROLLED ASSESSMENT:
Programming task – 15 hours (25% of the GCSE)
This is an opportunity to demonstrate computational
techniques using the python programming language.
The task, set by the exam board, will consist of 3 parts.
Scenarios need to be analysed, then a solution is
designed, created, tested and documented. Extended
writing is required for a report where quality of written
communication will be assessed. No choice of task is
given.
PRIOR LEARNING
Although it is preferable that those wishing to take this
course have completed the Year 9 computing option,
entry is not restricted to these students. The subject matter is suited to all those who enjoy
logic puzzles and problem solving.
LEADING ON TO …
As well as developing some valuable skills, this course could lead directly to an AS level in
Computer Science or would be a good foundation for a broad range of A levels and courses
at university.
Having programming and other technical computer skills opens up a wide variety of career
opportunities for students. All industry sectors need people with programming skills to
create applications for them. In particular, the video games industry needs more people
with programming skills to create the next generation of games in this lucrative industry. As
more people depend on their Smart phones, creating apps is also likely to be a big growth
area requiring programming skills.
DESIGN & TECHNOLOGY
EXAMINATION BOARD: AQA
SYLLABUS: Design & Technology: Resistant Materials
Technology
AIMS
The aims of this course include:
• the development of awareness, understanding and
expertise in those areas of creative thinking which
can be expressed and developed through
investigation and research, planning, designing,
making and evaluating, working with materials and
tools.
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•
•
•
to stimulate the development of a range of communication skills which are central
to the design, making and evaluation.
to encourage the development of a range of making skills.
to promote the development of curiosity, enquiry, initiative, ingenuity,
resourcefulness and discrimination, and to foster awareness of the need to consider
sustainability and the environmental impact of their designs.
AREAS OF STUDY
All research and development work is recorded using an appropriate means of presentation
including sketches, CAD, written notes, modelling and formal drawings to create a Design
Development Folder as part of the controlled assessment for the course.
In addition to the design and realisation of ideas, students will develop a working knowledge
of the following which will be examined at the end of the course:
(a)
(b)
(c)
(d)
(e)
Materials and Components;
Design and Market Influences;
Sustainability of Design;
Designing;
Selection of Appropriate Processes and
Techniques for own Product;
(f) Social, Cultural, Moral, Environmental,
Sustainability, Economic Issues;
(g) Consumer Choice;
(h) Consumer Rights Legislation, Product
Maintenance and Codes of Practice;
(i) Health and Safety Issues;
(j) Safety for the Consumer;
(k) Processes and Manufacture;
(l) Joining Techniques;
(m) Systems and Control;
(n) Information
and
Communication
Technology;
(o) Industrial Practices.
SCHEME OF ASSESSMENT
The GCSE examination consists of a Written Paper and a Controlled Assessment. These
components are weighted as follows:
Unit 1 - Written Paper. 40% of total GCSE (2 hours)
Unit 2 - Design and Making Practice (Controlled
Assessment). 60% of total GCSE (40 hours)
The cost of the materials used by individual students
will be charged to their account at the end of each
term; this will vary on the size/complexity and type of
materials that are selected by the students.
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DRAMA
EXAMINATION BOARD: WJEC (Welsh Board)
WHY CHOOSE DRAMA?
We firmly believe that through involvement in Drama, young
people can learn vital life skills such as team work, negotiation,
problem solving, communication, listening, and can build their
confidence and self esteem.
Through taking GCSE Drama, students who have a love of
acting and the theatre can broaden their knowledge and
understanding of this popular subject.
UNIT ONE: Devised Practical Performance (60%)
Controlled Assessment
120 marks
TASK ONE – 40% Devised Performance
Students will be invited to devise a practical performance based on a theme, linked with a
practitioner or genre. This provides students with the opportunity to create their own piece
of drama using their own creative strengths and skill.
Students may opt to take on either an acting or a theatre design skill;
Teachers will then record the work on DVD/Video and it will be internally assessed and
externally moderated with task two.
TASK TWO – 20% Devised Performance Report (1500 words)
Students will complete a written report on the practical work they completed in Task One,
within controlled assessment conditions.
The report will also include details of live performances candidates have seen, that have
influenced their practical work; details on decision making; the inclusion of technical
elements and the content of the piece and an evaluation of their own work and that of the
group.
UNIT TWO: Performance from a
Text (20%)
External Assessment
50 marks
Students will be assessed on either
their acting or a theatre design skill,
in a scene from a published play.
Students will be invited to work in groups of between 2 to 5 members, which will allow them
to work as a key member of a collaborative team. This scripted unit will also introduce
students to a range of genres of scripts, written in a variety of social, historical, political and
cultural contexts.
Students may opt to take on a design role, where they can major in costume and make-up,
lighting, sound, or set design. It is possible to have two additional design candidates per
group, each working on a different skill.
This unit is externally assessed by a visiting examiner in April/May, which places students
into professional performance conditions.
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UNIT THREE: Written Examination (20%)
Written Paper: 1½ hours
50 marks
Candidates will be assessed on their ability to analyse one set text as an actor, designer and
director and to evaluate practical work completed in Unit 2.
For the set text section of the exam, students will study the texts practically in lessons,
considering different genres and performance styles, the interpretation and communication
of character, the application of production skills, the construction of the play and its social,
cultural and historical context.
Our chosen set text is ‘Confusions’ by Alan Ayckbourn.
This assessment will take place in the summer term and will be externally assessed by WJEC.
NB: The nature of GCSE Drama means that the students’ previous and current
commitment to the subject is taken into account when recommending a student to opt for
GCSE drama. It may be that an audition process has to take place. An involvement at some
level in extra-curricular activities, school productions, Speech and Drama lessons and/or
groups outside of school is also expected and very beneficial.
EXTRA COSTS
Students will also attend a number of theatre trips, in order to meet assessment demands of
Unit One, but also to develop their experience, knowledge and understanding of
professional, live theatre performances.
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GEOGRAPHY
EXAMINATION BOARD: AQA
SPECIFICATION: GCSE Specification A (4030)
INTRODUCTION
The specification conforms to the National Criteria for Geography. It builds upon the Key
Stage 3 programme of study followed in Years 7-9 of the Lower School. It also lays an
appropriate foundation for further study of geography or related subjects at post 16 level.
A people-environment theme has been adopted throughout the specification highlighting
the importance of this interaction. By developing an understanding of different
communities, cultures and environments within Britain and elsewhere in the world, the
geography department seeks to provide a perspective within which pupils can place local,
national and international events.
ASSESSMENT
The programme of study in years 10 and 11 is based on termly and half-termly units. The
examination consists of three components:
WRITTEN PAPER 1: Physical Geography
1 hour 30 mins
37.5% of the full GCSE
Comprises of two sections which examine physical processes and factors that produce
diverse and dynamic landscapes that change over time:
The Restless Earth; Rocks; Resources and Scenery; Challenge of Weather and
Climate; Living World; Water on the Land; Ice on the Land; The Coastal Zone
As well as written answers, skills related to ordnance survey mapwork, photographs, sketch
maps, cross-sections, satellite images and other resources will be studied.
SECTION A:
The Restless Earth (plates, earthquakes, volcanoes and tsunamis)
SECTION B:
Ice on the Land and The Coastal Zone
Candidates answer three questions, one from Section A and one from Section B plus free
choice of one other.
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WRITTEN PAPER 2: Human Geography
1 hour 30 mins
37.5% of the full GCSE
Comprises of two sections which examine the interaction between people and the
environment as well as an understanding of the need for sustainable management of both
physical and human environments:
Population Change; Changing Urban Environments; Changing Rural Environments;
The Development Gap; Globalisation; Tourism
SECTION A:
Changing Urban Environments
SECTION B:
Tourism and Globalisation
Candidates answer three questions, one from Section A and one from Section B plus free
choice of one other.
CONTROLLED ASSESSMENT
25% of total GCSE
A local fieldwork investigation which must include the
collection of first-hand (or primary) data. The controlled
assessment, which should aim to be around 2000-2500
words in length, will include a 6 hour write-up under
direct supervision. Pupils will have the opportunity to
participate in a 1 day field course at a Field Studies
Council centre located in the north of England, where
first hand data will be collected. The estimated cost per
pupil will be approximately £25, dependant on location.
Tiering
The two written papers are set at two tiers (Foundation
and Higher). Each tier examines broadly similar issues
and resources. The Foundation Tier (Grades C-G) utilises
short structures questions. The Higher Tier (Grades A*D) includes the opportunity for extended prose. The
controlled assessment component is common to both
tiers.
Although, for assessment purposes the ‘physical’ and ‘human’ topics are examined
separately, a people-environment theme is preserved throughout.
Geography is a highly regarded GCSE qualification; it combines well with most subjects and
has strong cross links with science.
The majority of students find that many of the examination questions are ‘common sense’
as they look at current issues widely reported by the media.
All students will be given the opportunity to use a variety of text books, atlases, OS maps,
photographs, fieldwork equipment and audio-visual and ICT resources.
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HISTORY
EXAMINATION BOARD: OCR
SYLLABUS: Syllabus B (Modern World) 1937
AREAS OF STUDY
Paper One –The Cold War 1945-75 - 2 hours (45% of total)
1. Who was to blame for the Cold War?
2. Who won the Cuban Missile Crisis?
3. Why did the USA fail in Vietnam?
4. How did the Cold War end?
Depth Studies - Germany, 1919 - 1945;
1. Was the Weimar Republic doomed from the start?
2. Why was Hitler able to dominate Germany by 1934?
3. The Nazi regime: How effectively did the Nazis control Germany, 1933-1945?
4. The Nazi regime: What was it like to live in Nazi Germany?
Paper Two – British Depth Study - 1½ hours (30% of total)
How was British society changed, 1890 –
1918?
Students will undertake a detailed
investigation of a historical issue taken
from the British Depth Study. Questions
will be based on source material
concerning this issue. This source
material looks at:
1. Liberal Reforms
2. Women and the Vote
3. Life During the War – Home Front
Controlled Assessment – 20 hours (25% of total)
This will be completed in the Autumn term of Year 11 with submission by March.
Candidates will complete a single controlled assessment unit based on a taught course which
is currently America 1919-41.
Students will complete one written task of approximately 2000 words.
EXTRA COSTS
There is an opportunity for students to buy a GCSE History ‘Hindsight’ magazine which
produces articles to enhance the understanding of the syllabus. This is not compulsory and is
a cost of £8.95 for 3 copies. There are 3 copies in Yr10 and 3 copies in Yr11. Students are
asked to sign up for this, and it is added to the school bill. Pupils also have the opportunity to
go on a trip of ‘historical significance’. In 2014 the department will go to Berlin and in 2016
there will be a chance to visit Auschwitz.
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MODERN LANGUAGES
FRENCH, GERMAN & SPANISH
EXAMINATION BOARD: AQA
SPECIFICATION: Modern Languages – French , German ,
Spanish
CLASSES: All 3 modern languages will be in the option
blocks, with almost all students being recommended to
choose at least one of the languages they have studied
in Year 9. Pupils are welcome to opt for more than one
language if they are sufficiently interested. They will be
taught in sets in French.
AIMS:
The course encourages candidates to:
a) develop understanding of the spoken and written forms of the language in a range of
contexts;
b) develop the ability to communicate effectively in speech and writing, using a range of
vocabulary and structures;
c) develop knowledge and understanding of the grammar and the ability to apply it;
d) apply their knowledge and understanding to a variety of relevant contexts which reflect
their previous learning and maturity;
e) develop knowledge and understanding of countries and communities where the language
is spoken;
f) develop positive attitudes to French, German or Spanish learning;
g) provide a suitable foundation for further study and/or practical use of French, German or
Spanish.
Increased emphasis is now placed on the skills of speaking and writing. Both our teaching
and the examination reflect this.
The assessments are intended to measure the candidate’s ability:
• to understand the spoken language;
• to understand and respond to the written language;
• to communicate in the spoken language;
• to communicate in the written language, expressing ideas, attitudes, personal
feelings and opinions, giving reasons;
The skills of Listening and Reading will each be worth 20% of the total marks. Speaking and
Writing will each be worth 30%.
COURSES:
All pupils should find the course both challenging and enjoyable. In all three languages we
use up-to-date materials tailored to the new GCSE specifications, in which classwork,
homework and assessment are all integrated.
The type of language taught is as ‘authentic’ as possible and set in the sorts of contexts a
visitor to the foreign country might encounter. In order to help listening and speaking skills,
each class in Years 10 and 11 will have weekly contact with the relevant foreign language
assistant, and also a weekly session in the digi-lab.
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ASSESSMENT:
Pupils’ progress will be regularly assessed internally as they proceed on the course. For GCSE
purposes pupils are tested in speaking, writing, listening and reading. GCSE speaking and
writing assessments (3 of each) will be taken at various times from the middle of Year 10
onwards, but there will be no final exam in these 2 skill areas. Listening and reading, each of
which is available at foundation and higher level depending on the individual pupil’s
potential, will be assessed at the end of Year
11.
FAST-TRACK FRENCH
Those pupils who started their GCSE French
course at the beginning of Year 9 should opt
for fast-track French on the option form and
they will complete their GCSE by the end of
Year 10. Following this the intention is that
they will follow the AS level syllabus, with the
opportunity to take the AS examination in
French at the end of Year 11.
MUSIC
EXAMINATION BOARD: AQA
SYLLABUS: Music
AREAS OF STUDY
1. Listening and Appraising Examination – 20% of the final examination mark
Listening and written paper lasting 1 hour
The examinations will be based on the musical elements:
• Rhythm & Metre
• Harmony & Tonality
• Texture & Melody
• Timbre & Dynamics
• Structure & Form
These will be within three separate musical traditions:
• Western Classical Music
• Popular Music of the 20th & 21st Centuries
• World Music
2. Composing & Appraising Music – 20% of the final examination mark
20 Hours of Controlled Assessment
A. Each candidate will submit one composition featuring two or more elements
listed above and showing clear links to one of the musical traditions (set by the
board annually)
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B. Each candidate produces an appraisal of their composition and the links to the
areas of study and relevant strands. This appraisal is also to be completed in
controlled conditions.
3. Coursework – Performing – 40% of the final examination mark
Each candidate will perform one piece on the instrument of their choice and one
ensemble piece which can be done within any ensemble, e.g. rock band, Flute Choir
etc. There is no basic standard of performance required to start as the course caters
for all levels of ability. All pupils receive help from Music Department staff and
support from the peripatetic staff. It is expected that all pupils taking GCSE music
will be having weekly instrumental or vocal tuition either inside or outside school.
Performances may be recorded and assessed in school at any time during the
course.
4. Composing – 20% of the final examination mark
25 hours of controlled time
Candidates are required to compose one piece of music
which explores two or more areas of study in any style or
genre. The composition must be submitted as both a score
and a recording. The submission must contain a candidate record form detailing the
key features and the associated areas of study.
The composing and performing components will be assessed within the Music
Department and then moderated by the Examination Board.
The Listening and Appraising Examination and the Composing and Appraising task
will be assessed by the Examination Board.
Course revision guides and work books are required for this subject, currently these
retail at approximately £20 each.
PHYSICAL EDUCATION
EXAMINATION BOARD: OCR
SYLLABUS: GCSE in Physical Education: J586
ASSESSMENT:
40% in two one hour written exams, 60% Practical.
Areas of Study and Assessment:
Unit B451: An Introduction to Physical Education: 1 hour paper - 20% of total marks
The following topics are included in this unit:
Selection and Application of Diet
Roles in Sport
Analysis of Skills
Skills
Factors Affecting Participation
Alcohol
Healthy
Warm Up and Cool Down
Lifestyles
Components of Fitness
Smoking
Goal Setting
Fitness Testing
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Unit B452: Practical Performance 1: 30% of total marks
Two performances from two different activity areas: e.g.
Rugby Union and Badminton – 25%
An Analysing Lifestyle Task: 4 hours of preparation/ 2
hours of controlled assessment – 5%
Unit B453: Developing Knowledge in Physical Education: 1 hour paper - 20% of total marks
The following topics are included in this unit:
Effects of Training on Muscles
Short and Long Term Effects of Exercise
Local and National Provision
Training Principles
Mental Preparation
Skeletal System
Injuries
Hazards
Media
Types of Joints
Motivation
Sponsorship
Unit B454: Practical Performance 2: 30% of total marks
Two performances from two different activity areas: e.g. Netball and Swimming – 25%
An Analysing Skill Performance Task: 4 hours of preparation/ 2 hours of controlled
assessment – 5%
PRACTICAL ASSESSMENT
Invasion Games
Striking Games
Net, wall and Target Games
Gymnastic Activities
Combat Activities
Dance Activities
Athletic Activities
Outdoor and Adventurous Activities
Swimming Activities
Coaching/Officiating Activities
For the purpose of assessment, pupils are required to perform effectively in match
conditions in all their chosen activities. Assessment in completed internally and then
moderated by a visiting OCR officer.
ENTRY CRITERIA
Suitable candidates for examination in this subject are expected to be committed to physical
activity and a healthy lifestyle. To meet the physical demands of the course a significant
involvement in the extra-curricular sports programme of the school is required. A
minimum requirement would be a regular commitment to at least one school team sport
per term. Also note that where a candidate has an interest in pursuing an off-site activity,
not covered by the existing school programme, an even greater level of commitment is
required to a Club and Coach formally accredited by the Sport’s National Governing Body.
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RELIGIOUS STUDIES - Philosophy and Ethics.
EXAMINATION BOARD:
SYLLABUS:
AQA
Religious Studies Specification B
ASSESSMENT
Two written examination papers (50% each).
Religious Studies has never been more relevant to modern life, and the subject provides a
vital part of a pupil’s learning that can easily be overlooked. It is important for any job that
involves working with people, whilst it engages with the challenges and diversity of a
modern global society.
Philosophy (Year 10)
This unit reflects upon ultimate questions about the meaning and purpose
of life.
Topic 1 The Existence of God.
Arguments for the existence of God are studied.
Topic 2 Revelation.
Religious experiences as a genuine experience of God, or the product of
the mind?
Topic 3 The Problem of Evil and Suffering.
Pupils will study differing theories of why there is evil and suffering in the world.
Topic 4 Immortality.
The meaning of death and differing views about the possibility of post-mortem existence are
debated.
Ethics (Year 11)
The aim of this unit is to investigate specified moral issues and behaviour.
Topic 1 Religious Attitudes to Matters of Life (Medical Ethics).
Issues covered include fertility treatment, cloning, stem cells, organ transplants and blood
transfusions.
Topic 2 Religious Attitudes to the Elderly and Death.
This area explores issues such as how society looks after the elderly and the debate over
euthanasia.
Topic 3 Religious Attitudes to Drug Abuse.
Reasons why people take drugs, the impact of drugs on society and possible solutions to the
problem.
Topic 4 Religious Attitudes to Crime and Punishment.
Issues include the aims of punishment, capital punishment, the treatment of prisoners and
the reasons for crime being committed.
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LEARNING SUPPORT UNIT
In years 10 and 11, the learning support department is able to provide a framework of
support for pupils.
It is possible to forgo a GCSE and choose learning support as an option in order to have the
space and time needed to organise both thoughts and work. Timetabling usually allows
pupils to pick three academic subjects, with learning support filling a fourth slot.
The time released is equivalent to any other option subject. Pupils are expected to take
responsibility for their learning and attend lessons with an assortment of tasks. As well as
teachers experienced in supporting pupils across the curriculum, there may be a variety of
subject specific teachers (with a focus on the core subjects) available during the learning
support lessons to help pupils move forwards.
While time is available to work on prep, with the aid of teachers, the lessons are not just for
prep. Time can be sensibly used for organising and consolidating class notes and referring to
relevant sections of textbooks to build up revision notes over the two year period. At
appropriate times throughout the year, pupils will also look at study skills, revision and exam
techniques to help with exam preparation. With staff agreement, permission can also be
sought to go to specialist rooms, for example, art and DT. This further helps with the idea of
‘keep up and catch up’ that is ever present in learning support.
As well as support with subject matters, there is also time to consider future plans, post-16.
Should academic A-levels not be the most appropriate option, we have considerable
experience advising pupils of local opportunities for vocational courses and apprenticeships.
The effective use of learning support lesson time demands a considerable maturity on the
part of the pupil. However, we are offering timetable flexibility and a supportive
relationship with staff in order to boost pupils’ confidence and develop their capabilities.
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Section B: Core Curriculum
ENGLISH LITERATURE
Examination Board: AQA
This course allows pupils to experience a range of Literature: both traditional and modern
texts, with focus on texts which have had a significant influence on our English heritage.
The course is most suitable for those in higher sets who will explore English Literature in
more depth, and (in combination with English Language) experience greater breadth of
English studies.
There are 2 units to study over the two year course.
Paper 1: Shakespeare and the 19th century novel
40% of GCSE
Pupils will study two texts: one play by William
Shakespeare and one 19th century novel.
Assessment: external examination (1 hour 45 minutes)
Paper 2: Modern texts and poetry
60% of GCSE
In this unit pupils will learn how to make an informed,
personal response to a range of texts. Pupils will study
a modern novel, a modern play and both contemporary
poetry and poetry from the English Literary Heritage.
Assessment: external examination (2 hour 15 minutes)
EXTRA COSTS
For all English courses, pupils buy their set books
which they can then annotate. These books remain
the property of the pupil at the end of the course. The
cost of these books is normally charged to the school
bill.
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GCSE Handbook
ENGLISH LANGUAGE (Route 1)
Examination Board: AQA
The course allows pupils to investigate and analyse language, and to experiment and use
language creatively.
It is most suitable for those in higher sets who will explore English Language in more depth,
and is taught alongside English Literature.
There are 2 units to study over the two year course.
Paper 1: Explorations in creative reading and writing
50% of GCSE
The exam consists of a reading and a writing section.
Pupils are required to read and understand a range of literary
fiction in order to consider how writers use narrative and
descriptive techniques to capture the interest of readers. Texts
will be drawn from the 20th and 21st centuries.
The writing section will ask pupils to either narrate or describe
using a written prompt or visual stimulus.
Assessment: external examination (1 hour 45mins)
Paper 2: Writers’ viewpoints and perspectives
50% of GCSE
The exam consists of a reading and a writing section.
Pupils are required to read and understand a range of both literary and non-literary nonfiction, including journalism, essays, letters, diaries and biography. Texts will be drawn from
the 19th, 20th and 21st centuries.
The writing section will require pupils to write to a specified form, purpose and audience,
giving their own perspective on the issues raised in the reading section.
Assessment: external examination (1 hour 45mins)
Non-examination Assessment: Spoken Language
0% of GCSE
• Teacher set throughout the course.
• Marked by the class teacher.
• Separate endorsement.
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ENGLISH LANGUAGE (Route 2)
IGCSE ENGLISH LANGUAGE
Examination Board: EDEXCEL
Specification A Route 2
This course is aimed at pupils who will not be studying separate Literature and Language
GCSEs. It is a combined course offering a range of language and literature topics, allowing
pupils to demonstrate their use of English in real-life contexts.
This specification allows candidates to demonstrate their ability in functional English; to
investigate and analyse language and to experiment and use
language creatively.
There are 3 units to study over the two year course.
Unit 1: Examination (70% of IGCSE)
Pupils are required to read and understand a range of
non-fiction texts, identifying the writers’ crafts and
transferring these skills into their own writing for a
range of genres, audiences and purposes. They will
study an anthology of various non-fiction texts. One of
these texts will appear in the examination.
Assessment: external examination (2hrs 15 mins)
Unit 3: Written Coursework (20% of IGCSE)
Candidates will be assessed on two written assignments. One essay will be assessed for
reading and will be based on a text provided in the anthology; the other essay will be a
writing task. Essays are marked internally and externally moderated by Edexcel.
Assessment: coursework
Unit 4: Speaking and Listening Coursework (10% of IGCSE)
Candidates will be assessed on three Speaking and Listening tasks although they may well do
more than one performance of each activity during the unit. They will be assessed on one
activity in each of the following categories:
• Presenting
• Discussing and Listening
• Role playing.
The assessment will be internally set and assessed and externally moderated by Edexcel.
Assessment: coursework
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GCSE Handbook
MATHEMATICS
The IGCSE Mathematics course builds directly upon the
work studied by the students in years 7 to 9.
It is a linear course assessed by two terminal papers,
both of which allow the use of a calculator. There is no
controlled assessment.
The course is taught using traditional methods alongside
the latest software and technology available. Pupils will
have access to the MyMaths revision web-site where
they will be able to complete work online and monitor
their progress throughout the course.
There are two entry levels:
1. Higher tier - grades available D to A*
2. Foundation tier - grades available G – C
Almost all of our students are prepared for the Higher Tier exams, although a small number
each year opt to take the Foundation paper at the end of the course.
It is anticipated that set 1 pupils will complete the IGCSE Maths in the June of Year 10 and
then prepare for and sit the AQA level 2 Certificate in Further Mathematics course in Year
11.
Assessment Objectives:
AO1: demonstrate their knowledge, understanding and skills in number and algebra (55%)
AO2: demonstrate their knowledge, understanding and skills in shape, space and
measures (25%)
AO3: demonstrate their knowledge, understanding and skills in handling data (20%)
Each paper is marked out of 100 and is assessed through a two-hour examination.
Resources
It is vital that students are properly equipped for lessons and a suitable calculator is
necessary in all maths lessons. When buying a new calculator, we recommend the CASIO
FX‐83GT PLUS (r.r.p. £11.99) but currently available from the maths department at £6.75.
Students are also expected to own standard geometrical instruments (ruler, protractor and
pair of compasses). All of the students will be issued with a
textbook; they will be using this book and other materials in lessons
and for homework.
Students will be re-issued with a mymaths.co.uk account for use at
home. Many students find this particularly useful when coming
across issues in their homework. Revision Guides and MathsWatch
CDs are available from the maths department (currently £2 and £4
respectively).
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SCIENCE
Exam Board
Syllabus
Under review
Under review
Qualifications We are currently reviewing the GCSE Science qualifications offered.
Introduction
In September all year nine pupils started studying GCSE Science.
All the sets covered the same material in the build up to internal
examinations in November and will continue to do so until the end
of Year 10, when there will once again be internal examinations.
Set changes and the exam entries depend on the results of these
exams and progress throughout the year. Science GCSEs are
terminally assessed, with no re-sits of separate components
allowed. They represent a rigorous and yet accessible course,
which is assessed by examinations at the end of Year 11.
Aims
Our aim is to help pupils to achieve their full potential in science, gain the highest grades
possible and where possible prepare them for study of science at a higher level. Internal
examinations at the end of year ten, trial exams in November of year eleven and January of
year eleven will be used to decide which exams pupils will be entered for, with the aim of
maximising their chances of achieving high grades.
In general, the aim of the course is to:
•
•
•
•
•
Develop the pupils’ interest in, and enthusiasm for, science.
Encourage pupils to develop a critical approach to scientific evidence and methods.
Develop the skills necessary to become a competent experimental scientist.
Acquire scientific skills, knowledge and understanding necessary for progression and
further learning.
Equip pupils to make a successful transition to studying A-level sciences.
Organisation
Pupils are in the same set for all three science subjects. There are between five and six
science sets in years 9 to 11, with setting being done for the first time based on examination
results at the end of Year 8 and progress throughout the year. Sets are based on
achievement across all three sciences. Set 1 is the most able set. There will be about 24
pupils in Sets 1 and 2 decreasing to around
16 pupils in the lowest sets. Some pupils are
transferred between sets at the end of the
autumn term in Year 9, at the end of Year 9
and at the end of Year 10. Each of the three
science subjects is taught by a subject
specialist.
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GCSE Handbook
Teaching Methods
One of the attractions of GCSE Science is that pupils are taught the theory necessary to allow
meaningful experiments to be undertaken. Pupils will typically be taught as a class when
theory is being covered and then work in small groups or pairs when they are carrying out
practical work. The Science Faculty makes extensive use of ICT, Data loggers and interactive
software to enhance teaching.
Structure of the course
All pupils started studying the same material in September of year nine and will continue to
do so until the end of year ten.
Assessment
The exam board is currently under review and therefore the assessment model is not known
but it will be by terminal assessment.
Support materials
Pupils will be issued with an excellent text book for each science, covering the specification
in considerable depth. The books include notes on the necessary theory, summary notes
and practice questions. This book remains the property of the school and no charge is made
unless the book is lost and needs to be replaced. There may, however, be charges made for
support materials such as revision guides or booklets of revision questions which remain the
property of the pupil.
PERSONAL, SOCIAL & HEALTH EDUCATION &
CITIZENSHIP
Our Personal, Social and Health Education and Citizenship programme aims to provide
students with a broad knowledge and understanding of many issues. This ensures each
individual develops the ability to deal with both moral and social dilemmas in a variety of
situations. In addition, they are encouraged to acquire the knowledge and skills necessary to
make informed choices and decisions as they mature into responsible citizens. As the
students grow and develop so the topics reflect the interests and maturity of their age group
thus building confidence, bringing success and encouraging them to develop a better
understanding of themselves and others.
Students follow a series of lessons based around the National
Curriculum Programmes of Study:
• Economic wellbeing and Financial capability
• Personal wellbeing
• Citizenship
The general programme areas are flexible so as to allow other
topics/issues to be addressed that may arise during the year.
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Year 10
1. Understanding Yourself
Planning for the future, setting goals, pressures and influences and Study Skills
2 Keeping Healthy
You and your body, contraception, STIs, health risks and keeping safe.
3 Developing Relationships
Family life- divorce, marriage; cooperation and dealing with change.
4 Careers
Future planning including career choices, qualifications and finance.
5 Developing as a Citizen
Media, Consumer Power
Year 11
1. Understanding Yourself
Identifying personal skills and qualities
2. Keeping Healthy
Sex education and staying safe
3. Developing Relationships
Communication skills and responsible attitudes.
4. Careers
Choices post 16, the World of Work and Work
Experience.
5. Developing as a Citizen
Global issues and making a difference in the
community and wider world.
Some of the sessions will be led by the School Nurse (from our Medical Centre) covering
Health Issues and Body Awareness. On some occasions presentations will be done
separately to boys and girls.
Where appropriate the use of outside speakers is incorporated into the programme.
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GCSE Handbook
PHYSICAL EDUCATION & GAMES
Year 10 and 11
Please note that this is not the GCSE PE option but the compulsory PE and Games pupils take
part in during Key Stage 4.
AIMS
To continue to challenge and develop experience and expertise in a number of activity areas.
The activities covered in previous years are developed further, i.e: Athletics, Basketball,
Cricket, Gymnastics, Netball, Rugby, Swimming, Tennis, Badminton, Life-Saving, Multi-gym,
Table Tennis, Squash, Climbing, Football and health related fitness.
ORGANISATION
Pupils are timetabled in 3 x 55 minute (single) periods of PE every two weeks and a 1 x 110
minute (double) Games lesson each week.
P.E.
On a practical level PE groups are mixed ability and tend to be taught in single sex groups
(Athletics, Basketball, Gymnastics, Swimming/Lifesaving and Tennis), whilst some are mixed
(Multi-gym/fitness).
GAMES
Our major sports of Cricket, Netball and Rugby are taught during the double ‘Games
afternoon’ period. The whole year group is timetabled for this and pupils are put into ability
groups during these lessons. For those either not in School teams, or not wanting to take
part in our major games, we give an opportunity to experience other activities. Some of
these include: Badminton, Basketball, Climbing, Multi-gym, Swimming and Squash.
TEACHING METHODS
A variety of activities are taught, so a variety of teaching methods are used. Much of the
initial learning is teacher centred, to accommodate a competent level of performance.
Games activities are covered in small sided, competitive situations, to enable a greater scope
for using skills and enhance the learning experience. Fitness based lessons tend to be more
pupil led, with the emphasis on them improving their own level of fitness. There is scope
here to use some ICT, with ergometers, heart rate monitors and fitness test protocols to
show pupils how to maximize their performance.
Athletic based activities (Athletics, Gymnastics and Swimming) give the opportunity for
pupils to assess and improve their performance, whilst improving their skill and fitness
levels. Much of this is derived, firstly, from teacher led activities and subsequently, to pupils
working on their own in small groups to develop ideas and increase performance.
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TOPICS COVERED
Activity Areas
Invasion Games
PE
Basketball
Football
Net/Wall
Tennis
Squash
Badminton
Table Tennis
Cricket
Rounders
Track & Field
Gymnastics
Swimming
Fitness/Multi-gym
Striking/Fielding
Athletic
Health
Outdoor/Adventurous
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Games
Basketball
Netball
Rugby
Football
Badminton
Squash
Volleyball
Table Tennis
Cricket
Rounders
Track & Field
Swimming
Fitness
Climbing
GCSE Handbook