During Years 10 and 11, pupils will pursue a broad and balanced timetable, according to the requirements of the school and the National Curriculum.
Most subjects are compulsory but there is some element of choice. The Options process takes place in Year 9 where pupils are asked to select three subjects they would like to study in Years 10 and 11 in addition to their compulsory curriculum. We try to cater for all pupils and their preferences.
The English Language GCSE course assesses descriptive/narrative writing as well as non-fiction writing where pupils will have to write to present a specific viewpoint. Pupils will have to demonstrate an understanding having read a range of different tests including one literature fiction text, one modern non-fiction text and one C.19 literacy non-fiction text. The Spoken Language aspect of the course will be assesses within class and will involve pupils presenting ideas and responding to questions in front of a peer group audience.https://filestore.aqa.org.uk/resources/english/specifications/AQA-8700-SP-2015.PDF
In English Literature, pupils will study a range of texts including a play by Shakespeare, a 19th century novel, a modern play or novel and a range of different poetry.https://filestore.aqa.org.uk/resources/english/specifications/AQA-8702-SP-2015.PDF
All pupils in year 10 will begin a course leading to examination at GCSE using the national Curriculum Mathematics Syllabus 8300. Each pupil will study one of two levels:
|Level in Syllabus||Target Grades|
|Foundation||1, 2, 3, 4, 5|
|Higher||4, 5, 6, 7, 8, 9|
|Non calculator||worth 33 1/3 %||Duration: 1 hour 30 minutes|
|Calculator||worth 33 1/3 %||Duration: 1 hour 30 minutes|
|Calculator||worth 33 1/3 %||Duration: 1 hour 30 minutes|
|Topic||Foundation %||Higher %|
|Probability & Statistics||15||15|
|Assessment objective||Foundation %||Higher %|
|Use and apply standard techniques||50||40|
|Reason, interpret and communicate mathematically||25||30|
|Solve problems within mathematics and other contexts||25||30|
Pupils who do not take the separate science option, will work towards a double GCSE qualification in science as follows: There will be 6 exams (two for each science); each exam will be 1 hour and 15 minutes and out of 70 marks. Each paper will contribute 16.6% to overall award of two GCSE grades.
The exams will measure how pupils have achieved the following assessment objectives:
- AO1: Demonstrate knowledge and understanding of: scientific ideas; scientific techniques and procedures.
- AO2: Apply knowledge and understanding of: scientific ideas; scientific enquiry, techniques and procedures.
- AO3: Analyse information and ideas to: interpret and evaluate; make judgments and draw conclusions; develop and improve experimental procedures.
There are two tiers of assessment:
The qualification will be graded on a 17-point scale: 1–1 to 9–9 – where 9–9 is the best grade. A pupil taking Foundation Tier assessments will be awarded a grade within the range of 1–1 to 5–5. Pupils who fail to reach the minimum standard for grade 1–1 will be recorded as U (unclassified) and will not receive a qualification certificate.
A student taking Higher Tier assessments will be awarded a grade within the range of 4–4 to 9–9. A student sitting the Higher Tier who just fails to achieve grade 4–4 will be awarded an allowed grade 4–3. Students who fail to reach the minimum standard for the allowed grade 4–3 will be recorded as U (unclassified) and will not receive a qualification certificate.http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464
Separate Sciences (Options subject)
Some pupils may follow a course leading to GCSEs in the 3 separate sciences, biology, chemistry and physics.
Pupils following this course will need to have attained the highest levels in KS3 science and mathematics and opted to take the separate science subjects.
Assessment for each separate science is as follows:
- Two written exam papers both 1 hour 45 minutes and out of 100 marks.
- Each paper will be worth 50% towards the single GCSE.
- Pupils must study all 3 sciences and therefore will have a total of 6 exams leading to the award of 3 separate GCSE.
- Foundation and Higher Tiers will be available just like the double award, but each science will have a separate score from 1-9, (1-5 Foundation and 4-9 for Higher). Pupils can take separate tiers for each subject.
Pupils follow a two year French course leading to entry for the full GCSE. The course covers and assesses the four skills of Listening, Reading, Speaking and Writing. The GCSE course builds on topics, skills and grammar rules which have been learned in years 7 - 9. Pupils have the opportunity of developing their language skills in different contexts and they are able to build up a more extensive knowledge of linguistic structures and vocabulary.
The emphasis of the GCSE course is to enable candidates to use French for successful communication. A pass at GCSE grade 6 or above also provides a sound basis for continued language learning to Advanced Level French. The GCSE offers a choice of interesting topic areas for the writing and speaking examinations and topics are taught using a range of methods to engage pupils in their language learning. All four skills of Writing, Speaking, Listening and Reading are assessed via summative examinations at the end of the two year GCSE course, in the Summer Term of Year 11.
Students study all of the following themes on which the assessments are based.
- Theme 1: Identity and culture.
- Theme 2: Local, national, international and global areas of interest.
- Theme 3: Current and future study and employment.
- Theme 1: Identity and culture.
- Theme 2: Local, national, international and global areas of interest.
- Theme 3: Current and future study and employment.
- In a similar format to Years 7 to 9, pupils will follow a balanced programme of sporting and physical activities.
- Pupils will further develop their physical and social skills, and personal confidence through a variety of physical activities.
- Pupils will develop leadership skills and responsibility through leadership activities.
- Opportunities for competitive sports and co-operative activities which improve pupils fitness.
- Pupils will often be given responsibility for their own learning and development.
- Table Tennis
- As in Key Stage 3, pupils will be expected to bring and change into correct Physical Education kit for each of their lessons – whether they are actively participating or not.
- Pupils should put maximum effort and concentration into each of their Physical Education lessons and good behaviour is expected throughout.
- It is essential that pupils take part in every possible Physical Education lesson, as this will benefit their physical, social and mental health, and help support them with their academic learning.
- If for any genuine reason pupils are unable to do so, they will be expected to participate in the lesson by taking on another role such as referee or coach.
- Developing as a citizen
- Personal, social, health & economic education
- Economic wellbeing
- Financial capability
- Careers education & guidance
- To support the growth of self-awareness, self-confidence and a positive self-image.
- To provide pupils with access to information and guidance relevant to their personal and working lives.
- To help pupils to communicate with others about their concerns, needs and views.
- To help pupils appreciate the concerns, needs and views of others.
- To develop understanding of effective decision making and planning.
- To assist pupils in making the transition from school to adult life.
- Personal Wellbeing - understanding yourself and handling relationships units cover: developing identity and image, managing emotions, relationships, coping with crisis, challenging offensive behaviour, managing study time, developing own values, marriage and commitment, parenthood and parenting.
- Personal Wellbeing - keeping healthy units cover: healthy eating, safer sex and contraception, drinking, smoking, health matters, managing stress and dealing with depression, drugs, emergency first aid.
- Economic Wellbeing & Financial Capability units cover: thinking ahead, planning your future, managing your money, financing businesses, enterprise challenge, the UK economy, the global economy.
- a creative individual who has the ability in, and enjoys drawing
- are self-motivated and enjoy independent study
- wish to enhance their skills in presenting work creativity and with flair, editing and combining portfolio work
- have a passion for Art and Design.
- Portfolio 1: Distortion
- Portfolio 2: Natural & Man-made
GCSE Computer Science is a course designed for those pupils who wish to investigate how computers work. Pupils will be required to develop a technical understanding of computer systems and programming. This course will count towards the English Baccalaureate qualification.
Topics covered by the course will include -
- Systems architecture
- Memory and storage
- Data representation
- Computer crime and security
- Systems software
- Legal/ethical/environmental issues when developing new technology.
- Programming fundamentals
- Producing robust programs
- Boolean logic
- Programming languages.
How will pupils be assessed?
Assessment will consist of two written examination papers worth 50% each:
- Computer systems - 1 hour 30 minutes
- Computational thinking, programming and algorithms – 1 hour 30 minutes.
- Pupils who wish to take the programming aspect from KS3 to a higher level.
- Pupils who enjoy the technical aspects of computing.
- Pupils who are thinking of taking an A level computing course.
OCR Level 2 Cambridge National Certificate in Creative iMedia is a hands-on qualification for those looking to develop and hone creative ICT, Graphics and Media Skills. Pupils will build upon skills they have learnt at Key Stage 3 and will be able to use software packages to produce products for a set audience or purpose. Pupils will also investigate how the media industry works focussing on film, music, theatre, journalism, games and literature. The course is split into three units which include: Unit 1:Creative iMedia in the Media Industry
- Focus on film, TV, radio, print, gaming, the web, digital advertising
- Factors influencing product design
- Pre-production planning
- Understanding brand identity
- Planning digital graphics
- Creating a visual identity an a digital graphic
- Study Digital Games Concepts
- Learn Game Making Skills
- Plan and produce a digital game.
- Assessment consists of 3 units
- One written examination and two coursework units which are internally assessed and externally moderated.
- Unit 1 has a 1 hour written exam.
- Units 2 and 3 are coursework units. Work is assessed in school and moderated by the exam board. Approximately 17 hours of work in each unit, not including preparation work.
- Unit 3 is chosen by the teacher and may change depending on availability of software and the skillset and interests of the cohort.
- Pupils who are interested in aspects of the media industry.
- Pupils who enjoy the creative side of using computer software to create products such as graphics and sound editing.
- Pupils who are interested in taking ICT and Media based courses at A-Level or BTEC Level 3.
- involves using your imagination and creativity to design products.
- involves learning about properties of different materials.
- involves learning how to select, shape and combine materials to make useful products.
- gives you the opportunity to investigate how existing products and technologies work.
- gives you the opportunity to be innovative and try out different ideas to meet the needs of a client.
Our GCSE Drama qualification will equip pupils with a range of skills much sought after in the wider world of work and education. It will:
- Develop ways of communicating confidently and creatively
- Encourage co-operation and the understanding of others
- Provide the skills of working with others – learners can choose to work individually, in pairs or in a group of up to 6 for both units
- Introduce the tools and the language of drama
- Look at actions and their consequences in a dramatic setting
- Explore the creative work of the designer, deviser and director… as well as the performer.
The most important element in your assessment for your coursework will be the quality of your performances in front of your chosen audiences. These will be supported by a written log or record that you will complete during the rehearsal process together with a final evaluation. These are marked in an overall balance of 50% performance / 50% portfolio. The performances will be recorded on DVD to help with moderation. You will also perform to a visiting examiner. You will usually work on your performances in a small group, but may work with one other person (the minimum group size is two). There will be a written examination at the end of the course which will be worth 40% of the final grade.
Will I Like It?
This is a performance based qualification and so if you don’t like getting up in front of an audience to perform, this is certainly NOT the course for you. If, however, you enjoy acting as a skill and want to learn more about it, to find out about possible careers in acting (or in the theatre generally) or simply to improve your levels of confidence when dealing with people, this could be just the thing you are looking for!
Do I Have To Be Able To Sing?
Absolutely not! This is an acting based course and taking part in musical performances is not necessary. That does not mean of course that you CAN’T introduce a musical element to your work if you so choose. One of the great things about the course is its flexibility. Whatever kind of acting you are interested in, there should be something to suit you.Further information is available from OCR: http://www.ocr.org.uk/qualifications/gcse-drama-j316-from-2016/
- will give you plenty of opportunities to develop your practical and making skills.
- Allows you to take products apart and investigate how they work.
- Involves learning about computer aided design and the use of computers in engineering.
- Principles of engineering design (40% exam)
- Communicating designs (30% portfolio)
- Design, evaluation and making (30% portfolio)
- allows pupils to develop their ability to plan, prepare and cook dishes
- allows pupils to develop their passion for food and work in a practical way
- allows pupils to understand the science of cooking and why ingredients are needed in dishes .
- Food science
- Food, nutrition, and health
- Food safety
- Food choice
- Food provenance
- Food Scientist
- Dietician/Nutritionist/Sports Nutrition
- New Product Development Technologist
- Chef/Business Owner
- Quality Control/Environmental Health
- Food Journalism
This is a linear course which means all assessment takes place at the end of the course.
Subject content1: Living with the physical environment Section A: The challenge of natural hazards Section B: Physical landscapes in the UK Section C: The living world How it's assessed Written exam: 1 hour 30 minutes 88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology) 35% of GCSE 2: Challenges in the human environment Section A: Urban issues and challenges Section B: The changing economic world Section C: The challenge of resource management How it's assessed Written exam: 1 hour 30 minutes 88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology) 35% of GCSE. 3: Geographical applications There will be two field trips one to study an urban environment and one to study a rural environment.
- Section A: Issue evaluation
- Section B: Fieldwork
Paper 1: Thematic study and historic environment
Written examination: 1 hour and 15 minutes 30% of the qualification.
Content overview : Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city.
Assessment overview Section A: historic environment pupils answer a question that assesses knowledge plus a two-part question based on two provided sources.
Section B: thematic study pupils answer three questions that assess their knowledge and understanding. The first two questions are compulsory. For the third question, pupils answer one from a choice of two.
Paper 2: Period study and British depth study
Written examination: 1 hour and 45 minutes 40% of the qualification.
- Section A: Superpower relations and the Cold War, 1941–91
- Section B: Early Elizabethan England, 1558-88
Paper 3: Modern depth study
Written examination: 1 hour and 20 minutes 30% of the qualification.
Content overview a modern depth study: Weimar and Nazi Germany, 1918–39.
Section A: Pupils answer a question based on a provided source and a question that assesses their knowledge and understanding.
Section B: Pupils answer a single four-part question, based on two provided sources and two provided interpretations.Further information is available from Pearson: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
What is GCSE Music all about?
GCSE Music is all about making and listening to music. It covers performing, composing and listening to a wide variety of musical styles including popular music, world music and classical music. There are opportunities to use music technology (Sibelius) to notate pupils own music.
Will pupils enjoy this course?
Pupils will enjoy this course if they want to study a subject that:
- involves performing as a soloist and as a member of a group
- involves listening to all kinds of music
- involves composing music
- There will be a 1.5 hour written/listening exam in the summer of Year 11. Pupils will listen to a CD and answer questions on different genres of music ranging, dating from 1600AD - present day, from all around the world and write two essays on pieces of music they have studied (40%).
- Pupils will be required to perform (sing or play) and record two pieces - one as a soloist and one as a group member (30%).
- Pupils will also compose two pieces of their own music. One of these is free choice, the other is set by the examiners. They must introduce a score and a recording for each of these.
Do pupils need to be able to play a musical instrument or read music?Pupils will need to be willing to play a musical instrument or sing in order to record the performance requirement of the course. Although it helps pupils do not need to take additional instrumental tuition. Pupils will need to practice their chosen instrument daily to be able to perform to a minimum of grade 1 standard by the end of Year 11. To receive a higher GCSE grade, pupils must be able to perform a piece of Grade 4-5 standard. Pupils do not need to know how to read music to take GCSE music but they do need to be willing to learn. This is taught as part of the course in order to be able to answer questions on the written paper and to use the composition software Sibelius. Further information is available from AQA: http://www.aqa.org.uk/subjects/music/gcse/music-8271/specification-at-a-glance
What is GCSE Physical Education all about?
Pupils will learn about:-
- Applied anatomy and physiology
- Movement analysis
- Physical training
- Use of data
- Sports psychology
- Socio-cultural influences
- Health, fitness and well-being
- Pupils will sit two exams at the end of year 11
- Both written papers will be 1 hour 15 minutes long
- The exams are 60% of GCSE.
- Pupils will be assessed in three different physical activities in a role of player/performer (one in a team activity, one in an individual activity and a third in either team or individual activity) (30% of GCSE)
- Pupils will also complete an analysis and evaluation of a performance to bring about improvement in one activity (10% of GCSE)
- This is a full GCSE and a good grade would indicate that you were able to cope with the academic and practical demands of this stimulating course.
- It would prove an excellent foundation for any advanced Physical Education course or more vocationally related course such as leisure and recreation.
- Employment opportunities where your skills will be particularly valued include the sport and leisure industry, travel and tourism, physiotherapy and teaching.
The GCSE Religious Studies qualification is designed to develop pupils knowledge of religious and non-religious beliefs, such as Christianity, Judaism, Atheism and Humanism. Pupils will also develop the ability to construct well argued, well informed, balanced verbal and written responses. This course will challenge pupils to reflect upon their own beliefs and values and give them the opportunity to explore their own views which will help contribute to their preparation for adult life.What does the course involve? There are three areas of study as outlined below: Area of study 1: Religious, Philosophical and Ethical Studies in the Modern World Written examination: 2 hours (50% of qualification) Topics include:
- Issues of Relationships (including sex, contraception, cohabitation, marriage, divorce, homosexuality).
- Issues of Life and Death (including abortion, euthanasia, creation, the environment, animal rights, the afterlife).
- Issues of Good and Evil (including crime and punishment, forgiveness, the death penalty, suffering).
- Issues of Human Rights (including human rights, social justice, prejudice and discrimination, poverty).
- Beliefs and teachings (including God, the life of Jesus, the afterlife, creation).
- Practices (including forms of worship, sacraments, pilgrimage and celebration, the worldwide church).
- Beliefs and teachings (including God, Messiah, the afterlife, creation, life on earth).
- Practices (including forms of worship in Britain and elsewhere, the synagogue, festivals, rituals, daily life).