PARK SCHOOL FOR GIRLS
PARK SCHOOL FOR GIRLS
YEAR 10 CURRICULUM
SEPTEMBER 2011
This booklet gives information on the courses available for Year 10 pupils from September 2011. Advice on subject choices from the point of view of possible careers and information on each subject is also given.
Choosing subjects
Provisional choice of subjects should be made only after:
1. Guidance from subject teachers on the pupil's aptitude for a particular subject.
2. Consideration of preference for certain subjects by the pupil
3. Relevance to possible career choice (See Mrs Gallagher if in doubt)).
4. Discussion between pupils, parents and teachers.
G.C.S.E. - ENTRY FEES
The Examination Boards make a current charge of approximately £20 per subject for G.C.S.E. entries. These charges are not included in the normal school fees, as they are individual to each candidate. You will be invoiced separately for these examination entry fees.
CURRICULUM AND CAREER ADVICE
Choosing the subjects you decide to study for GCSE will be the first step in an important series of decisions you will have to make regarding your future career. I hope you will find these notes helpful. Please do not hesitate to ask for help if you feel that guidance from staff would be useful.
On studying the curriculum, you will see that some subjects are compulsory: English, English Literature, Mathematics, a modern European language, Information Technology and Science. Here, the choice is between Double Award Science or Biology, Chemistry and Physics as separate subjects. All universities and medical schools are equally happy to take students with either separate GCSEs in Physics, Chemistry and Biology, or the Double Award Combined Science, which leads to two GCSE grades in Science. Double Award Science is a mix of Physics, Chemistry and Biology. It is a matter for personal preference and aptitude which option you choose. Separate sciences means spending twelve periods a week doing science. Double Award Science means spending nine periods a week on science, leaving time for another option choice.
We consider that an overall programme of eleven subjects is sufficient in number for breadth of study, yet is not too many for sufficient depth of study to attain the highest possible grades. For those pupils who plan to stay into the Sixth Form to study 'A' levels, it is essential that they gain an A grade at GCSE in the subjects they plan to take at 'A' level.
We offer Business Studies as a new subject in Year 10. The course has been designed to run from scratch over the two-year period.
For Geography and Biology fieldwork is a compulsory part of the course and therefore field trips will have to be paid for by the individual pupil.
Obviously, at this stage, you will not all know what you want to do and indeed; we as teachers cannot be absolutely sure what your potential is. Your aim must be to achieve the greatest number of high grades at GCSE, in order to maximise your opportunities. Choose those subjects for which you have an aptitude. Take the advice of the subject teachers; they have the knowledge and experience to guide you, and can tell whether you are likely to succeed in their subject. THEN you can look at your overall choice of subjects and see which career area your subject choices are leading towards.
Looking to the Future.
Results are graded from A to G for which you get a certificate. A 'Fail' will be ungraded and you will not receive a certificate. Employers and colleges are only interested in passes at Grades A, B and C, and most Sixth Forms require an A grade if you want to do that subject at A level. All students must remember that good grades in English are essential. Many schools are unwilling to allow students to study at Advanced level unless they have gained a B grade in English. Medical schools often require the same level of achievement. Communication skills are also tested in the BMAT examination.
Being a success in the world of work is not just about academic qualifications; personal traits are just as important and the qualities of perseverance, confidence, co-operation, integrity, equanimity, punctuality, initiative, reliability and honesty cannot be stressed too highly. These are the qualities upon which the School has to comment in recommending you for university or college courses, and for employment, and they are the personal qualities which will ensure you succeed in life. So while you are studying hard for your GCSE examinations, never lose sight of these vitally important attributes.
Career Choices
With four GCSE passes at Grade C or above, you can study for a G.N.V.Q. Diploma (2 years) at one of the local Further Education Colleges (Redbridge, Epping Forest, Barking, Havering, Waltham Forest etc.). There are BTEC/GNVQ courses in a wide range of subjects e.g. Business Studies, Computing, Secretarial, the Media, Sciences.
With six or more GCSE passes (at Grade C or above), with an A grade in four subjects, you can consider yourself capable of going on to do three or four 'A' levels. With 'A' levels, you open up to yourself a wide choice of university courses and rewarding careers in the professions. Today, most good jobs are open only to those with the appropriate qualifications, and the level demanded is rising all the time.
Mrs E Gallagher
CAREERS INFORMATION SHEET
1. Subjects can be divided into the following groups for easy identification.
|ARTS/HUMANITIES |SCIENCES |PRACTICAL |
| | | |
|ENGLISH |MATHEMATICS |ART |
|ENG. LITERATURE |PHYSICS |INFORMATION TECHNOLOGY |
|FRENCH |CHEMISTRY |SPORT ) according to |
|SPANISH |BIOLOGY |MUSIC ) demand |
|HISTORY |SCIENCE Dble Award | |
|RELIGIOUS STUDIES | | |
|BUSINESS STUDIES | | |
|GEOGRAPHY | | |
2. GCSE GRADES
|A) | |
|B) |Accepted by all employers, Colleges and Universities |
|C) | |
| | |
|D) | |
|E) | |
|F) |Certificate accepted in certain cases |
|G) | |
| | |
|U |Ungraded (No certificate) |
3. CHOICES AVAILABLE TO YOU FROM THE AGE OF 16+
|(i) 4 GCSE’s |Local Further Education (G.N.V.Q.) |
| |Work at clerical level. |
| | |
|(ii) 6+ GCSE’s |3 /4 'A' levels in the 6th Form |
| | |
|(iii) 3 or 4 |Management Training |
|'A' Levels |Diploma or University Degree |
| |The Professions |
QUALIFICATIONS REQUIRED FOR CAREERS
Here is a small selection, to give you some idea of the variety of choice and openings available. Further information is available from Mrs Gallagher, who has a wide variety of books and leaflets. You will see that it is possible to go into various fields at different levels:-
Chartered Accountant
5 GCSE + 3 'A' levels in academic subjects followed by a University course.
(Certified Accountant - day release course after 'A' levels).
Architect
5 GCSE + 3 'A' levels (Mathematics or Physics. Art not required) followed by a University course.
Art & Design
a) 4 GCSE for GNVQ course at local Technical College
b) 5 GCSE + 3 'A' levels for a Degree course at Art College
Banking
a) 5 GCSE (including English and Mathematics) followed by day release leading to banking
examinations
b) 5 GCSE + 2 'A' levels for Management Course
c) Degree (any subject) for Higher Management
Beautician
4 GCSE (including English and Science) followed by a Technical College Course
Bio-Chemist
5 GCSE + 3 'A' levels. Degree in relevant subject.
Building Society
a) 5 GCSE (including English and Mathematics) followed by BTEC/GNVQ course at a local College
b) 5 GCSE = 2 'A' levels, followed by a management course.
c) Degree (any subject) for Higher Management
Civil Service
a) 5 GCSE Clerical Officer
b) 5 GCSE + 3 ‘A’ levels (not Art) Executive Officer
c) Degree Administrative Service
Computer Staff
a) 4 GCSE (including English and Mathematics): BTEC/GNVQ course at college for
programmers
b) 5 GCSE + 2 ‘A’ levels (Mathematics preferred): Higher National Diploma in Programming
c) Degree (in any subject) + ‘on the job’ training for Systems Analysis
Hotel Management
a) 5 GCSE + BTEC/GNVC course at a local college
(b) 5 GCSE + 3 ‘A’ levels; followed by a University Course
You will see that I have listed these professions alphabetically; further information is available from Mrs Gallagher.
DETAILS OF SUBJECT CONTENT
The School uses THREE Examining Boards at GCSE level:-
|1. |LONDON EDEXCEL |
|2. |OCR |
|3. |AQA |
ENGLISH AND ENGLISH LITERATURE
GCSE
English Language
Unit 1 Extended Literary Text and Imaginative Writing
• Response to one text from a choice of prose, poetry drama or literary non fiction.
• Personal and Imaginative writing.
• (Controlled assessment 30%)
Unit 2 Speaking, Listening and Spoken Language
• A drama focused activity, a group activity and an individual extended contribution.
• One written response to studying use of spoken language.
• (Controlled assessment 30%)
Unit 3 Information and Ideas
• Non Fiction and Media.
• Exam based on the reading of previously unseen material
One non fiction and one media piece
• (Examination 40%)
English Literature
Unit 1 Literary Heritage Linked Texts
• Candidates answer one question on the Shakespeare text studied.
• Candidates study one poet from a choice of 6.
• (Controlled assessment 25%)
Unit 2 Modern Drama
• Candidates study one of 6 modern drama texts.
• (Examination 25%)
Unit 3 Prose from Different Cultures
• Candidates study one of 6 texts from different cultures
• (Examination 25%)
Unit 4 Literary Heritage Prose and Contemporary Poetry
• Candidates study one from 6 Literary Heritage Prose texts
• Candidates study one from a choice of 6 anthologised poets from the Poetry Anthology or study for the contemporary unseen poem.
• (Examination 25%)
(OCR)
MATHEMATICS
Introduction to GCSE Mathematics A
1. Overview of OCR GCSE Mathematics A
| | | | | |
| |Written paper | | |Written paper |
|Unit A501/01 |1 hour | |Unit A501/02 |1 hour |
|Mathematics |60 marks | |Mathematics |60 marks |
|Unit A |25% of the |or |Unit A |25% of the |
|(Foundation) |qualification | |(Higher) |qualification |
| | | | | |
| |Calculator | | |Calculator |
| |permitted | | |Permitted |
| | | | | |
| | |AND | | |
| | | | | |
| |Written paper | | |Written paper |
|Unit A502/01 |1 hour | |Unit A502/02 |1 hour |
|Mathematics |60 marks | |Mathematics |60 marks |
|Unit B |25% of the |or |Unit B |25% of the qualification |
|(Foundation) |qualification | |(Higher) | |
| | | | |Calculator not |
| |Calculator not | | |permitted |
| |Permitted | | | |
| | | | | |
| | |AND | | |
| | | | | |
| |Written paper | | |Written paper |
| |1.5 hours | | |2 hours |
|Unit A503/01 |100 marks | |Unit A503/02 |100 marks |
|Mathematics |50% of the |or |Mathematics |50% of the |
|Unit C |Qualification | |Unit C |qualification |
|(Foundation) | | |(Higher) | |
| |Calculator | | |Calculator |
| |Permitted | | |permitted |
One re-sit per module
40% terminal rule applies.
(OCR)
1 Key aspects of OCR GCSE Mathematics A
The following aspects are stipulated by the QCDA:
• Assessment objectives
• Proportion of calculator use
• Functional elements of mathematics
• QWC (quality of written communication)
What is being assessed?
All GCSE Mathematics specifications for first teaching from September 2010 have the same set of assessment objectives:
Candidates are expected to demonstrate the following in the context of the content described:
| |Assessment Objectives |Weighting (%) |
|AO1 |Recall and use their knowledge of the | |
| |prescribed content |45-55 |
|AO2 |Select and apply mathematical methods in a | |
| |range of contexts |25-35 |
|AO3 |Interpret and analyse problems and generate| |
| |strategies to solve them |15-25 |
For the first time, quality of written communication is assessed in all GCSE Mathematics specifications.
Functional elements of mathematics
Functional elements of mathematics are assessed in this specification, as in all GCSE Mathematics specifications for first teaching from September 2010.
Learners do not have to pass Functional Skills Mathematics at Level 2 to gain a Grade C or higher in GCSE Mathematics. However, if they have been prepared for GCSE Mathematics A, they may also be in a position to achieve a Functional Skills Mathematics qualification.
The scheme of assessment
Certification is available in January, June and November. Learners sit three units – Units A and B are each worth 25% and Unit C is worth 50%. Each of these three units has specified content.
Learners are able to take a mixture of Foundation Tier and Higher Tier units.
Learners are not allowed to use a calculator for 25% of the assessment (Unit B), although a calculator is permitted for the remaining 75% (Units A and C).
(OCR)
IGCSE Mathematics A0580
Cambridge Mathematics IGCSE is widely recognised by higher education institutions and employers around the world and in the UK as evidence of academic ability.
It is accredited in the UK and is equivalent to the GCSE.
IGCSE Maths is a fully examined course which encourages the development of mathematical knowledge as a key life skill and as a more advanced foundation for future studies.
Assessment consists of 2 papers: -
1) Core curriculum (foundation) C - G
2 papers 1h (30%),
2h (70%) – weighting
2) Extended curriculum (higher) A* - E
2 papers 1.5h (35%),
2.5h (65%) - weighting
Both papers calculator
A* - a percentage uniform mark – 90%
A - a percentage uniform mark – 80%
B - a percentage uniform mark – 70%
C - a percentage uniform mark – 60%
Classification code 2210
3) Syllabus aims and objectives
Weighting of assessment objectives
The relationship between the assessment objectives and the scheme of assessment is set out in the tables below.
| |Paper 1 |Paper 2 |Paper 3 |Paper 4 |
| |(marks) |(marks) |(marks) |(marks) |
|A: Mathematical techniques |42-48 |28-35 |78-88 |52-65 |
|B: Applying mathematical techniques to solve |8-14 |35-42 |16-26 |65-78 |
|problems | | | | |
| |Core assessment |Extended assessment |
|A: Mathematical techniques |75 - 85% |40 - 50% |
|B: Applying mathematical techniques to solve problems |15-25% |50 – 60% |
The relationship between the main topic areas of Mathematics and the assessment is set out in the table below.
| |Number |Algebra |Space & Shape |Statistics & |
| | | | |probability |
|Core (Papers 1 & 3) |30-35% |20-25% |30-35% |10-15% |
|Extended (Papers 2 & 4) |15-20% |35-40% |30-35% |10-15% |
SCIENCE
Specification at a glance
Units
The suite of GCSE in Science qualifications are a nested set of qualifications:
| | | | | |
|GSCE in | |B1 | |C1 |
|Science | |25% | |25% |
| | | | | |
|[pic] | | | | |
| | | | | |
|Biology | |Chemistry | |Physics |
|controlled | |controlled | |controlled |
|assessment | |assessment | |assessment |
| | | | | |
|(BCA) | |(CCA) | |(PCA) |
| | | | | |
|25% | |25% | |25% |
| | | | | |
| | | | | |
|GCSE in | |GCSE in | |GSCE in |
|Biology | |Chemistry | |Physics |
Details of each unit are given on the following pages.
Park School will offer Edexcel Double Award and separate Science Awards (leading to three GCSEs, one each in Biology, Chemistry and Physics).
Edexcel Science syllabuses attach the importance to the knowledge, skills and understanding of how science works in the world at large, as well as in the laboratory.
It is set in the context of knowing and understanding a body of scientific facts. In the programme of study, procedural and substantive content are given equal emphasis.
Double Award consists of two single awards: GCSE Science (known as ‘core’) and
GCSE Additional Science.
Double Award therefore allows progression to post-16 science courses.
Assessment will require candidates to demonstrate knowledge and understanding of science and how science works, application of skills and knowledge to problem solving and evaluation of the impact of scientific developments on society and environment.
There are six written assessed units and two practical centre-assessed units.
For separate Science Awards there are three written assessed units in each subject (Biology, Chemistry, and Physics) and one practical centre-assessed unit for each subject.
The written papers carry 75% weighting of the overall assessment.
DO I CHOOSE DOUBLE OR TRIPLE SCIENCE?
If I wish to follow a career in Science (of any kind) – TRIPLE SCIENCE would be my choice.
If I wish to keep my options open because I have not, as yet, chosen a career path –DOUBLE SCIENCE would be my choice because: -
a) It does not preclude me from AS and A2 Science courses in the 6th Form
b) It leaves me with the possibility of taking another option-subject
(EDEXCEL)
INFORMATION & COMMUNICATION TECHNOLOGY - ICT
All pupils have already begun the course for the OCR National Qualification, a GCSE equivalent course. They will continue with the course in Years 10 and 11. All students will complete the course that results in ONE qualification. Some students may progress to a second award.
The OCR Level 2 Nationals in ICT comprises the following qualifications:
OCR Level 2 National First Award in ICT (90 guided learning hours)
OCR Level 2 National Award in ICT (190 guided learning hours).
Introduction
The OCR Level 2 Nationals in ICT have been developed to provide candidates with an introduction to the skills, knowledge and understanding required to prepare for work in the information and communication technology sector.
The OCR Level 2 Nationals in ICT are qualifications accredited by QCA to the National Qualification Framework.
Form of assessment
All units are centre-assessed and externally moderated by an OCR Visiting Moderator. No examination is involved.
All units are graded: pass, Merit, Distinction. Full award certificates will be graded: Pass, Merit, Distinction.
Progression routes and the National Qualifications Framework
Progression into employment
These qualifications are designed to enable candidates to enter employment at operative or trainee level within a wide range of business environments. Such candidates would normally enter employment through a work-related training program.
Progression to further qualifications
These qualification have been designed to aid progression to GCE ICT or GCE Computing. They will also provide a basis for progression to other qualifications at Level 3 of the National Qualifications Framework.
The current Year 9, have started work on the mandatory unit – Unit 1: ICT Skills for Business which they will carry on to Year 10, they will be required to add another Unit to be able to qualify or the OCR Level 2 National First Award in ICT (90 guided learning hours).
Students who are doing extremely can take on two more units which will lead them to obtaining an award equivalent to 2 GCSEs. This is the OCR Level 2 National Award in ICT.
(OCR)
FRENCH AND SPANISH
The techniques of language learning are of wide application and will be useful in any career area, as well as for business, holidays and travelling abroad generally. Modern Languages combine well with Arts or Science subjects.
By the end of Year 9 our pupils have already achieved a good foundation in all four skills: Listening Reading, Speaking and Writing. All candidates will be trained for the appropriate level of entry and the target language will be used as much as possible.
SUMMARY OF SCHEME OF ASSESSMENT
Two tiers of examination (Foundation and Higher) will be offered for the Listening and Reading with papers targeted at the following grades:
|FOUNDATION |G |F |E |D |C | |
|HIGHER | | | |D |C |B A A* |
The Speaking and Writing papers are untiered.
The grid below shows the relationship between assessment objectives and examination components.
|PAPER/AT |WEIGHTING |METHOD OF ASSESSMENT |DURATION OF EXAMINATION |
| | |TERMINAL EXAMINATION |25 MINUTES |
|1 |20% | | |
|LISTENING | | |35 MINUTES |
| | | | |
| | | |+ 5 MINUTES Reading Time|
| | |CONTROLLED ASSESSMENT BY|TWO TASKS |
|2 |30% |CENTRE |4-6 MINUTES EACH |
|SPEAKING | | | |
| | | |35 MINUTES |
|3 |20% |TERMINAL | |
|READING | |EXAMINATION |50 MINUTES |
| | |CONTROLLED ASSESSMENT |2 SINGLE SESSIONS OF ONE|
|4 |30% |MARKED BY EDEXEL |HOUR EACH |
|WRITING | | | |
By the time students arrive in Year 10, they have spent three years laying the foundations for their French GCSE.
Years 10 and 11 are all about reinforcing, extending and reaping the rewards of the knowledge acquired in previous years. Our aim is to enable all students to enjoy communicating confidently in a foreign language.
Key Subject Aims
To enable students to develop:
• An understanding of French in a variety of contexts
• A knowledge of French vocabulary and structures
• Transferable language learning skills
• The ability to communicate effectively in French
• Awareness and understanding of countries and communities where French is spoken.
(EDEXCEL)
ART & DESIGN
The new Art and Design specification focuses on the quality of the work a student produces, rather than the quantity. More time is available for the teaching and learning of essential art skills.
This shift in emphasis supports the Departments aims to maximise the creative potential of all pupils.
The need for hard work and perseverance is emphasised. Students are expected to work independently inside and outside the classroom. A homework journal will be kept and students are expected to demonstrate a high level of commitment and initiative. This homework journal will be a resource to work from within the classroom and help students to develop skills where necessary.
Students will spend the earlier part of the GCSE course focusing on understanding the requirements of how they can produce a personal response to the objectives. The key skills to be developed include, critical thinking, contextual studies, analysis, drawing, painting, sculpture, textiles, print, collage and mixed media. This development will be achieved through experimentation of a wide variety of techniques and processes and the study of past and current artistic practices.
The new specification has been broken into two components.
• A controlled assessment Art and Design Portfolio (replacing the existing course work)
• An Art and Design OCR-set Task (examination)
Controlled Assessment Portfolio Unit. (In class)
• Students have 45 hours to produce a portfolio of work in response to given stimuli from the Department.
• All assessed work is to be produced within the controlled environment of the classroom
• A homework journal will be kept providing a resource to inform classroom work. This work is done under limited supervision and may also contribute to assessable outcomes.
• Weighting 60%
OCR-set Task Unit
Students formulate a personal response to one question, chosen from a question paper
• Students will have approximately 3 months preparation time for the OCR-set Task unit
• All work produced in the controlled environment of the classroom and at home will be assessed
• 10 hours of supervised controlled time to produce their final piece(s)
• Weighting 40%
Assessment
Students are expected to demonstrate the ability to do the following.
AO1 25%
Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.
AO2 25%
Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.
AO3 25%
Record ideas, observations and insights relevant to their intentions in visual and/or other forms.
AO4 25%
Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.
Throughout the course, students are encouraged to make their own choices and develop work which is interesting and relevant to them personally.
(OCR)
BUSINESS STUDIES
GCSE Business Studies (Full Course) towards One GCSE. It consists of three parts: -
• Unit 1 - Setting up a Business - written paper 1 hour.
• Unit 2 - Growing as a Business, written paper 1 hour
• Unit 3 - Investigating Businesses, Controlled Assessment - 3 hours which will be in split sessions.
(AQA)
GEOGRAPHY
This subject spans our planet from its intensely hot centre to its cool surface. The great forces of plate movements, oceans and rivers are studied, as it human physical and economic survival. Any pupil with a sense of wonder and curiosity about their surroundings would benefit from this varied course.
Specification at a Glance: Geography A. Specification A. AQA 4032.
GCSE Geography’s divided into three units – Unit 1: Physical Geography, Unit 2: Human Geography and Unit 3: Local Fieldwork Investigation. You’ll have to do two exams – one for Unit 1 and one for Unit 2.
|Unit 1: Physical Geography | Unit 2: Human Geography |
Unit 1’s divided into two sections (A and B) Unit 2’s divided into two sections (A and B)
and seven topics: and six topics:
| | |
|Section A |Section A |
| | |
|( The Restless Earth |( Population Change |
|( Rocks, Resources and Scenery |( Changing Urban Environments |
|( Challenge of Weather and Climate |Changing Rural Environments |
|( The Living World | |
|Section B |Section B |
| | |
|( Water on the Land |( The Development Gap |
|( Ice on the Land |( Globalisation |
|( The Coastal Zone |( Tourism |
Here’s how the exam’s structured: Here’s how the exam’s structured:
|( 1 hour |75 marks |37.5%of your | |(1 hour | 75 marks |37.5%of your |
|30 mins |in total |final mark | |30 mins |in total |final mark |
There are seven questions in total – one on There are six questions in total – one on
each topic (see above). You need to answer each topic (see above). You need to answer
three out of the seven questions – one question three out of the six questions – one question
from Section A, one question from Section B from Section A, one question from Section B,
then a third question from either section. then a third question from either section.
|Unit 3: Local Fieldwork Investigation |
The local fieldwork investigation involves some fieldwork (outdoor fun, often in wellies) and a written report – it used to be called coursework. It’s done under controlled conditions (a bit like exam conditions).
| |
|( Around 20 hours |
|of class time. |
| |
|60 marks in total |
|25% of your final mark |
| |
|Suggested word limit: |
|2000 |
The fieldwork bit:
Can be done on your own, in groups or
as a class. It involves collecting primary
data – data you collect yourself, e.g.
measurements of erosion, questionnaire
responses, etc.
The report part:
You write up your methods and present your data. Then you describe, analyse
and make conclusions about your data.
(AQA)
HISTORY
OCR SYLLABUS B: THE MODERN WORLD (J417)
The GCSE course in history provides an interesting, lively and relevant background to issues that are still central to our lives today. Students will be examined on their ability to describe, understand and interpret some of the major themes and events of the twentieth century. Apart from traditional textbooks, full use is made of contemporary sources such as cartoons, photographs and video material. Developing communication skills plays a major part in the course through informed discussion, question and answer sessions and writing with confidence. The knowledge and skills developed in the study of history mean it combines well with other subjects. If you have enjoyed history so far and are prepared to work hard then you are likely to do well in this subject.
There are three components to the examination:
Paper 1 (2 hours)
The Core Content focuses on aspects of International Relations in the twentieth century. Topics will include: the rise of dictators like Hitler, Mussolini and Stalin; the economic problems of countries like the USA and Japan in the 1930s; and the causes of World War II
The Depth Study is based on Germany 1918-45. Topics will include how Hitler gained power in Germany; life under the Nazis for groups such as women and young people; and what was happening inside Germany during World War II.
Paper 2 (1 hour 30 minutes)
This paper is based on a detailed investigation of Britain 1890-1918.
We consider how society changed in this crucial period in British history. Topics will include the Suffragettes and how ordinary people coped with World War 1 in Britain.
Paper 3 (Coursework)
This will be based on the USA 1919-41
The study will consider the ‘Boom and Bust’ years: the prosperity of the 1920s, with topics like the beginnings of Hollywood, and the Great Depression of the 1930s, with topics like the New Deal. The coursework will be undertaken during Year 11 and will be based on one long essay to be done under controlled conditions in school. It is worth 25% of the total marks.
By the end of the course students will have had opportunities to acquire important skills: the ability to research and organise material; the ability to analyse and think independently; and the ability to draw on relevant evidence to support their arguments. These are valuable skills for everyone, whatever their future career plans.
(OCR)
MUSIC
There are 3 elements of GCSE Music – Performing, Composing and Listening
Performing
You will be developing your instrumental or vocal skills throughout your study, largely through private practice and performance opportunities. By the end of Year 10 you should aim to be at least a Grade 4 standard. Your coursework portfolio will consist of your best solo and group performances.
Composing
You have to submit 2 compositions. GCSE composing can be done using our music technology equipment or at your instrument. There is a short written exam that accompanies one of the compositions.
Listening
In the summer term of the second year there is a Listening Paper. This is a written paper that requires you to recognise different features of music. To prepare for this you will be building your awareness of styles, musical language and theory.
Of the two lessons per week, one will typically be spent doing a practical activity (eg. composing), whilst the other will be more theory based.
Regardless of your performance instrument, some keyboard skills will need to be developed early in the course as these are helpful when composing and are also very useful in understanding music theory.
To be successful in GCSE music you will need to be well organised to practise consistently and work to deadlines. You need to be prepared to put in the time necessary to complete composition coursework. Through GCSE music you will build skills in analysis and presentation as well as creativity. These will be an asset in whatever career path you follow.
(AQA)
PHYSICAL EDUCATION
Practical sporting ability is an obvious requirement for this option and participation in external clubs is (strongly) expected.
The GCSE course is both theoretical and practical.
Theory (40% of final examination)
Unit one: The theory of Physical Education is split into two sections. Section 1.1 involves issues regarding healthy, active lifestyles. Section 1.2 includes topics based around a healthy active body. This unit is assessed through an externally set examination. The examination is 1 hour and 30 minutes and includes multiple choice, short answer and longer answer questions.
Practical (60% of final examination)
Unit two: Performance in Physical Education has two sections. Section 2.1 is Practical performance. Students need to undertake four practical performances in different contexts, within selected physical activities, in the role of either player, official or leader. Section 2.2 is an analysis of performance in one of their chosen sports.
This subject is ideal preparation for A level Physical Education and develops the transferable skills and key skills that employers are looking for. Employment opportunities where these skills are particularly valued would be in the sport and leisure industry, travel and tourism, teaching, coaching, recreational management.
(EDEXCEL).
RELIGIOUS STUDIES
The school offers a course entitled ‘Religious Studies: As Religious Beliefs and Lifestyles.’ It provides an opportunity for candidates to study key aspects of the following religions: Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism. Each candidate chooses the two religions they wish to study and teaching is tailored to these choices.
The syllabus aims to encourage candidates to acquire knowledge of the beliefs, values and traditions of two religions. Candidates must also consider the influences of the beliefs, values and traditions associated with those religions. They must also consider religious and other responses to moral issues, and identify and respond to fundamental questions of life raised by human experience, including questions about the meaning and purpose of life. They should also develop skills relevant to the study of religion and be ready to investigate the subject at deeper level than is apparent in the outline of the syllabus. They are expected to work independently both within the lessons and outside the classroom.
Within each religion, the focus is on the common ground within each tradition, and the awareness of diversity also. There is a study of the practices within each tradition, and an examination of beliefs and sources of authority. The syllabus also aims to consider how religious principles are applied to personal and community life, and family relationships. There are also the wider considerations of justice and equality, and matters of life and death. Environmental issues are also examined.
Assessment:
There are TWO written papers, one in each area studied. They account for 100% of the final marks. The style of question varies from short statements to essay-style responses, but these are always divided into sections. This helps students to organise their ideas. Both papers are taken at the end of Year 11.
This is a subject where the views of the student count. One half of the marks available in the examination are awarded for the ability to discuss difficult issues, and there are no right or wrong answers. Students learn how to support their views with logical arguments by listening to others in class discussions, and through an academic study of the major faith communities that they encounter today.
(AQA)
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You’ll have to do Two Exams at Either Higher or Foundation Level
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