All students study the following core curriculum; across Britain and when combined with other optional subjects, they are considered to be of the utmost importance in the education of young people.
Through the study of English Language students will:
– Learn how to analyse texts
– Understand how writers create meaning through their use of language and structure
– Create own texts, developing skills in narrative, descriptive and non-fiction writing
– Develop skills in speaking and listening to a variety of audiences
Paper 1: Exploration in Creative Reading and Writing 50%
• Reading fiction text and writing to describe and narrate
Paper 2: Writer’s Viewpoints and Perspectives 50%
• Comparing non-fiction texts and writing to express a point of view
Non-examination assessment: Spoken Language 0%
Through the study of English Literature students will:
– Explore a variety of texts including poetry, plays and prose
– Learn about the context of the texts studied, covering a wide historical range and encompassing different cultures, religions and social contexts
– Study a selection of texts in real depth and develop your own interpretations of them
Paper 1: Shakespeare and the 19th century novel 40%
• Study of Macbeth and The Sign of Four
Paper 2: Modern Texts and Poetry 60%
• Study of a modern novel or play and a range of poetry from different periods
There will be an increased emphasis placed on problem solving. Students will need to be able to use and apply maths in other contexts, interpreting and evaluating results and solutions. Good mathematical reasoning and communication skills will also be important so students can present arguments clearly through both method and results.
The course has an examination time with a minimum of 4.5 hours of exam time being specified. Topics and areas covered by the specifications include:
• Number skills
• Ratio, proportion and rates of change
• Geometry and measures
Students study either GCSE Combined Science Trilogy, or they will study separate sciences GCSE Biology, GCSE Chemistry and GCSE Physics. A decision will be made in discussion with and guided by the teachers of the department. All students start by following the same programme of study with the courses diverging part-way through Year 10.
The GCSE Combined Science Trilogy course will enable students to build upon the topics that they have studied in Year 7, 8 and 9. Students will study a range of biology, chemistry and physics topics including:
• Cell biology
• Atomic structure
• Chemical changes
• Organic chemistry
• Magnetism and electromagnetism
Students who choose to study the separate sciences will cover all of the same exciting topics from the GCSE Combined Science course but in greater detail.
Separate Sciences – Biology
• Infection and response
• Inheritance, variation and evolution
Separate Sciences – Chemistry
• Bonding, structure and the properties of materials
• Quantitative chemistry
• Chemistry of the atmosphere
Separate Sciences – Physics
• Particle model of matter
All students follow a common curriculum of mandatory subjects. These are not examined, but form an integral part of a broad and balanced curriculum that aims to develop the whole student, including an understanding of and appreciation for values and beliefs within our country’s society.
The programme supports the aims of the school and in particular the creation of a social ethos which encourages students to feel secure, and to be tolerant and respectful towards each other, and to give students the maximum opportunity to develop all their abilities.
The teaching of discrete PSHE and Citizenship is through the ASPIRE programme, which is delivered to students across the school in tutor groups once every two weeks. Through ASPIRE we aim to equip students with the skills, knowledge and understanding necessary to develop an understanding of and respect for themselves, to develop a healthy lifestyle, learning how to recognise and manage risks and how to make safe and healthy choices, to develop effective and fulfilling relationships and to respect the needs and rights of others, and to develop an understanding of our society and local community and learn how to play an active part in community life.
ASPIRE is also part of our hidden curriculum, where students are consistently encouraged to respect themselves and each other and to make the most of their abilities, thus allowing them to progress further in education and employment.
Students are provided with extensive information, advice and guidance through the options process and choose further courses from the following selection. Guided by, and in discussion with teachers, students study an additional three or four courses; this may depend on the number of courses they take as part of their core curriculum. Students’ choice of language is also guided and a number study more than one.
The following examined courses are available as part of the options scheme.
The course is divided into two units of work: a portfolio and an examination. The portfolio consists of class-based projects that contribute 60% of the final mark. The final unit is the examined unit which is worth 40% of the final mark.
The portfolio unit is completed after Christmas in Year 11 and the examination unit then begins. Students have up to ten weeks to develop their projects before completing a final piece in examination conditions over a 10 hour period. To successfully undertake the course students need good KS3 results and a commitment to producing independent work, along with a passion for the subject.
Throughout the delivery of this qualification, the following core areas and transferable skills should be evident:
• team working – the qualification requires learners to work with others either on small tasks or during the final project task
• communication skills
• presentation skills – learners will learn to present their work to those around them in a suitable way and will also learn the most appropriate way of communicating as an entrepreneur
• use initiative – learners will learn what initiative is and why it is important for an entrepreneur or business person
• work independently – learners will understand how to work independently on specific tasks.
|Unit 01||Starting a business or enterprise||Internally & externally|
|Unit 02||Market research and analysis||Internally & externally|
|Unit 03||People, operations and recruitment||Internally & externally|
|Unit 04||Finance for business and enterprise||Internally & externally|
|Unit 05||Produce a business plan for a business or enterprise||Internally|
|Unit 06||Evaluate a business plan||Internally|
Unit 1 focuses on planning and preparing to work with children aged 0-5 and as such looks at best practice, activities which promote the development of children and the role of observations in demonstrating the development of children over time. Students will gain an understanding of the importance of catering for individual needs of children in order to facilitate development.
Unit 2 looks at how children develop between the ages of 0-5. The unit covers the different strands of development, for example physical and emotional and looks at how these develop and factors which can affect these development strands. This unit also looks at the role and use of care routines as well as supporting children through transition points and events in their lives.
Students are assessed externally at the end of the course through a short exam (Unit 3) which also covers elements of both portfolio units.
Students learn a minimum of three different skill areas; these are likely to be tiling, electrical and plumbing but could extend to basic joinery and painting and decorating. While carrying out these specialist trades, students will demonstrate that they can work safely, can store and dispose of materials safely and can keep work area clean and organised.
The first year of study involves developing understanding, followed by a devising unit where students work with a variety of stimuli. Practical work is supported by development log coursework. We also arrange a live theatre visit.
In the second year, pupils explore set text through a series of workshops. They will examine the text in a variety of ways. This year also involves developing evaluative skills as well as completing another performance unit, assessed by a visiting examiner. For their final performance, students can offer performance or support for two extracts from a published play.
The subject itself does require a good aptitude for English skills, including textual analysis and as such, some students may struggle to cope with the demands of the written content, but support is provided. Drama continues to help form the backbone of transferrable work life skills and as such provides an avenue into many future career paths. If students have a real passion for drama, the course is well suited for further study at A-Level.
Unit 1 – Understanding drama. 40% of GCSE. 1:45hr Written exam.
Unit 2 – Devising drama. 40% of GCSE. Unit 2 looks at creating, analysis of own work and evaluation.
Unit 3 – Texts in practice. 20% of GCSE. Students will perform 2 extracts from a published play to an external examiner.
GCSE Drama is delivered in units within school, with various modern and traditional texts being used as focus points. Students have the chance to perform in front of their peers and external audiences in a variety of forms as well as undertaking responsibility within Drama club and visiting the theatre on a regular basis.
Unit 1: Finance, the Individual and Society.
This unit includes the study of money, income, tax and foreign exchange. It also looks at the contribution of individuals and organisations to the economy of a country.
Unit 2: Practices of Managing Money.
This unit explores the concepts of financial planning and personal financial budgets. It includes the link between personal financial budgets and spending choices. The different types of borrowing products available are also introduced, including credit cards, mortgages and secured and unsecured personal loans.
Unit 3: Financial Capability, Work and Enterprise.
This unit provides an understanding of how a business manages money and the relationship between personal money management and business money management.
Physical Geography: This unit encompasses many aspects of the physical side of the subject. Students will gain an understanding of current issues such as changing climates and managing and sustaining ecosystems. They will also look at natural hazards and physical cycles and systems such as the water cycle. This unit also expands their knowledge of physical landscapes and environments.
Human Geography: This unit brings in elements of economic development with counties and how this is measured and promoted through systems and processes such as Aid. Students also focus on population & environments, including a key study on urban environments. Students will deepen their understanding of the UK as well as issues such as resource reliance and security.
Geographical Skills and Fieldwork: This unit is about developing student’s enquiry, investigative and field study skills, including field work.
Unit 1 : Principles of fitness – Includes components of fitness, principles of training and the benefits of exercise on the body systems.
Unit 2: Healthy lifestyles: – How does food and physical activity contribute to a healthy lifestyle? Importance of diet and nutrition and how participation is affect by motivation.
Unit 3: Preparing and planning for health and fitness (external assessment 25%) – Developing the ability to evaluate and prepare a health and fitness plan to improve their exercise and diet.
Unit 4: Developing a personal health and fitness programme – Brings together learning throughout the course to develop a health and fitness programme. Includes fitness testing and the importance of preparation.
Three of the four units will be assessed via the completion of assignments, the topics covered must be applied to health and fitness and will have a vocational link. Units 1, 2 and 4 = 75% course content.
• The study in changes of crime and punishment from Anglo-Saxon times to the present day. This topic looks at reasons behind these changes.
• A depth study into The American West, examining the way in which the American West was settled in and developed between 1840-1895.
• A period enquiry into Anglo-Saxon and Norman England Including the build-up to Hastings and how England changed under the Normans.
• A modern world study focusing on Weimar Germany and the rise of the Nazi Party. Students are asked to compare and analyse historical interpretations.
The subject is well-balanced between traditional aspects of history and looking at key events of the 20th century.
Unit 1: Practical Skills in IT (controlled assessment 30%) – Students will undertake a number of IT projects that will assess their IT skills in web design, video editing, animation, audio editing, word processing, spreadsheets, digital graphics and databases.
Unit 2: Creating IT Systems (controlled assessment 30%) – Students will learn specific knowledge and skills to enable them to design and build their own IT system. This year the system will be to design and program an interactive 2D computer game.
Unit 3: Fundamentals of IT (examination 40%) – Students will learn how computers work. Students will have an external examination that will test their knowledge and understanding on hardware, software, networks, The Internet, security, data and emerging technologies.
30% Non-exam assessment – Independently create a media product based on a theme – assessed by teachers
The theme for the non-exam assessment changes each year- students need to be prepared to create anything the exam board picks as their annual theme. We won’t know the topic until June of year 10! Students will be asked to produce a statement of intent and create a media product for an intended audience.
70% Exam – (2 written examinations)
Paper 1 (worth 35% of total GCSE grade) focuses on media industries, audiences (section A) and representation (section B).
Paper 2 (worth 35% of total GCSE grade) focuses on analysing media productions and the theoretical framework using media language (section A) and contexts of the media (section B).
Unit 1 – 30% – 1 composition of your choice (minimum of 1minute 30secs) & 1 solo performance (minimum of 2 minutes)
Unit 2 – 30% – Group performance with 2 or more live performers (minimum of 2 minutes) & Composition (minimum of 2mins 30 secs)
Unit 3 – 40% – Learn to identify, describe and analyse elements of music, conventions and use of music technology within 4 areas of study: The Concerto Through Time, Rhythms of the World, Film Music, and Conventions of Pop.
Unit 2- Personal Portfolio
Students are to develop a portfolio of work based on a personal theme, this will involve exploring the work of a chosen artist, recording from observations and experimenting with different processes and developing a story around your chosen theme.
Unit 3- Externally Set Task
Students select a theme from 10 starting points set by the exam board. It follows the same structure as the Personal portfolio but concludes with a 10 hour exam, which takes place over 2 days. In the exam you will create a top quality final piece.
When responding to the titles given in their chosen activities, students learn new skills and a variety of processes and techniques that can be used when making images. We cover:
• taking photographs, exploring imaging techniques such as depth of field, film speed, lighting, exposure and viewpoints
• editing and refining digital images using specialist software
• use of camera equipment, format and lenses
• elementary darkroom practice
• lighting and exposure techniques
• alternative print exposure techniques
• digital manipulation of images (image scanning, use of digital camera), photomontage and story grams.
• Applied anatomy and physiology;
• movement analysis;
• physical training; and movement analysis, use of data.
• health, fitness and well-being in physical activity and sport;
• sociocultural influences;
40% non-examination assessment (practical performance and controlled assessment)
Students are assessed on their practical performance in three activity areas. These are assessed throughout the course, with a written analysis of performance, focused on one of these three areas. Performance outside of school can be assessed in activities such as equestrian, skiing, dance and numerous others. (Recorded evidence will need to be provided.)
The second part of the course is more focused on ethical and philosophical thought in the modern world and students explore issues within medical ethics, human relationships, war and peace and the arguments for and against the existence of God. Within these units both religious and non-religious approaches are studied and examined.
Paper 1: Listening and understanding in Russian
Students are assessed on their understanding of standard spoken Russian by one or more speakers in a range of public and social settings. Students will respond to multiple-response and short-answer open-response questions based on a recording featuring male and female Russian speakers.
Paper 2: Speaking in Russian
Students are assessed on their ability to communicate and interact effectively through speaking in Russian for different purposes and in different settings.
Paper 3: Reading and understanding in Russian
Students are assessed on their understanding of written Russian across a range of different types of texts, including advertisements, emails, letters, articles and literary texts. Students
are required to respond to multiple-response and short-answer questions based on these texts.
Paper 4: Writing in Russian
Students are assessed on their ability to communicate effectively through writing in Russian for different purposes and audiences. Students are required to produce responses of varying lengths and types to express ideas and opinions in Russian.
The specification develops students’ ability to converse, whether in written or spoken form, in a number of familiar common topic areas, including:
Generally out and about: visitor information, basic weather, local amenities, accommodation, public transport and directions.
Customer service and transactions: cafés and restaurants, shops, dealing with problems.
Personal information: general interests, leisure activities, family & friends, lifestyle, healthy eating & exercise.