OAKWOOD PARK GRAMMAR SCHOOL
GCSE
COURSE INFORMATION
AND GUIDANCE
2021-2023
ART AND GRAPHICS SPECIALISMS
Subject Leader Art: Mr A. Edwards Examination Board: AQA Syllabuses: 8202 & 8203
Why Study Art? When most students think about studying Art or Graphics they only see two possible pathways, either that of the traditional artist or that of a graphic artist. However, these are two of only a vast number of jobs that art could possibly lead to. This is just the tip of the iceberg, you could be an But firstly, it is interesting to consider some other illustrator designing the latest album covers, a game information when thinking about Art and Graphics. designer creating the latest worlds for computer Did you know that a recent article in the Guardian games, set designer, or costume designer, editor of suggested that artists had one of the future proof films, film director, camera man, photographer the jobs? It stated that “art will continue to change and list is almost endless but the starting point is the evolve with technology, not disappear” and that same. Art and Graphics gives you the foundation, possibly one of the big new sectors of work, knowledge and choice to progress in these augmented reality could provide work for the next pathways. generation of artists. Could you be the next Digital Architect (Designs a range of virtual buildings for Students have a choice of two Art options – advertisers to market their products and services) or Fine Art or Graphic Communication. perhaps an Avatar Design-Security Consultant (designs, creates and protects the virtual you)? Fine Art Specialism Secondly, a charitable organisation called NESTA In Fine Art we explore a range of mediums and has projected that there will be 1 million new jobs processes, these include drawing, painting, created between now and 2030 in the creative sculpture, printmaking, photography, digital work. industries, all of which Art and Graphics can be vital You will also use a range of mediums including for. Thirdly, the Arts Council has just produced pencil, pen, felt-tip, colouring pencil, oil pastels, research suggesting that creative thinking is the charcoal, paint, clay, cardboard, breeze block etc. future for the job market and Art and Graphics is The projects are open ended and require a creative instrumental in helping develop these skills. approach. Current projects explore Fragmentation and portraits. You need to be able to develop your So, moving into a future having taken a specialist own ideas and be able to creatively and creative subject could be a major advantage in the imaginatively come up with ways to explore your future job market. But what jobs are open to you? topic. Independence is key as is good time Probably more than you think. For example: management. You will often be expected to work at lunch or afterschool to complete work and develop Graphic designers, Architects, Multimedia artists and your project. animators, Interior designers, Landscape Architects, You must be willing to consider new ways of Curators, Museum technicians and conservationists. working and thinking outside of the box to create What’s interesting about these art-based jobs is that work that is personal and inventive. But above all the Huffington Post lists these as careers with the you must have a passion for the subject. brightest futures with increased growth since 2008.
• AO3 – Record – This Assessment Objective Graphic Communication Specialism focuses on the drawing, painting, sculpture In Graphics, you will work from design briefs which etc., and the quality of it, as well as your require a specific outcome that is tailored to a ability to annotate your work effectively. theme or audience. Briefs explore a range of topics, • AO4 – Present – This Assessment including, music and restaurants. These design Objective is about your final intention or briefs often require you to be more creative and piece, the quality of it and the connections work around possible restrictions and to you have made with other artists. imaginatively problem solve. Meeting the assessment objectives will be a You will be expected to work with a range of continual process beginning from day 1 of the processes including drawing, painting, sculpture, course. It is key to remember that every piece of photography, and digital work. In Graphics, working classwork and homework goes to helping develop creatively with a range of materials including pencil, your portfolio which is graded in the final colouring pencil, ink, paint, lino, illustrator and assessment in Y11. Assessment objectives are not Photo-shop helps you to develop ideas and skills. It really ever tackled singularly but rather collectively should be noted that students need a high level of as the course progresses. skill with technical drawing to succeed at Graphics. The final grade in Art and Graphics is made up of Being able to develop your own ideas and creatively two marks: come up with new ways to explore your topic is key, as is independence and good time management. • 60% from the coursework grade. This is You will often be expected to work at lunch or work completed from September in Year 10 afterschool to complete work and develop your to Christmas in year 11. It is a major body project. You must be willing to consider new ways of work spanning a range of projects and of working and thinking outside of the box to create over many pieces of work. work that is personal and inventive. But above all • 40% comes from the exam. The exam is run you must have a passion for the subject, slightly differently to most subjects. Students are given an exam paper in Assessment January and are given a range of starting For Both Fine Art and Graphics assessment is the points. They then have a set amount of time same. There are 4 Assessment objects, each to prepare developmental and experimental objective is worth 24 marks. work, this is referred to as the “prep period” and lasts a number of weeks. During this • AO1 - Develop – This Assessment period the teacher helps and guides the Objective is primarily concerned with the students allowing them to develop a final development of the project and the links you piece idea. At the end of the prep period a can make with your own work to that of 10 hour exam is sat over 2 days in which artists and designers. students complete a final piece in exam • AO2 – Explore – This Assessment conditions without assistance. Objective is about experimenting with materials and processes, reviewing and • Syllabus details may be found at refining of your ideas and developing your www.aqa.org.uk work
Computer Science
Subject Leader Computer Science: Mrs F Ramkhalawon and Miss V Rowe Exam Board: OCR Syllabus Name: Computer Science (9-1) - J277
The qualification will build on the knowledge, understanding and skills established through the Computer Science elements of the Key Stage 3 This component is an externally assessed written programme of study. The content has been designed examination representing 50% of the total marks. not only to allow for a solid basis of understanding but The examination lasts 1 hour 30 mins. to engage learners and get them thinking about real world application. Component 2: Computational thinking, algorithms and programming Aims and learning outcomes Students apply knowledge and understanding gained • understand and apply the fundamental principles in component 01. They develop skills and and concepts of Computer Science, including understanding in computational thinking: algorithms, abstraction, decomposition, logic, algorithms, and programming techniques, producing robust programs, data representation computational logic and translators. • analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs • think creatively, innovatively, analytically, logically and critically • understand the components that make up digital systems, and how they communicate with one another and with other systems • understand the impacts of digital technology to the individual and to wider society • apply mathematical skills relevant to Computer This component is an externally assessed written Science. examination representing 50% of the total marks. The examination lasts 1 hour 30 mins. Component 01: Computer systems Introduces students to the central processing unit Practical Programming (CPU), computer memory and storage, data Students will be required to undertake programming representation, wired and wireless networks, network tasks during their course of study which allows them topologies, system security and system software. It to develop their skills to design, write, test and refine also looks at ethical, legal, cultural and environmental programs using a high-level programming language, concerns associated with computer science. at OPGS we are currently using Python. Students will be assessed on these skills during the written examinations, in particular component 02.
Possible Enrichment Activities Cyber Discovery, Codewars, iDEA, Bebras Challenge, Bafta Young Game Designer, Raspberry pi club, Lego Mindstorms robotics, ‘KODU’ from Microsoft Research and codeacademy.org.
Website: https://www.ocr.org.uk/qualifications/gcse/computer- science-j277-from-2020/
DESIGN & TECHNOLOGY
Subject Leader Design and Technology: Mr S. Peacock Exam Board AQA Design and Technology 8552
The course consists of two units; Unit 1 is a 2 You will also need to manufacture a working hour written exam on ‘Knowledge and prototype of the product you design and Understanding’ of Design and Technology and develop. This will allow you to get creative in Unit 2 is a design portfolio and practical make the workshops and learn about a range of activity. The Non-Exam Assessment machinery and materials. (coursework) is completed in Year 11. Examination: ‘Knowledge and Understanding’ is a 2 hour Unit 1 Unit 2 exam in the summer of Year 11, in which you Knowledge and Creative Design will be tested on what you know about Understanding. and Make. materials, tools and equipment, industrial and Examination Non-Exam commercial processes, analysing and designing 50% of overall Assessment products, and the use of computers in designing mark 50% of overall and making. There is also a section which mark includes questions on sustainability, renewable energy and minimising waste – all very topical A 2 hour exam which Substantial design issues. tests the student’s and make task. The exam also contains Maths and calculation knowledge on Core Students will questions – working out volumes and areas, technical principles, produce a reading data and calculating costs for Specialist technical prototype and a manufacture. principles and portfolio of Designing and making evidence. Should you study this subject? principles. Design and Technology is a big coursework based subject and you will be expected to work hard and meet the strict deadlines during design Throughout Years 7, 8 and 9 you will have been and manufacture. The changes to exam involved in a few different projects based on the specification means that you will now only have fundamental skills used in D & T; drawing, 35 hours to complete the design and make sketching, CAD, researching, producing reports, activity in Year 11 only. investigating ideas, and designing and making You will be expected to work products in a variety of materials. If you enjoyed independently at home and attend the challenges this presented, and received workshop sessions after school. good project marks and monitoring grades, then You should enjoy designing, being creative and you should consider D & T as a GCSE option. working with the machines and materials in the workshop. It will also help you if you are artistic Designing and Making: and have good drawing skills as well as strong The Design and Technology GCSE will require ICT knowledge. you to produce a portfolio of work based around This new specification has strong links with one of the exam boards set briefs. The briefs Maths and Science. are not released by the exam board until June in This subject is important if you are thinking Year 10. You will have to analyse the task, carry about pursuing a career in any field of design or out a range of primary research, design, engineering. This includes engineering, product develop and plan the manufacture of the design, architecture or any of the construction product you wish to make. This will be trades. completed mainly on computers and you will learn how to use ‘3D Solidworks’, a 3D Contact: [email protected] modelling software, so good ICT skills will benefit you. You will also be taught how to use AQA GCSE Design and Technology web link: other graphics software such as ‘Techsoft 2D http://www.aqa.org.uk/subjects/design-and- Design’ and ‘Adobe Photoshop’. technology/gcse/design-and-technology-8552
GCSE DRAMA Subject Leader Drama: Mr S. Baker Exam Board: Pearson/Edexcel
Drama is a very popular and oversubscribed Students should also be fully aware that textual subject. Students choosing this option would analysis and written assessments form up to usually already be involved with the extra- 70% of the GCSE qualification. Drama is not an curricular programme at school and/or external easy option. It takes time, dedication, theatre schools/clubs. commitment and resilience to be successful.
Students are expected to dedicate ● Performance/design realisation covering themselves to the course, the course both key extracts is worth 48 marks. demands and the expectations of the Drama Department. This involves regular rehearsals at lunchtimes, after school and weekends. Component 3: Theatre Makers in The required commitment and rehearsal Practice time supports the academic and Written examination: 1 hour 45 minutes performance based expectations of the 40% of the qualification – 60 marks GCSE. Content overview Component 1: Devising ● Practical exploration and study of one NEA complete performance text 40% of the qualification – 60 marks ● Live theatre evaluation
Content overview Assessment overview ● Create and develop a devised piece from a Section A: Bringing Texts to Life stimulus ● 45 marks ● Performance of this devised piece or ● This section consists of one question design realisation for this performance. broken into six parts (short and extended ● Analyse and evaluate the devising process responses) based on one extract from the and performance chosen performance text. ● Performer or designer routes available. ● Performance texts are not allowed in the examination as the extracts will be provided. Assessment overview ● There are two parts to the assessment: Section B: Live Theatre Evaluation 1) a portfolio covering the creating and ● 15 marks developing process and analysis and ● This section consists of two questions evaluation of this process (45 marks) requiring students to analyse and evaluate a live theatre performance they have seen. 2) a devised performance/design realisation ● Students are allowed to bring in theatre (15 marks) evaluation notes of up to a maximum of 500 words. Component 2: Performance from Text NEA It is important to note that students 20% of the qualification – 48 marks will be expected to visit the theatre (usually in London) at least six times Content overview during the two years at an ● Students will either perform in and/or approximate cost of £35.00 per trip. design for two key extracts from a performance text. Contact: [email protected] ● Performer or designer routes available. Examination board: Assessment overview Pearson/Edexcel ● Externally assessed by visiting examiner. https://qualifications.pearson.com/en/qualifi cations/edexcel-gcses/drama-2016.html
ENGLISH Subject Leader English: Ms R George English Language AQA 8700 English Literature AQA 8702
The English course, which is compulsory at • giving a presentation in a formal Key Stage 4, provides two separate GCSE context qualifications from an integrated • responding appropriately to programme of study. questions and to feedback, asking All students are entered for both subjects at questions themselves to elicit the Higher Tier. The course develops: clarification • using spoken Standard English. • Detailed knowledge and understanding of fiction including The English GCSE is an interesting, Shakespeare, (Romeo and Juliet), a engaging and exciting course, giving selection of poetry, a play (An opportunities to study a wide variety of texts Inspector Calls) and a novel (The as well as developing your own skills in Strange Case of Dr Jekyll and Mr creative writing. Hyde) as well as a range of non- fiction texts. We think you will find High order skills and excellent results in the texts and subjects for study English at KS4 are crucial, whatever your interesting and the class activities chosen path after GCSE; the skills you thought-provoking and helpful. acquire on these courses are life skills.
• Language skills, which involve The analytical skills and special interests analysis, argument, persuasion, that we hope you develop also provide you imagination, explanation and with an excellent foundation for A levels and exploration in speech and in writing. Higher Education. In particular, good results provide access to one or more of the Both skills and knowledge are assessed rigorous, motivating and prestigious A level through terminal examinations: subjects we offer in English as well as in the Humanities and Social Sciences. • English Language: 2 examination Nevertheless, wherever your specialist areas papers (100%) and strengths lie, you will need to be a good Paper 1- Explorations in creative communicator. writing and reading (50%) We believe that you will enjoy the course Paper 2- Writers’ viewpoints and and with a positive, mature attitude to your perspectives (50%) learning and a good work ethic, you can Non examination Spoken Language succeed at the highest level. (an assessment aimed to allow students to demonstrate their Please follow the links below for an overview speaking and listening skills) of the courses, at a glance. English Language: • English Literature: 2 examination http://www.aqa.org.uk/subjects/english/gcs papers (100%) e/english-language-8700
Paper 1- Shakespeare and Jekyll and English Literature: Hyde (40%) http://www.aqa.org.uk/subjects/english/gcs Paper 2- Modern texts and poetry e/english-literature-8702 (60%) • Spoken Language (Non exam Contacts: Ms R George (Subject Leader for assessment) English) [email protected] Mr S Taylor-Richardson (KS4 Lead for The aim of the assessment is to allow English) students to demonstrate their speaking [email protected] and listening skills by: Ms C Davies (KS3 Lead for English) [email protected]
FRENCH Subject Leader: Ms P Roux Examination Board: Eduqas
Overview Paper 2: Listening In year 9 students have had the opportunity • Written exam to overview the 12 themes assessed by the • 25% of GCSE exam board at GCSE level. Students have Understanding and responding to different been learning the skills needed for the types of spoken language exams in year 11 as well as studying the Foundation Tier (40 minutes, 40 foundation content of the specification. marks) and Higher Tier (50 minutes, Students are asked to produce extended 50 marks) written and spoken language pieces as well Questions in English, to be answered in as understanding long reading and listening English or non-verbally, or questions in passages based on the basic language French, to be answered in French or non- introduced for each topic. At the same verbally time, they have to translate long simple Paper 3: Reading texts into French and English. • Written exam At the end of the year they have a clear idea • 25% of GCSE of the topics for GCSE and how they will be Understanding and responding to different assessed at the end of year 11. As part of types of written language the full GCSE course in year 10 and 11 they Foundation Tier (60 minutes, 60 will be getting a deeper understanding of marks) and Higher Tier (75 minutes, the three themes covered by the 60 marks) specification. The three themes are: Students respond to questions in English, in 1. Identity and culture French or non-verbally and translate from 2. Local, national (home, charity work, French into English. health) international and global Paper 4: Writing areas of interests (charities, health, • Written exam tourism) • 25% of GCSE 3. Current and future study and Communicating effectively in writing for a variety of purposes employment Foundation Tier (75 minutes, 50 Structure of the assessment marks) Paper 1: Speaking Students produce responses to several • Non-exam assessment stimuli including photos, short passages, • 25% of GCSE and translations and structured writing Communicating and interacting effectively in tasks. speech for a variety of purposes Higher Tier (90 minutes, 60 marks) Foundation Tier and Higher Tier Students produce several written passages The format is the same at Foundation Tier including a structured writing task, an open- and Higher Tier, but with different stimulus ended writing task and translation from questions, materials and preparation time. English into French. -Role-play Contact [email protected] -Photo card It is essential for students to discuss -General conversation their GCSE language choice with their teacher.
GEOGRAPHY
Subject Leader Geography: Mr J Baird Exam Board: Edexcel A, Syllabus Code: Geography 1GAO
Why choose GCSE Geography? • A study of both coastal and river The course will enable you to gain an landscapes and processes, as well as understanding of global and modern management against coastal erosion and geographical issues. It will help you to develop river flooding analytical and interpretation skills that can be • Weather hazards, e.g. tropical cyclones and used in further education and your career. drought Geography is well known as a subject that links • Causes and consequences of climate to all other subjects in the curriculum so a change GCSE in Geography is a stepping stone to a • Characteristics of global ecosystems, such whole range of opportunities. The skills you as tropical rainforests, and their develop can lead to a wide range of careers in management areas such as engineering, environmental management, ICT, journalism, media, Component 2: The Human Environment marketing, accountancy and business management. Students will cover issues such as: • A study of a UK city (Birmingham) and a Is Geography the right subject for you? city in a developing/emerging country (Sao Ask yourself what you enjoy about the study of Paulo) to look at its characteristics and Geography. Do you want to: how its changed over time • Learn more and understand about the • Causes and consequences of migration rapidly changing world that you live in? • How the problems of urban areas, such as • Learn through investigation and doing as over-crowding, can be solved well as listening and reading? • The reasons why we live in an unequal • Develop transferable skills that will help you world in other areas e.g. research and IT? • The management of natural resources, • Undertake individual investigations on such as energy and water contemporary topics?
What will you learn? Component 3: Geographical The world is always changing. Geography gives Investigations: Fieldwork and UK you the chance to learn about these changes. challenges Through the GCSE Geography syllabus, you will Students will cover issues such as: develop a 'sense of place' by looking at the • The pressure on growing populations on world around you on a local, regional and the UK’s ecosystems global scale. You will examine a range of • The costs and benefits of developing natural and man-made environments and learn brownfield and greenfield sites about some of the processes which affected • River management in the UK their development. You will also look at the • Impacts and response to climate change on ways in which people interact with their the UK environment and the opportunities and • Questions relating to their fieldwork challenges an environment can present, experience thereby gaining a deeper insight into the different communities and cultures that exist How will you be assessed? around the world. All students will sit the following three exam There are 3 components which will be studied papers: over the three years and will stretch and • Paper 1 – 1 hour 30 minutes – 37.5% of challenge your thinking. total qualification – Students answer Component 1: The Physical Environment questions on Component 1: The Physical Students will cover issues such as: Environment • The physical geography of the UK • Paper 2 – 1 hour 30 minutes – 37.5% of the total qualification – Students answer questions on Component 2: The Human questions on Component 3: Geographical Environment Investigations: Fieldwork and UK challenges • Paper 3 – 1 hour and 30 minutes – 25% of total qualification – Students answer
HISTORY
Subject Leader History: Miss A Aldous Syllabus: Edexcel History Specification
The History Edexcel course with some conferences, Hungarian Uprising, Cuban excellent historical ‘enrichment’ Missile Crisis, and the collapse of the USSR. opportunities. Students will have a strong understanding of international developments which have Summary of Edexcel History GCSE: all shaped our world today. Students will assessed at end of Y11. explore how close the world came to nuclear war, why the arms race developed, how the Paper 1: Thematic study and historic Berlin Wall was constructed and how it fell environment decades later. On both units there will be Written examination: 1 hour and 15 minutes assessments with GCSE-style questions, 30% of the qualification revision support and frequent shorter recall Warfare and British society, c1250– quizzes. present (thematic study) and London and the Second World In Year 11 students will study Warfare and War, 1939–45 (historic environment) British society topics, including London and the Second World War. This GCSE Paper 2: Period study and British depth topic will be taught using clips, maps, study ‘regular’ textbook and worksheet materials Written examination: 1 hour and 45 minutes and students should find tracking one topic 40% of the qualification through this long time period very Superpower relations and the Cold rewarding. We will be studying the nature War, 1941–91 (period study) and experience of warfare across this and Early Elizabethan England, 1558– period, including the development of 88. (British depth study) weapons technologies, strategies and the impacts on communities. From Norman Paper 3: Modern depth study archers to the Battle of Agincourt, from the Written examination: 1 hour and 20 minutes Civil War battle at Naseby to the aerial raids 30% of the qualification of London during the Second World War, Weimar and Nazi Germany, 1918–39. this will be a rewarding and interesting topic, giving students great insight into the In Year 10 students will focus on the British development of warfare over time. This depth study: Early Elizabethan England. builds on the Year 9 Ypres Enrichment Day This includes the situation when Elizabeth and many students have a family link to the became Queen and her rule – how did she Blitz or evacuation and find this very maintain the image of the ‘Virgin Queen’? interesting. Why did grammar schools develop? Plus, religious change and the international For the Weimar and Nazi Germany topic response including the Spanish Armada. students evaluate how Germany recovered These big debates will need a base of from the First World War, how the Nazi knowledge and careful explanation. This dictatorship was established and why this links to students’ work on Spain and the brought Europe to another destructive war. New World in Year 9 as students also learn How did Germany deal with defeat and a about colonies in North America and the punishing treaty? Why did their inter-war Spanish Armada. It can also offer a bridge leader win the Nobel Prize? How did the to future A-Level study, should students Nazis develop a popular programme and wish to continue with History in the future – create a dictatorship? Again, a mixture of most KS5 qualifications now have a Medieval clips, film extracts, debates and primary or Early Modern British History module. sources: posters, police reports, letters and more, will helps students develop their Students will also study the Superpower sources skills. Assessments in Y11 will relations and Cold War, 1941-91 period include full exam practices as well as our study This provides continuity and stretch routine quizzes and termly assessments. and challenge by building on Year 8 and Year 9 work on the two World Wars: looking History GCSE is an excellent course for at a range of events from the post-war students who are curious about the past, enjoy their History lessons and have a love of finding out more about how things used Contact: [email protected] to be. We offer other opportunities for extension and challenge throughout the course. We also run support sessions with A-Level History students offering friendly advice to GCSE students about revision techniques. Students interested in politics and law also find History very relevant as there are always many links to events happening in the news and current affairs today.
MATHEMATICS
Subject Leader Mathematics Mr J. Rhys KS4 Mathematics Coordinator Mr P. O’Neill Exam Board: Pearson Edexcel GCSE 9-1 (1MA1) Higher Tier
Mathematics is a compulsory subject at KS4 In Years 10 and 11 all students will be and students will be following the taught Maths at the same time and students programme of study for Edexcel Higher will be set in groups based on exam and GCSE Maths 9-1. All students will follow the assessment results throughout Yr. 9. same course and take the Higher Level exam. The grades available range from 4 to How will I be assessed? 9 with 9 being the highest. The GCSE is assessed by three 1.5 hour examination papers with all three papers What will I study? assessing the full range of the syllabus at PEARSON EDEXCEL GCSE 9-1 (1MA1) the end of the course. The first paper does HIGHER TIER not allow the use of a calculator, whilst the other 2 papers do. Assessment objectives AO1: Use and apply standard techniques AO2: Reason, interpret and communicate mathematically AO3: Solve problems within mathematics All students will be entered for their exams and in other contexts in the May/June of Year 11.
Content The top set in Maths will also follow an 1. Number additional higher Maths qualification in order 2. Algebra to stretch the most able and better prepare 3. Ratio, proportion and rates of change the students for A – Level Maths. 4. Geometry and measures 5. Probability Contact: [email protected] 6. Statistics [email protected]
During Years 7 & 8, students are taught in Useful web site addresses their form groups. In Year 9, students will http://www.mymaths.co.uk/ be placed in a group which is deemed most https://www.mathswatchvle.com/ appropriate for their ability. Setting is based http://www.ocr.org.uk/qualifications/free- upon end of year exams and results from standing-maths-qualification-fsmq- ongoing assessment during Years 7 and 8. additional-mathematics-6993/ (for FSMQ Additional Mathematics)
MEDIA STUDIES
Subject Learner Media: Miss. M Goodhew Exam Board Eduqas (WJEC) C680QS
What does the course involve? gender, magazines and music videos considering the representation of This is a two-year course in which you will study ethnicities. key media concepts of genre, narrative, representation and audience through a range of different texts such as TV crime dramas, film posters and adverts. You will be assessed on your • Students will also need to learn more in- ability to analyse a range of media texts using depth case studies from television crime media language, considering the audience and drama and music videos, taking into media industries. You will also plan ideas for account 2 contemporary artists and one creating your own media products which will from the 1980s. Students will also need to assessed as coursework in which you create the analyse the online, social and participatory film marketing for a brief set by the exam board media to see how star personas are each year. manufactured in the music industry. • Students will be expected to recognize the Course content includes: multi-media platform of contemporary media with the increase of producers • GCSE students will be required to study having an online presence and social the marketing and promotion for the Bond media platforms. film franchise. You will not watch any scenes from the films themselves in order Is the course for me? to make a bigger distinction between Media Studies and Film Studies. You must already be good at and enjoy English to • There is a historical dimension to film be successful at this subject. It involves similar study, with students studying set media skills of analysis and interpretation, writing well products such as a Quality Street ad from structured, detailed essay responses to questions the 1950s or The Man with the Golden and being creative enough to develop your own Gun poster from 1960s. narratives and ideas. You will need to apply a • 'Non-examination assessment' worth 30% wide range of subject-specific terminology and of the overall course grade in which theory in relation to the case studies you students can produce print-based learn. Therefore, the ability to be marketing material for a new film in line organised by keeping detailed notes, to work at a with a specified brief set each year by the consistently high standard and to be able to meet exam board. deadlines is also essential because this course has • Students will need to learn case studies a coursework component. set by the exam board from the following media forms: newspapers and radio considering the representation of events For more information see Miss M Goodhew such as coverage of Brexit in the British press in 2019;, advertising and video Contact: [email protected] games considering the representation of
MUSIC
Subject Leader Music: Miss E Bates Exam Board: Edexcel 1MU0
The main object of the course is to stimulate which students will study over the two years. and develop an appreciation and enjoyment Questions will be a combination of objective of all types of music through an active tests, structured responses and extended involvement in the essential musical activities responses. Students learn about a wide range of appraising, performing and composing. of music from the past 400 years, covering Instrumental and Vocal genres, as well as COMPONENT 1: PERFORMING MUSIC – 30% Music for Stage and Screen and Fusions of of total marks genres. Through their exploration of these Set Works, candidates will develop an Students must perform twice: once as a solo understanding of the organisation of sound. performance, the second time as part of an ensemble. Each performance must be longer than 1 minute and total more than 4 minutes. Performances will be recorded and marked by the centre and sent to the exam board for Expectations: moderation. Approximately grade 2/3 or above COMPONENT 2: COMPOSING MUSIC – 30% performance standard at the start of Year 10 of total marks (to be at least Grade 4/5 standard by Year 11) All candidates should maintain regular Students must create 2 compositions, totalling instrumental/vocal tuition at least 3 minutes duration. Each composition All GCSE candidates are expected to take part must be 1 minute minimum. Students are in the musical life on the school, including allowed to use any genre of music for one extra-curricular Music clubs composition, while the other will be written to a brief given by the board at the start of As music is a performing art, you should be Year 11. These need to be presented as a prepared to be involved in practical music- score with a recording, and will be marked by making and you need to be broadminded in the centre and sent to the examining board your approach. The commitment involved in for moderation. this course goes well beyond the scheduled class lessons. The first year of the course will COMPONENT 3: LISTENING AND APPRAISING build on knowledge gained in Key Stage 3 and – 40% of total marks include elements of the syllabus in order to form an effective start to the course. Assessment is through a terminal examination marked by Edexcel examiners. Students Contact: [email protected] respond to questions based on short musical excerpts drawing on music from Set Works Website: qualifications.pearson.com
PHYSICAL EDUCATION
Director of Sport: Mr R Raye Exam Board: AQA www.aqa.org.uk/subjects/physical-education
What will I learn? • Movement analysis – Lever systems, Planes GCSE specifications in Physical Education should and Axes of movement equip students with the knowledge, understanding, skills and values to develop and • Physical Training – Health and Fitness, maintain their performance in physical activities Components of Fitness, Testing, Training and understand the benefits to health, fitness and Principles, Training methods, Training well-being. This will require them to: sessions, Injuries
• develop theoretical knowledge and • Use of Data – Data Collection, Presentation of understanding of the factors that underpin Data, Analysis and Evaluation of Data physical activity and sport and use this knowledge to improve performance Paper 2 (1 hour 15 minutes, 78 marks- 30% of GCSE): • understand how the physiological and psychological state affects performance in • Sports Psychology- Classification of Skills, Goal physical activity and sport Setting & SMART Targets, Basic Information
Processing, Guidance and Feedback on • perform effectively in different physical Performance, Mental Preparation for activities by developing skills and techniques Performance. and selecting and using tactics, strategies
and/or compositional ideas • Socio-Cultural Influences – Social Groups, • develop their ability to analyse and evaluate to Commercialisation, Ethical Issues improve performance in physical activity and sport • Health, Fitness and Well-Being – Why we do exercise, Sedentary Lifestyles, Energy, Diet • understand the contribution which physical activity and sport make to health, fitness and Unit 2: - Performance in Physical Education – 40% well-being of the Final Mark
• understand key socio-cultural influences which Assessed in: can affect people’s involvement in physical Practical Sports Performance (30% of GCSE) activity and sport • Practical performance in THREE different physical activities in the role of How will I be assessed? player/performer (one in a team activity, one in an individual activity and a third in either a The GCSE course is assessed over two units. team or in an individual activity). Unit 1: - The Theory of Physical Education - 60% of • Part 1- 5 core skills assessed in conditioned the Final Mark practices • Part 2- Application of these skills to a fully Two externally marked Written Examination competitive performance. Papers.
Paper 1 (1 hour 15 minutes, 78 marks- 30% of Analysis of Performance (10% GCSE) GCSE): • Students will be assessed on their analysis (15 marks) and evaluation (10 marks) of • Applied Anatomy and Physiology – Musculo- performance to bring about improvement in Skeletal System/Cardio-Respiratory System, one activity. long term and short term effects of exercise and anaerobic/aerobic exercise
PARENTS INFORMATION EVENING:
Following confirmation of your son’s place on the GCSE Physical Education course, an information evening will be held during Term 6 of Year 9 (date to follow). The evening will provide both students and parents with the following information, in preparation for the start of the course in September:
- An outline of course content & structure - Course expectations and lesson protocols - Practical sports performance- selection of your three sports - Explanation of the assessment process - Sports specific assessment days & the potential associated costs - Requirements for filming of offsite activities & exemplar videos - An opportunity to purchase GCSE PE course wear - An opportunity to purchase the following support materials: o ‘The Everlearner’ online resource o GCSE PE Textbook o Revision Guide o Revision Cards
Contact: [email protected]
PSYCHOLOGY
Subject Leader Psychology: Mr P Sheehan Exam Board: AQA
Psychology is the scientific study of the Students will also gain an in-depth human mind and behaviour. You should knowledge and understanding of how study psychology if you are interested in psychological concepts can be studied, and yourself and other people. It will also teach what the advantages and disadvantages of you how to think scientifically. Psychology different research methods are. Be is about helping people and you will study prepared to carry out some practical treatments and therapies, as well as what investigations of your own too. psychologists have found out about the brain and behaviour. The programme of study for the GSCE The good news is that this will be a new includes the following: subject for you so you will not have to know any psychology! Your own experiences will • Memory – how memories can be stored, have taught you something about people, retrieved, forgotten and changed! and how individuals and groups function. • Perception – why do we see illusions, You will need to be willing to develop a wide and how do we make sense of the visual range of skills: scientific investigative skills, information we receive? numeracy and literacy, but above all, a • Development – how babies develop their curiosity about people’s behaviour and an ability to understand the world around open mind. Psychology is by no means an them, and how we develop the ability to easy option and students will have to be learn able to read quantities of text and write • Social Influence – why do we obey and accurately and concisely. conform to others’ ideas, even if we don’t agree? The course will be assessed through two • Language, thought and communication written examinations at the end of Year 11. – what does your body language say about you? How does language The course content includes: influence the way we think? • The brain and neuropsychology – How • An understanding of biological concepts does the brain work and how does the in psychology, including neuroscience structure or the brain effect behaviour? and genetics as contributors to • Psychological Problems – How can we behaviour explain and treat mental health issues • An understanding of thought, such as depression and addiction? information and mental processing as contributors to behaviour The course has been chosen so that it • An understanding of the social area of complements the A Level specification, but psychology, the impact of social and does not teach the material in the same environmental factors on behaviour and depth. This means that GCSE Psychology is the influence of groups a ‘stand-alone’ course and is not a • An understanding of how individuals requirement of entry onto the A Level change throughout their lives, with a course. particular focus on childhood and how both nature and nurture can affect Contact: [email protected] individuals
RELIGIOUS STUDIES
Subject Leader RS: Miss L Trumper Syllabus Name: EdExcel Religious Studies
Course content: All students will study a full All eight units of the two examination course GCSE in Religious Studies. papers will be covered in years 10 and 11.
Syllabus Content: Assessment: Paper 1: Area of Study 1 - Religion and Ethics • There is no controlled assessment for RS. Students must study all four content sections Two examinations are taken for this based upon the religion of Christianity GCSE. Christian Beliefs, Marriage and the Family, Living • Each unit/exam is worth 50 per cent of the Christian Life, Matters of Life and Death the total GCSE marks. • Each unit/exam is assessed through a 1 Paper 2: Area of Study 2 - Religion, Peace hour 45 minute examination, divided into and Conflict four sections. Students must study all four content sections • Each question is divided into four parts based upon the religion of Islam with each part increasing in difficulty. Muslim Beliefs, Crime and Punishment, Living the • The total number of raw marks for each Muslim Life, Peace and Conflict paper is 118.
The school is required legally to provide R.S Contact: [email protected] throughout the school and so consequently it is better to pursue a full GCSE which is more Edexcel website: beneficial to the students than following a course http://qualifications.pearson.com/en/qualification with no accreditation. s/edexcel-gcses/religious-studies-2016.html
SCIENCE
Subject Leader of Science: Miss R. Limer Subject Leader Biology: Miss M. Knight Subject Leader Chemistry: Mrs S. Love Subject Leader Physics: Mr T. Hoskins Examination Board: AQA
Students can opt to take Triple Science, worth following the same outline, although the content three GCSEs or Trilogy (Double) Science worth 2 for Trilogy is much reduced. GCSEs. Trilogy students will have 9 lessons per fortnight, split between Biology, Chemistry and Assessment Physics. Triple candidates will have 14 lessons A range of question types will be used, including per fortnight, split between Biology, Chemistry multiple choice, short answer and those that and Physics. Each Science discipline is taught by require extended responses. Extended response a specialist teacher. questions will allow students to demonstrate their ability to construct and develop a sustained The aims of the courses are to: line of reasoning which is coherent, relevant, • develop scientific knowledge and substantiated and logically structured. Extended conceptual understanding of chemistry, responses may be in written English, extended physics and biology; calculations, or a combination of both, as • develop understanding of the nature and appropriate to the question. methods of the scientific process; • develop and learn to apply observational, Assessment takes place at the end of the course practical, modelling, enquiry and problem- and provides options to suit our learners, solving skills, both in the laboratory, in the including multiple choice and written questions, field and in other learning environments; as well as a practical assessment. This broadens • develop the ability to evaluate claims opportunities for students to demonstrate their through critical analysis of the methodology, learning. Learners will sit 2 exam papers for each evidence and conclusions, both qualitatively science. and quantitatively. Contacts: The specifications allow students to demonstrate [email protected] (Subject Leader for Science) their knowledge and understanding of the [email protected] (Subject Leader for Biology) content, including in associated mathematical [email protected] (Subject Leader for Chemistry) and practical skills. There is overlap between the [email protected] (Subject Leader for Physics) Triple and Trilogy courses, both courses
Topic Title Topic Title 1. Forces
1. Cell biology
2. Organisation 2. Energy 3. Infection and response 3. Waves 4. Bioenergetics 4. Electricity 5. Homeostasis and response 5. Magnetism and electromagnetism
6. Inheritance, variation and evolution 6. Particle model of matter GCSE Biology GCSE 7. Ecology Physics GCSE 7. Atomic structure 8. Space physics
Topic Title
1. Atomic structure and the periodic table
2. Bonding, structure, and the properties of matter 3. Quantitative chemistry
mistry 4. Chemical changes 5. Energy changes 6. The rate and extent of chemical change 7. Organic chemistry
GCSE Che GCSE 8. Chemical analysis 9. Chemistry of the atmosphere 10. Using resources
SPANISH
Subject Leader: F Herrera Syllabus Name: Eduqas
Overview In year 9 students have had the opportunity Paper 2: Listening to overview the 12 themes assessed by the • Written exam exam board at GCSE level. Students have • 25% of GCSE been learning the skills needed for the Understanding and responding to different exams in year 11 as well as studying the types of spoken language foundation content of the specification. Students are asked to produce extended Foundation Tier (40 minutes, 40 written and spoken language pieces as well marks) and Higher Tier (50 minutes, as understanding long reading and listening 50 marks) passages based on the basic language Questions in English, to be answered in introduced for each topic. At the same English or non-verbally, or questions in time, they have to translate long simple Spanish, to be answered in Spanish or non- texts into Spanish and English. verbally At the end of the year they have a clear idea of the topics for GCSE and how they will be Paper 3: Reading assessed at the end of year 11. As part of • Written exam the full GCSE course in year 10 and 11 they • 25% of GCSE will be getting a deeper understanding of Understanding and responding to different the three themes covered by the types of written language specification. The three themes are: Foundation Tier (60 minutes, 60 1. Identity and culture marks) and Higher Tier (75 hour, 60 2. Local, national (home, charity work, marks) health) international and global •Students respond to questions in English, areas of interests (charities, health, in Spanish or non-verbally and translate tourism) from Spanish into English. 3. Current and future study and Paper 4: Writing • Written exam employment • 25% of GCSE
Communicating effectively in writing for a Structure of the assessment variety of purposes
Foundation Tier (75 minutes, 50 Paper 1: Speaking marks) • Non-exam assessment Students produce responses to several • 25% of GCSE stimuli including photos, short passages, Communicating and interacting effectively in and translations and structured writing speech for a variety of purposes tasks.
Higher Tier (90 minutes, 60 marks) Foundation Tier and Higher Tier Students produce several written passages The format is the same at Foundation Tier including a structured writing task, an open- and Higher Tier, but with different stimulus ended writing task and translation from questions, materials and preparation time. English into Spanish.
-Role-play Contact: [email protected] -Photo card It is essential for students to discuss -General conversation their GCSE language choice with their
teacher.