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Useful web

CONTENTS
PAGES
CORE SUBJECTS
6
8
10
12
13
15
English and English Literature
Mathematics
Separate Sciences (Biology, Chemistry and Physics)
Or Double Science
Physical Education
Religious Education
Personal Development Programme
OPTION SUBJECTS
18
20
22
24
26
28
29
31
32
34
36
38
40
41
45
46
Art
Business Studies
Classical Civilisation
Computing
Economics
French
Geography
German
History
ICT
Latin
Music
Physical Education
Product Design and Manufacture
Religious Education
Spanish
2
A Note to the Student
For the past year you have been studying as many as fifteen subjects. It is impossible to continue with this range to
GCSE standard and so decisions must be made as to which subjects you continue to study. It is sensible to make
sure that you have a balanced choice, so that you keep as many options open for the future as possible. You will
follow a core programme of subjects. These include GCSEs in English Language, English Literature, Mathematics
and Separate Sciences (Biology, Chemistry and Physics) or Double Science GCSE. Within the Core there are also
courses in Physical Education, Religious Studies and a Personal Development programme.
In addition you must choose three further subjects following advice and guidance from your tutor, Housemaster,
Head of Year, teaching staff and parents.
When you have read the booklet, if you require any further advice, you should see your Academic Tutor, Head Of
Year Mr P G Jackson and/or Mrs Epton.
3
Key Stage 4 Courses
This booklet gives detailed information about courses in Years Ten and Eleven, leading to qualifications at GCSE Level. There are eight levels at GCSE:
A*, A, B, C, D, E, F, G and Unclassified (A* - C grades are considered as pass grades at GCSE)
These eight levels cover an enormous range and there are a variety of ways of measuring this, as detailed for each subject.
Please note: the details included in the booklet are current at the time of printing but are liable to
revision in some subject areas in the light of future National Curriculum developments and
specification changes.
1. CORE
English (GCSE)
English Literature (GCSE)
Mathematics (GCSE)
Biology (GCSE)
Chemistry (GCSE)
Physics (GCSE)
(or Double Science)
Physical Education
Religious Education
Personal Development
2. OPTIONS
Art
Business Studies
Classical Civilisation
Computing
Economics
French
German
Geography
History
ICT
Latin
Music
Physical Education
Product Design and Manufacture
Religious Education
Spanish
4
CORE
SUBJECTS
5
ENGLISH LANGUAGE & ENGLISH LITERATURE GCSE (Core subject)
Subject Content:
English Language
Students must demonstrate their ability in the three areas of speaking
and listening, reading and writing. For speaking and listening,
students are assessed on their oral communication, use of Standard
English in talk, listening ability and participation in discussion. For
reading, students are assessed on their ability to read and respond
critically to a variety of fiction and non-fiction texts, to distinguish between
fact and opinion, to follow an argument, select and collate material from a
variety of sources and to understand how writers use linguistic, structural
and presentational devices to achieve their effects. For writing,
students are assessed on their ability to communicate clearly for a variety
of purposes and audiences, to use and adapt forms and genres for
different purposes, organise ideas into sentences, paragraphs and texts,
use accurate spelling and punctuation and use Standard English
grammar and a wide vocabulary in their writing. A study of spoken
language is undertaken with focus on use of language and its effect.
English Lesson
English Literature
Students must demonstrate their ability to :
1.
2.
Qualification: English Language and English Literature are
assessed as two separate subjects at GCSE, although the courses are
respond to texts critically, sensitively and in detail, in discussion delivered as a combined subject, timetabled as English. A successful
and in writing, using textual evidence to support their ideas,
student will, therefore, receive two certificates at GCSE.
explore how language, structure and forms contribute to the
meanings of texts,
Exam Board: AQA
Specification:
English Language 4707
English Literature 9712
Tiers: Our intention is for ALL students to sit the Higher Tier
4.
show their understanding of literary tradition, social and historical examination unless the Foundation Tier is more appropriate. Functional
skills is a new requirement for all school leavers, and is incorporated into
influences and cultural contexts.
the GCSE course.
For the English Literature examination students will study a range of
prose, drama and poetry over the two year course.
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3.
explore relationships and comparisons within and between texts,
Assessment:
Students are assessed through a combination of terminal examination and Controlled Assessment.
In English Language the terminal examination accounts for 60% of the final assessment and Controlled Assessment for 40% internal assessment of
speaking and listening, ongoing throughout the course, awarded a separate grade.
In English Literature the terminal examination accounts for 75% of the final assessment and Controlled Assessment for 25%.
Students produce a folder of four Controlled Assessment pieces for English Language and English Literature, at times deemed appropriate by the
Departmental Staff.
The English Language folder provides evidence of:-
The English Literature folder provides evidence of:-
Extended reading
Creative Writing
Spoken Language Study
The English Language examination assesses understanding and
production of non-fiction texts
Useful web-sites:
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www.bbc.co.uk/schools/gcsebitesize
www.bbc.co.uk/arts
http:/absoluteshakespeare.com
www.novelguide.com
www.aqa.org.uk
The study of Shakespeare and English Literary Heritage
The English Literature examination assesses Modern Prose,
Drama and Poetry.
Extra-curricular opportunities:
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Drama club
Poetry live conference
Theatre trips
SEN Support
EAL Support
Author Visits
Writing Workshops
For more information, please speak to Mr Jackson (Subject Leader for English and Head of Year 9), Mrs Ferguson (Head of Information, Advice and Guidance) or
Mrs Epton (Second Deputy Head)
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MATHEMATICS GCSE (Core Subject)
Subject Content:
Using and applying number and algebra numbers and the number system
Calculations
Solving numerical problems
Equations, formulae and identities
Sequences, functions and graphs
Using and applying shape, space and measures
Geometrical reasoning
Transformations and coordinates
Maths Lesson
Measures and construction
Using and applying handling data
Specifying the problem and planning
Collecting data
Processing and representing data
Qualification:
The subject content and assessment objectives of the
GCSE specification are based on the National Curriculum strands,
Programmes of study, Mathematics Attainment Targets (Mas) and
associated Statements of Attainment.
Exam Board: EDEXCEL
Specification: Mathematics Specification A IMA0
Tiers: There are two overlapping levels at which candidates are entered
for GCSE:
Foundation
National Curriculum grades available: G, F, E, D, C
Higher
National Curriculum grades available: D, C, B, A, A*
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Assessment:
The specification assesses student’s ability to recall, select and apply their knowledge of Mathematics, and to interpret, analyse and solve problems.
Elements of functional Mathematics have been embedded in a traditional framework, allowing a more holistic style of teaching.
Each paper consists of both short answer questions (testing manipulative skills) and structured/extended questions (applications to the process of
problem solving). At each tier of entry the first paper is non-calculator, but the use of an electronic calculator is expected in the second paper. Each
paper will randomly sample across Ma1-4 at all relevant levels, but not necessarily all Statements of Attainment. There will be common questions for
targeted levels to aid standardisation between tiers.
There is no longer any coursework component in GCSE Mathematics.
Beginning in Year Ten, pupils are taught in mathematics ability groups (sets). The different ability groups will be prepared for entry at an appropriate
tier. Pupils in Set 1, have in the past, sat Higher level and also FSMQ Additional Mathematics (6993) from OCR in Year 11. It is important that each
pupil is entered at the correct tier. Final decisions will be made only after the Mock Examinations, in Year 11 before GCSE.
Useful web-sites:
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www.edexcel.org.uk
www.catcode.com/trig/
www.mathstutor.com
www.nrich.maths.org/public/index.php
Maths Challenge
Extra support
For more information, please speak to Mr Minors (Subject Leader for Mathematics), Mrs Ferguson (Head of Information, Advice and Guidance), Mr Jackson (Head of
Year) or Mrs Epton (Second Deputy Head)
9
SEPARATE SCIENCES/DOUBLE SCIENCE GCSE (Core Subject)
Subject)
Subject Content:
Students study GCSE Sciences across Years 9, 10 and 11.
Sets 1 and 2 will generally complete GCSE separate sciences (3 GCSE’s)
Sets 3 and 4 will generally complete GCSE Double Science (2 GCSE’s)
Year 9:
Biology:
Chemistry:
Physics:
Human Biology, Evolution and environment
Products from rocks, Oils, Earth and atmosphere
Energy, radiation and the Universe
Year 10:
Biology:
Chemistry:
Physics:
Cells, microbes and inheritance
Particles, structures and reactions
Electricity, forces and motion
Qualification: All Year Nine pupils start 3 GCSE Sciences
leading to the award of either two or three GCSEs.
Exam Board:
Specification:
Year 11:
Biology:
Chemistry:
Physics:
Science Practical
Diffusion, transport and micro organisms,
Periodic table, acids and alkalis and energy
Circular motion, waves, optics and transformers
AQA
Biology
Chemistry
Physics
AQA
Double Science
4411
4421
4451
4408
Tiers: The examinations have two tiers of entry: Higher and Foundation.
Centre-assessed work: Pupils will complete at least one full Individual
Skills Assessment in each science subject.
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Assessment:
External Assessment (75%)
Year 9:
No external exams
Year 10:
Year 11:
Students will sit exams in June.
Internal Assessment (25%)
There are two parts (40 marks in total) to the internally assessed component of each GCSE Science qualification:
Practical skills assessment (PSA) – 6 marks
This section examines students’ use of apparatus during normal lessons
Students receive a mark from 0 to 6
Investigative skills assessment (ISA) – 34 marks
Section 1: 20 marks – the student uses previously collected data
Section 2: 14 marks—questions related to provided data
Useful web-sites:
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www.iop.org
www.bbc.co.uk/gcsebitesize
www.scool.co.uk
www.explorescience.com
www.bbc.co.uk/science/humanbod
www.creative-chemistry.org.uk
www.bbc.co.uk.science/space
Science and engineering week activites
Extra support
For more information, please speak to Mr Sahni (Subject Leader for Chemistry), Mr Askins (Subject Leader for Physics), Mrs Corden (Subject Leader for Biology), Mr
S Holmes (Head of Science), Mrs Ferguson (Head of Information, Advice and Guidance), Mr Jackson (Head of Year) or Mrs Epton (Second Deputy Head)
11
PHYSICAL EDUCATION (Core Subject)
Subject Content:
All students in Years 10 and 11 undertake a minimum of 3 hours of Physical
education per week. This is structured into a single period PE lesson and a
double period games afternoon.
In Year 10 students can follow either Rugby or Hockey in the Michaelmas
and Lent terms while in the summer they choose from Athletics, Cricket and
Tennis. In Year 11 the choice is greater still with activities such as golf,
climbing, mountain biking, cross country and weight training being added.
In the single PE lesson the focus is on developing a range of advanced
sports skills in a variety of invasion and racket sports. Students also have
the opportunity to follow explore a variety of roles within these sports such
as that of an umpire or coach.
In addition to this students will explore both the fitness and health related
elements of exercise and learn how they impact upon both lifestyle and
performance. They will become familiar with planning personal exercise
programmes linked to specific goals and will be better informed about their
own exercise pattern and choices.
PE Lesson in the MUGA
Assessment:
Assessment will occur throughout the Units of work both on practical performances and on written work.
Students will be given an overall grade based on their performance across the range of activities.
Useful web-sites:
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www.bbc.co.uk/science/humanbody
www.bbc.co.uk/health
http:/news.bbc.co.uk/sportsacademy
www.s-cool.co.uk/topic index-asp?subject id=28
In addition to PE lessons there is an extensive range of extra-curricular
sports offered during lunchtimes and evenings, which include Hockey, Badminton, Rugby, Archery, Climbing, Fencing, Squash, Table Tennis, Clay
Pigeon Shooting and Golf.
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For more information, please speak to Mr A Coalter (Subject Leader for PE), Mrs Ferguson (Head of Information, Advice and Guidance), Mr J Jackson (Head of Year)
or Mrs Epton (Second Deputy Head)
RELIGIOUS EDUCATION (Core Subject)
Subject Content:
Students will be given the opportunity to:

Acquire and develop knowledge and understanding of the beliefs,
values and traditions of a religion

Consider the influence of the beliefs, values and traditions associated
with the religion studied

Consider religious and other responses to moral issues

Identify, investigate and respond to fundamental questions of life
raised by religion and human experience
The School will follow the short course based from ONE of the FOUR
content sections of the specification. In light of the foundation of the School
this will be CHRISTIANITY. Following the KS4 core RE course enables all
students to take the GCSE short course examination. We hope all
students will take advantage of the opportunity to acquire this additional
academic qualification.
Section B1 Believing God
How religious upbringing in a Christian family and community can lead to or
support belief in God.
Why the existence of evil and suffering raises problems for people who
believe in God.
RE Class
Qualification: Short Course GCSE available
Exam Board: Edexcel
Specification: Religious Studies specification A Unit B 3RS01
Tiers: Grades available are A* - G and there is no tiering.
Section B2 Matters of Life and Death including Wealth and Poverty
Differences among Christians in their attitudes to life after death.
Christian teaching on sanctity of life
The nature of abortion
The nature of euthanasia (assisted suicide, voluntary and non-voluntary
euthanasia)
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Section B3 Marriage and Family
Changing attitudes in the United Kingdom to cohabitation and marriage.
Differences among Christians in their attitude to sex outside marriage
The changing nature of family life
Section B4 Social Harmony
The growth of equal rights for women in the United Kingdom
The nature of the United Kingdom as a multi-ethnic society, including predjudice, racism and discrimination.
The quality, variety and richness of life in the United Kingdom as a multi-faith society.
Assessment:
For those students opting to sit the short course exam the examination will assess the extent to which the candidates are able to recall, select,
organise and deploy knowledge of the specification.
Describe, analyse and explain the relevance and application of a religion
Evaluate different responses to religious and moral issues
The scheme of assessment in the SHORT COURSE will comprise of ONE WRITTEN paper of 1hour 30 minutes
Useful web-sites:
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www.request.org.uk
www.bbc.co.uk/religion
RE club
For more information, please speak to Mr Priestman (Subject Leader for RE), Mrs Ferguson (Head of Information, Advice and Guidance),
Mr J Jackson (Head of Year) or Mrs Epton (Second Deputy Head)
14
PERSONAL DEVELOPMENT (Core Subject)
Subject Content:
Student’s Personal Development will take place not only in the classroom
but also through the activities they take part in outside the classroom, in
their houses and as part of the pastoral care system we have in place at
Old Swinford Hospital.
The aim of the Personal Development Course is to provide a
comprehensive programme that will allow each student to develop
confidence and help them to grow as an individual providing them with
skills they will need for future lives.
Students will receive two lessons per week of the Personal Development
Programme. This programme will be based around themes that will incorporate the following elements:
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Personal identities
Healthy Lifestyles
Risk
Relationships
Diversity
Career Development
Enterprise
Financial Capability
Work Related Learning
ICT— Functional Skills Level 2
‘Year 10 Trialling the Finance Board games they designed’
Assessment
Assessment will take place in a number of ways depending on the themes
and elements being considered. Peer, self and teacher assessment will
Through different themes and project work students will be expected to
be related to the objectives of each theme and (PLTs) Personal, Learning
explore diverse ideas, beliefs, cultures and identities and the values we
and Thinking skills. Students will also take part in an online test for ICT
have, and our understanding of how society has changed and is changing
Functional Skills level 2 (equivalent to a Grade B short course GCSE).
in the UK, Europe and the wider world. They will take responsibility for
their own learning and working groups and individually debating, investigating and reflecting on the issues that may affect then now in the future.
The students will develop skills in presentations and project work
culminating in a final piece of their own choosing.
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For more information, please speak to Mr P A Goode (Subject Leader for PD ), Mr J Jackson (Head of Year) or Mrs Epton (Second Deputy Head)
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OPTION
SUBJECTS
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ART & DESIGN GCSE (Option subject)
Subject Content:
The course in Art & Design is both a form of communication and a
means of expression of ideas and feelings.
The Art course is designed to foster and encourage through direct
personal expression, imagination, sensitivity, conceptual thinking,
powers of observation, analytical abilities and practical attitudes.
Areas of study, which may be covered, include Graphics,
Photography, Fine Art, Textiles, Stained Glass, Mosaic, Digital Art,
film, Three Dimensional Design and Critical and Contextual Study.
Candidates will submit more than one area of study.
Students must have a genuine interest in the subject and a certain
amount of natural talent. Students will be expected to be self
motivated, organised and determined to follow an individual path of
study.
Students must have a commitment to attend Art Club/Pottery Club to Qualification: GCSE
complete their prep, and have an overall enthusiasm for Art and
Exam Board: AQA
Design activities.
Specification: Art and Design 4200
Tiers: Grades available are A* - G and there is no tiering.
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Assessment:
The coursework will be based on a range of studies, which will culminate in a presentation of the candidate's 3 coursework projects and examination
project. The examination work is a practical project with the final piece completed in a 10-hour examination.
The coursework throughout will be subject to continual assessment and candidates will be aware of being in a state of examination throughout the twoyear course.
Coursework
Examination Project
60%
40%
Useful web-sites:
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Art Club 4pm to 7pm Monday—Friday (Tim Jarvis and Tim Nash)
Pottery Club 3.45pm—5.15 Wednesday and Thursday (Emma Spence)
See OSH Art on Frog webpage for websites and career advice.
For more information, please speak to Mrs Brown (Subject Leader for Art & Design), Mrs Ferguson (Head of Information, Advice and Guidance), Mr J Jackson (Head
of Year) or Mrs Epton (Second Deputy Head)
19
BUSINESS STUDIES GCSE (Option Subject)
Subject Content:
Business Studies requires you to understand the dynamic environment in
which business operates and appreciate the many factors which impact
upon business activity and behaviour in the 21st century.
Business Studies will consider local, national and international business
from different perspectives.
These perspectives includes:
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Interests of different stakeholders in business
Need for sustainability in business
Effect of business activity on the environment
Increasing importance of ethnics on business decision making
Globalisation of business activity
The main areas you will consider during the course are:
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Marketing
Enterprise
The structure of business activity
The workforce in business
Using and managing resources to produce goods and services
Financial information and decision making
External influences on business activity
Qualification: Full Course GCSE
Exam Board: OCR
Specification: GCSE Business Studies (J253)
Grades: A* - G
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Controlled Assessment:
GCSE Business Studies will allow you to consider how business operates
and make decisions in the 21st Century. You will be able to research and Based on Marketing and Enterprise.
solve problems that businesses may encounter. You will consider
different stakeholder perspectives and how this will affect decisions made Students select one of the two controlled assessment tasks made
by businesses.
available by OCR.
Students will submit one controlled assessment task in the form of a
report . The report will comprise three investigations for assessment.
A range of methods are used in the subject to support learning this will
include:
Investigation 1 is marked out of 10 marks and requires students to use
the data set provided in order to arrive at a recommendation.

Research projects
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Case Studies
Investigation 2 and 3 are each marked out of 25. These investigations
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Individual and groupwork

Exercises
provide students with the opportunity to make use of local resources and
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Presentations
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Analysis of TV programmes
collect appropriate additional primary and/or secondary data in order to

Reports

Articles
arrive at their recommendations. It is recommended students spend up to
10 hours on the research for controlled assessment and up to 6 hours
writing the report. Controlled assessments are internally assessed and
externally moderated.
Assessment:
Unit A291:
Marketing and Enterprise - 25% of the total GCSE marks. Controlled assessment
60 marks.
Unit A292:
Business and People - 25% of the total GCSE marks. The question paper consists of two compulsory short answer data response
questions.
60 marks 1 hour written paper.
Unit A293:
Production, finance and the external business environment - 50% of the total GCSE marks. The question paper consists of three
compulsory questions based on pre-released case study stimulus material.
90 marks 1 hour 30 mins written paper.
Useful web-sites:
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www.bized.ac.uk
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www.businessstudiesonline.com
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www.tutor2u.com
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Business Studies students will have the opportunity to take part in a
range of activities and visits.
www.thetimes100.co.uk
Business and Economics page on FROG
For more information, please speak to Mrs R Ferguson (Head of Business & Economics and Head of Information, Advice & Guidance), Mr J Jackson (Head of21
Year)
or Mrs Epton (Second Deputy Head)
CLASSICAL CIVILISATION GCSE (Option subject)
Subject Content:
Classical Civilisation is the study of the ancient civilisations of Greece and
Rome. The course covers a broad range of topics to give you an insight
into these fascinating societies, which provide the cultural origins of the
western world. No prior knowledge is needed to study Classical
Civilisation at GCSE, just an interest in the classical world. No knowledge
of Latin (or Greek!) is required as all texts and sources studied are in
English.
Classical Civilisation encompasses a broad range of disciplines. You will
be looking at topics that cover warfare, politics, literature, architecture and
history. You will be required to write essays and conduct sound
arguments, to debate and discuss in class and to carry out your own
independent research. There will be some reading involved. Classical
Civilisation continues to be an option for further study at A-level and at
university.
Odysseus, tied to the mast of his ship, hears the song of Sirens.
Athenian vase painting, c.450Bc
Qualification: GCSE J280
Exam Board: OCR
Specification: J280
Tiers: Both Higher and Foundation tiers are available; in consultation
between student and teacher students will be entered for the tier deemed
most appropriate for their level of attainment.
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Assessment:
Classical Civilisation is assessed by three one hour written examination papers and one piece of coursework produced under controlled conditions.
Each of the four assessed units is worth 25% of the total GCSE grade.
Paper 1: Athens - all aspects of Athens, the greatest ancient city, are explored.
Paper 2: The Odyssey - you will read parts of Homer’s great epic The Odyssey in English, and study the character and adventures of the great hero
Odysseus, as he tries to return home safely following the Trojan War.
Paper 3: Sparta - you study the unique and bizarre world of ancient Sparta, where the citizens have only one career choice… to be soldiers.
Controlled Assessment – you will independently research and produce a piece of written work in response to one of a choice of questions set by the
examination board. Controlled Assessment will be carried out in Year 11 and will be based on the letters of Pliny the Younger. Pliny was a Roman
senator and provincial governor during the time of the Emperor Trajan. His letters, which remarkably survive, provide a profound insight into the private
lives of rich and powerful Romans.
Useful web-sites:
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www.classicspage.com
www.ocr.org.uk
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Overseas Classics trip every two years (Rome and Pompeii in 2013)
For more information, please speak to Mr L Kabel (Subject Leader for Classics), Mrs Ferguson (Head of Information, Advice and Guidance), Mr J Jackson (Head of
23
COMPUTING GCSE (Option subject)
Subject Content:
This is a course that has a real relevance in our modern world. While learners
will no doubt already have some knowledge of computers and related areas, the
course will give them an in-depth understanding of how computer technology
works and a look at what goes on “behind the scenes”. As part of this, they will
investigate computer programming, which many learners find interesting.
Through this study of computer programming, the course will help learners
develop critical thinking, analysis and problem solving skills. For many, it will be a
fun and interesting way to develop these skills, which can be transferred to other
subjects and even applied in day to day life. In this way, the course will
stimulate interest and engagement with technology and technology-related
careers.
In fact, information technologies continue to have a growing importance. This
means there will be a bigger demand for professionals who are qualified in this
area. If learners want to go on to higher study and employment in the field of
Computer Science, they will find that this course provides a superb stepping
stone. Learners who have taken a Computing GCSE and who then progress to
study the subject at A Level or university will have a sound underpinning
knowledge of this subject area.
GCSE Computing Lesson
Unit Summary
Unit 1: A451 Computer Systems and Programming (1.5 hour exam)
Students will study the fundamentals of computer systems. It provides a
foundation of computing knowledge and the theory aspect of computer systems.
Qualification: Full GCSE course
Exam Board: OCR
Specification: GCSE Computing (J275)
Tiers: The specification is non-tiered so all students sit the same paper.
The Topics covered are:
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Fundamentals of computer systems
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Computing hardware
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Software
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Representation of data
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Databases
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Computer communications and networking
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Programming
Unit 2: A4552 Practical Investigation (Controlled assessment)
This unit is designed to provide students with an opportunity to carry out a
practical investigation into a computing issue and engage them with computing in
the real world. The unit extends the student’s work beyond the topics in covered
in Unit A451 using real world examples. A range of topics are supplied by OCR
that the student can select from to complete their investigation. They will produce
a report in which the topic is analysed, justified and evaluated showing evidence.
of the practical work undertaken.
24
Subject Content continued:
Candidates will be expected to produce a report which will then be assessed
under the four headings:

Practical activity

Effectiveness and efficiency of the solution

Technical understanding

Testing, evaluation, judgements and conclusions
Unit 3: A453 Programming Project (Controlled Assessment)
OCR will issue a range of assessment tasks each consisting of up to three sub
tasks. The set of tasks within the controlled assessment will provide opportunities
for the candidate to demonstrate practical ability.
Candidates will need to create suitable algorithms which will provide a solution to
the stated problem then code their solutions in a suitable programming language.
The solutions must be tested at each stage to ensure they solve the stated
problem using a suitable test plan with appropriate test data.
The code must be suitably annotated to describe the process. Test results should
be annotated to show how these relate to the code, the test plan and the original
problem. Candidates will need to provide an evaluation of their solution based on
the test evidence. It is anticipated that the work for this unit will follow on from the
programming elements in unit A451 and that the same programming languages
may, therefore, be appropriate.
Assessment:
The course is made up of four units over the academic years as follows:
Unit A451: Computer systems and programming
40% of the total GCSE
1 hour 30 minutes written paper 80 marks/Paper includes short answer questions and essay type questions taken at the end of Year 11.
Unit A452: Practical Investigations
Controlled Assessment
Approx 20 hours/45 marks/Practical investigative task. OCR set scenario with choice of research tasks completed in Year 10 and submitted at the end of
Year 11.
Unit A453: Programming project
Controlled Assessment
Approx 20 hours 45 marks/Programming tasks that enable candidates to design, develop and test a solution to a problem. OCR set tasks completed and
Submitted in Year 11.
Useful web-sites:
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www.teach-ict.com/gcsehome.html
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www.ocr.org.uk/qualifications/type/gcse_2010/ict_tec/ict
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GCSE Companion on the RM shared area

ICT Support club - 8.00am and 1.00pm (Monday-Friday)
For more information, please speak to Mrs Westwood (Subject Leader for ICT and Computing), Mrs Ferguson (Head of Information, Advice and25
Guidance), Mr J Jackson (Head of Year) or Mrs Epton (Second Deputy Head)
ECONOMICS GCSE (Option Subject)
Subject Content:
Economics requires you to develop an understanding of real world
economics. You will be expected to learn about economic theory and be
able to apply this knowledge to real life situations to make a judgement.
Economics will consider a range of local, national and global contexts and
you will be able to understand the perspectives of different economic
stakeholders.
The main areas covered are:
How the market works:

The economic problem

Competitive markets

How firms operate in competitive markets
How the economy works:

What are the economic objectives of a government?

How does the UK government raise and spend its money?

Which policies can the UK government use?
The UK economy and Globalisation

Why do countries trade?

Why is the UK in the European Union?

How is the UK’s international trade recorded?

How important is the value of a currency?

How does the country become competitive?

Why do some less developed countries struggle to achieve growth
and benefit from international trade?

Why measures may be used to support growth for less developed
countries?
Bank of England
Qualification: Full Course GCSE.
Exam Board: OCR
Specification: GCSE Economics J320
Tiers: Grades available are A* - G
26
GCSE Economics will allow you to consider the basic economic problem
and how it affects the allocation of resources. Students will consider why
resources need to be allocated and how they are allocated in different
market systems. You will look at firms and how they operate in a
competitive market. You will be considering real world economics and as
such will look at the behaviour of individuals, groups, organisations and
governments within a local and national context.
A range of methods are used in the subject to support learning. This will
include:




Research projects
Individual and groupwork
Presentations
Reports




Case Studies
Exercises
Analysis of TV programmes
Articles
Assessment:
Unit A591: The paper consists of twelve questions. Students are required
to answer three sets of questions each based on a particular theme or
case study and will include some short answer and some data
interpretation as well as some extended prose.
Unit A592: The paper consists of three semi-structured questions. Each
question is based on a particular theme or case study and will include
some short answer and some data interpretation questions as well as
extended prose.
Unit A593: Students are required to answer questions based upon
pre-released stimulus material. Some questions may involve data
interpretation.
All units are externally assessed.
Assessment:
Unit A591:
How the market works - 25% of the total GCSE marks.
60 marks 1 hour written paper
Unit A592:
How the economy works - 25% of total GCSE marks.
60 marks 1 hour written paper
Unit A593:
The UK economy and globalisation - 50% of total GCSE marks.
80 marks 1 hour and 30 minutes written paper
Useful web-sites:

www.bized.ac.uk

www.businessstudiesonline.com

www.tutor2u.com

www.ocr.org.co.uk

www.thetimes100.co.uk


Business and Economics pages on FROG
Economics students will have the opportunity to take part in a range of
activities and visits.
For more information, please speak to Mrs R Ferguson (Head of Business & Economics and Head of Information, Advice & Guidance), Mr Jackson (Head of Year)
27 or
Mrs Epton (Second Deputy Head)
FRENCH GCSE (Option subject)
Subject Content:
To opt for French, pupils must have studied it before. It is not a new
option but a continuation of the work started at KS3.
Pupils will also learn something about the culture of countries where
French is spoken. French is studied in relation to everyday activities,
personal and social life, the world around us, the world of work and the
international world.
The textbook we use is Expo and comes with a workbook for extra
practice and revision. In addition to this we will use a whole range of
audio-visual, internet and interactive resources to bring the language alive
and practise all four language skills as well as grammar. The course is
topic based ranging from talking about yourself and your hobbies to the
world of work, the environment and new technologies as well as some of
the topics you have seen in Year 9.
Louvre at Dusk
Qualification: GCSE
Exam Board: AQA see www.aqa.org.uk
Specification: 4658
Assessment:
Assessment in languages is divided into two sections: Two exams at the end of Year 11 (for listening and reading) which are both 20% and four
controlled assessments (two for speaking and two for writing), during Year 10 and 11, which are worth 15% each. The speaking controlled
assessment is set and marked internally and moderated externally. The writing controlled assessment is set internally and marked externally. The
listening and reading papers are set and marked by AQA. The writing Controlled Assessments last one hour each whereas the speaking
assessments take between four and six minutes each and they are recorded. There are two tiers for listening and reading (Foundation and Higher)
but speaking and writing are untiered.
Useful web-sites:







www.linguascope.com
www.languagesonline.org.uk

Language Assistant
www.bbc.co.uk/learningzone/clips

Extra support
www.lepointdufle.net

Possible Trips
www.mflgames.co.uk
www.revisioncentre.co.uk/gcse/french
www.atantot-extra.co.uk
For more information, please speak to Mr Bak (Acting Subject Leader for Modern Foreign Languages), Mrs Ferguson (Head of Information,
Advice and Guidance), Mr J Jackson (Head of Year) or Mrs Epton (Second Deputy Head)
28
GEOGRAPHY GCSE (Option subject)
Subject Content:
The content highlights the critical importance of geography for
understanding the world and for stimulating an interest in places. The
content focuses on current issues such as climate change, globalisation,
economic progress, urban regeneration and management of world
resources. There is also a focus on physical processes and factors that
produce diverse and dynamic landscapes. This includes the
interdependence of physical environments and the interaction between
people and the environment.
Controlled assessment encourages questioning, investigation and critical
thinking about issues affecting the world and people’s lives. Students will
use varied resources including maps and visual media as well as complex
technologies such as GIS and remote sensing to obtain, present and
analyse information.
River Fieldwork
Students will develop essential skills such as problem solving, decision
making, synthesising ideas, identifying issues and communicating findings
through the undertaking of a fieldwork investigation.
Qualification: GCSE
Exam Board: AQA
Specification: 9032
Tiers: There are two tiers of assessment: Higher (Grades A* - C) and
Foundation (Grades C - G)
29
Assessment:
UNIT 1: Physical Geography (37.5% of total)
Examined at the end of Year 11
Includes The Restless Earth, Rocks, Resources and Scenery, Ice on the Land and Rivers and the Challenge of Weather and Climate.
Unit 2: Human Geography (37.5% of total)
Examined at the end of the Year 11
Includes Population Change, Changing Urban Environments, World Development, Globilisation and Tourism. Spelling, punctuation and grammar are
assessed in this unit.
Unit 3: Local Fieldwork Investigation (25%)
Controlled Assessment at the end of Year 10 beginning of Year 11
Useful web-sites:





AQA
www.aqa.org.uk/index.php

BBC Revision
www.bbc.co.uk/schools/gcsebiteaize

Geographical Association
www.geography.org.uk

Geographical Skills
www.geography-site.co.uk/pages/skills.html
Geography in the News (topical Geography)
www.geographyinthenews.rgs.org/
Field trips
Extra support
Year 10 Gifted and Talented trip
For more information, please speak to Mr Parker (Subject Leader), Mr J Jackson (Head of Year), Mrs Ferguson (Head of Information, Advice and Guidance), or Mrs
Epton (Second Deputy Head)
30
GERMAN GCSE (Option subject)
Subject Content:
To opt for German, pupils must have studied it before. It is not a new
German is spoken. German is studied in relation to everyday activities,
The textbook we use is Echo and comes with a workbook for extra practice
and revision. In addition to this we will use a whole range of audio-visual,
internet and interactive resources to bring the language alive and practise
all four language skills as well as grammar. The course is topic based
ranging from talking about yourself and your hobbies to the world of work,
the environment, and new technologies as well as some of the topics you
have seen in Year 9.
Year 9 German Lesson
Qualification: GCSE
Specification: 4668
Assessment:
controlled assessments (two for speaking and two for writing), during Year 10 and 11, which are worth 15% each. The speaking controlled assessment
is set and marked internally and moderated externally. The writing controlled assessment is set internally and marked externally. The listening and
reading papers are set and marked by AQA. The writing Controlled Assessments last one hour each whereas the speaking assessments take between
four and six minutes each and they are recorded. There are two tiers for listening and reading (Foundation and Higher) but speaking and writing are
Useful web-sites:








www.stepintogerman.org
www.webgerman.com
www.mflgames.co.uk
www.bbc.co.uk/languages
Trips
Extra Support
For more information please speak to Mr Bak (Acting Subject Leader for Modern Foreign Languages), Mr Kabel (German Co-ordinator)
Ferguson (Head of Information, Advice and Guidance), Mr J Jackson (Head of Year) or Mrs Epton (Second Deputy Head)
31
Mrs
HISTORY GCSE (Option subject)
What is History at GCSE?
The study of History is, in itself, fascinating. The GCSE course aims to
provide an exciting and comprehensive study of the twentieth century, with
a major focus on twentieth century European history, but study also will be
made of British history and world history.
History should be an essential component of a student’s Key Stage 4
study, given that it allows us to understand the people, issues and events
which have shaped our modern world and allows us to better understand
the present day. Indeed, it allows us to understand why we are, who we
are.
History also enables the development of essential key skills notably the
ability to critically analyse and interpret evidence, together with the ability to
assess and evaluate the importance of personalities and their actions.
The course also serves as an excellent introduction to the revamped Sixth
Form curriculum at Old Swinford Hospital, where a particular focus is made
on European history in the nineteenth and twentieth centuries.
The study of history at Old Swinford Hospital has soared of late.
The Reichstag, Berlin, Germany
Qualification: GCSE
Exam Board: OCR
Option Code: J417H
Without you, the study of History will be just that, history. Make History,
Your story.
Units A971/11
A972/22
A973
Tiers: There are no tiers.
All students sit the same examination. Grades
available are A* - G.
32
How is the GCSE assessed?:
*Paper 1 (2 hours) 45%





The persecution of Minorities and the Jews
Economic Policies
Foreign Policies
Opposition to the Nazis
The impact of World War II in Germany
Sections A and B—Core Content: International Relations 1919—1989:
One compulsory source-based question, divided into three parts.
One compulsory source-based, divided into two parts.
One structured question, divided into three parts, choice of 2.
One structured question, divided into three parts, choice of 2



The origins of the Cold War to 1949
The Cuban Missile Crisis 1962
The Vietnam War 1955—1975
Section C—Depth Study: Germany 1918-1945

Armistice 1918 and the Treaty of Versailles 1919

Political Turmoil 1919-1923

Hyperinflation 1923

Golden Years 1924-1929

Wall Street Crash and Great Depression 1929-1933

The rise of Adolf Hitler

The consolidation of Nazi Power

Youth, women and the Church

The Nazi Police State
*Paper 2 (1 hour 45 minutes) (30%)
A range of between five and seven compulsory source questions on:
How far did British Society change 1950s—1970s?



Immigration post-World War II
Changing status and roles of women, women’s rights movement
Changing status and roles of youth, rock ‘n’ roll, fashion
*Paper 3 Controlled Assessment 25% (Completed in Class)
Martin Luther King, Malcolm X and the Civil Rights Movement
in USA 1950-1970.

2,000 word essay with source analysis

Useful web-sites:
Extra-curricular opportunities






An exciting four-day residential excursion to Berlin, Germany, one of the
most fascinating capital cities in the world and a one-day excursion to the
Imperial War Museum, London.
www.ocr.org.uk
www.spartacus.schoolnet.co.uk
www.curriculumonline.gov.uk/subjects/hi
www.bbc.co.uk/history
www.historylearningsite.co.uk
For more information, please speak to Mr M Jones (Subject Leader for History), Mrs Ferguson (Head of Information, Advice and Guidance), Mr J Jackson (Head of
33
Year) or Mrs Epton (Second Deputy Head).
INFORMATION AND COMMUNICATION TECHNOLOGY GCSE (Option subject)
Subject Content:
Today’s students have grown up in the digital age. They have the ‘know how’ on
using technology , whether they are socialising on Twitter or downloading music
from Myspace—it has become second nature to them. However, how does it all
work? How are new ICT solutions developed? What are the risks and benefits of
using ICT?
The AQA GCSE specification gives our students the skills and practical
experience to make ICT engaging and fun. It has been designed so that learners
will be digitally literate and have an understanding of the digital world around them.
It will also prepare students for the world of work and equip them with the
knowledge and skills to actively participate in it. In so doing, the course reflects the
School’s commitment to a business and enterprise culture.
Within the specification students will be able to demonstrate their skills in a way
that suits them best and it also provides good progression to AS and A level ICT
and/or Computing for learners who want to continue their study in this fascinating,
fast-moving area.
Why Choose GCSE ICT?

GCSE ICT is not how you use technology but how it works and the effects it
has - not just on our daily lives but in everything from commerce and
communication, to politics and the music industry.

It’s the way of the future for all careers - so whether you're looking at
heading towards business studies, fashion, engineering, graphic or game
designing, health or the environment, you will need to know how ICT works
and the impact it has.

AQA GCSE ICT is a well recognised and valued qualification and will get you
ready for your next steps, whether that may be college, university or
employment. So, whatever career path you are thinking of choosing,
explore ICT to help get the future you want.
Course Summary
The course content is split into four sections:
1) Current and Emerging Technologies
This topic will provide students with knowledge and understanding of the function,
purpose and organisation of the hardware and subsystems used in a wide variety
of everyday ICT systems and applications such as mobile phones, MP3 players,
Bluetooth, wireless, blogs, social networking and digital broadcasting. Students will
also explore the impact, good and bad, which these technologies have on
individuals, organisations and society.
KS3 ICT Lesson
Qualification: GCSE
Exam Board: AQA
Specification: GCSE Information and Communication Technology (4522)
Tiers: The specification is non-tiered so all students sit the same paper.
2) ICT Tools and Techniques
Students will explore the ways in which tools and techniques are used in different
contexts to develop ideas and to solve problems. A wide range of skills, techniques
and understanding can be explored and developed: from web design and image
manipulation to the advantages and disadvantages of social networking.
3) Society’s use of ICT
Students will explore legal, social, economic, ethical and environmental
implications of the use of ICT. Their learning will be applied to real world situations
that affect individuals, organisations and society, for example the growth of personal websites and social networks. Legal issues such as the Data Protection Act and
Copyright Law, and political and ethical issues such as national databases, security
of public data and the use of CCTV are sure to stimulate thought!
34
Subject Content continued:
4) Collaborative Working
Collaborative working is a life skill that students will explore in the context of ICT. Areas covered range from developing an understanding of project management
and the advantages and disadvantages of home working, to technologies that aid collaboration such as video conferencing.
Assessment:
The two-year course is assessed over three units as follows:Unit 1 – Systems and Applications in ICT
External Examination
1hour 30 mins
40% of total GCSE marks
Section A: very short and multiple choice answer questions
Section B: short and extended answer questions
All questions are compulsory for Sections A and B
Section C: 1 essay question from a choice of 2
Taken at the end of Year 11
No tiers of entry
Unit 2 – The Assignment: Applying ICT
Controlled assessment 25 hours approx. 30% of total GCSE mark
(Internally assessed, externally moderated)
The description of a situation will be provided by AQA each year. Within the given situation, and working independently, candidates will be asked to solve one or
more tasks requiring independent use of ICT and employing a range of software skills and applications. The student is required to put together a portfolio of
evidence for assessment.
Completed during Year 10 and submitted at the end of Year 11
Unit 3 – Practical Problem Solving in ICT
Controlled assessment 25 hours approx. 30% of total GCSE marks
(Internally assessed, externally moderated)
The purpose of this unit is to ask students to solve practical problems which they may meet in education, the community or in the work place. Students are required
to produce a report that will demonstrate their ability to identify requirements, and make appropriate use of ICT in providing solutions which they will analyse, design,
implement, test and evaluate. Completed during Year 11 and submitted at the end of Year 11.
Useful web-sites:




www.teach-ict.com/gcsehome.html
www.aqa.org.uk/resource-zone/ict/gcse-ict.php
GCSE Companion on the RM shared area

ICT Support club—8.00am and 1.00pm (Monday-Friday)
For more information, please speak to Mrs Westwood (Subject Leader for ICT and Computing), Mrs Ferguson (Head of Information, Advice and Guidance),
35
LATIN GCSE (Option subject)
Subject Content:
“….(Latin) produces an ordered mind, an ability to present cases precisely
and concisely..”
Manager, Auto Industry
GCSEs are largely about the developing of broad skills, which help you
towards your future. Latin GCSE prepares you for employment by
developing your powers of clear thought and communication, making you
flexible and versatile.
Latin GCSE will continue to strengthen your skills in English in vocabulary
building and reading comprehension. Its focus on grammar will enable you
to express yourself more clearly in both written and spoken English. As a
‘root’ language, Latin will also help you in your studies of modern foreign
“da mihi veniam, magister, prandii mei immemor eram”
languages either now or at a later date. The study of Latin will help you to
increase your cultural awareness and to make cultural connections; it
(Sorry I’m late, sir, I forgot my lunchbox.)
encourages critical thinking and comparative anaylsis. Furthermore, and
most importantly, Latin is very enjoyable, interesting and intellectually
Qualification: GCSE
rewarding field of study in its own right.
Exam Board: OCR
Specification: J281
A GCSE in Latin marks you out from the herd and is a strong indicator of
an academic ability. Employers and universities are usually impressed.
.
Tiers: Both Higher and Foundation tiers are available; in consultation
between student and teacher students will be entered for the tier deemed
most appropriate for their level of attainment.
36
Assessment:
Latin GCSE is assessed by examination. There are four 1 hour written papers, each worth 25% of the total mark.
There are two language papers, Latin Language Paper 1 (comprehension and translation of Latin passages on the themes of Mythology and Domestic
Life) and Latin Language Paper 2 (comprehension and translation of Latin passages on the theme of Roman History). There is a set vocabulary list for
these language papers consisting of 450 Latin words.
The Prose Literature Paper assesses your understanding of pre-prepared Latin texts. The prose set texts (a total of 135 lines of Latin) for examination
in 2015 will be Avunculus meus (A day in the life of Pliny the Elder; The death of Pliny the Elder) and Pliny: Arria, lines 1-39.
The fourth paper is Sources for Latin, a paper entirely in English in which you will demonstrate your understanding and analysis of prepared primary
source material. Topics covered will include: houses; the water supply; women; occupations (e.g. engineering, army, farming, work carried out by
women, slaves and freedmen); food and drink; patronage; baths; religion; chariot-racing and the amphitheatre.
There is no requirement to put Latin into English in any of these papers.
Useful web-sites:



www.cambridgescp.com (Cambridge Latin course website—for Latin prose Extra-curricular opportunities:
texts and much, much more)
http://archives.nd.edu/latgramm.htm (reliable online dictionary and grammar 
Overseas Classics trip every two years (Rome and Pompeii in 2013)
aid from the University of Notre Dame)
www.classicspage.com
For more information, please speak to Mr L Kabel (Subject Leader for Classics), Mrs Ferguson (Head of Information, Advice and Guidance), Mr J Jackson (Head of
37
MUSIC GCSE (Option subject)
Subject Content:
Music GCSE is a combination of written and practical work in which
students continue with the composing, performing and listening
activities with which they have become familiar in years 7 – 9.
Over the course, students will learn how to compose individually,
using Sibelius and micrologic software, and record a range of pieces
for a final assessed portfolio of their own music. They will do written
work, research and listening tests on a wide range of musical styles
from classical to contemporary pop, and answer questions on them
in a listening exam.
To successfully complete this course, it is essential that students
regularly play an instrument, solo or in a group, or sing at about
grade 3 level or above in ABRSM performing exams (or an
equivalent standard). Students without this background will find it
very difficult to achieve good marks in the performing coursework,
which accounts for 30% of the marks.
Music gives students opportunities to expand their musical skills in
many directions, and develop confidence and discipline. Former
students have gone on to college courses in performing arts, music
technology, arts administration and sound engineering. Musical
experience can be valuable in a range of careers; teaching,
publishing, journalism, law, sales and manufacturing. Others have
taken a traditional A level course and gone on to music degrees and
conservatoire courses.
Concert Band
Qualification: GCSE
Exam Board: OCR
Specification: Music J535
Tiers: Grades available are A* - G
and there is no tiering.
38
Assessment:
Composing (40%)
-
Students compose their own music over the course,
building up a portfolio of assessed pieces.
Performing (30%) -
Students are assessed at performing music, both
on their own and with others.
Listening (20%)
Students are assessed through a listening
Examination similar to the style of listening tests in
years 7-9.
-
Appraising (10%) -
Students will plan and appraise their work in
a composition and a performance, and explain
what they feel has been most successful in
these areas.
Useful web-sites:



Rehearsals for all groups take place each week:-
www.musicatschool.co.uk
www.essentialsofmusic.com
Monday
Tuesday
Wed
4pm 5pm 1pm 4pm 5pm 4pm 5pm -
Chamber Orchestra
Symphony Orchestra
Swingband
Training Orchestra
Concertband
Chamber Choir
School Choir
For more information, please speak to Miss A Downes (Head of Instrumental Studies), Mr Bridgewater (Director of Music), Mrs Ferguson (Head of Information, Advice and Guidance), Mr J Jackson (Head of Year) or Mrs Epton (Second Deputy Head)
39
PHYSICAL EDUCATION GCSE (Option Subject)
Subject Content:
Candidates study the key processes and concepts in Physical Education
through both classroom based activities and a practical concept.
Year 10 Consideration is given to:
Components of Fitness
Skill acquisition
Decision making
Physical and mental capacity
Evaluating and improving performance.
Exercise and a Healthy Lifestyle
Opportunities/Pathways in Sport.
Year 11 Students study topics such as:
Motivation
Skill development.
Anatomy and Physiology
Short/Long term exercise effects
Training Principles
Government initiatives for sport in the UK.



Students will complete a task in which they apply all of the above to
Analyse Lifestyle and identify weaknesses and suggest improvements.
Students will be assessed in two practical activities from the exam board
activity profile.(30% of GCSE)
Student will sit a 1hour theory paper (20% of Full GCSE)


Candidates are required to demonstrate their ability to Analyse
Performance for one of the activities specified by the exam board.
Candidates are assessed in 2 sports from the exam boards activity
profiles. In one of these they must be either a coach or an official.
(30% of GCSE)
Qualification: The specification is constructed in line with the
requirements and terminology of the National Curriculum Order for Physical Education. The specification offers candidates an opportunity to foster enjoyment of physical activity and to enable candidates to develop an
understanding of effective and safe physical performance and that of a
healthy lifestyle.
Exam Board: OCR J586
Specification: GCSE Physical Education
There are two written examination papers each worth 20% of the total GCSE
marks and comprising multiple choice, short answer and extended response
questions. (40% of total GCSE).
40
PRODUCT DESIGN AND MANUFACTURE GCSE (Option Subject)
.
Subject Content:
What skills does the 21st Century workforce need? If we ask managers
from a wide variety of businesses, they tend to all agree on one attribute –
Problem Solving. This is the ability to look at a situation, weigh up all the
possibilities, finalise a solution then put it into practice. This almost
describes D&T.
Design & Technology is a subject which teaches students to look at
problems in a structured and imaginative way, then use the knowledge
and skills they have learnt to produce a working outcome. At GCSE, the
range of materials and skills they use is in keeping with modern
technology. Smart materials (materials which change properties when
subjected to physical changes), polymers, CAD and CAM are all taught
Practical work
and used in project work. Students will also develop a wide range of
unique skills which can benefit other subject areas such as graphics /
Qualification: Full Course GCSE.
presentation, planning using Gantt charts, problem solving and creative Exam Board: AQA
thinking.
Specification: Design & Technology - Resistant Materials Technology
4560.
Year 11 major projects—Trophies
Pro-Desktop software is used to generate final project designs
41
Assessment:
Year Ten
The first two terms are spent learning new skills and theory which students will
need to complete all the tasks in the coursework and the examination in Year 11.
This body of work is delivered through a combination of lectures and focused
practical tasks.
GCSE coursework begins at Easter and pupils will complete their research during
the holidays. Designing and planning then take place in the summer.
Typical generic titles of projects are:
Outdoor living.
Storage
Exercise
Lighting
From these, pupils then focus in on a more specific problem which they want to
solve.
Year Eleven
The first term is mainly workshop based, where the pupils will realise their final
outcome. Theory work will still be taught, but it will be more directed to facilitating
the completion of the practical projects.
It is expected that the pupils will be able to work independently, quickly and
accurately in order that the project is finished on time. This will be an intensive
period of time, but immensely enjoyable and satisfying as pupils see their project
taking shape and materialising into a 3-D object.
It is expected during this time that pupils will make effective and weekly use of
Technology club.
The project accounts for 60% of the overall GCSE grade (half of this is for the
folder, half for the practical outcome). This coursework is internally marked, then
externally moderated. One written examination will be taken at the end of Year
Eleven and this will account for the other 40% of the grade. The examination will
be 2 hours duration and is a combination of theory and design tasks.
Useful web-sites:


www.data.org.uk
http://www.aqa.org.uk/qual/gcse/des_tec_rmt.html
It is vital that pupils are prepared to give a regular period of their
own time so that work is completed on time and the workshops are
available after lessons, before school and at lunchtimes for pupils to
use.
For more information, please speak to Mr Plant (Subject Leader for Technology), Mrs Ferguson (Head of Information, Advice and Guidance),
42
PRODUCT DESIGN AND MANUFACTURE
43
Assessment:
Assessment in the practical activities is through periodic internal standardisation by the PE department and by a visiting OCR appointed Moderator.
The Analysing Lifestyle tasks and Analysing Performance Tasks are conducted under examination conditions. These combined with the practical
activities amount to 60% of the overall GCSE grade.
The two 1 hour papers consist of multiple choice, short answer and extended response questions. Added together they amount to 40% of the overall
GCSE grade.
Summary of Assessment
1 hour paper, lifestyle analysis and two sports (50%)
1 hour paper, performance analysis and a further two sports (50%)
Useful web-sites:
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In addition to PE lessons there is an extensive range of extra-curricular
sports offered during lunchtimes and evenings, which include Hockey,
Badminton, Rugby, Archery, Climbing, Fencing, Squash, Table Tennis,
Clay Pigeon Shooting and Golf.
www.bbc.co.uk/schools/gcsebitesize86
www.bbc.co.uk/science/humanbody
www.bbc.co.uk/health
http:/news.bbc.co.uk/sportsacademy
www.s-cool.co.uk/topic index-asp?subject id=28
www.ocr.org.uk
These clubs are designed to encourage participation and to prepare
students for the practical coursework moderation.
For more information, please speak to Mr Coalter (Director of Sport & Physical Education), Mrs Ferguson (Head of Careers), Mr J Jackson (Head of
44
RELIGIOUS EDUCATION GCSE (Option Subject)
Subject Content:
The theme of the option course is ‘Religious Expression in society’ which is
made up of six different units:
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Religion and Art
Religion and Architecture
Religion and Literature
Religion and Music
Religion and the Media
Religion in Contemporary Society
The aim of the Religious Education option course is to give students an
insight into the way in which religion is expressed in contemporary society.
Students who choose this option will be able to explore the ‘Religious and
Spiritual’ dimensions of contemporary society in an active and engaging
way. This course also provides many opportunities for active learning and
exploration of these themes and allows for connections to be made with
other areas of the school curriculum.
Students who take the Religious Education Option course will not have to
undertake a final assessment in the Religious Education Core course.
RE Lesson
Qualification: Full GCSE
Exam Board: AQA 4057
Specification: Religious Studies ‘B’: Unit 5 ‘Religious Expression in Society’
Assessment:
Continuous throughout the course:
End of Unit tests:
Key Vocabulary tests:
One final examination of 1hour 30 minutes:
Useful web-sites:
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www.aqa.org.uk
www.reonline.org.uk
RE Club
RE Support sessionss
For more information, please speak to Mr Priestman (Subject Leader for Religious Education), Mrs Ferguson (Head of Information, Advice and
Guidance), Mr J Jackson (Head of Year) or Mrs Epton (Second Deputy Head)
45
SPANISH GCSE (Option subject)
Subject Content:
To opt for Spanish, pupils must have studied it before. It is not a new
Spanish is spoken. Spanish is studied in relation to everyday activities,
The textbook we use is Mira and comes with a workbook for extra practice
and revision. In addition to this we will use a whole range of audio-visual,
internet and interactive resources to bring the language alive and practise
all four language skills as well as grammar. The course is topic based
ranging from talking about yourself and your hobbies to the world of work,
the environment and new technologies as well as some of the topics you
have seen in Year 9.
Qualification: GCSE
Specification: 4698
Tiers: The GCSE is examined in two tiers Foundation and Higher for
Listening and Reading but one tier for Writing and Speaking.
Assessment:
controlled assessments (two for speaking and two for writing), during Year 10 and 11, which are worth 15% each. The speaking controlled
assessments is set and marked internally and moderated externally. The writing controlled assessment is set internally and marked externally. The listening and reading papers are set and marked by AQA. The writing Controlled Assessments last one hour each whereas the speaking assessment take
between four and six minutes each and they are recorded. There are two tiers for listening and reading (Foundation and Higher) but speaking and writ-
Useful web-sites:
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www.linguascope.com
www.bbc.co.uk/languages
www.mflgames.co.uk
www.espanol_extra.co.uk
Language Assistant
Extra Support
For more information, please speak to Mr Bak (Acting Subject Leader for Modern Foreign Languages), Mrs Lansley (Spanish Teacher)
Mrs Ferguson (Head of Information, Advice and Guidance), Mr J Jackson(Head of Year) or Mrs Epton (Second Deputy Head)
46

Useful web

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