KING EDWARD VI CAMP HILL
SCHOOL FOR BOYS
YEAR 9
GCSE OPTIONS BOOKLET
2015/2016
1
10 February 2015
Dear Parent(s)/Guardian
GCSE OPTION CHOICES
In the coming months, your son will face important stepping stones in his school career. He will
be asked to make his subject choices for the GCSE examination courses that he will begin in
September 2015.
The Year 9 examination period will be the week beginning 8 June. Your son will sit formal
school examinations in Biology, Chemistry, Design Technology, English, French, Geography,
German, History, Mathematics, Music, Physics and Religious Studies. The school will use these
assessments to review your son’s progress over the last three years and they will form the
baseline assessment for his GCSEs.
We offer a choice of language at GCSE. The study of a Modern Foreign Language is compulsory
at this school but boys have a choice of either French or German or indeed both.
Where GCSE subject choices are concerned, the accompanying booklet details the content and
requirements of each course on offer. We hope that it will prove useful, both in the choices
that you have to make over options and for reference during the next two years.
The option scheme is organised on the following basis: We believe that the interests of all Camp Hill pupils will best be served by studying the three
sciences (Biology, Chemistry, Physics) separately, leading to three GCSE awards for the
majority of the year group.
 We also believe that all boys should complete French or German to GCSE, so that they will
have at least one modern foreign language qualification. (See above.)
 Information Technology is delivered through other subjects and will therefore not be
available as a discrete subject on the timetable.
The GCSE option scheme for 2015/2016 will therefore be as follows:
1. All pupils will study English (both Language and Literature), Mathematics, Science (Biology,
Chemistry, Physics) (= 6 GCSEs).
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2. All pupils will choose four further subjects (of which one, at least, must be French or
German) in order of priority from Art, Design Technology, French, Geography, German,
History, Music and Religious Studies making 10 GCSEs in total. They should also indicate
their first and second reserve choices from this list. Please see the form at the back of this
booklet which must be returned no later than Friday 20 March 2015.
3. Stronger mathematicians will be offered the opportunity to sit the OCR free standing unit,
‘Additional Mathematics’ at the end of Y11. The decision on this will be made after the Y11
mock examinations in the winter of 2016/17.
In making his choice, the best advice we can give your son is to study the three subjects at which
he is best and from which he derives most enjoyment. There are few, if any, career
implications. Of course, by offering this range of choice, we are in a sense attempting the
‘impossible’ – i.e. we are seeking to provide a flexible scheme which accommodates the wishes
of 93 boys (even though some will have difficulty making up their minds), while ensuring a
balanced curriculum, which gives reasonable class sizes and which offers each boy the chance of
obtaining the best possible examination results at the end. Inevitably, therefore, we are
unlikely to satisfy everybody; reserve choices may well have to be employed where a particular
subject is either over- or under-subscribed. Nevertheless, our overall aim will be to meet the
need of each individual as far as is possible within the constraints above.
We are anxious to give you adequate time to discuss with your son, together with staff if
necessary, the various possibilities. However, you will appreciate that there is also a
requirement to produce a timetable well before the end of the Summer Term. We are therefore
adopting the following timetable to achieve our various aims:
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Monday 23 February: Mr Jones (Head of Year 9) explains scheme to Year 9 and discusses
points which are raised. GCSE choices can be returned from this date.
2
Thursday 26 February: Meeting for Year 9 pupils and their parents to discuss the scheme
and to give a broad outline of the future curriculum path and related careers issues. Key
members of staff will be on hand to answer questions.
3
Monday 16 March: Year 9 Parents’ Evening. Parents have the opportunity to discuss
progress with subject teachers and any outstanding problems over GCSE choices. It is
helpful if boys accompany their parents at this meeting. Throughout the process of
making decisions, the Form Teacher, Dr White (Head of Careers), Mr Jones (Head of Year
9) and Mr Bruten (Deputy Head Curriculum) are available to boys for individual
discussion of GCSE options.
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Friday 20 March: Last day for submitting GCSE choices to Mr Jones.
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End of Spring/Start of Summer Term: Mr Bruten (Deputy Head) and Mr Jones scrutinise
choices and discuss any problems/anomalies with individual boys.
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Early May: Choices are finalised and the timetable is constructed on the basis of these
choices. It will not be possible to chop and change at the beginning of September.
If you require further clarification, or advice of any kind, please do not hesitate to contact
myself, Mr Jones or Mr Bruten at school.
Yours sincerely
M J Garrod
Headmaster
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GCSE COURSES
END OF YEAR 9 OPTIONS
These notes on GCSE subjects are arranged in two sections, each in alphabetical order.
Section A comprises compulsory core subjects - English (Language and Literature), Mathematics
and Science.
Section B comprises all other subjects.
SECTION A
ENGLISH LANGUAGE AND ENGLISH LITERATURE:
Important Note:
At the time of writing, a specific course has not yet been decided upon for the new GCSEs
starting in September 2015. However, because of the demands of the government, there is very
little fluctuation between the different examination boards and therefore what follows below is
an outline of the courses we will follow if we stick with our current board, AQA. More
information can be found at aqa.org.uk.
You will be contacted once a definite decision has been made regarding our chosen examination
course.
All pupils study both English Language and English Literature at GCSE/KS4 level, counting as two
separate GCSE passes, each with its own grade.
English Language:
In English Language, students will need to be able to:
 read fluently, and with good understanding, a wide range of texts from the 19th, 20th
and 21st centuries, including literature and literary non-fiction as well as other writing
such as reviews and journalism
 read and evaluate texts critically and make comparisons between texts
 summarise and synthesise information or ideas from texts
 use knowledge gained from wide reading to inform and improve their own writing
 write effectively and coherently using Standard English appropriately
 use grammar correctly and punctuate and spell accurately
 acquire and apply a wide vocabulary, alongside a knowledge and understanding of
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
grammatical terminology, and linguistic conventions for reading, writing and spoken
language
listen to and understand spoken language and use spoken Standard English effectively.
Assessment:
All texts in the examination will be unseen.
Paper 1: Explorations in Creative Reading and Writing: 50%
This consists of a 1 hour 45 minutes written paper, taken in May/June of Year 11, which will test
reading comprehension and writing skills.
Paper 2: Writers' Viewpoints and Perspectives: 50%
This consists of a 1 hour 45 minutes written paper, taken in May/June of Year 11, which again
will test reading comprehension and writing skills.
There will also be a non-examination assessment on Spoken Language.
This will consist of a formal presentation, including a question and answer session.
English Literature
In English Literature, students will need to be able to:
 read a wide range of classic literature fluently and with good understanding, and make
connections across their reading
 read in depth, critically and evaluatively, so that they are able to discuss and explain
their understanding and ideas
 develop the habit of reading widely and often
 appreciate the depth and power of the English literary heritage
 write accurately, effectively and analytically about their reading, using Standard English
 acquire and use a wide vocabulary, including the grammatical terminology and other
literary and linguistic terms they need to criticise and analyse what they read.
Assessment:
All assessments are closed book: any stimulus materials required will be provided as part of
the assessment.
Paper 1: Shakespeare and the 19th-century novel: 40%
This consists of a 1 hour 45 minutes written paper, taken in May/June of Year 11, which will test
analytical and essay writing skills on a Shakespearean play and a 19th Century novel.
Paper 2: Modern texts and poetry: 60%
This consists of a 2 hour 15 minutes written paper, taken in May/June of Year 11, which will test
analytical and essay writing skills on a modern prose or drama text and a selection of unseen
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poetry.
MATHEMATICS B (OCR)
www.ocr.org.uk
Code: J567
Mathematics at Camp Hill is based on the OCR Mathematics B(J567) Linear course. The course
aims to enable pupils to: develop a positive attitude to Mathematics

consolidate basic skills and meet appropriately challenging work

apply mathematics knowledge and understanding to solve problems

think and communicate mathematically - precisely, logically and creatively

appreciate the place and use of Mathematics in society

apply mathematical concepts to situations arising in their own lives

understand the interdependence of different branches of Mathematics
 acquire the skills needed to use technology such as calculators and computers effectively

work cooperatively, independently, practically and investigationally

acquire a firm foundation for further study
The GCSE is assessed via two written papers, both sat in Year 11. Paper 3 (1 hour 45 mins) is
non-calculator and paper 4 (1 hour 45 mins) allows calculators. For students who show the
relevant aptitude and attitude in Year 10 there will be the opportunity to follow an
Additional maths course (FSMQ) alongside their GCSE in Year 11.
SCIENCE
All boys study the sciences as separate subjects with a view to sitting GCSE in Physics, Chemistry
and Biology (three subjects in all).
AQA Certificate in Biology (IGCSE for UK schools)
www.aqa.org.uk Code: 8401
The Biology Department follows the AQA Certificate in Biology. This is a linear course with no
internally marked controlled assessments. This specification contains a broad range of biological
topics that are designed to engage and stimulate students’ interest in biology whilst providing
the knowledge and understanding required for progression to AS/A2. It emphasises scientific
knowledge, the application of science and the scientific process. The course uses predominantly
the mammal and flowering plant to illustrate the systemic nature of organisms, interactions
within ecosystems and how our knowledge is applied in technology. It should encourage
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students to develop their curiosity about the living world, enable students to engage with
biology in their everyday lives and to make informed choices about further study in biology and
related disciplines.
The terminal assessment model is designed to ensure the maximum amount of time for
teaching biology without frequent interruptions for examinations. The course is assessed
through 2 x 90 minutes exams, both are examined in June of Year 11.
Pupils are provided with an excellent textbook. Biology is taught in groups of no more than 24.
Each group has four lessons across a fortnight with one homework task each week.
AQA Certificate in Chemistry (IGCSE for UK schools).
www.aqa.org.uk Code: 8402
The Chemistry department follows the AQA Certificate in Chemistry. This is a linear course with
no internally marked controlled assessments. The course is assessed through two written
papers (each 90 minutes in length) at the end of Year 11. Pupils are provided with a textbook
and on-line material to support their learning. Chemistry is taught in groups of no more than 24,
each group receiving four lessons a fortnight.
The AQA Certificate in Chemistry encourages students to be inspired, motivated and challenged
by following a broad, coherent, practical, satisfying and worthwhile course of study. It
encourages students to develop their curiosity about the living world, enable students to
engage with chemistry in their everyday lives and to make informed choices about further study
in chemistry and related disciplines.
The AQA Certificate in Chemistry enables students to:

develop their knowledge and understanding of chemistry

develop and apply their knowledge and understanding of the scientific process

develop their understanding of the relationships between hypotheses, evidence,
theories and explanations

develop and apply their observational, practical, modelling, enquiry and problem-solving
skills, and their understanding in laboratory, field and other learning environments

develop their ability to evaluate claims based on science through critical analysis of the
methodology, evidence and conclusions both qualitatively and quantitatively

develop their skills in reporting and presenting information clearly and logically in
different formats

develop their skills in communication, mathematics and the use of technology in
scientific contexts.
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AQA Certificate in Physics (iGCSE for UK schools)
www.aqa.org.uk Code: 8403
The Physics Department follows the AQA Certificate in Physics. This is a linear course with no
internally marked controlled assessments. This specification contains a broad range of physics
topics that are designed to engage and stimulate students’ interest in physics whilst providing
the knowledge and understanding required for progression to AS/A2. It emphasises scientific
knowledge, the application of science and the scientific process and essential problem solving
skills. There is no coursework but the course incorporates a broad range of practical
experiments.
The terminal assessment model is designed to ensure the maximum amount of time for
teaching physics without frequent interruptions for examinations. The course is assessed
through 2 x 90 minutes exams, both are examined in June of Year 11.
Pupils are provided with an excellent textbook. Physics is taught in groups of no more than 24.
Each group has four lessons across a fortnight with one homework task each week.
SECTION B
ART AND DESIGN (Fine Art)
www.aqa.org.uk Code: 4202
Introduction to Art – opening the creative mind:
Art is more than creating a pretty picture or a skilled representation; it is about a form of
expression and imagination. Taking GCSE Art & Design will develop you as an individual giving
you both practical and creative skills. You will learn new ways of seeing the world around you
and new techniques and processes. Creating your own Artwork has the power of giving
messages to others and making them think and see things in a new way. You will have the
opportunity to look at a wide range of art and artistic influences and will go on at least one
gallery visit during the course – usually to London. Your work will be on display at the end of the
course in the Art room for moderation and whole school exhibition.
Course requirements:
Students should start the course with good skills in:
 Drawing / sketching
 Control with wet media (e.g. paint)
 A sound ability to form and express their own interpretation/opinion in written form
 Are able to present work with care and attention to detail
 Can meet homework deadlines
Students who take Art at GCSE generally achieve a level 7B or above consistently by the end of
Y9.
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Skills / attributes developed during the course:
Through the course of the 2 years you will gradually gain more independence and get to a stage
of developing and producing your own project from a board starting point. You will be able to
adapt and work around problems as and when they arise. You will become accustomed to trying
new things and taking creative risks in your work. You will be able to express your ideas and
opinions in a variety of written, verbal and visual ways.
Benefits of the course and studying Art:
During the course it is common for students to look forward and begin to consider future
careers, especially when coming to A-level options. Though this may be some way off, students
have gone on to study a range of undergraduate subjects including, Fine Art, Architecture,
Foundation courses, Art History, Illustration and Design to name but a few. Studying Art will give
you a range of skills and attributes that are valuable in of themselves, applicable and
complimentary to all subjects outside of the creative realm.
Course Overview:
Examinations Board: AQA
Coursework: 60% of GCSE – completed during lessons and at home in Y10 and Y11 (minimum of
45 hours work evidenced)
Examination: 40% of GCSE – 4 to 6 weeks preparation time & 12hr controlled examination time
in Art room.
Assessment: All work internally marked and standardised, externally moderated by AQA.
DESIGN & TECHNOLOGY (AQA)
AQA Electronic Products - 4540
The aim of this syllabus is to design and make quality products using creativity, originality and
flair with the medium of electronic components. In order to gain sufficient knowledge of these
areas, time will be spent in lessons expanding pupils’ knowledge, of components leading on
from areas studied in Yrs Eight and Nine. In addition to this specialist knowledge pupils will also
require an understanding materials and Resistant Materials for the packaging of products. The
ability to problem-solve and work independently is essential when studying this subject. Pupils
are encouraged to utilise various methods in the presentation of their coursework; there is a
growing trend for the use of ICT in the presentation of project work.
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Means of Assessment
Coursework Component:

60% Coursework undertaken under Controlled Conditions during the first and second
years of the course.

Tasks are set by the Board, but pupils are provided with a number of options to choose
from; eg car alarm, sound and music products, counting systems etc.

The coursework comprises a single design and make activity, consisting of a
development of a made outcome and a concise design folder and/or appropriate ICT
evidence,

Students are expected to spend approximately 45 hours on the project.

The design folder should consist of approximately
o 20 pages of A3 paper.
The Written Paper:

40% of the total marks

A single two hour paper.

Split into two sections: Section A questions based upon a context supplied by the board
prior to the examination. Section B questions are based upon all areas of the
specification.
AQA Resistant Materials - 4560
The aim of this syllabus is to solve design problems using the medium of resistant materials
(woods, metals and plastics). In order to gain sufficient knowledge of these areas, time will be
spent in lessons expanding pupils’ knowledge of the properties of these materials and the
methods that can be used when working them, skills which the pupils have been introduced to
during modules undertaken at Key Stage 3. In addition to this specialist knowledge, pupils will
also have to have an understanding of Mechanisms, Smart Materials and Environmental Issues
concerned with the manufacture to goods in today’s society. The ability to problem-solve and
work independently is essential when studying this subject. Pupils are encouraged to utilise
various methods in the presentation of their coursework; there is a growing trend for the use of
ICT in the presentation of project work.
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Means of Assessment
Coursework Component:

60% Coursework undertaken under Controlled Conditions during the first and second
years of the course.

Pupils are presented with the task of solving a problem involving the storage of specific
items. They will first have to identify a particular need and work with the cooperation of
a client towards the solution to that problem.

The coursework comprises a single design and make activity, consisting of a
development of a made outcome and a concise design folder and/or appropriate ICT
evidence,

Students are expected to spend approximately 45 hours on the project.

The design folder should consist of approximately
o 20 pages of A3 paper.
The Written Paper:



40% of the total marks
A single two hour paper.
Split into two sections: Section A questions based upon a context supplied by the board
prior to the examination. Section B questions are based upon all areas of the
specification.
French and/or German GCSE
French and German are important and successful subjects at Camp Hill Boys (CHB) School. We
have consistently seen some excellent results at GCSE and AS/A2 level. The value and
importance of learning a foreign language is evidenced at CHB by its being a compulsory subject
through to GCSE. Boys must take at least one language at GCSE and since 2011 this can now be
French OR German. Of course, boys can elect to take both languages through to GCSE.
We believe that the command of a modern foreign language is an important life skill, an
intellectual challenge, and an important factor in making our boys highly employable in the
future. A MFL is compulsory through to GCSE and we encourage boys to take a language at AS
level at least to complement their suite of KS 5 subjects.
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For GCSE we follow the AQA examination syllabus and for both languages (French Spec No 4658,
German Spec No 4668) the assessment specification comprises 4 elements:
Unit 1: Listening
Unit 2: Reading
Examination – 20%
Either
Foundation Tier: 30 minutes
(+ 5 minutes reading time)
or
Higher Tier: 40 minutes
(+ 5 minutes reading time)
Examination – 20%
Either
Foundation Tier: 30 minutes
or
Higher Tier: 50 minutes
Unit 3: Speaking
Unit 4: Writing
Controlled Assessment – 30%
(internally assessed)
Controlled Assessment – 30%
(externally assessed)
Two tasks submitted for
Moderation
Two tasks submitted for
marking
Pupils study the following topics during their two-year GCSE MFL course and these topics form
the contexts in which the candidates are assessed in the four skills above. These topics are as
follows:
Lifestyle
Health
• Healthy and unhealthy lifestyles and their consequences
Relationships and Choices
• Relationships with family and friends
• Future plans regarding: marriage/partnership
• Social issues and equality
3 Subject Content
Leisure
Free Time and the Media
• Free time activities
• Shopping, money, fashion and trends
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• Advantages and disadvantages of new technology
Holidays
• Plans, preferences, experiences
• What to see and getting around
Home and Environment
Home and Local Area
• Special occasions celebrated in the home
• Home, town, neighbourhood and region, where it is and what it is like
Environment
• Current problems facing the planet
• Being environmentally friendly within the home and local area
.
Work and Education
School/College and Future Plans
• What school/college is like
• Pressures and problems
Current and Future Jobs
• Looking for and getting a job
• Advantages and disadvantages of different jobs
TRIPS AND EXCHANGES
In order to offer a broad experience of language learning, we foster links with countries of the
languages taught in the school and encourage as many students as possible to take part in trips
and exchanges.
Pupil Exchange at Schule am Ried
Partner schools and exchanges
We currently have one partner school:
Schule Am Ried, Frankfurt, Germany
The links with Schule Am Ried are well established. We
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organise a pupil exchange, participate in the VDI
(Verband Deutscher Ingenieure) Schüler Forum and have a work experience exchange with our
partner school, the latter being in existence since 1994. The school gained a Trade and
Investment Award in 2003 for running this work experience exchange.
Trips and visits
The opportunities for pupils to participate in MFL trips during KS4 are as follows:
Year 10 – Germany: VDI (Verband Deutscher Ingenieure) Schüler Forum at the Fachhochschule
in Frankfurt. Customarily, three teams of three boys compete at a science and technology event,
giving a 15-minute presentation in English on a subject of their choice with a summary in
German.
VDI Forum, Fachhochschule Frankfurt
Teacher responsible: PRT
Year 11 – Germany: Work experience visit to Frankfurt.
Pupils are hosted by partners from the Schule am Ried.
Teacher responsible: EMW
GEOGRAPHY (AQA)
www.aqa.org.uk Code: 9030
The aim of the GCSE course is to continue to build on the aims and approaches developed in the
first three years. Candidates are urged to think objectively and to make quantitative and
qualitative judgements about their environment. Candidates will have the opportunity to:
acquire knowledge and understanding of a range of places, environments and geographical
patterns at a range of scales from local to global, as well as an understanding of the physical
and human processes, including decision making, which affect their development

develop a sense of place and an application of the environment, as well as an awareness of
the ways in which people and environments interact

appreciate the dynamic nature of geography because new ideas and methods lead to new
ideas

acquire the skills and techniques to carry out geographical enquiry (including mapwork, data
collection and ICT)

understand and evaluate attitudes and values of other people through the selected study of
themes and places.
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The units of study include the following topics:Population Change, Changing Urban Environment, The Development Gap, The Restless Earth,
Ice on the Land and The Coastal Zone. The examination process is linear with terminal exams.
An important component built into GCSE is the project or enquiry of about 2-3,000 words
undertaken by each student individually which carries 25% of the final assessment. This
examines each candidate's capability in planning, collecting and interpreting data. It is carried
out during Year 11.
Any pupil opting for this course must be aware that the project is a major piece of work
requiring a high degree of personal organisation and interest.
As a qualification applied to career use, Geography offers evidence of environmental awareness
and ability to handle data. As such it is usefully applied in many professional careers. At `A'
Level it can form a complementary part of an Arts or Science based subject combination. Wider
career applications aside, it can be specifically related to Industry, Management and Planning.
HISTORY (AQA)
www.aqa.org.uk Code 9145
Students follow the new AQA Modern World Syllabus B. The course starting in September 2014
is modified from the current course; all examination assessment will take place at the end of
Year 11. The Modern World course builds upon an excellent record of past achievement
delivered by a committed and experienced staff. The course provides candidates an
opportunity to grasp and analyse the major issues and events of a period which has shaped the
world in which they live and will live. They will assess the political developments and nature of
societies of the recent past which is essential for the understanding of contemporary life. They
will begin to identify how and why the past is open to differing interpretations and to judge the
worth of sources which are the raw material of History. Subsequently, History should be at the
heart of any Arts course as part of a broad and balanced entitlement aimed at high achieving
students. To entrench their understanding of the period, year 10 boys are offered the
opportunity to visit the battlefields of the First World War in France and Belgium. All students
will also be able to visit the Cold War Museum at RAF Cosford.
The examination has three elements:
Paper 1
Weighting 37.5%
Assessed in June of Year 11 - Code 91451
Exam:
1 hour 45 minutes 3 Questions for 60 Marks
The examination consists of a number of structured questions which will test
factual knowledge, the ability to analyse cause and consequence and, to a limited
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extent, skill in assessing sources.
Content:
International Relations: Conflict and Peace in the 20th Century
Peacemaking 1918-1919 and the League of Nations
This provides an examination of the failure to achieve lasting peace in the
aftermath of World War I and the efforts of the international community to find
co-operation and prevent further conflict.
Hitler’s foreign policy and the origins of the Second World War
What were Hitler’s aims in foreign policy and how was he able to threaten peace
by overturning the Treaty of Versailles? Why did the British seek to appease
Germany and how did the failure of Chamberlain’s policy lead to the outbreak of
war?
The Origins of the Cold War 1945-1960
This explores the ideological differences between the Communist Soviet Union
and the Capitalist West. It shows how the wartime alliance collapsed as Europe
was divided between East and West, how crises in Berlin and Korea deepened
Cold War suspicions until the world was divided into two armed camps, NATO
and the Warsaw Pact, each with massive nuclear capability.
Paper 2
Weighting 37.5%
Assessed in June of Year 11 – Code 91452
Exam:
1 hour 45 minutes 3 Questions for 69 marks
The examination consists of two sections: one question is answered from section
A and two from Section B. Section A focuses on source analysis as well as factual
knowledge. Section B is based on knowledge and understanding and includes
developed extended writing. 3 additional marks are awarded on each of the
longer essay questions to assess spelling, punctuation and grammar.
Content:
Twentieth Century Depth Study
Section A: Weimar Germany 1918-1929
Was democracy in Germany doomed from the start? How did it meet the
challenges of the early 1920s? How was greater stability achieved in the late
1920s under Stresemann? How did the Nazi Party develop its ideas and
organisation up to 1929?
Section B: Hitler’s Germany 1929-1945
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How and why did Hitler become Chancellor of Germany by 1933? How was Hitler
able to create a dictatorship in Germany 1933-1934? How far were the German
people able to benefit from Nazi rule? How did the Second World War impact on
Germany?
Section C: War in Vietnam, 1954-1975
Why did France withdraw from Vietnam? Why was the USA unable to deal with
guerrilla warfare in Vietnam? How did the war in Vietnam affect people in the
USA? Why did it take so long for the USA to withdraw from Vietnam?
Controlled Assessment
Weighting 25%
Assessed in Year 11 – Code 91453
Activity:
2 Questions for 40 marks
This takes the form of an historical enquiry with a focus on the evaluation of
sources and historical interpretations. Candidates are provided with sources
from AQA and create their own research diary. From this background learning,
candidates will answer two questions set by the examination board. They are
expected to write about 2000 words in total in supervised conditions, this should
take about four hours.
Content:
Britain at War, 1914-1918 and 1939-1939
Key Questions:
What differences were there in the methods of fighting in the different modes of
warfare in the First and Second World War?
Why were Britain and her allies victorious in both World Wars?
Here the focus is on the types of warfare experienced on land where there was
significant difference between the trench stalemate of 1914-1918 and the more
fluid nature of war in 1939-1945. The course will examine how the war at sea
determined events on land and how new technologies such as aviation made a
significant impact in the outcome of events.
MUSIC (OCR)
www.ocr.org.uk
Code J535
GCSE Music is an ideal option for boys with an interest in music, and for those who have already
developed some musical skills.
GCSE Music requires candidates to develop their ability in performing and composing, and to
develop their listening and appraising skills. This specification has four Areas of Study, which
define the subject content, through which candidates develop their knowledge and
understanding of:
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


The use of musical elements, devices, tonalities and structures
The use of resources, conventions, processes, music technology and notations.
The contextual influences that affect the way music is created, performed and heard
including the effect of different intentions, uses, venues and occasions.
The Areas of Study are:
1
2
3
4
My Music
Shared Music
Dance Music
Descriptive Music
Assessment of the course is as follows:
Integrated Tasks (30%)
A performance, a composition and a commentary, all related to AoS 1
Practical Portfolio (30%)
A portfolio containing a group performance relating to AoS 2, a composition relating to AoS 2, 3
or 4 and a log and commentary.
Creative Task (20%)
Candidates develop a short piece and perform or write it, based on a given stimulus. This is
timed, under examination conditions.
Listening Test (20%)
A written paper, assessing knowledge and understanding of AoS 2, 3 and 4.
Candidates must be able to play an instrument, and will receive regular instrumental lessons
during the course either in or out of school. Instrumental lessons taken in school are free of
charge to examination pupils.
GCSE Music is an interesting practical course in its own right, but is also ideal preparation for
further study at AS/A level or beyond.
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Religious Studies: Philosophy and Ethics
OCR Specification B: www.ocr.org.uk
Is all suffering
meaningless?
“The unexamined life is not worth living” Socrates
To choose GCSE RS is to choose to live the 'examined' life, to question everything, to explore all
possibilities and justify your view in the face of objections.
Are you ready to get philosophical?! Are you ready to get ethical?!
The Ancient Greek philosopher Socrates considered the investigation of life’s most ultimate questions a
pastime worth dying for. Socrates created in his students the desire to question, as such, their refusal to
accept laws without challenging them led them to be labelled as rebels and Socrates a rabble-rouser.
Socrates was eventually charged with corruption and rebellion. He refused to compromise his belief in
questions and opted to take a lethal hemlock poison rather than face the ‘unexamined life’ in
imprisonment.
The study of GCSE RS at Camp Hill Boys is designed to encourage you to live the examined life. Whilst the
RS department does not expect the same level of dedication as Socrates; it does expect you to open your
minds to a range of views, to ask and answer difficult questions and move beyond superficial thought, to
deep thinking.
Study RS at GCSE and join the wonder!
What will I study?
Be aware that this subject isn’t just a series of thought experiments. You will study the implications of
the views we examine. You will be investigating how these beliefs translate into the creeds people live
by. You are essentially looking at how the world works.
The course is split into two parts: Philosophy and Ethics, which are studied through two religions:
Christianity and Hinduism.
In year 10 you will study 2 Philosophy papers:
Is there
anything
beyond
death?
B601: Deity and religious experience
*The Nature of God
* Death and the afterlife
B602: Good, evil, revelation and science
*Good and Evil
*Religion and Science
In year 11 you will study 2 Ethics papers:
B602: Ethics 1
*Religion and equality
* Religion, Peace and Justice
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Are
humans
more
important
than
animals?
B604 Ethics 2
*Religion and human relationships
*Religion and medical ethics
How will I be examined?
In total you will sit 4 exams, each worth 25% of your final GCSE mark. There is no coursework element to
this course.
There are no year 10 module exams. You will sit all 4 exams at the end of year 11.
You will be regularly assessed by your teachers through homework, moodle tasks, research
investigations and class work.
How will I study?
You can expect an engaging classroom environment where passionate teachers use a variety of learning
activities, such as cartoon making, debating, essay skills workshops, and research tasks. You will have
opportunities to extend your learning beyond the classroom with extra-curricular trips and talks from
visitors to the school.
In return, we would expect you to be interesting and interested. You will get from the lessons what you
put in. We want you to engage with the big questions, listen to other people’s views, consider the
consequences and then reach your own justified conclusions.
As a department, we commit to ensuring not only your success at RS but in life-long learning. In the RS
classroom you will develop your independent learning skills, build upon your strengths and experiment
with strategies to overcome challenges. We want you to be outstanding learners in the RS classroom and
beyond.
Where can RS lead me?
Boys who choose to study RS have a wide range of opportunities available to them. RS can give breadth
to students who are pursuing medicine or science based subjects. RS naturally complements other essay
based subjects by developing critical thinking skills. Students who study RS can go into Law, social work,
teaching, research and journalism, as well as further study.
We have deliberately chosen to offer Philosophy and Ethics because it is respected by universities as a
subject that develops academically rigorous thinking skills.
Are religion
and science
compatible?
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NON-EXAMINATION COURSES
In addition to the foregoing GCSE courses, students will also study the following:PE, Games, PSHE (Personal Social Health and Economic education) and RE.
Year 10 PSHE
In Year 10 PSHE is taught in a circus arrangement with Careers. The course centres on three major
themes:Study Skills/revision/time management
Drugs and Alcohol
Cookery (optional)
Year 11 PSHE
In Year 11, PSHE is taught in a circus with Careers. All pupils follow a Careers course in the autumn
term.
After January, the PSHE programme continues the Sex Education course and also deals with the Age
of Consent, Teenage Marriages, Contraception, Sexually Transmitted Diseases, HIV, AIDS and
testicular cancer.
Year 10 Physical Education
All pupils have three games lessons and a single period of physical education each fortnight.
In the Autumn term, boys will play either rugby or hockey as their major team game. After
Christmas, swimming and basketball courses are offered in addition to hockey and rugby.
All boys follow a block of work developing the basic skills and team strategies of volleyball, together
with a unit concentrating on promoting personal health-related fitness. Boys are given an
introduction to the equipment in the fitness room.
During the Summer term, all boys participate in athletics, cricket and tennis.
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Year 11 Physical Education
All boys have a double period games afternoon every Wednesday. There is a wide range of
opportunities available here. Boys can choose to play regular representative rugby or hockey for
the school. We run three senior rugby XVs and two hockey XIs.
A large number of pupils elect to play badminton at Cocks Moors Leisure Centre, tennis at Billesley
or squash at Kings Heath Squash Club. Other options at the school include basketball and
swimming, together with cricket and tennis in the summer.
Boys are allowed to use the equipment in the fitness room for personal training during lunchtimes
and after school (ie during their free time).
Years 10 and 11 Non-Examination RE
In addition to the optional GCSE RS course available in Years 10 and 11, there will also be an hour of
non-option RS.
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GCSE INFORMATION SHEET 2015-2016
This sheet is intended to help you to plan your work for GCSE. It lists the requirements for each subject
outside the examinations themselves.
SUBJECT
FORM 10
FORM 11
ENGLISH LANGUAGE
No coursework
No coursework
ENGLISH LITERATURE
No coursework
No coursework
MFL
As part of Year 10 end-of-year
exam, boys will complete a
controlled assessment in writing
and one in speaking. These
might be submitted to the AQA
exam board at the end of Year
11.
Two controlled assessments in
each of writing and speaking –
one pair during the mock exam
and the other pair at the end of
the Spring Term. The
controlled assessments
comprise 60% of the total
marks.
MATHEMATICS
No coursework
No coursework
BIOLOGY
No coursework
No coursework
CHEMISTRY
No coursework
No coursework
PHYSICS
No coursework
No coursework
DESIGN & TECHNOLOGY
One design project, worth 60%,
to be completed during the two
years
ART
A minimum of 2 visits, one local,
one to London
Intermediate assessment on
course work
The assessment is 60% of the
marks. An assignment - 10
hours work in 6-8 weeks,
April/May - represents 40% of
marks
GEOGRAPHY
Internal Coursework completed
during Autumn Term. This
accounts for 25% of marks at
GCSE
HISTORY
Coursework consists of two
questions to be completed in
the Autumn Term. These are
set by the exam board and
require analysis and evaluation
of a series of sources. The
represent 25% of the marks.
MUSIC
RELIGIOUS STUDIES
None
No coursework
To performances are recorded
at the end of the spring term
(30%), two compositions and
written work are completed by
the end of the spring term
(30%)
Four 1 hour exams.
KING EDWARD VI CAMP HILL SCHOOL FOR BOYS
GCSE OPTION CHOICES
NAME OF PUPIL
FORM
(First) Language: Choose either French or German:


FRENCH
GERMAN
Choose 3 further subjects, in order of priority, from the following list (you may choose a second
language):
ART
GERMAN
DESIGN & TECHNOLOGY
HISTORY
FRENCH
MUSIC
GEOGRAPHY
RELIGIOUS STUDIES
Subject
1.
2.
3.
Now choose a further 2 reserve subjects (in order of priority)
Reserve subject
1.
2.
If you have chosen Design and Technology as one of your 5 choices, please specify:
Resistant Materials
Electronic Products
No Particular Preference



PARENT’S SIGNATURE
To be returned via your son's Form Teacher to Mr Jones by Friday 20 March 2015