Key Stage 4
Curriculum
An ‘Outstanding’ 11-18 School, Ofsted 2002, 2006 & 2009
“a blazing passion to ensure that every student is able to
be the best they can”.
2014/2016
OPTIONS 2014
(9L,9K,9W,9G)
Choosing subjects
Although a certain amount of GCSE choice is available to you, it is constrained by
the requirements of the new GCSE exam reforms. We fully support these reforms as
they will ensure pupils remain challenged throughout Key Stage 4 and provide the
best possible higher education and careers opportunities.
The Curriculum
You are required to study certain core subjects in Key Stage 4.
In all subjects your GCSE grade depends on performance in final written
examinations in Year 11 and Teacher Assessment (Controlled Assessment).
The English Baccalaureate (EBacc) will be used as a measure of a student’s
performance.
What is the English Baccalaureate?
The EBacc Certificate is awarded to students who achieve grade C or higher in a
range of academic GCSEs. These are English Language (with an A*-G in English
Literature), Mathematics, The Sciences, a modern foreign language and either
Geography or History. Computing has recently been added to this list.
The Options Process
1. You will study GCSEs in English Language and English Literature,
Mathematics and Core and Additional Science (or Triple Science)
2. You must choose either Geography or History (you can choose both).
3. You must choose up to two Modern Foreign Languages: German, French
and Spanish.
If you are a strong linguist and wish to study Russian, you can indicate this on
the reply sheet at the back of this booklet (this GCSE will be taught after
school and so will be extra to your four options).
4. You have a choice of two further subjects.
Art, Business, Computing, Drama, Catering, Health and Social Care, ICT, Music, PE,
Product Design, Religious Studies, Resistant Materials, Textiles, Triple Award
Science
Who chooses?
The choice is yours but your parents and teachers will be involved in helping you to
make informed decisions. Choices made now may affect opportunities later so need
to be made with care.
1
How do you choose?
There are three questions you should ask yourself before making your choices:1: What do I want to do after GCSE ?
Most Year 9 students have no settled ideas about what they would like to do after
leaving education. In this case the best plan is to choose a challenging and
balanced selection from the range of subjects available.
You may already know the career you wish to follow. If so, you should choose the
subjects which may be needed as qualifications. Your teachers and careers service
will be able to advise and help you. However, remember you may change your mind
about your future career in the next two years but it is not possible to change your
subjects, part of the way through a two year course.
Most students continuing to ‘A’ levels stay at The Cotswold School, where we offer a
wide range of subjects. The vast majority of these students progress on to Higher
Education.
2: What subjects do I enjoy?
Only you know the answer to this. If you like a subject you usually work hard at it.
Remember, hard work is essential whichever subjects you choose.
3: What subjects am I good at?
Talk to your teachers and get their advice.
Your aim should be to make the most of the courses you have chosen, by working
as hard as you can.
You should consult with your parents and teachers before filling in the form.
Charges
In certain subjects, provision of materials or visits form an integral part of the course.
Parents will be invited to provide materials or ingredients on a voluntary basis.
Where parents would like to possess the finished product, the school reserves the
right to charge the cost or require the supply of the necessary materials.
For visits occurring during school time, the school will invite a voluntary contribution
from parents to meet costs.
For visits outside school time, parents will be charged for all allowable costs.
For residential visits, parents will also be charged the full cost of board and lodgings.
If a child is in receipt of Free School Meals, the School will subsidise the costs.
2
PHYSICAL EDUCATION:
(Non GCSE)
Students will be able to participate in a range of activities offered in the school. All students receive
one 70 minute lesson of PE a week. In year 10 students follow a prescribed programme of activities
which allows them to continue to build on activities studied in Key Stage 3 as well as experience
new activities. In Year 11 students opt into activities, designing their own pathway. Students are
encouraged to design a well balanced programme of activities making full use of the facilities
available at The Cotswold School. It is expected that GCSE PE students use core Physical
Education lessons to improve their practical GCSE PE grades. School teams will be run in a
number of sports and students will be actively encouraged to participate in these and other extracurricular activities
RE (Non GCSE)
There are ‘Religious Education Days’ for both Year 10 and 11 students. These days are
designed to provide exciting opportunities for students to engage with relevant,
contemporary and challenging questions that impact on all of our lives: questions about
spirituality, meaning and purpose, equality and diversity, authority, and global citizenship.
Three interrelated core skills of engaging with fundamental religious and human questions,
exploring religious beliefs, teachings and practice and expressing personal responses are
combined with the aim of providing stimulating and motivational Religious Education. Dates
of these days can be found on The Cotswold School calendar.
PERSONAL , SOCIAL AND HEALTH EDUCATION: (PSHE)
The purpose of the course is to help equip young people with information and skills which
will be of use to them in their adult life. The aim during Years 10 and 11 is to use the skills
and expertise of many different members of staff and outside agencies in order to help
students assess their role in society and the world of work. The PSHE programme is
delivered via dedicated days spread throughout the Key Stage.
Year 10 Programme
Careers and Work Experience
Expert guidance will be given on CVs, letter applications and preparation for the world of
work. Students will have the opportunity to develop their CV in an ICT session and also gain
awareness of safety in the work place. We are providing a session which will give pupils the
chance to discuss how to deal with exam stress.
Sex and Relationships Education
Specialists from the Sex and Relationships education team will lead a variety of sessions
concerning issues such as consent, values, unplanned pregnancy, contraception, coping
with stress and pressure, staying safe re alcohol/drugs.
Economic and Financial Awareness
Experts from the National Westminster Bank will lead a range of different sessions to raise
pupil awareness of personal and corporate finances.
3
Year 11 Programme
Be the Boss – Political Campaigns
This day will focus on raising political awareness and an understanding of current affairs and
key social and economic issues within society. Pupils will work in groups planning a political
campaign and presentation.
Senior Citizens’ Christmas Party
Students will work in groups with their team of Year 11 Form Tutors planning and preparing
food, decorations, entertainment, transport etc, to ensure that senior citizens within our
community have a wonderful Christmas party!
University of Gloucester study skills day
Skilled experts will lead sessions with our students on study and revision skills which will
provide invaluable preparation for the forth-coming GCSE examinations
Social and Moral Issues of the Adult World
General aims: To encourage thought, discussion and awareness of the various social and
moral aspects of life which confront the student and school leaver entering the adult world.
Speakers include Shelter, the Police and the Infobuzz. Also includes a Year Book
production; Enterprise blog; Dealing with bullying; Year photograph and Political
campaigning.
Life Skills and Leisure: Stress management. Emotional wellbeing, Healthy living
General aims: Encourage sharing and caring and a responsible attitude to domestic life at
home and elsewhere. Prepare and inform the teenager for the pressures of 21st century life;
Sex and relationship education.
4
THE CURRICULUM
2014-2016 - Summary
All students will take courses in English Language, English Literature,
Mathematics, Core and Additional Science, Physical Education, and PSHE.
The options are:
Subject
Modern Foreign Languages
Art and Design
Business Studies
Catering
Computing
Dance
Drama
Geography
Health and Social Care (Vocational GCSE)
History
ICT (Single/Double Award)
Music
Physical Education
Product Design
Philosophy and Ethics (RE)
Resistant Materials
Textiles
Triple Science
5
Page
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
ENGLISH LANGUAGE:
ENGLISH LITERATURE:
AQA 2010 specifications
AQA 2010 specifications
Set out below is an outline of the units involved. More detailed information will be available in the
Summer term. All students will follow a combined course which in most cases will lead to two
GCSE certificates in English Language and English Literature. The Unit 1 English Language exam
will be sat in June 2016 and at this time the English Language Controlled Assessment tasks will
also be submitted.
English Language
Unit 1
Unit 2
Understanding and Producing Non-Fiction Texts. (2 ¼ hour examination.
60% of the total GCSE marks)
Understanding Spoken and Written Texts and Writing Creatively. (Controlled
assessment, 40% of the total GCSE marks.) Three parts:
Extended reading
Creative Writing
Spoken Language Study
English Literature
Unit 1
Unit 2
Unit 3
Exploring Modern Texts (two texts to be studied. 1 hour 30 minutes
examination. 40% of the final marks for English Literature)
Poetry Across Time. (1 hour 30 minutes examination. 35% of the final
marks)
The Significance of Shakespeare and the English Literary Heritage
(Controlled assessment. 25% of the final marks for English Literature)
Tiering: Higher (A* - D)
Foundation (C – G)
6
MATHEMATICS: Edexcel IMAO1
Edexcel Linear
The specification has been designed to allow us to teach with a linear approach and in a
traditional holistic fashion:
There are two papers, non-calculator and calculator, that are assessed at the end of the
course
30 to 40% of Foundation Tier papers assess the functional elements of mathematics. 20
to 30% of Higher Tier papers assesses the functional elements of mathematics
It provides the ideal preparation for our A Level Mathematics course
Both papers are available
Key features of our GCSE Mathematics A specification:
• Two equally weighted papers to be assessed at the end of the course
• Flexible course that can be adapted to suit pupils’ needs
• Engaging and clear specification
• Develops pupils’ knowledge and confidence over two years
Pupil performance will be monitored throughout the year and examinations at the end of year
10 and mock examinations will determine the tier of entry.
Tiering :
Higher A*- D
Foundation C – G
Extra Mathematics Qualification
Our Gifted and Talented Mathematicians will have the opportunity to take an additional
qualification that will extend their knowledge of mathematics beyond the GCSE specification
and provides the opportunity to get a feel for A Level topics covered at Key Stage 5.
Many Pupils may also have the opportunity to take a Functional skills Level 1 -2 qualification
throughout their study time in Key Stage 4. These functional skills are taught within the
mathematics lessons right the way through keystage 3 and 4.
7
SCIENCE:
GCSE:
Assessment:
Core Science
OCR GATEWAY SCIENCE – J261 / J262
75% Two science units examined at the end of Year 10
25% Controlled Assessment
Additional Science
75% Two science units examined at the end of Year 11
25% Controlled Assessment
Controlled
Assessment
Students complete a task in each year comprising research, collecting data,
analysis and evaluation.
Tiering:
Higher :
A* - D
Foundation: B - G
Decided by Jan of Yr 10, based on internal
assessment data for the Yr 10 exam and then again
in Yr 11 for the final exam
All units are taught separately in modules of Biology, Chemistry and Physics
Each module is tested and a GCSE grade given which is used to ensure students are in the
correct teaching set and entered for the correct tier (Higher or Foundation).
There are 6 modules in Year 10 (2 Biology, 2 Chemistry, 2 Physics) and 6 modules in Year 11
(2 Biology, 2 Chemistry and 2 Physics).
Students entered for Triple Science will not be entered for Core and Additional Science
SCIENCE:
Cambridge Nationals – J815 / J816
Students will have the opportunity to study for Cambridge Nationals Qualifications in Science and
Science in the workplace. This provides an engaging, robust, broad-based introduction to applied
science principles. This qualification is equivalent to two GCSEs and will be studied over two
years in place of Core and Additional Science. We anticipate entering for this course only
students for whom achieving a grade C at GCSE is unrealistic.
8
B
MODERN FOREIGN LANGUAGES
A GCSE in MFL is a necessary requirement for the EBacc.
Pupils in 9K, 9L, 9G and 9W must choose at least 1 language
Content
GCSE (French, German, Spanish)
The courses aim at proficiency in all the four skills( listening, reading,
speaking and writing) covered in the exam. By the end of the course
students will be able to communicate and understand the language in
everyday situations
*
*
*
*
*
*
*
Holidays
Leisure
Family
Food
Lifestyle
School and work
Coping out and about etc
Assessment
Listening and reading 40% – end of year 11 exam.
Speaking 30% - three controlled assessments over the two years
Writing 30% - three controlled assessments over the two years
Tiering
Higher tier A* - B
Foundation tier C - G
Russian can be chosen as an after school extra language and has produced excellent results in
the past. Pupils MUST be good linguists as the course moves very fast so they must have their
application approved by their current French teacher.
Content
GCSE Russian
Same as for French, German and Spanish
Assessment
Listening and reading 23% each – end of year 11 exam.
Speaking 27% - two controlled assessments over the two years
Writing 27% - final exam end of Year 11
Tiering
Higher tier A* - B
Foundation C - G
9
ART AND DESIGN:
AQA 4200
Assessment:
Examination 40%
Coursework 60%
Coursework:
3 projects completed over 5 terms
Tiering:
None
This course offers students the ability to explore artists, materials, techniques and processes that
interest them. They are encouraged to work independently with tutorial style teaching. We follow
a ‘Fine Art’ syllabus where students are only limited by their imaginations! Students are
encouraged to experiment in a wide range of 2D and 3D media, from painting, drawing,
printmaking, 3D work, photography, filmmaking, illustration, mixed media to digital manipulation.
The use of a sketchbook to draw and record from direct observation and personal experience is
an important part of the course and the ability to use colour and paint are essential skills.
Students will develop their individual interests and skills, using studies from other artists and
cultures to form their own work. We visit the major galleries in London in Year 10 to discover
artists for the ‘Own Choice’ project. The externally set assignment starts in the January of Year 11
and students choose a question as a starting point for a project. They research, develop ideas,
experiment over a period of weeks and then produce their final response in a 10 hour
examination.
10
BUSINESS STUDIES :
Edexcel
Assessment:
Unit 1: 25% - Introducing a Small Business – Externally assessed, 45
minutes.
Unit 2: 25% - Investigating Small Business – Controlled assessment; a
maximum of 6 hours research followed by 3 hours write up
under exam conditions.
Unit 3: 50% - Building a Business – Externally assessed, 90 minutes.
Rationale
The GCSE Business course focuses on students’ active engagement in the
study of Business and Economics. Students will develop skills such as
building arguments, making informed judgements and appreciating different
perspectives.
Unit 1 and 2 cover the key issues and skills involved in enterprise. The
emphasis is on starting and running small businesses. These units provide the
framework for looking at the marketing, financial, human and operational
issues of starting and running on a small scale.
Unit 3 looks at the key issues in developing understanding of life in a mediumsized business. The unit incorporates external factors such as the
environment and ethical behaviour, as well as marketing and people
management
11
DESIGN AND TECHNOLOGY:
Assessment:
Controlled
Assessment:
Tiering:
Catering
WJEC 4730
1 exam paper 40%
Controlled Assessment (Practical Task and Portfolio) 60%
Two practical assessments supported by a written portfolio.
One assessment to be completed in the Summer Term of Year 10 (20%)
One assessment to be completed in the Spring Term of Year11 (40%)
None
This course enables students to develop their knowledge and extend their skills within catering in
a vocational context. Students will study a variety of areas with opportunities to acquire
competence, capability and critical skills through the creation, implementation, use and evaluation
of a range of resources.
Study topics will include :
The Food and Drink
Industry
Food preparation, cooking
and presentation
Specialist equipment
Job roles, employment
opportunities and relevant
training
Health, safety and hygiene
Nutrition and menu planning
Environmental considerations
Communication and record
keeping
12
Costing and portion control
GCSE in Computing
Assessment:
OCR J275
Three units of assessment – one theory examination and two internally
assessed Controlled Assessment tasks
You should achieve Level 7 Mathematics by the end of Year 9 to be
considered for Computing
Tiering:
None
Unit 1 – Computer Systems and Programming (40% of qualification - theory)
Students explore the fundamentals of computer systems (inputs, processing, storage
and outputs); computing hardware (CPU, binary logic, memory, input/output devices
and secondary storage), software (operating systems, user interface, memory
management, peripheral management, multitasking & security), representation of data
in a computer system (units of storage, number systems, characters, images, sound
and instruction), databases (concepts, management systems and relational
databases), computer communications and networking (structure, communication
methods, design and the internet) and programming (algorithms, languages, handling
data and testing).
Unit 2 – Practical Investigation (30% of qualification - Controlled Assessment)
Students study one topic of the ones provided by the examination board. A written
report is produced in which the topic is analysed, justified and evaluated, showing the
practical work that has been completed. Initial investigations will lead on to the
development of a solution, which is then tested and evaluated fully.
Unit 3 – Programming Project (30% of qualification - Controlled Assessment)
Students use one scenario provided by the examination board and use their skills to
program a solution. Languages such as BASIC and C may be used for the majority of
the scenarios set, there will be some that are specific in what software to use (these
are free, legal, pieces of software). The solution must include, as examples, variables
and operators, iteration, loops, different types of data such as Boolean and strings.
Students should show they can design suitable algorithms, use validation techniques,
annotate and evidence the system, fully test and evaluate the system against success
criteria and be critical regarding shortcomings or further development opportunities.
13
GCSE DANCE:
AQA
This course is suitable for students who have a keen interest in dance and would like the
opportunity to achieve an extra GCSE. due to GCSE dance being an 80% practical course, it is
essential that students have some previous dance/gym experience.
GCSE Dance is offered in addition to a student’s core and option subjects. It will be delivered as a
twilight GCSE course over two years with final assessment for the majority of students in 2016.
Students need to be able to commit to 2 lessons per week. 3.30-5.00pm Monday after school
(Practical) Thursday lunchtime 1.15-1.55pm (Theory). Students must commit to all lessons.
Interested students will be invited to attend a taster/selection sessions.
Outline of course:
Unit 1: Critical appreciation of dance
Written paper – 1 hour – 20% of the total marks
Students answer questions on two professional works, chosen from a list set by AQA.
The paper is externally assessed.
Unit 2: Set dance
Practical exam – 30 marks – 20% of the total marks
Students perform one solo dance of approximately 1-1½ min from a choice of two set by AQA.
The work is externally assessed.
Unit 3: Performance in a duo/group dance related to a set professional work
Controlled assessment – 30 marks – 20% of the total marks
Students perform in a dance for 2, 3, 4 or 5 dancers, lasting 3-3½ min. Every student dances for at
least 2 min within the piece.
The dance should be choreographed by the teacher/dance artist in collaboration with the students.
Work assessed by school staff and moderated by AQA.
Unit 4: Choreography
Controlled assessment
40% of the total marks
Solo composition task
20 marks – 15% of the total marks
Each student selects three motifs from any one of the prescribed professional works and develops
them into a dance of 1-1½ min.
Choreography
40 marks – 25% of the total marks. Each student choreographs either a solo dance lasting 1½-2
min OR a group dance for 2, 3, 4 or 5 dancers, lasting 2½-3 min. The dance may be in any style,
in response to an outline stimulus from AQA. Work is assessed by school staff and moderated by
AQA
14
DRAMA:
WJEC 4619
Assessment: Practical component 60%
Controlled assessment (written) 20%
Written exam 20%
Tiering:
None
The emphasis in drama is on group work, independent learning and creativity.
Year 10 includes an introduction to key drama skills and the process of
creating devised and scripted performances, taking influence from famous
directors, practitioners and writers. In Year 11 this preparatory work is applied
to the two practical assessments: one devised and one scripted. The
controlled assessment is a written reflection of the devising process and
evaluation of performance. The written exam is 1 ½ hours long and
candidates answer questions on a practical interpretation of a set text from
the point of view of an actor, director and designer as well as evaluating their
own practical work. In order to be able to complete the controlled
assessment, students are required to attend live theatre performances,
(usually in the form of evening trips).
Drama provides an outstanding opportunity for students to develop their
creativity, self-confidence, communication and independence. It compliments
many other subjects, particularly within the humanities and expressive arts.
The aim of the course is to instil an enthusiasm for creativity collaboration and
to understand the broad opportunities offered through studying the arts.
15
GEOGRAPHY: AQA (Syllabus A)
Geography is a key subject if you are aiming for the EBacc Award. It will make you think
about the World around you; your role and the impact you have upon it. The content is very
‘current’, dealing with issues facing us today.
We cover a broad range of topics and will refine a wide range of skills. This helps students
to create a solid foundation upon which to build all of their GCSEs and beyond! Geography
is sought after in the workplace for the lateral thinking and team work skills it fosters
alongside the academic vigor it demands
The course is delivered using a range of dynamic and current events, supported by the wide
range of resources available in the department. Students achieve extremely well and a high
proportion choose to go on and study the discipline further.
How is the course structured?
The course is made up of 3 elements:
1. Physical Geography –
This is assessed via one 1 ½ hour exam that
makes up 37.5% of the final grade.
2. Human Geography –
This is assessed via one 1 ½ hour exam that.
makes up 37.5% of the final grade.
Both exams will be sat at the end of Year 11.
Physical Geography
Section A
Section B
The Restless Earth
Human Geography
Section A
Section B
Water on the land
Population Change
The Coastal Zone
The Urban
Environment
Tourism
1. Controlled assessment – This is an investigation that is carried out during a
series of field work days and lesson time. The whole piece will take 20 hours to
complete and equates to 25% of the final grade. It is started at the end of Year 10
and completed by October half term in Year 11.
(N.B. – Under new educational policy changes, there may be an alteration to the Controlled
Assessment. However, there have been no conclusions reached at the time of publication)
16
HEALTH AND SOCIAL CARE:
OCR J4060- Single Award (Grades A*to G)
This vocational GCSE is an ideal qualification for any student who may be interested in
working in the Health and Social Care sector for example nursing, midwifery, physiotherapy,
early years teaching, childcare, nursery nurse etc. It is suitable for a wide range of abilities
and is designed to provide knowledge, skills and understanding associated with Health and
Social care to equip candidates for the work place. There are also opportunities to access A
level courses and Degree courses in Health and Social care as it is a vast area of study with
numerous specialism.
The GCSE course consists of two mandatory units, one of which is externally assessed 40%
of marks with an examination and one unit which is internally assessed Controlled
Assessment worth 60% of the total marks
Unit 1: Health and Social Care and Early Years Provision (Controlled Assessment 60%
marks)
For this unit you will be required to carry out an investigation into a local Health and Social
Care Setting, finding out:
What client groups use the service?
How the client’s needs are met
How access can be gained to the service
Roles and job descriptions of the people that work for the service are
Unit 2: Understanding Personal Development and Relationships (External
examination 40% marks)
In this topic we will cover:
Stages of human growth through different life stages
Factors that may affect how we develop
Self concept issues
Major life changes that may occur in an individual’s life and sources of support
available.
Tiering :
None
17
HISTORY:
OCR Modern World History
Assessment:
Paper 1 – International Relations and Germany Depth Study (45%)
Paper 2 – British Depth Study (30%)
Controlled Assessment (coursework) 25%
Controlled
Assessment:
1 piece of controlled assessment, around 2,000 words, studying an aspect of
American history from the 1920s & 1930s
Tiering:
Setted
History is a popular and valued GCSE and is a key subject if you are aiming for the EBacc Award.
GCSE History follows a broad, coherent, enjoyable and worthwhile course of study.
A range of 20th Century topics are covered. We begin with the British Depth study looking at how
society developed in the early years of the 1900s. This includes studying the Suffragettes and
Britain in the Great War. We focus on the fascinating world of America in the 1920s and 1930s for
our controlled Assessment, a time of jazz, boom, depression and recovery. Our final depth study
in Weimar at Nazi Germany. We finish the course by studying the origins of the Cold War and by
moments such as the Cuban Missile Crisis and Vietnam
Key events, people, changes and issues are studied through a variety of lively key questions and
enquiries giving a detailed understanding of the important features and characteristics of the
period, societies and situations that have shaped the world as it is today. The course includes
history from a variety of viewpoints including international and world history as well as a significant
element of British history. The course covers a range of topics including political, social, economic
and cultural history, offering all pupils topics they will enjoy. A range of sources are used. As well
as written material, pupils look at cartoons, posters, propaganda, oral histories, artefacts and
music.
The course builds upon pupils’ knowledge and skills gained in Key Stage 3 and operates as a
stepping stone to further study at A-Level or beyond. Students enhance their abilities as critical
and reflective thinkers with enquiring minds developing the ability to ask relevant questions about
the past and to investigate them critically using a range of sources in their historical context. They
also learn to organise and communicate their historical knowledge and understanding in creative
and different ways and reach substantiated judgments. For these reasons and others, History is a
highly regarded subject by employers in a wide variety of professions.
The department uses a variety of teaching and learning styles and is very well resourced. As well
as a good collection of effective and interesting books, students use a range of ICT resources and
a range of learning techniques, from debates to podcasts.
18
GCSE in ICT (SINGLE/DOUBLE AWARD)
Assessment:
Edexcel 2IT02
Single Award – one theory examination and one internally assessed
Controlled Assessment task
Double Award - two theory examinations and two internally assessed
controlled assessment tasks.
Tiering:
None
Unit 1 – Living in a Digital World (20% of double award - theory)
Students explore how digital technology impacts on the lives of individuals,
organisations and society. Students will learn about current and emerging digital
technologies and the issues raised by their use in a range of contexts (learning, the
world of work, leisure, shopping and money management, health and well-being, on
the move). They develop awareness of the risks that are inherent in using ICT and the
features of safe, secure and responsible practice.
Unit 2 – Using Digital Tools (30% of double award - Controlled Assessment)
Students broaden and enhance their ICT skills and capability. They work with a range
of digital tools and techniques to produce effective ICT solutions in a range of contexts.
Students learn to reflect critically on their own and others’ use of ICT and to adopt safe,
secure and responsible practice. Learning from Unit 1 is utilised in this Controlled
Assessment task.
Unit 3 – Exploring Digital Design (20% of double award - theory)
Students explore the design of interactive digital products such as websites, computer
games and databases. They learn how to interpret and produce design documentation.
Students investigate the properties of different types of digital content and features of
the user interface. They develop knowledge and understanding of legal and other
constraints affecting the production and use of digital content.
Unit 4 – Creating Digital Products (30% of double award - Controlled Assessment)
Students apply the knowledge and understanding of digital design they acquired in Unit
3 to produce an interactive digital product for others to use.
They can choose what sort of product to design and make, but it must include an
appropriate user interface and user input must determine the outputs that are
produced.
19
MUSIC :
Edexcel syllabus
Tiering :
None
Assessment
:
Examination 40%
Coursework 60%
Course Outline :
1. Four areas of study :Rock, pop and jazz (Moby, Jeff Buckley, Miles Davis)
Classical music (Handel, Mozart, Chopin)
Twentieth century music (Schoenberg, minimalism, West Side Story)
World music (Indian music, African drumming, Scottish folk-rock)
2. Coursework : -
Performing on your instrument – two pieces (one solo, one ensemble)
Composing – two pieces (each based on a different area of study)
3. Examination :-
Listening exam based on the set works, taken in the final term.
If you play an instrument – or sing – and will be able to perform at around Grade 4
standard (or higher) in Year 11, this GCSE is for you.
And Music GCSE saves you money – because pupils taking GCSE Music at
The Cotswold School get a 50% reduction on the cost of school instrumental lessons.
20
PHYSICAL EDUCATION :
Tiering:
Edexcel 1827
None
This course builds on the knowledge, understanding and skills established by the
National Curriculum in Key Stage 3. It is made up of a theory component (40%) and
a practical component (60%).
Theory of Physical Education:
1½ hour written paper
Syllabus content for this paper is divided into two areas:
- Section 1 Healthy Active Lifestyles
- Section 2 Your Healthy Active Body
Paper consists of multiple choice questions, short answer questions and
scenario questions.
Total = 80 marks = 40% of final grade.
Practical Activities:
This makes up 60% of your grade and is split into 2 sections.
a)
b)
Final Practical Assessment
Analysis of Performance
48%
12%
Students must choose 4 sports from at least two different activity groups.
For each of the activities students will be given a final practical mark which is
worth 12% for each sport. The final practical assessment is awarded for a
one off performance of the activity on Moderation day.
Controlled assessment – moderated end of Year 11.
Minimum of 4 activities to be offered from at least 2 different areas.
At least 2 activities must be as player/participant.
May select to be assessed as a leader or official in an activity.
Total = 4x10=40 = 48% of final grade
The Analysis of Performance (12%) is based on the student’s knowledge of
safety, rules, tactics and strategies in ONE of the activities chosen. They
must also demonstrate the ability to assess and evaluate their own and
others’ performance in this activity and plan methods to improve this
performance. They will have to design and implement their own six week
exercise plan.
21
DESIGN AND TECHNOLOGY: PRODUCT DESIGN AQA 4555
Assessment:
1 exam paper 40%
Controlled Assessment (Coursework) 60%
Coursework:
Major project to be completed before Easter of Year 11
Tiering:
None
This course enables students to design and make a range of quality products with creativity and
originality, using a range of materials and techniques. Packaging, labelling and instructions are
encouraged as part of the complete design proposal and advertising and points of sale etc can be
used to supplement the making experience and help create products which can be evaluated for
their commercial viability.
Study topics will include:
Materials & Components
Sources and properties of a
range of materials.
Manipulating and combining
materials.
Design & Market Influences
Evolution of product design
Meeting consumer needs
Design in Practice
Packaging and marketing
Design in the human context
Global responsibility
22
Processes & Manufacture
Product manufacture
The use of ICT in production
Manufacturing processes
PHILOSOPY AND ETHICS (RS):
OCR J621 – Philosophy and Applied Ethics
Assessment:
4 exams each 1 hour long (taken at the end of year 11)
Coursework:
None
Tiering:
None
Religious Studies is a challenging, thought provoking subject aimed at encouraging students to
adopt an enquiring, critical and reflective approach to the study of philosophy and ethics. Students
will be able to develop their own values, opinions and attitudes in the light of their learning in the
subject, with the aim of fuelling their interest in, and enthusiasm for, a rigorous study of religion
and its relation to the wider world.
The course is split into two main sections: PHILOSOPHY AND ETHICS
Philosophy
Belief about Deity – students will study beliefs about the nature of God, reasons people give in
support of their belief in God, the concept of miracles, God’s intervention in the world through
miracles, Jesus and the Holy Spirit.
Religious and Spiritual Experience – students will study and reflect on the concept of worship, how
and why people worship, the significance of symbols in worship, the use of art to express belief,
the purpose of prayer, how people use food and fasting to worship God.
Good and Evil – students will study different concepts of good and evil including beliefs about God
and the Devil, concepts of natural and moral evil, approaches to why there is evil in the world and
responses to evil.
Religion and Science – students will study scientific and religious ideas about the origins of the
world, the place of humans in creation and their relationship with animals, environmental issues
and responses to environmental issues.
Ethics
Religion and human relationships – students will study the roles of men and women in a Christian
family, marriage ceremonies, the ethics of divorce, sexual relationships and contraception.
Religion and medical ethics – students will study different attitudes towards abortion, attitudes
towards fertility treatment, attitudes to euthanasia and suicide, attitudes towards the use of
animals in medical research.
Religion, peace and justice – students will study different attitudes towards war, violence and
pacifism, crime and punishment (including capital punishment), beliefs about the treatment of
criminals and the concept of social justice and socially unjust societies.
Religion and equality – students will study the principle of equality, different views on prejudice
and equality in relation to gender, other religions and the concept of forgiveness and
reconciliation.
The course requires and encourages students’ independent learning and critical thinking and is
excellent preparation for A levels and the work place.
23
DESIGN AND TECHNOLOGY:
Assessment:
RESISTANT MATERIALS
Coursework:
1 exam paper 40%
Controlled Assessment (Coursework) 60%
Major project to be completed before Easter of Year 11
Tiering :
None
AQA 4560
This course enables students to design and make a range of quality products using wood, metal
and plastic. It also enables students to study the effect of design on the consumer and its
implications for the manufacturer within a modern society.
Study topics will include:
Materials & Components
Wood, Metal & Plastics.
Properties/Uses of Resistant
Materials. Components and
Adhesives
Design & Market Influences
Designing & Designers
Products and applications
Evaluation techniques
Social, cultural, moral and
environmental issues
Health and Safety
24
Processes & Manufacture
Making
Techniques & Processes
Tools and Equipment
ICT
CAD/CAM
Industrial Practices
DESIGN ANDTECHNOLOGY: TEXTILES TECHNOLOGY
Assessment:
1 examination paper 40%
Controlled Assessment (Coursework) 60%
Coursework:
Major project to be completed before Easter in Year 11
Tiering:
None
AQA 4570
This course enables students to design and make a range of quality products using textiles.
Students study the effect of design on the consumer and its implications for the manufacturer
within a modern society. It offers a choice of two approaches: fashion and accessories or
furnishing products.
Materials & Components
Design & Market Influences
Fibres and fabrics
Finishing processes
Components
Product analysis
Evaluation technique
Social, cultural, moral and environmental
issues
Health and Safety issues
25
Processes &
Manufacture
Techniques and
processes
Systems and control
procedures
ICT
Industrial practices
TRIPLE SCIENCE:
Assessment
Skills
Tiering
Biology J623, Chemistry J624 and Physics J625 OCR
Gateway Science Suite
The Core and Additional courses are followed (see section A) plus six
extra units are completed to gain the awards of three separate GCSE in
Chemistry, Physics and Biology
Physics modules
P5 and P6
Chemistry modules C5 and C6
Biology modules B5 and B6
75% of each separate science is examined in written examination
units
25% of each separate science is skills
Candidates complete an extra Controlled Assessment task consisting of
research, collecting data, analysing and evaluation.
Higher: A* - D
Foundation: B - G
Students must achieve a Level 7 in Year 9 to be considered for Triple Science at GCSE.
The aim of the course is to give candidates opportunities to develop their interest in, and
enthusiasm for, science, especially those wishing to study sciences at AS and A2 level. The
course will also help candidates to develop a critical approach to scientific evidence and
methods. The units emphasise explanations, theories and modelling in science along with
the implications of science for society.
26
The Cotswold School
GCSE Options 2014
9L, 9K, 9W, 9G
Name……………………………………………… Teaching Group…………… Tutor Group ………………
Humanities Option
All students must choose either Geography or History (tick which Humanities subject you would like to
do in the ‘Subject Options’ table)
Language Option
You must choose at least one of the languages you currently study (French/German/Spanish). This
must be placed in the Subject Options table below.
You may also choose your second language as an option.
French and Russian are also offered as after-school languages (with the agreement of your French
teacher). Please indicate if you would like to study after-school French or Russian below:
French
Russian
Subject Options
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Art and Design
Business Studies
Catering
Computing
Drama
Geography
Health and Social Care
History
ICT
Music
PE
Product Design
Philosophy, Ethics and Belief
Resistant Materials
Textiles
Triple Award Science
Humanities choice
Geography
Language choice
French
st
1
nd
2
choice
choice
st
1 reserve subject
nd
2 reserve subject
27
History
German
Spanish