AMPLEFORTH COLLEGE
GCSE CHOICES
INFORMATION FOR STUDENTS
JANUARY 2015
Page 1
Introduction ........................................................................................................................................ 3
Why do choices have to be made? ...................................................................................................... 3
Which subjects should be chosen? ...................................................................................................... 3
The core subjects ................................................................................................................................ 4
How to choose options ........................................................................................................................ 4
Computing and Drama……………………………………………………………………………………………………………5 Which options to choose ................................................................................................................... 5
What happens after the provisional choices? ...................................................................................... 5
Information on GCSE courses in Years 10 and 11 ........................................................................... 6 Core Subjects....................................................................................................................................... 6
1)
Christian Theology .................................................................................................................. 6
2)
English ..................................................................................................................................... 7
3)
English as an Additional Language ........................................................................................ 7
4)
Mathematics ............................................................................................................................ 8
5)
Science .................................................................................................................................... 9
a) IGCSE Science ................................................................................................................... 9 b) Separate IGCSEs in Biology, Chemistry and Physics (‘Triple Award’) ............................. 9 Options .............................................................................................................................................. 10
1)
Modern Foreign Languages................................................................................................... 10
2) Classics....................................................................................................................................12 a) Latin .............................................................................................................................. 12 b) Greek ............................................................................................................................... 13 3)
Geography ............................................................................................................................. 14
4)
History ................................................................................................................................ 145
5)
Art.......................................................................................................................................... 16
6)
Design & Technology .......................................................................................................... 17
7)
Music ..................................................................................................................................... 18
8)
GCSE Physical Education ..................................................................................................... 19
9)
Computing ………………………………………………………………………………… 20
10) Drama…………. …………………………………………………………………………...21
11) Learning Support……………………………………………………………………………21
Page 2
INTRODUCTION
You are shortly going to have to make provisional choices for GCSE subjects. This booklet is
intended to help you with that choice. The first section gives you general information about how
options work and what combinations of subjects are possible. The second section gives brief details
about each subject which may help you to make your choices.
Remember

Your tutor will help and guide you in your choices

Heads of Department will be happy to give you further information and to discuss your
choices further

You should discuss your ideas with your parents as soon as you can.
WHY DO CHOICES HAVE TO BE MADE?
In the Fourth Form you are doing a large number of subjects. You could not possibly do all of those to
GCSE level as the amount of work required would take too much time. This year you have had a
chance to see what the subjects involve and how good you are at each. For your future, between 8 and
10 good GCSE grades are far more important than a greater number of less good grades.
WHICH SUBJECTS SHOULD BE CHOSEN?
Some of the subjects are compulsory; these are called the core subjects. They are Christian Theology,
English, Maths and Science. In addition you will have two Physical Education lessons and one
Christian Living lesson during every 2 week cycle; these are not examined.
Normally all students will also study a Modern Foreign Language to GCSE but as there is a choice of
which language you choose, the languages are included in the options. Of course, a number of students
each year choose to study two modern languages to GCSE. Furthermore it is now a matriculation
requirement at University College London for applicants to have achieved a pass (grade C or above) in
one Modern Foreign Language GCSE.
Page 3
THE CORE SUBJECTS
All students
Subject
(No of Lessons)
Christian Theology
6
English
7
Mathematics
7
Science
15
Christian Living
1
PE
2
All students (except those taking EAL) are entered for English Language and English Literature
IGCSE. More details can be found in the English subject entry.
HOW TO CHOOSE OPTIONS
There are four option blocks. We expect the majority of our students to select one subject from each
option block listed below. Some students may occasionally be allowed to leave one option block free
because of Learning Support or musical commitments.
Students are offered two possible pathways in IGCSE science (for further details, see the science
subject entry). Those who would like to study separate IGCSEs in Biology, Chemistry and Physics
should select ‘Extra Science’ in Option A below if not in the T1 science set.
Option A
Option B
Option C
Option D
Extra Science
Geography
Art
Art
Geography
German
D&T
D&T
Greek
History
French
Geography
Music
Italian
History
Latin
PE GCSE
Spanish
Spanish
History
History
Latin
Music
Computing
Drama
Page 4
COMPUTING AND DRAMA
Drama and Computing are both being offered for the first time from September 2015.
There are a limited number of places available for GCSE Computing. If you would like to be
considered for this course, you and your tutor MUST discuss the situation with Mr Barras beforehand.
If you are interested in taking this course, you should first speak to Mr Carter the Head of English.
WHICH OPTIONS TO CHOOSE
Your particular interests and strengths will determine your choice of option but there are a few basic
rules:

You should try to ensure that you have a good range of subjects and that the subjects you
choose offer you a realistic chance of a GCSE grade B or better.

You should normally choose at least one Modern Language and if there is any possibility of
you taking a Modern Language at A level, you should consider taking a second language as
well.

You need to decide which of the two pathways in Science is most appropriate to your current
interests and your plans for the Sixth Form and beyond.

Any subject you think you might take at AS or A level, should be taken for GCSE if it is
available.
WHAT HAPPENS AFTER THE PROVISIONAL CHOICES?
Your tutor and all the Heads of Department will look at the provisional choices you have made very
carefully. Your parents will also be informed of your provisional choices at the end of the Lent Term.
Any unsuitable choices will be noted and you will be asked to have another think.
In the Summer Term, you will be asked for firm choices. Your tutor will discuss these with your
parents, normally at Exhibition.
Your firm choices will be given to your parents in your report at the end of the Summer Term. If you
change your mind after that you should discuss your new options with your tutor at the start of the
Autumn term – or ask your parents to write to the Head of Middle School.
Page 5
INFORMATION ON GCSE COURSES IN YEARS 10 AND 11
More detailed information on each subject is available on the Ampleforth College Website.
www.college.ampleforth.org.uk CORE SUBJECTS:
1)
CHRISTIAN THEOLOGY
We teach two papers from AQA Religious Studies (4050) specification A: ‘Roman Catholic Ethics’
and ‘St Mark’s Gospel’
a)
Roman Catholic Ethics (Unit 4)
Students examine Christian values in the Roman Catholic tradition and how these affect lifestyle and
behaviour. Values are drawn from the Ten Commandments and the teaching of Christ in the Sermon
on the Mount, some of the parables and other teachings of Christ. Particular issues are examined,
notably justice and reconciliation, crime and punishment, prejudice and discrimination, and war and
peace. Four of the seven Sacraments of the Church are studied in their effect upon Christian lifestyle
and behaviour.
b)
St Mark’s Gospel (Unit 5)
This paper provides an opportunity for the study of aspects of Christian belief and practice with
specific reference to the Person and Ministry of Jesus, as presented in St Mark’s Gospel. The
following themes are examined: authority, the identity of Jesus, suffering, death and resurrection and
the Christian community. We also study the Kingdom of God, faith and prayer, discipleship and
leadership. Students examine these themes and consider ways in which modern beliefs and practices
have been drawn from the gospel account.
The full specification for GCSE Religious Studies A Units 4 and 5 can be found here:
http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-4050
Past papers and mark schemes can be found here:
http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-4050/past-papers-and-markschemes
Page 6
2)
ENGLISH
From 2010, and for first examination in 2012, students in Years 10 and 11 will follow the English
syllabuses of the IGCSE (University of Cambridge International Examinations Board). These differ
from the GCSE syllabuses most significantly in their independence of the National Curriculum: there
is an absence of coursework and controlled assessment; there is also no requirement for assessment in
Speaking and Listening.
The “language” exam is called First Language English (0500) and consists of two written papers:
Reading Passages (0500/02) is a 2 hour paper with 3 questions answered in response to two given
passages of 600-700 words each, linked by a common theme. Students learn to read explicit and
implicit meanings, and use this understanding in some writing of their own; they learn to summarise
and to analyse and comment on the workings of language. The second paper is called Directed
Writing and Composition (0500/31). This is a two hour paper: in the first section, students use material
given on the paper to develop information in a different form (for example as a letter, a report or a
speech). In the second section, students are given a choice of prompt questions and produce writing of
their own in one of two creative categories: descriptive writing or narrative/imaginative writing.
The Literature syllabus (0486) is examined by three papers: the first is called Poetry and Prose and is
a paper of one and a half hours, requiring written answers to questions on texts from the genres of
poetry and prose. The choice of texts includes poetry by Romantic, Victorian and modern poets and
novels such as Northanger Abbey, Silas Marner and Helen Dunmore’s The Siege.
The second paper is Drama for which students study one of Shakespeare’s play; the exam requires a
45 minute response to a choice of questions. In the third paper (one hour and 15 minutes) candidates
respond to an unseen poem or extract from a fiction text.
The teaching in preparation for both these syllabuses gives the students experience of a wide range of
reading in literary and non-literary texts. Central to both the English and the Literature exams is the
ability to close-read and to understand how language works. These are essential skills that contribute
to the students’ life-long use of language and their proficiency as writers.
Useful web links are: www.cie.org.uk there’s a lot of information there and you can follow links to the
relevant syllabuses; the student support website is www.cambridgestudents.org.uk (contains past
papers, revision checklist, and examiner tips etc).
3)
ENGLISH AS AN ADDITIONAL LANGUAGE
From September 2013 we are changing the EAL qualifications that we offer at Ampleforth. From
2013 we will follow the IGCSE course. In year 10 you will prepare for and sit IGCSE second
Language English which includes both reading and writing papers. If you pass with a B grade or above
you will move forward in year 11 to sit your IGCSE First Language English, the same exam as the
native speakers are taking for their English Language GCSE. Passing this exam gives you all the
English Language qualifications you need to attend a UK University and you will not need to take
EAL as an option in your sixth form. If you do not pass your IGCSE Second Language English in year
Page 7
10 you will repeat the course in year 11 and get a second chance to succeed. IGCSE Second Language
English is not enough for University entry so if you take this IGCSE in year 11 you will carry on with
EAL in year 12 in order to gain the necessary qualification to have the option to attend a UK
University.
With the move to IGCSE the EAL department retains its aim to stretch the most able students and,
although we do not enter you for Literature IGCSEs, there is the opportunity to study Literature. Our
schemes of work are adapted each year, but some of the texts that we study are Pride and Prejudice by
Jane Austen, Oliver Twist and David Copperfield by Charles Dickens, Cry the Beloved Country by
Alan Paton and Cry Freedom, by John Briley.
The focus of the EAL department is for each student to follow a comprehensive course of study, to
earn valuable qualifications and to enable you to reach a standard of English that facilitates
advancement in your other academic subjects.
4)
MATHEMATICS
Sets are approximately arranged in order of ability, and all take the IGCSE examination. There are two
levels of entry; Higher and Foundation, each leading to IGCSE certification. All students will be
prepared to take the Higher-level entry provisionally which provides the possibility of grades A* to D.
A small number of students may be entered for the Foundations Tier (Grades C-F) if this is more
appropriate.
The Department currently enters candidates for the Edexcel examination. There is no coursework in
mathematics at IGCSE. Students in the top mathematics set take an enhanced programme which
incorporates more advanced work, with a greater stress on proof and problem solving. This course
provides a rigorous and challenging programme from which we hope all will emerge with the
enthusiasm for Mathematics and Further Mathematics in the Sixth Form. Additionally, students in this
set will be given the opportunity of taking an extra Free Standing Mathematics Qualification, called
‘Additional Mathematics’, and this will involve extra work additional to the IGCSE programme
possibly out of normal class time. We encourage as many students as possible to continue with
mathematics into the Sixth Form, and we have a strong record of success at both A level Mathematics
and Further Mathematics. The entry requirement for AS and A2 Mathematics will be a grade A at
IGCSE
Edexcel link:
http://www.edexcel.com/quals/igcse/igcse09/maths/mathsa/Pages/default.aspx
Additional mathematics (FSMQ ):
http://www.ocr.org.uk/qualifications/type/fsmq/maths/add_maths/ Past papers can be found on the school intranet:
https://vle.ampleforth.org.uk/mathematics/gcse-1/revision/gcse-past-papers
Page 8
5)
SCIENCE
We are now following the Edexcel International GCSE (IGCSE) in the Sciences.
Two routes are available:
i)
IGCSE Science (Double Award)
The International GCSE in Science (Double Award) aims to impart a systematic body of scientific
knowledge and facts, and an understanding of scientific concepts, principles, themes and patterns.
Students will develop experimental skills based on correct and safe laboratory techniques, and will
learn to form hypotheses and design experiments to test them. This qualification is assessed via three
papers – one each from chemistry, biology and physics. Students are awarded two International GCSE
grades from A* to G. There is NO coursework element.
The weblink below will take you to the Edexcel ICSE Double Award Science page:
http://www.edexcel.com/quals/igcse/int-gcse11/science/Pages/default.aspx
ii)
Separate IGCSEs in Biology, Chemistry and Physics (‘Triple Award’)
The International GCSE’s in Biology, Chemistry and Physics aim to give students a knowledge and
understanding of scientific facts, concepts and principles, while developing experimental skills.
Students will also learn to form hypotheses and design experiments to test them. Each IGCSE is a
separate qualification, and is assessed via two exams and graded A* to G. There is NO coursework
element.
Potential Sixth Form Scientists should seriously consider this option, as recent research suggests those
who follow the separate science route are more likely to achieve the higher grades at A-level. In order
to follow this course, students should opt for Extra Science in the relevant Option block.
The web links below will take you to the Edexcel IGCSE Biology, Chemistry and Physics pages:
IGCSE Biology
http://www.edexcel.com/quals/igcse/int-gcse11/biology/Pages/default.aspx
IGCSE Chemistry
http://www.edexcel.com/quals/igcse/int-gcse11/chemistry/Pages/default.aspx
IGCSE Physics
http://www.edexcel.com/quals/igcse/int-gcse11/physics/Pages/default.aspx
Page 9
OPTIONS
1)
MODERN FOREIGN LANGUAGES
THE MODERN LANGUAGE IGCSE COURSES AT AMPLEFORTH AIM TO

develop understanding of the spoken and written forms of the language in a range of contexts;

develop the ability to communicate effectively in the language, through both the spoken and
written word, using a range of vocabulary and structures;

develop knowledge and understanding of the grammar of the language, and the ability to
apply it;

apply students’ knowledge and understanding in a variety of relevant contexts which reflect
their previous learning and maturity;

develop knowledge and understanding of countries and communities where the language is
spoken;

develop positive attitudes to language learning;

provide a suitable foundation for further study and/or practical use of languages
FRENCH, GERMAN AND SPANISH
In these languages we have introduced the new AQA Certificate (IGCSE for UK schools) course,
which has been fully accredited by Ofqual
The scheme of assessment is linear. Assessment in all skills is by final examination: there is no
controlled assessment. There is an option of Foundation or Higher Tier in the Listening, Reading and
Writing papers. Speaking is untiered.
Students are expected to understand and provide information and opinions about the following topic
areas, relating to their own experiences and those of other people including people in
countries/communities where the language is spoken

Topic 1 - Socialising

Meeting people

Personal interests

Friendships and relationships

Topic 2 - Travelling abroad

Going on a trip

Holiday preferences and experiences

Being a guest and a host


Topic 3 - Being part of a community
Home and local issues
Page 10

School and college

Helping others

Topic 4 - Making choices

Lifestyles choices and impact

Material choices

Future plans and ambitions

Paper 1 Listening

Paper 2 Reading

Paper 3 Speaking
Foundation 40 marks
Higher 40 marks
Foundation 30 minutes
Higher 40 minutes
25% of the marks
Foundation 40 marks
Higher 40 marks
Foundation 35 minutes
Higher 45 minutes
25% of the marks
Untiered
45 marks
Maximum 9 minutes (plus 2 minutes preparation time)
25% of the marks

Paper 4 - Writing
Foundation 30 marks
Higher 50 marks
Foundation 30 minutes
Higher 60 minutes
25% of the marks
Please see the following links for more information:
http://www.aqa.org.uk/subjects/french/aqa-certificate/french-8655 ;
http://www.aqa.org.uk/subjects/german/aqa-certificate/german-8665
http://www.aqa.org.uk/subjects/spanish/aqa-certificate/spanish-8695
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ITALIAN
In Italian we have introduced the Cambridge IGCSE. The first examination will take place in the
summer 2014.
The aims of the syllabus are:
1. Develop the ability to use the language effectively for purposes of practical communication within
the country of residence, where appropriate, and in all countries where the language is spoken;
2. Form a sound base of the skills, language and attitudes required for further study, work and leisure;
3. Offer insights into the culture and civilisation of countries where the language is spoken;
4. Encourage fuller integration into the local community, where relevant;
5. Develop a fuller awareness of the nature of language and language learning;
6. Encourage positive attitudes toward language learning and towards speakers of other languages and
a sympathetic approach to other cultures and civilisations;
7. Provide enjoyment and intellectual stimulation;
8. Complement other areas of study by encouraging.
Assessment
Paper 1
Listening
45 minutes
25%
Paper 2
Reading
1 hour
25%
Paper 3
Speaking
15 minutes
25%
Paper 4
Writing
1 hour
25%
Link
http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-italian-foreign-language-0535/
2)
CLASSICS
a)
Latin
We follow the OCR GCSE J281 specification and can be found at:
http://www.ocr.org.uk/Images/71418-specification.pdf
There are two key areas, language and literature; additionally it is possible to study a civilisation topic.
In Year 10, students complete the Oxford Latin Course, consolidating language work, whilst in year 11
students’ focus more on the set texts. Students take four papers, all worth 25% of the final grade: Unit
1 is a language paper and candidates translate a passage of Latin into English, based on mythology or
themes from Roman domestic life, and answer comprehension questions, including questions about
the derivation of English words from Latin; Unit 2 - is a slightly more challenging language paper
with passages for translation and comprehension, based on historical themes. Both Units 1 and 2 are
compulsory, and cover defined linguistic structures and vocabulary from a set GCSE list. Many of
Page 12
these words are already known to students from earlier study. There is no examination testing
translation of English into Latin.
In addition candidates take two of three further unit options. Prose and verse literature in the form of
extracts involves reading works in the original language and discussing questions on literary style as
well as content. Unit 3 is on prose set texts, studying authors such as Tacitus, Caesar and Cicero; ()
Unit 4 is on Latin verse literature, studying extracts from authors such as Virgil, Ovid and Catullus.
Unit 5 is on sources for Latin, introducing primary source material as evidence for aspects of Roman
Life At this stage we envisage that set 1 will take Papers 1, 2, 3 and 4; set 2 will take papers 1, 2, 4 and
5.
Specimen papers can be found at: http://www.ocr.org.uk/qualifications/gcse-latin-j281-j081-from2012/
There is no coursework element in Latin GCSE.
With top sets in particular we aim to push students to a standard beyond GCSE so that if they choose
to continue Latin to AS level, as we hope many will, the transition will not be excessively demanding.
b)
Greek
Students who pursue Greek at this level will almost certainly be doing so because they have enjoyed
its study (and, we hope, that of Latin) in the Fourth Form. As with Latin, the OCR GCSE J291
specifications are followed and can be found at:
http://www.ocr.org.uk/Images/82564-specification.pdf
The structure of this course is identical to that of GCSE Latin. Prose set texts to be studied will
include works of authors such as Antiphon, Herodotus and Plato, while the verse texts will include
authors such as Euripides and Homer.
We would aim to focus on literature rather than the Greek sources option (it is unlikely that students
will sit unit B405).
Specimen papers can be found at:
http://www.ocr.org.uk/qualifications/gcse-classical-greek-j291-j091-from-2012/
As with Latin there is no coursework element.
Page 13
3)
GEOGRAPHY
Geography plays a vital role in understanding and managing some of the most pressing challenges
facing us today. Over the coming years, our world will change faster than ever before, affecting
individuals, communities, nations, and the planet as a whole. Geography in the 21st century is central
to understanding the causes of these changes and their consequences in different places, including the
problems they pose for sustainable futures of societies, resources and landscapes. The Geography
course at GCSE includes a study of our natural environments and the pressures they face. It also
focuses on the links between different parts of the world. It looks at how and why the world is
changing, globally and locally, and the choices that exist in managing our world for the future. It
provides a strong foundation for those who wish to continue their studies in more depth at AS level, as
well as complimenting a range of option choices at both GCSE level and beyond.
Key features of the AQA IGCSE specification are as follows:
Unit 1 – Dynamic Physical World (30% of the assessment). Candidates study two of four topics:

Tectonic Activity and Hazards

Ecosystems and Global Environments

River Processes and Pressures

Coastal Processes and Pressures
Assessment is through a mixture of short, structured responses and the opportunity for extended
writing.
Unit 2 – Global Human Issues (30% of the assessment). Candidates study two of four topics:

Contemporary Population Issues

Contemporary Issues in Urban Settlements

Globalisation in the Contemporary World

Contemporary Issues in Tourism
Assessment is through a mixture of short, structured responses and the opportunity for extended
writing.
The exact options taught will vary year to year, based on the theme outline published for Unit 3 for the
specific cohort of students (see below).
Unit 3 – Application of Geographical Skills and Decision Making (40% of the assessment).
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Section A – Application of Geographical Skills (20% of the assessment)
Section B – Geographical Decision Making (20% of the assessment) – Compulsory structured
questions on a theme – leading to an extended writing task based on a pre-release Sources Booklet –
issued to students in advance. The theme arises from the subject content of Units 1 or 2. The theme
can combine human and physical aspects.
There is no coursework or controlled assessment element to the assessment.
The detailed AQA IGCSE Specification, along with specimen papers can be found at
http://www.aqa.org.uk/subjects/geography/aqa-certificate/geography-8031
4)
HISTORY
The IGCSE History course is new to Ampleforth and aims to stimulate interest in the study of
History, to enable students to understand hugely significant historical issues that have done
much to shape our world, to develop the intellectual and analytical skills required by the
subject and provide a basis for continued study in the Sixth Form. Priorities are to stimulate
genuine interest in, and enthusiasm for, history amongst students and enable them to maximise
their potential with regard to examination success.
The History Department adopts a variety of teaching styles and has a very wide range of text
books, DVDs and ICT resources with which to explain, illustrate and stimulate interest in
Twentieth Century international history.
The Edexcel IGCSE History specification on International Relations, 1919-95 is offered
http://www.edexcel.com/quals/igcse/int-gcse11/history/Pages/default.aspx
It is examined in two parts:
i)
Paper One:
a. ALL candidates study international relations between the world wars, 1919-39.
This comprises the Peace Treaties drawn up by the Allies against Germany and
her allies at the end of the First World War, the establishment and ultimate failure
of the League of Nations and the rise of aggressive nationalism in Japan, Italy and
Germany which, together with the policy of appeasement, led to the Second
World War.
b. Candidates then study EITHER the Cold War 1945-62, including the Berlin
Blockade and Airlift, NATO, Korean War, U2 crisis, Berlin Wall and Cuban
Missile Crisis OR Stalin’s Russia, 1924-53.
ii)
Paper Two:
a. Candidates study EITHER the Russian Revolution, 1914-24, OR America in the
Roaring Twenties (economic boom, gangsters, prohibition).
Page 15
b. They then study EITHER the changing role of international peace-keeping
organisations – the League of Nations and United Nations, 1919-95, OR conflict,
crisis and change in the Middle East, 1919-95.
5)
ART
The department presently follows the OCR Subject Specification in Art and Design: Fine Art. J161
Students learn to research and develop their own creative ideas from both observation and
imagination. They acquire a range of practical skills in different media and experiment with a variety
of materials and techniques. Work by contemporary and historical artists is studied within the context
of the students’ practical projects. Students are encouraged to visit galleries and exhibitions so that
works of art can be studied first hand. Drawing is taught as a core skill throughout the course.
Having spent time at the start of the course developing their skills and their creative confidence the
students will move on to create the Coursework Portfolio. This is a body of work based upon starting
points, scenarios or stimuli set by the student`s teacher from which a final selection of work will be
made for assessment. Work selected for assessment should have been made within a guideline period
of 45 hours. This portfolio will count for 60% of the student`s final assessment. The remaining 40% is
accounted for by the Set Task. The candidates will prepare studies for this task in advance based on
starting points issued by the Examination Board. They will then use these to create artwork under
examination conditions during a 10 hour controlled period.
In year 10 GCSE art students are encouraged to attend the extra art sessions run during activities.
As a creative subject that demands time for the making of images and artefacts there is a
minimum requirement for all year 11 GCSE art students to attend the art activity session on
Monday afternoon or, if in the CCF or Orchestra on a weekday evening in order to complete
their coursework.
Charges will be made for materials used.
OCR GCSE Art and Design Web Link:
http://www.ocr.org.uk/Images/82477-specification.pdf
Hyperlink to OCR’s GCSE Art and Design Suite
http://www.ocr.org.uk/qualifications/gcse-art-and-design-suite-j160-j167-from-2012/
Page 16
6)
DESIGN & TECHNOLOGY
This subject aims to develop creative skills and technical knowledge that students can apply to real
world problems. Visual communication skills (sketching and computer aided design) and practical
abilities are important; some previous D&T experience is useful. The role of design within society
and the impact of technology upon the environment are integral parts of the course. The subject links
well with Maths, Physics, Chemistry and Art and can lead on to courses and careers in technical
design fields such as Engineering, Product Design and Architecture. The specification followed is
AQA Design and Technology: Resistant Materials (4560) with two assessments:
Unit 1, Technical Design (examination paper - 40%)
Disassembly of products, mini projects and theoretical study support the designing and making
projects to cover:
•
Materials, components and manufacturing processes.
•
Sustainability and environmental considerations.
•
Computer Aided Design/Manufacture.
•
Consumer choice and rights, design and market influences.
•
Health and Safety, Systems and Control and Industrial applications.
Unit 2, Design and Making Practice (controlled assessment - 60%)
Some examples of GCSE projects are shown above. The major project involves students researching,
designing, manufacturing and testing their own working products. Powerful learning takes place as
students solve problems when completing these projects. Students choose, with guidance from their
teacher, their own projects from themes set by the examining board. It is a feature of D&T that
project’s need careful time management; it is essential that for two terms during the major project
candidates work in the Sunley Centre during at least one prep, evening or weekend activity slot each
week so that they can access the CAD and workshop facilities. Determination, self-motivation,
initiative and good organisational skills are all important for success.
Materials and components used are charged and students are involved in this process as part of their
project.
Page 17
7)
MUSIC
GCSE Music is an ideal course for anyone interested in the subject and who has practical skills as an
instrumentalist or singer. The course examines music both as an academic and practical subject. Wideranging styles from Baroque choral music through to modern rock are studied in their social and
historical context. Candidates are expected to use this knowledge to inform their performance and
composition.
The course followed is Edexcel Music:
http://www.edexcel.com/quals/gcse/gcse09/music/Pages/default.aspx
It is built around four 'Areas of Study':
1. Western classical music (1600-1899): Baroque, Classical & Romantic
2. Music in the 20th century: Serialism, Music Theatre, Minimalism
3. Popular music in context: Jazz, Rock, Club Dance
4. World music: Folk Fusion, Indian music, African Music

Unit 1: Performance (30%)
Candidates submit two recorded performances:
1.
Solo Performance
2. Ensemble Performance (candidates play an undoubled part)
The performances are assessed on difficulty, accuracy and interpretation of the music. Pieces
should be of sufficient length and complexity to give the performer adequate opportunity to
demonstrate their ability. The overall length of both pieces should total between two and five
minutes.

Unit 2: Composition (30%)
Candidates compose two pieces, which relate to two different styles of music, by applying
their knowledge of the four ‘Areas of Study’ studied in the Listening & Appraising part of the
course (Unit 3). The overall length of both pieces should total between two and five minutes.
Candidates’ discovery of their own creative abilities in this field can be one of the most
rewarding aspects of the subject.

Unit 3: Listening & Appraising (40%)
This involves the study of twelve set works, three from each Area of Study. It is assessed in a
90-minute written paper that includes questions in response to recorded extracts from the set
works. There are four Areas of Study:
1.
"Western Classical Music: 1600-1899"
2. "Music in the Twentieth Century”
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3. "Popular music in context"
4. "World Music"
GCSE Music is a necessary foundation for further study of Music at AS/A2 level and will prove
invaluable if you are considering Music Technology.
8)
GCSE PHYSICAL EDUCATION
The Physical Education GCSE course focuses on the variety of factors that influence performance in
sport through theoretical and practical application. The course concentrates on how each individual
factor can be analysed and applied to the sphere of sport, recreation, health and fitness. The content is
both topical, relevant and is intended to stimulate an enthusiasm for the factors that surround modern
day sport science and professional sport
The course lays an appropriate foundation for further study of the subject at A level or University and
compliments related subjects at A level. This course is supported by the existing Core PE programme
and Games programme in developing lifelong participants in sport and physical activity. Further indepth study within the course allows each individual to significantly develop their understanding of
their sport and how best to maximise their own sporting potential.
Candidates undertake a practical assessment (Unit 1) that involves 4 sports and the development of a
personal exercise portfolio. It provides a rewarding course for strong candidates of traditional sports
alongside those who favour newer diverse sports (such as windsurfing, horse riding, mountain biking,
skiing, shooting). A further ‘Analysis of Performance’ is required within the practical via an oral
presentation that allows students to evaluate performance against the perfect model.
A further written assessment (Unit 2) focuses attention on the theoretical knowledge of candidates
across both the scientific and socio cultural elements of the course content. All students will acquire a
knowledge and understanding of the fitness and health benefits associated with taking part in physical
activity. Scientific topics such as the cardiovascular and respiratory systems are the focal point of
study in the second year of the course.
Written Paper (1.5 hours)
40% of the marks
UNIT 1- The Theory of Physical Education
Healthy Active Lifestyles - social and cultural influences, training principles
The Human Body - impact of a healthy active lifestyle, study of muscles, bones, joints,
cardiovascular and respiratory systems
Practical Coursework
60% of the marks
UNIT 2-Effective Performance in Physical Education
48% - Practical Performance in PE (four assessed performances in 4 activities)
12% - Analysis of Performance (knowledge of rules, strategy, evaluation of success and
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failures in performance which includes the PEP).
A useful link for research is : http://www.edexcel.com/QUALS/GCSE/GCSE09/PE/Pages/default.aspx
9)
COMPUTING
OCR Computing Specification J275 is a 3 unit course designed to give students an in-depth
understanding of how computer technology works and a look at what goes on ‘behind the screens’. It
is not necessary to have studied the subject before, and assessment is based on a written exam, a
practical investigation and programming tasks.
The course will help students learn about critical thinking, analysis and problem solving skills which
can be transferred to other subjects and also applied in day-to-day life.

The computer systems and programming unit will teach the theory about a wide range of issues
such as hardware and software, the representation of data in computer systems, databases,
programming, computer communications and networking (40%)

The practical investigation is about engaging with computing in the real world. It involves
looking at a computing topic in more depth and carrying out a practical investigation into a
computing issue (30%)

The programming project involves designing, coding and testing a solution to three tasks using
a suitable programming language (30%)
The course is being offered for the first time in September 2015 and numbers will be limited to 10
students. If you would like to be considered for this course, in the first instance please contact Mr
Barras.
10)
DRAMA
From September 2015, Drama will be available at GCSE level (for first examination in summer 2017); a final decision about the Board has yet to be finalised. Drama gives students opportunities to explore all aspects of theatre, from those who practice it, the directors and performers, to the skills of lighting and set design, as well as the impact on the audience. Drama is both a practical and theoretical course, involving the analysis of texts for performance as well as the devising of theatrical pieces. It is an exciting way of learning to work creatively with others and of developing individual skills such as confidently expressing your ideas to an audience. GCSE Drama leads naturally into Theatre Studies at A level. For further information please see the Head of English. Page 20
11)
LEARNING SUPPORT AT GCSE
Assistance is available to any student who is experiencing difficulties with the way they learn, record
or revise. A major part of the Learning Support Department’s role is supporting students in Public
Examinations to ensure that they deliver their best performance.
In most cases, this will have been an on-going process, in extra lessons and informal learning support.
Appropriate concessions will be negotiated with the Boards for the exams themselves if a student’s
scores are both low enough in psychometric testing and recommended by teachers. In all cases the aim
is to allow candidates with a range of specific learning difficulties to express their knowledge fully,
without giving them an unfair advantage over other candidates.
January 2015
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