GCSE AND IGCSE SUBJECT GUIDE
(Fourth and Fifth Form)
2014-2015
From the Headmaster: Dr Haydn Griffiths
Headmaster’s Office: 01952 265602
Email: headmaster@wrekincollege.com
Dear pupil,
As you move into Fourth Form (Year 10) there are core subjects that everyone studies: English language
and English literature, mathematics and sciences (biology, chemistry and physics). You choose the remaining
four subjects from the options as overleaf and you register your initial choices in the Summer term, with a
view to making these definite after the parents’ meeting in May.
The benefit of studying slightly fewer subjects than you have done up to now is that you will have more
time in the timetable for those subjects in which you will be examined at GCSE and IGCSE. You will be
encouraged to choose from a range of subject areas. The timetable will then be organised to
accommodate the choices of as many pupils as possible.
This guide gives you information about all GCSE and IGCSE subjects, whether core or optional, and you
should read it carefully. In particular you should look at the course description for the optional subjects, and
think through your decisions by talking to your parents, tutor, housemaster/housemistress and also to older
pupils in your house. These are some of the things you might think about:
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How interested am I in this subject?
How much do I enjoy this subject?
If I do not study this subject will I be able to take it up in the Sixth Form?
If I do not study this subject am I damaging my chances of following a particular degree or career path?
How do my subjects fit together? Do I have a balance which reflects my strengths and interests?
I hope you enjoy the process of thinking about your studies.
Yours sincerely
Dr Haydn Griffiths
Headmaster
CONTENTS
INTRODUCTION
CORE GCSE SUBJECTS
English Language and English Literature
1
Mathematics
2
Sciences (Biology, Physics and Chemistry)
3
OPTIONAL GCSE SUBJECTS
Art and Design
4
Design and Technology
5
Drama
6
Geography
7
History
8
ICT and Computer Science
9
Modern Languages (French, German and Spanish)
10
Music
11
Physical Education
12
INTRODUCTION
The core subjects for GCSE (or IGCSE) are English Language, English Literature, Mathematics and
Sciences (Biology, Chemistry and Physics). Pupils also select four subjects chosen from Art and Design,
Design Technology, Drama, French, Geography, German, History, ICT, Music, Physical Education and
Spanish. The more able mathematicians may also follow a Free Standing Maths Qualification. All pupils
also follow supplementary courses in PSHE.
Although all pupils study all three sciences, different courses are available for pupils of differing abilities.
The most able scientists will take separate IGCSEs in the three sciences; while double award IGCSE or
GCSE Sciences include examinations in all three sciences to give two IGCSE or GCSE qualifications
(respectively). Decisions on setting and courses for Science are made by the Science Department at the
the end of the Fourth Form, based on performance on the common syllabus material taught up until that
point.
The subject guides that appear in this booklet give brief synopses of each subject. Fuller details are
available on the examination boards’ websites which are www.aqa.org.uk, www.edexcel.com or
www.ocr.org.uk, depending on the subject.
WHEN DO I CHOOSE?
Early in the Summer term each pupil will have a discussion with his or her tutor to consider which
combination of subjects to study to GCSE (or IGCSE) level and this can be further discussed at the
Parents’ Meeting in early May. This combination will reflect the pupil’s aptitudes and interests but should
also consider what may be needed in the future. However, school examinations are taken in June and
some pupils may amend their final decisions when the results of these examinations are known. It is
quite common for a pupil to feel that ‘I cannot do a subject’ until written evidence confirms our opinion
that ‘he or she can’.
The report to parents at the end of the Summer term will confirm the choices that have been made. If
parents still have any concerns about these choices, then further discussions can take place during the
holiday period.
WHAT ARE TIERS OF ENTRY?
GCSE (and IGCSE) grades run from A* to G. In some subjects e.g. Art, Drama, History, MFL, Music,
separate Sciences and Physical Education, the examination papers assess ability across the whole range of
grades.
For others there are two tiers of entry that are referred to as:
Higher Tier: lowest achievable grade D, highest achievable grade A*
Foundation Tier: lowest achievable grade G, highest achievable grade C
Failure to achieve the lowest grade possible in the higher level tier results in a candidate being classified
as ungraded in that subject, so it is important that pupils sit the right tier papers for their individual ability.
Some candidates can operate very successfully at the top end of foundation level work, but find the step
up to higher level topics too difficult to take.
The appropriate level of study for a particular candidate is ascertained during the course and the GCSE
(and IGCSE) examination entries are then made accordingly. At the end of Fourth Form in the Science
course, the pupils will be targeted at IGCSE in the three separate sciences, double award IGCSE (worth
two GCSEs), or Science and Additional Science (worth two GCSEs) and the appropriate level of entry
will be decided. Although it is attractive to gain large numbers of GCSE (or IGCSE) passes, the crucial
factor is the standard of the grades obtained. The advice given on level of entry will reflect our desire
to see the pupils gain the best grades that they can and each subject will be considered on its own merit.
As part of the government’s GCSE reforms, all GCSE assessments from 2012 onwards are now linear in
structure. Although the content is still unitised in the majority of subjects, no examinations can be taken
until the end of the course (in the Summer examination period). There is no longer any opportunity to
resit units, except for English Language and Mathematics, which will have retake opportunities in
November or January.
In addition, in certain subjects (namely GCSE English Literature, Geography and History) marks will be
awarded for spelling, punctuation and grammar as well as for subject knowledge. Pupils will be informed
which questions on the paper include these marks. All IGCSE courses are linear.
WHAT DO MY GRADES MEAN?
When they move into Fourth Form (Year 10), pupils will notice that the basis on which grades are
awarded will change. In First Form to Third Form (Years 7 to 9), achievement grades are based on
performance expected for age/ability. For Fourth and Fifth Forms (Years 10 and 11), grades are based
on current performance against the standard required for GCSE (or IGCSE). A pupil who is to be
entered for a foundation level GCSE (or IGCSE) will, therefore, not be given a grade above a C as that
would be unrealistic.
WHAT LIES BEYOND GCSE?
Each year we hold an introductory evening about Sixth Form Life, followed by a meeting at which pupils
and parents can find out more about the courses on offer in the Sixth Form. The Sixth Form Subject
Guide provides details of the AS and A2 courses we offer.
Also in November, most Fifth Form (Year 11) pupils take a psychometric test to analyse their skills and
thinking patterns and, in conjunction with the Head of Careers, the tutor and housemaster pupils will
discuss possible future university courses and career paths. There is also extensive higher education
advice led by the Head of Sixth Form, which starts in the Lower Sixth year, so that pupils are fully
conversant with the requirements and approaches to university applications when the time comes
around.
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)
Pupils for whom English is not their first language and who need additional assistance in improving their
English language skills may receive lessons from the Support for Learning Department, for which an
additional termly charge is made. The lessons are aimed at improving the pupils’ ability to use English
competently in their academic subjects and to communicate fully in an English-speaking environment.
These pupils will also work towards either an IGCSE in English as a second language, or the IELTS
qualification, certain standards in which are a requirement for British university entrance.
SUPPORT FOR LEARNING
When pupils require Support for Learning because of learning difficulties, the school seeks to be
supportive across the curriculum. Pupils who require Support for Learning are integrated into ordinary
classes and teachers are made aware of individual pupils’ needs.
Additional provision may also be offered on a one-to-one basis. Lessons such as these are usually
timetabled and are taught by the Support for Learning staff. An additional termly charge is made for
these.
Assessment is initially carried out within the department, and may also include a consultation with an
educational psychologist chosen by parents, as appropriate.
ENGLISH LANGUAGE AND LITERATURE
HEAD OF DEPARTMENT
Mrs G T Whitehead
EXAMINING BODY
AQA
SUBJECT ENTRY CODE
Level 1/2 Certificate English Language 8705; English Literature 8710
EMAIL
ENGLISH LANGUAGE AND ENGLISH LITERATURE
english@wrekincollege.com
COURSE
During the course of the two-year IGCSE programme all pupils study two separate disciplines under the
banner of 'English’: English Language and English Literature.
ASSESSMENT
In English Language there are three components. The first is an examination, testing reading and writing
skills of non-fiction and media texts and carries fifty per cent of the marks available. The second
component is a speaking and listening task which is assessed by the teachers in class. It carries ten per
cent of the marks available. The third component requires pupils to complete a coursework project
which includes research, writing for a specific purpose, audience and form and producing a written
commentary. This carries forty percent of the marks available.
English Literature involves two components for study. The first is an examination, testing pupils’
responses to a set text and some unseen poetry and carries sixty per cent of the marks available. The
second component requires pupils to complete a coursework task which is a comparative essay on two
texts. This carries forty percent of the marks available.
All the exam papers for English Language and English Literature are taken at the end of the two-year
course. Pupils will be given plenty of opportunities to practise their exam technique via internal
examinations and timed essays in class.
The coursework is completed at the end of the Fourth Form (Year 10) and the beginning of the Fifth
(Year 11).
Pupils may be entered for Higher or Foundation level papers.
1
MATHEMATICS
HEAD OF DEPARTMENT
Mr P Stanway
EXAMINING BODY
GCSE: Edexcel FSMQ: OCR
SUBJECT ENTRY CODE
GCSE Mathematics 1MA0; FSMQ 6993
EMAIL
mathematics@wrekincollege.com
COURSE
All pupils follow the Edexcel Linear Mathematics A course, which has two levels of entry (Higher grades A* to D, Foundation - grades C to G). The Mathematics syllabus covers content from four
areas; Number, Algebra, Geometry and Measures and Handling Data.
Pupils are set with regard to ability so that teachers can target their teaching at an appropriate level for
each individual and tiers of entry are decided in March of the Fifth Form (Year 11) to allow each pupil
the opportunity to achieve to the best of their ability.
Pupils in the top set also follow the Free Standing Mathematics Qualification (FSMQ) in Additional
Mathematics. This is in addition to their mathematics GCSE and provides a more challenging
mathematics qualification for our most able students, and in doing so bridges the gap between GCSE
and A Level.
ASSESSMENT
For GCSE, the assessment consists of two papers taken at the end of the course in June of the Fifth
Form (Year 11). One paper is non-calculator; for the other the use of a calculator is permitted. Both
papers are equally weighted and the grade is taken from the combined score from the two papers.
There is no coursework element in GCSE Mathematics.
There are two types of question on the examination papers. The first type are written to simply assess
pupils’ understanding of a particular skill. In the second type, pupils are expected to be able to apply their
mathematical skills to a range of problems and problem-solve in contextual situations. Practice of this
second type of question is integrated into the teaching throughout the course.
2
MATHEMATICS
For the FSMQ course there is a single two hour examination.
SCIENCES
HEAD OF DEPARTMENT
Mr A J Ware
EXAMINING BODY
AQA
SUBJECT ENTRY CODE
Level 1/2 Certificates in Biology 8401; Chemistry 8402; Physics 8403; Double Award
Science 8404; GCSE Science 4405; GCSE Additional Science 4408
EMAIL
physics@wrekincollege.com
COURSE
The key aims are to:
Acquire a systematic body of scientific knowledge and facts, and an understanding of scientific concepts,
principles, themes and patterns.
Appreciate the practical nature of science, acquiring experimental skills based on appropriate, safe
laboratory techniques.
Appreciate the importance of accurate experimental work to scientific method and reporting.
Form hypotheses and design experiments to test them.
Sustain and develop an enjoyment of, and interest in, the scientific world.
Appreciate the significance of science in wider personal, social, environmental, economic and technological
contexts, and consider ethical issues.
Select, organise and present information clearly and logically, using appropriate scientific terms and
conventions.
Prepare for more advanced courses in each of the three scientific disciplines.
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The key features and benefits:
The courses include aspects of science that are relevant and appropriate for the 21st Century.
Linear assessment generates a substantial increase in teaching time over the duration of the course.
Assessment of investigative skills is through examination or practical coursework depending on the
qualification entered, allowing us to tailor entries to the needs of our pupils.
Provides a very sound foundation for progression to AS and A level science courses.
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SCIENCES
•
ASSESSMENT
All pupils start the separate science courses after Christmas in the Third Form (Year 9). Internal assessments
are taken at the end of the Third Form (Year 9) and in the middle and at the end of Fourth Form (Year 10).
These will used to decide whether pupils continue with three separate sciences in Fifth Form (Year 11) or
follow a Double Science award either in the Level 1/2 Certificate (IGCSE) or GCSE.
Separate Science Awards (IGCSE): Pupils will study for three Certificates in Science: Biology, Chemistry and
Physics. Pupils will receive three separate GCSE equivalent grades from A* to G.
Dual Award (IGCSE): This takes approximately two-thirds of the subject content of each of the separate
science courses and combines them into a Certificate in Science (Double Award) specification worth two
GCSEs. Pupils will receive two grades from A* to G.
Dual Award (GCSE): This takes approximately two-thirds of the subject content of each of the separate
science courses and combines them into separate Science and Additional Science qualifications. Pupils will
receive two separate grades from A* to G. There is a controlled assessment element in this course.
In all cases, public examinations are taken at the end of Fifth Form (Year 11). Two one and a half hour
papers assess each separate science. Dual science (IGCSE or GCSE) is assessed by six one-hour papers, two
per subject.
3
ART AND DESIGN
HEAD OF DEPARTMENT
Mr J G Phillips
EXAMINING BODY
OCR
SUBJECT ENTRY CODE
GCSE Art and Design J160-J167
EMAIL
art@wrekincollege.com
COURSE
Pupils entering the OCR Art and Design examination can choose from painting and drawing, textiles, graphics,
photography or three-dimensional work, but most produce work in a range of different materials. We aim to
offer a broad range of media allowing each pupil to produce their best possible work and achieve the highest
possible grade.
This syllabus requires evidence of the study and appreciation of the work of artists, designers and
craftsmen/women.
After an initial re-assessment and review of the basic skills, pupils are encouraged to develop their own
individual project based on their personal observations, research or ideas, and linked to their sketchbooks.
Their sketchbook will provide a record of their ideas and preparation, but will also reflect their own interests
and level of involvement and provide evidence of visits and research.
The OCR syllabus provides an excellent framework with its broad areas of study and its clear aims and
assessment objectives, but only pupils who are able to work independently in a very personal way will achieve
the higher grades. Art Historical and Critical Studies should form an integral part of their project and pupils
are encouraged to research the work of artists, architects, designers and craft workers with visits to the
library, internet research, art galleries and exhibitions as appropriate. The evidence of these studies must be
displayed in their sketchbooks with their preparation work, as well as being reflected in the final piece.
We organise visits to help pupils understand how works of art and artefacts reflect expression, feelings and
form, as well as the spirit of an age, and to encourage pupils to develop their work in original ways influenced
by the things that they have seen. We will aim to take Fourth Form (Year 10) to a local gallery, i.e.
Birmingham, Wolverhampton or Walsall, especially if there is an interesting exhibition. This can usually be
achieved in a morning or an afternoon. Fifth Form (Year 11) will visit galleries in London.
Candidates are required to produce a portfolio of work developed from a range of starting points. The focus
is on including work that shows imagination, exploration, research, acquisition of techniques and skills.
In the examination candidates select one question from an early release question paper to which they
produce a personal response. Pupils will be given a period of time in which to plan and prepare and then
they will have ten hours of controlled time in which to work on realising their ideas into a final piece.
The final assessment takes place before the middle of May.
We hold a private view part for this exhibition to which parents and staff are invited. The work is marked by
all of the Art Department staff and a visiting moderator from the examination board then moderates the
marks.
4
ART AND DESIGN
ASSESSMENT
DESIGN AND TECHNOLOGY
HEAD OF DEPARTMENT
Mr K Livingstone
EXAMINING BODY
AQA
SUBJECT ENTRY CODE
GCSE Design Technology 3545
EMAIL
design@wrekincollege.com
COURSE
The course teaches pupils about materials, manufacturing techniques and the modern design context. It
encourages pupils to design and produce exciting and stimulating projects in a range of modern and
traditional materials.
In Fourth Form (Year 10) pupils undertake a series of short, interesting and challenging practical tasks through
which they learn the majority of the manufacturing skills required to undertake the assessed coursework.
Parallel to this, they will learn the theory required to successfully complete the analytical elements of the
coursework and the written exam paper at the end of Fifth Form (Year 11). In this written paper pupils will
have to respond to a brief through drawing and must answer questions on manufacture, industrial practices,
environmental and social issues.
The majority of the assessed coursework is undertaken in Fifth Form (Year 11) and pupils choose a design
task from a list of options provided by AQA to undertake. They engage in research, design and modelling
tasks before embarking on the making of their practical piece. All these stages, including an overall evaluation
at the end, are presented in an A3 portfolio.
DESIGN AND TECHNOLOGY
ASSESSMENT
Unit 1:
A two-hour written paper that is marked externally by the examining body. It counts for
forty per cent of the final GCSE mark.
Unit 2:
A coursework project for the full GCSE course should typically represent about forty to fifty
hours of supervised time. It is run as a Controlled Assessment task, marked within the
department and moderated by the exam board. It counts for sixty per cent of the final
GCSE mark.
5
DRAMA
HEAD OF DEPARTMENT
Mrs G T Whitehead
EXAMINING BODY
AQA
SUBJECT ENTRY CODE
GCSE Drama 42401
EMAIL
drama@wrekincollege.com
COURSE
THE AQA Drama course examines the processes of drama as well as the final product from the perspective
of director, designer, deviser and performer. The course focuses on performance skills and the creation of
improvised and scripted work in groups of three or more.
Essential skills for this GCSE option are imagination and creativity, the ability to communicate clearly and a
willingness to work closely and purposefully with others. The pupils will learn how to plan a piece of drama
by interpreting genre, style and convention and the coursework component will focus on their ability to
analyse and evaluate their own performances.
There must also be a preparedness to experience live performance outside class time as an essential part of
the course.
GCSE Drama is an exciting and demanding option requiring self-discipline, motivation and perseverance. The
role of performance skills is pivotal and so an eagerness to be involved and to perform to an audience is a key
aspect of this course.
ASSESSMENT
Two assignments must be completed for the performance element, which comprises sixty per cent of the
available marks for the course. The first looks at scripted text and explores it through performance. The
second arises from a stimulus (which might be a poem, a picture or music) from which a piece of improvised
drama is constructed using a range of techniques learned during the course.
DRAMA
The written paper constitutes the remaining forty per cent of the marks and includes questions on written
analysis of a selected scene from a set play (e.g. ‘The Crucible’ or ‘Billy Liar’) as well as a response to live
productions seen during the course, and an analysis of pupils’ own performances in practical work.
6
GEOGRAPHY
HEAD OF DEPARTMENT
Ms L Jones
EXAMINING BODY
AQA
SUBJECT ENTRY CODE
GCSE Geography 9030
EMAIL
geography@wrekincollege.com
COURSE
Six separate units are investigated over the two year course but pupils are encouraged to look for the
links between the natural environment and the human influences acting upon it. Having a keen eye on
the world around them will allow pupils to relate the course to contemporary issues. These may include
debate over the closure of rural services to crisis management in the event of tropical storms.
In Fourth Form (Year 10) pupils will study the challenges posed by changing populations, with a focus on how
nations attempt to manage demographic issues, such as ageing (Europe) or rapidly growing populations
(Asia). We consider the coastal environment and learn about how landforms are created by the power of
the sea. Means of limiting the damage from destructive natural forces such as avalanches and storm surges
are investigated. Then, our attention turns to glacial environments to see how ice has shaped and continues
to shape landscapes. In our final topic in Fourth Form (Year 10) we learn about rural environments in
developed and developing world scenarios with a view into changes in agriculture, land management and
settlements.
At the end of Fourth Form (Year 10) pupils carry out fieldwork for their ‘Local Fieldwork Investigation’. This
is a 2,000-word report written under supervision in the classroom. The nature of the fieldwork varies from
one year to the next, but in recent years we have visited Carding Mill Valley for river studies, Shrewsbury for
comparing neighbourhoods and the Nant Ffrancon valley for tourism in glacial landscapes.
In Fifth Form (Year 11) we begin by completing the Local Fieldwork Investigation, in which pupils develop a
range of transferable skills including research, data presentation and analysis, IT use and report writing. Next,
weather and climate is studied to give an understanding of why the UK experiences such changeable weather.
We then ask how extreme weather hazards can be managed and look at the threats and responses
associated with them. Finally, we ask why global and regional disparities exist in wealth and what is being
done to help the poorest to close the development gap.
ASSESSMENT
GEOGRAPHY
This content is then examined in two ninety-minute external GCSE modules at the end of Fifth Form (Year
11). The written papers are provided in two tiers, foundation and higher. Most pupils are entered for the
higher paper, but occasionally candidates enter the lower tier papers. (40301/40302 F rather than H).
Paper 40301
Paper 40302
Local fieldwork Investigation
1.5 hours
1.5 hours
37.5%
37.5%
25%
As you can see, the course is broad and topical, offering a mix of classroom study, report writing and skills
based work such as mapping and data interpretation.
7
HISTORY
HEAD OF DEPARTMENT
Mr D McLagan
EXAMINING BODY
AQA
SUBJECT ENTRY CODE
Level 1/2 Certificate in History 8045
EMAIL
history@wrekincollege.com
COURSE
This is a Level 1/2 Certificate (IGCSE) Modern World History course. It consists of three examination
papers, which are taken at the end of the course.
In the first examination paper there is an opportunity to study three episodes of history in greater depth.
We will study America during the inter-war period. This is the Jazz Age or the Prohibition era, a crazy time in
which American society experiences great change. We then look at the period following the Wall Street
Crash and the economic crisis of the Great Depression. Here you will encounter one of the great American
Presidents, Franklin Delano Roosevelt. The American Depth Study is essentially a political, economic and
social history of a sleeping superpower during a unique and exciting period of time. Other options include
Weimar Germany and Race Relations in the USA, 1955-1968. These topics will be assessed in a single hour
and a half paper and will count for thirty-five per cent of the total marks.
The second examination paper is an outline paper, which covers a selected period of international relations.
The course begins in 1905 with the approach of the First World War and covers topics such as the Paris
Peace Treaties following the Great War, the League of Nations, the origins of the Second World War and
the onset and development of the Cold War to 1955. This is also assessed in a single hour and a half paper
and it too will count for thirty-five per cent of the total marks.
The final examined unit is a source paper on a selected topic from the outline period. The topic is
announced in advance and the sources are pre-released prior to the examination. Students are permitted to
take the pre-released material, with annotations, into the examination room. This paper, which lasts for an
hour and forty-five minutes, comprises thirty per cent of the overall marks.
ASSESSMENT
1hr 30m
1hr 30m
1hr 45m
(35%)
(35%)
(30%)
HISTORY
Unit 8045/1
Unit 8045/2
Unit 8045/3
8
ICT AND COMPUTER SCIENCE
HEAD OF DEPARTMENT
Dr G N Roberts
EXAMINING BODY
Cambridge International Examinations
SUBJECT ENTRY CODE
IGCSE ICT 0417, Computer Science 0478
EMAIL
informationtechnology@wrekincollege.com
COURSE
ICT
ICT AND COMPUTER SCIENCE
The Information Communication Technology syllabus combines theoretical and practical studies focusing on
the ability to use common software applications, including word processors, spreadsheets, databases,
interactive presentation software, e-mail, web browsers and website design. Learners will develop a greater
awareness of how applications are used in the workplace, and consider the impact of new technologies on
methods of working and on social, economic, ethical and moral issues. ICT is a skills-based course with an
emphasis on applications that will be of use in the modern office. The skills learned will be useful to students
in their work across the curriculum, and will prepare them for future employment.
COMPUTER SCIENCE
Learners following the Cambridge IGCSE Computer Science syllabus develop their understanding of the main
principles of problem-solving using computers. They can apply their understanding to develop computerbased solutions to problems using algorithms and a high-level programming language. Learners also develop a
range of technical skills, as well as being able to effectively test and evaluate computing solutions.
ASSESSMENT
ICT
Final written examination: 40%
Two practical task examinations: 60%
COMPUTER SCIENCE
Final examination: two papers, one covering the theory knowledge (60%) and the second looking at a
programming task covered in pre-release materials (40%).
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MODERN LANGUAGES
(FRENCH, GERMAN AND SPANISH)
HEAD OF DEPARTMENT
Mr R Nayman
EXAMINING BODY
Edexcel
SUBJECT ENTRY CODE
IGCSE 4FR0 – French, 4GN0 – German, 4SP0 - Spanish
EMAIL
languages@wrekincollege.com
COURSE
All pupils at Wrekin College are encouraged to continue with a foreign language to IGCSE. They can choose
between French, German or Spanish or take two or even three languages.
The IGCSE language courses are practical, up-to-date and flexible.
Topics studied include: home and abroad, education and employment, house, home and daily routines, the
modern world and the environment, social activities, fitness and health.
ASSESSMENT
The four skills areas tested are: Listening (25%); Speaking (25%); Reading (25%); Writing (25%)
There is only one tier of entry for all the examination papers. There is a separate Listening and Speaking
paper and a combined Reading and Writing paper. There is no coursework element and all examinations are
taken between April and June in the Fifth Form (Year 11).
The style of teaching which your child will experience in the MFL lessons at Wrekin College will reflect the
above percentages. This means that lessons will contain a variety of Listening, Speaking, Reading and Writing
activities.
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MODERN LANGUAGES
The IGCSE provides students with an excellent platform to move on to A level work in MFL.
MUSIC
HEAD OF DEPARTMENT
Mr F Murton
EXAMINING BODY
Edexcel
SUBJECT ENTRY CODE
GCSE Music 2Mu01
EMAIL
music@wrekincollege.com
COURSE
This is not just an examination for musicians. GCSE Music has been designed to enable anyone who enjoys
making music to succeed. There is a strong practical element involving both composition and performance.
However, if you play an instrument to a reasonable standard then GCSE Music is a must as your performing
skills will be a distinct help in achieving a high grade.
There are three components that pupils undertake:
Performing:
Pupils are required to perform two pieces of music, one solo and one ensemble.
Composing:
Pupils work at various aspects of composition to produce two pieces, based on
different areas of study. Many tasks will involve the use of the computers and
the specialist music software, which we have in the department. Work for this
part of the course will be finished by the end of the Lent term in Fifth Form
(Year 11).
Listening and appraising:
This involves investigating and studying twelve pieces of music from throughout
Europe and the world including popular music. It includes music as diverse as Jeff
Buckley and Chopin, Bernstein’s “West Side Story”, Handel’s “Messiah” and Miles
Davis. This is examined in June of Fifth Form (Year 11).
All in all, this is an exciting course with a strong practical bias.
ASSESSMENT
Controlled assessment involves playing two pieces. The recording of these pieces
is undertaken in controlled conditions (30% of total GCSE marks).
Composing:
Controlled assessment involves writing two pieces. The final write up of the
compositions are under controlled conditions (30% of total GCSE marks).
Listening and appraising:
There is a one and a half hour listening exam, with eight questions based only on
the music studied through the course, and a short essay question on one of the
pieces (40% of total GCSE marks).
MUSIC
Performing:
11
PHYSICAL EDUCATION
HEAD OF DEPARTMENT
Mrs M N J Warner
EXAMINING BODY
OCR
SUBJECT ENTRY CODE
GCSE Physical Education J586
EMAIL
physicaleducation@wrekincollege.com
COURSE
This popular and lively course provides an opportunity to deepen a pupil’s knowledge of Physical Education
by bringing a theory element to the subject. The course includes topics such as anatomy and physiology,
psychology and sociology. Assessment for the GCSE course consists of four modules.
This course provides a sound foundation for a number of careers, such as nursing, teaching, the police force
and the armed forces. In addition GCSE Physical Education provides an important introduction to AS and A
Level Physical Education, an essential course for many vocations within sport and fitness.
ASSESSMENT
Written Examination: The theoretical element of the course consists of two units:
Unit B451: An introduction to Physical Education
Unit B453: Developing knowledge in Physical Education
The theoretical aspects of the course contribute towards forty per cent of the final GCSE Physical Education
grade, each unit scoring twenty per cent. The topics covered include:
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Psychological aspects; motivation, feedback, decision making and goal setting.
Physiological aspects; the skeletal and muscular systems, the long and short-term effects of exercise,
types of training and principles of training, reducing risks and injuries.
Sociological aspects; the effect of the media and sponsorship, government initiatives, levels,
opportunities and reasons for participation in physical activity, key concepts and key processes in
Physical Education, making informed choices about healthy active lifestyles.
Each of the two units are assessed via a one hour written examination, consisting of fifteen marks for fifteen
multiple choice questions and forty-five marks for short answer and extended response questions. There are
sixty marks available for each paper. The examinations for units B451 and B453 are taken in the final term of
the GCSE course.
Practical Performance: The practical element of the course consists of two units Unit B452: Practical Performance and Analysis 1
Unit B454: Practical Performance and Analysis 2
Candidates are assessed in a total of four different activities chosen from the ‘activity profiles’.
Candidates are also expected to complete two pieces of coursework under controlled conditions focusing on
’analysing lifestyle’ and ‘analysing performance’.
Both of the practical modules are marked out of sixty, with twenty marks available for each activity chosen
and a further twenty marks for the controlled assessment pieces. Practical performance is worth a total of
sixty per cent of the final GCSE Physical Education grade, each unit scoring thirty.
Activity profiles: Invasion games; striking games; net, wall and target games; gymnastic activities; combat
activities; dance activities; outdoor and adventurous activities; swimming activities.
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PHYSICAL EDUCATION
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Wrekin College
Wellington
Shropshire
TF1 3BH
Tel: 01952 265600
Web: www.wrekincollege.com
Email: info@wrekincollege.com
The Wrekin Old Hall Trust Ltd.
Company Registration No. 172472
Registered Office: Sutherland Road, Wellington, Shropshire TF1 3BH
Registered Charity No: 528417