ADAMS’ GRAMMAR SCHOOL
NEWPORT, SHROPSHIRE
2013
KEY STAGE 4 PROSPECTUS : 2013
CONTENTS
SECTION ONE : GENERAL INFORMATION
PAGE
Headmaster’s Letter
Choice of GCSE subjects for September 2013
Careers Education & Guidance
National Learning Targets
Pupil Entitlement for Careers Education and Guidance
01
02
03
04
05
SECTION TWO : SUBJECT INFORMATION
Subject Details
Key Stage 4/GCSE Summary of Methods of Assessment
GCSE Internal Assessment Appeals Procedure
07 ~ 28
29
30
SECTION THREE : OPTIONS QUESTIONNAIRE
Options Choices : Year 10: GCSE Questionnaire ~
Parent/Student copy
32
Options Choices : Year 10: GCSE Questionnaire ~
Copy to return to School on 14th February 2013
33
SECTION ONE : GENERAL INFORMATION
Headmaster’s Letter
Choice of GCSE Subjects for September 2013
Careers Education & Guidance
National Learning Targets
Pupil Entitlement Statement for Careers Education &
Guidance
1
January 2013
Dear Year 9 Students
Next year you move into Key Stage 4 and begin a two-year course leading to GCSE. In Key Stage 4 there are
CORE subjects (English Language, English Literature, Mathematics, Biology, Chemistry and Physics) and subjects
where you have a limited choice; (for Modern Languages you must choose one of three options; for Humanities
you must choose one of three options). You will then choose one further subject from a range of options
(including the three Modern Languages and the three Humanities).
This guide has been written to help you to make a sensible choice by describing the subjects you may choose,
by prompting you to take into account the right factors and ask the right questions. It is important that you
choose a balanced curriculum and that you take into account the effects the choices you make may have upon
your future career.
To help you make the right choices, it is important that you speak to your parents, subject teachers, form tutor
and careers advisers.
If, after reading this guide and discussing your plans with your parents and teachers, you are still uncertain, you
can always talk further with Mr Bate or any of the senior staff. We promise to give you an objective
assessment of your ideas and to point you in the right direction.
GCSEs are important to your future. They are more difficult, studied at a higher level and in more depth than
Key Stage 3 subjects. To gain entry to the most selective universities your target must be to gain grade A* in as
many subjects as possible and grade B should be seen as the minimum acceptable. Therefore, it is important
that you choose the right subjects and that you are happy, well motivated and hard working from the outset.
Success will only come from two years’ hard work.
Yours sincerely
M J BARRATT
HEADMASTER
1
ADAMS’ GRAMMAR SCHOOL
CHOICE OF GCSE SUBJECTS FOR SEPTEMBER 2013
TO ALL YEAR 9 BOYS
1. In your first three years in the school, you were not given any choice of subjects, except a limited choice of
modern foreign languages and a choice of art or music in Year 9.
2. In Years 10 and 11 you will take ten subjects in preparation for your GCSE examinations and the time has
now come for you to plan your choice of subjects.
3. In making your choices, you should take into consideration
(a)
(b)
(c)
(d)
How interested you are each subject.
How successful you are in each subject.
Are you likely to need a subject as a qualification when you enter the Sixth Form or leave school?
When you have put your choices together, have you a balance between the different types of
subjects? The following guidelines will help you on this.
GUIDELINES
4. (a) You must take English Language, English Literature, Mathematics, Biology, Chemistry and Physics.
(b) You must choose one foreign language from French, German and Spanish.
(c) You must choose one humanity from Geography, History and Religious Studies.
This will give you eight subjects: they will give you a balanced ‘core’ of subjects, in preparation for your
future career. These subjects are required as a condition of entry into certain courses in Higher Education,
the Armed Services and other careers.
You also need to choose two other subjects to bring your total up to ten. At this stage you will probably not
know what you want to do as a career, so the basic advice is keep your options open, i.e., keep as many
different types of subject going as possible.
The options we will offer if demand is sufficient are:
1.
Art
5. Geography
2.
Business Studies
6. German
3.
Design Technology
7. History
4.
French
8. Information Technology
9.
10.
11.
12.
Music
P E Studies
Religious Studies
Spanish
5. You therefore need to do the following:
(a) Choose your preferred modern language option from French, German and Spanish.
(b) Choose your preferred Humanity option from Geography, History and Religious Studies..
(c) Choose your preferred two further options from the twelve subjects listed above (these can include a
second modern language or second humanity).
Remember you must have TEN GCSE subjects in total.
6. Your choice can be altered between now and the 8th March 2013 (subject to the timetable and setting being
able to accommodate it), so do not worry if you have any difficulty in choosing. If subjects are
oversubscribed, Heads of Department and the Careers Co-ordinator are willing to offer advice and to help
determine set groupings.
If over subscription to any subject occurs your ability, motivation and interest shown throughout Key Stage
3 may be taken into consideration.
7. Think carefully before you make your selection of subjects. From this selection we will make decisions on
how many teaching sets we can run in each subject and provisionally try to allocate you a place in these
sets.
9.
You are being given TWO copies of the questionnaire. Please complete both, return one to your form
tutor on Thursday 14th February 2013 and hand the other one to your parents so they can discuss it with
you.
T H Bate
M J Barratt
2
CAREERS EDUCATION INFORMATION AND GUIDANCE
The 1988 Education Reform Act requires schools to prepare pupils for the opportunities, responsibilities and
experiences of adult life: the 1994 White Paper on Competitiveness suggests much of this may be delivered
through Careers Education and Guidance.
Careers Education Information and Guidance is an important part of the P.S.H.E. programme.
In Year 9 themes of sources of information, job analysis, self awareness and decision making are covered.
In Year 10 themes of job research, self-awareness, financial management, lifestyle, and communication skills
are covered.
In Year 11 themes of self-awareness, decision making, opportunity awareness, transition management, action
planning and application and interview skills are covered.
In pursuing some of these themes, students will wish to use the resources of the Careers Room (open most
break-times, lunchtimes and afternoons after school).
The School’s internal provision will be supplemented with contact with outside agencies. This includes contact
with outside suppliers of Year 10 work experience, ISCO (Independent Schools Careers Organisation), HM
Forces Liaison Officers, representatives at the School’s Careers Convention and possibly attendance at Jobs and
Higher Education Fairs.
Students become aware of the longer term factors which may influence them and of personal talents,
aptitudes and aspirations; from these they should be able to make informed decisions with regard to post-16
opportunities (whether education, training or employment with training).
In Years 9, 11 and Upper Sixth students have to make important decisions concerning education and careers
directions, viz. GCSE Options choices, post-16 choices and post-18 choices. At each time of making choices
students will have general advice offered through year group presentations and careers education information
and guidance lessons (as part of the PSHE programme).
In school students are encouraged to discuss their ideas with their form tutor, subject teachers and the school’s
Careers Coordinator; to consult reference materials in the Careers section of the school library and to
investigate ICT resources such as Fast Tomato. They are also encouraged to share ideas gleaned from school
sources with their parents. Collaboratively in this way they should be in an informed position to make sensible
choices concerning their future.
3
NATIONAL LEARNING TARGETS
The agenda which the Government has set for the education service as a whole is about: raising standards of
achievement for young people; reducing the number of young people excluded from opportunities for learning
and keeping track of young people, making sure they have support in managing their way through learning and
work. Specifically the need is to increase the number of young people in appropriate education and training
post-16.
Government Targets include:
by 2015 at least 90% of 17 years olds participate in post-16 education.
by 2020 at least 90% of students should achieve 5 GCSEs at C grade or better.
On an individual basis these are already being more than matched by Adams’ Grammar School students, as can
be seen from our leaver’s figures:
Year 11 Destinations (as percentages)
Full-time education
A Levels
BTEC/GNVQ
Advanced Modern Apprenticeship
Employment
Stayed at AGS
Went elsewhere
2012
100
99
1
0
0
97
3
2011
99
98
1
0
1
87
12
2010
99
97
1
0
1
93
7
2009
100
100
0
0
0
96
4
2008
100
99
1
0
0
95
5
2007
100
98
1
0
0
88
12
2012
85
3
10
2
0
0
2011
89
9
0
2
0
0
2010
86
13
0
1
0
0
2009
87
10
2
1
0
0
2008
82
11
2
5
0
0
2007
94
5
1
0
0
0
Year 13 Destinations (as percentages)
University/Further Education
Gap Year
Repeat A Levels
Employment
Modern Apprenticeship
Seeking Employment
4
Pupil Entitlement Statement For Careers Education Information & Guidance
By the end of Year 9 (KS3) you will




know how to use the Careers Library
know how to make decisions about your choice of GCSE subjects
begin to know what skills you have and how you can use them
have had the opportunity to discuss option choices and career plans with the school’s Careers Coordinator
By the end of Year 10 you will





have had the opportunity to discuss future plans with the school’s Careers Coordinator
have investigated careers that possibly hold interest for your future
have further considered self awareness and how it may affect future plans
have had the opportunity to visit a university
have had the chance to do work experience
By the end of Year 11 (KS4) you will




have visited a Careers Convention
have received help to decide upon appropriate post-16 alternatives
have had the opportunity to discuss option choices and career paths with the school’s Careers Coordinator
have had the opportunity to enrol with ISCO/Futurewise (The Independent Schools Careers Organisation)
to access their services
By the end of Year 12 you will







have had access to a Careers Convention
have had the opportunity to visit a Higher Education Fair
have had the opportunity to visit a University Open Day
have had access to presentations from speakers from the tertiary sector
have had access to computer-based information about higher education
have had the opportunity to explore career areas through self-organised work shadowing
have had the opportunity to go on higher education/career experience courses
By the end of Year 13 you will




have had the opportunity to make an application for employment or for higher education
have had the opportunity to visit University/College Open Days
have had the opportunity to apply for sponsorships or for gap year placements
have been briefed on student finances
January 2013
5
SECTION TWO : SUBJECT INFORMATION
Subject Details
Key Stage 4/GCSE Summary of Methods of Assessment
GCSE Internal Assessments Appeals Procedure
6
GCSE ART AND DESIGN
NATURE OF THE SUBJECT
GCSE Art & Design will involve the development of a range of skills over the first year, which will allow students
to develop an individual course work project in year 11. It is this work which is assessed to achieve the course
work mark (60% of the overall mark available).
During year 10 students can expect to cover the following skills and activities:Observational drawing
Painting
Printmaking
Collage
Image manipulation (practical and ICT based)
Photography
Mixed Media
Project development and experimentation
THE EXAM
The GCSE Art exam will be taken by Year 11 in the second half of the year. A preparation period is allowed
before the commencement of a ten-hour examination. The pupils must complete a ‘finished’ piece in this time,
as well as handing in the development and preparation work. The grade is gained for this work as a whole.
COURSEWORK
In terms of course requirements, a willingness to work and a genuine involvement with Art & Design is
necessary. To reach the higher grades however, a good level of drawing ability is essential and this element of
Art & Design is emphasised in all work.
Along with the practical work, boys will be expected to become aware of theoretical aspects of Art & Design
through image analysis and self-assessment.
Boys opting for Art & Design should note that a serious commitment to the subject is called for and good Art
comes from hard-work and self-discipline. 60% of the final grade is based on coursework, which commences in
the first lesson of Yr 10 and is completed by the end of February of Yr 11. It should be noted that the level of
attainment necessary to gain A/A* is extremely high and is only gained through the strongest commitment to
the subject.
RELEVANCE
During the course the students will cover a range of key skills, ranging from general observation to analysis and
interpretation as well as imagination and self-expression. It will include the use of computers as an aid to
design and requires a good deal of motivation and discipline.
Students who continue with Art & Design post-16 may consider various options for study beyond the A-level.
Most recently this has included Fine Art Sculpture, Architectural Design and Design Engineering.
7
IGCSE BIOLOGY
NATURE OF THE SUBJECT
The IGCSE Biology course requires students to have a reasonably large amount of factual information at their
disposal which they can then apply through a series of familiar and novel contexts. Therefore, the key to
achieving higher grades will be through a thorough knowledge of the factual information, together with having
the confidence to apply this in new situations. Students are encouraged to learn the material steadily
throughout the course and understanding is consolidated through the use of regular practicals.
THE SYLLABUS AND OUTLINE OF COURSE
The Course followed is the Cambridge IGCSE Biology Syllabus (code 0610 – see www.cie.org.uk). The Course
builds upon work already covered in years 7 -9 and hence it is essential that all boys starting this Course are
conversant with the material of earlier years. Some of the topics already covered will be revisited and then
extended during years 10 and 11, to access the higher level questions associated with A / A* grades. As in
previous years, the subject is taught through a progression of Units, with regular formal assessments to inform
progress and inspire confidence as the terminal exams approach.
THE EXAMINATION
Three Exam papers all taken at the end of the two year course



Multiple Choice paper covering the core content - 30% of final mark (45 min)
Written Paper covering the whole curriculum - 50% of final mark (1hr 15 min)
Written paper on laboratory based procedures - 20% of final mark (1hr)
COURSEWORK/CONTROLLED ASSESSMENT
There is no coursework or controlled assessment with this course.
Level – Boys may be entered at two levels known as tiers. It is anticipated that the majority of boys (if not all)
will be entered for the higher tier.
RELEVANCE
The National Curriculum requires that all students study science to GCSE. At Adams’ they are taught as
separate sciences at both Key Stage 3 and Key Stage 4. At the end of Year 11, students are not only well
prepared for their IGCSE examination, but also in an excellent starting position to begin studying A Level. The
more traditional approach taken by the IGCSE Biology course is more applicable to students considering taking
a Post-16 science qualification and should ease the transition experienced by most students. A Post -16 Biology
Qualification is often a requirement for degree courses in Medicine, Dentistry and Veterinary Science as well as
the large number of courses in related areas like genetics, pharmaceuticals, biotechnology, microbiology and
the food industry generally.
8
GCSE BUSINESS STUDIES
NATURE OF THE SUBJECT
Business Studies concerns the business aspects of organisations with their economic, political and social
contexts. Those looking for careers in business may wish to take the subject in order to gain an understanding
of the way that firms are set up and operate in their various markets and economies. The course delves into
business structure; looking closely at the four business functions, namely marketing, finance, production and
people in business.
Students will develop the skills that will allow them to apply their knowledge of how businesses operate to a
variety of current business situations. Students will also learn to analyse given situations using real-life business
case studies to help them organise their thinking into a clear, structured and logical format with which to
address any particular issue. Students will also play the role of the business consultant in evaluating a particular
business issue and suggest suitable courses of action for companies and their internal departments.
THE SYLLABUS
Exam board:
OCR
Course Name: GCSE in Business Studies
Course Code:
J253
Course Content:
The subject is split into three units that encompass the, four business functions. These
areas are: Marketing and Enterprise, Business and People, and Production, Finance and
the External Business Environment.
THE EXAMINATION
Students will take the following papers:
A293 Finance and the External Business Environment – Written paper based on pre-release case study
stimulus. 90 minutes to constitute 50% of total marks.
A292 Business and People – Written paper based on data given. Students to answer 2 questions, mostly shortanswers. 60 minutes – 25% of total marks.
COURSEWORK
Coursework takes the form of Controlled Assessment for module A291 Marketing and Enterprise. Students to
choose one of two controlled assessment tasks set by OCR and produce a written report in three parts over 6
hours monitored time. Students are expected to complete up to ten hours research for the assessment. 6 hours
controlled assessment – 25% of total marks.
RELEVANCE
In today’s society, the increasing number of jobs going to those in the tertiary sector is vastly increasing, and is
dominated by the areas covered in Business Studies. As a careers route, the subject opens many avenues
available to students and can allow for students to be able to choose an appropriate route for themselves
having looked at all aspects of business e.g. accountancy. In truth there is very little that students discount
themselves from having studied Business Studies at GCSE and A-Level, with obvious exceptions.
There is no pre-requisite for taking the subject at AS/A2 level, although much of the content covered at GCSE
will assist those wishing to study the subject further, as will the skills learned in KS4.
9
IGCSE CHEMISTRY
NATURE OF THE SUBJECT
The IGCSE Chemistry course covers a significant amount of application of knowledge as well as a large amount
of factual information. The key to achieving the higher grades in Chemistry will be a thorough knowledge of the
factual information along with the understanding to apply it. Students are encouraged to learn the material
steadily throughout the course and apply it to a variety of theoretical and practical problems. Where
appropriate, chemical concepts are backed up with experimental work in order that the students have the
opportunity to observe the reactions discussed.
THE SYLLABUS AND OUTLINE OF COURSE
The Course followed is the Cambridge IGCSE Chemistry Syllabus (code 0620 – see www.cie.org.uk). The Course
builds upon work already covered in years 7 – 9 and hence it is essential that all boys starting this Course are
conversant with the material of earlier years. Some of the topics already covered will be revisited and then
taken to a higher level during years 10 and 11. As in previous years, the subject is taught through a progression
of Units with an ‘End of Unit Test’ for each one. The Course is structured so as to foster the knowledge and
understanding of concepts as well as the ability to remember facts.
THE EXAMINATION
Three Exam papers all taken at the end of the two year course



Multiple Choice paper covering the core content - 30% of final mark (45 min)
Written Paper covering the whole curriculum - 50% of final mark (1hr 15 min)
Written paper on laboratory based procedures - 20% of final mark (1hr)
COURSEWORK/CONTROLLED ASSESSMENT
There is no coursework or controlled assessment with this course
Level – Boys may be entered at two levels known as tiers. It is anticipated that the majority of boys (if not all)
will be entered for the higher tier.
RELEVANCE
The National Curriculum requires that all students study science to GCSE. At Adams’ they are taught as
separate sciences at both Key Stage 3 and Key Stage 4. At the end of Year 11 students are not only well
prepared for their IGCSE examination, but also in an excellent starting position for studying the Cambridge PreU 16-18 Chemistry course (an alternative to A Level). The IGCSE Chemistry course is a traditional Chemistry
course and is more applicable to students considering taking a Post-16 science qualification than the equivalent
GCSE. In addition the Cambridge IGCSE course has some identical curriculum content to the Cambridge
Chemistry Pre-U. A Post -16 Chemistry Qualification is often a requirement for degree courses in Dentistry,
Veterinary Science and particularly Medicine, as well as the large number of courses more directly related to
the Chemical Industry.
10
KS4 CITIZENSHIP
NATURE OF THE SUBJECT
In 1997, the Government asked an advisory committee
“to provide advice on effective education for citizenship in schools – to include the
nature and practices of participating in democracy; the duties, responsibilities and
rights of individuals as citizens; and the value to individuals and society of
community activity.”
Some 5 years later, the result is the compulsory teaching of Citizenship to all pupils at KS3 and KS4, introduced
in September 2002.
HOW THE SUBJECT IS TAUGHT
The teaching of Citizenship is taught through the diverse subjects offered via the Citizenship/Careers/PSHE
carousel. Pupils receive the equivalent of one hour (a double period) of Citizenship per week through the two
years.
A number of areas of Citizenship are covered within the two years and they are taught by a number of different
staff. Pupils will spend approximately 6 weeks or half a term with each member of staff before moving onto a
new topic with a different member of staff.
THE SYLLABUS
Within each of the areas that pupils study, they are asked to consider the impact of various issues on the three
communities that they are involved in: their local community, their national community and their global
community. Pupils are encouraged to keep abreast of Current Affairs, so that they can discuss major
conflicts/problems and issues within their lessons. When there are important changes within any of the
communities that they live, lessons will also reflect these changes e.g. The General Election.
The following areas are covered in Year 10



The following areas are covered in Year 11


Economic Awareness
Global citizenship
Peace and Conflict Management
Drugs Awareness
The United Kingdom within the Global
Community ( with links to Media and
Technology)
ASSESSMENT AND REPORTING
Pupils will be assessed at the end of each unit of work. Assessments are carried out using different techniques.
Some units of work are assessed by researching current issues, while others are based on written tests.
Citizenship ROAs will be sent out at the same time as the normal school ROAs; they will reflect the level of
attainment achieved by pupils within the various units of work covered.
RELEVANCE
Citizenship, perhaps more than any other subject, has a direct relevance to our pupils’ lives. Sir Bernard Crick
stated in his report that his committee aimed:
“for people to think of themselves as active citizens, willing, able and equipped to have an influence on
public life and with the critical capacities to weigh evidence before speaking and acting; to build on and
to extend radically to young people the best in existing traditions of community involvement and public
service and to make them individually confident in finding new forms of involvement and action among
themselves.”
Pupils at this school have a long established history of involvement; which is now directly, pushed and reflected
upon with this subject area.
11
KS4 GCSE DESIGN AND TECHNOLOGY : PRODUCT DESIGN
NATURE OF THE SUBJECT
This is a practical and technical based subject with a high element of problem solving. Practical skills and theory
will be taught via a range of ‘Design and Make’ projects in both 2D and 3D. The coursework project provides
candidates with the opportunity to demonstrate the ability to integrate their designing skills, making skills and
knowledge to produce outcomes of high quality, which satisfy a specific need or function. Opportunities to
develop skills in smart materials, ICT systems and electronics can be used to complement major projects.
THE SPECIFICATION
Exam Board: AQA
Title:
Design Technology : Product Design
Specification Number: 4555
Controlled assessment (coursework) ~ 60% assessed as two components: Design 20%; Making 40%
Written Paper ~ 40% assessed as two components: Design 20%; Making 20%
DESIGN
MAKING
Design Process
Research and analysis
Ergonomics and Anthropometrics
Product analysis
Development of presentation skills
Aesthetic Considerations
Product Development
CAD
Material Selection
Communication Techniques
Planning
Manufacturing Issues
Evaluation through Design
Manufacturing Techniques
Use of tools and machines
Manufacturing Processes
CAM
Quality Control and Assurance
Environmental Concerns
Testing Procedures
Industrial Production Methods
Modification
Product Evaluation
Material Characteristics
Production Methods
Safety Awareness
RELEVANCE
The course will suit any pupil who has good practical, graphic or scientific skills. Design skills taught in Year 9
will be enhanced and should preferably be to a high standard. Pupils will design and make products, which
include activities related to industrial practices and CAD/CAM, throughout a series of small projects in Year 10,
leading to a major project specialism in Year 11. The subject will enhance design and practical skills and creates
a good foundation to continue into study of Design in the Sixth Form.
THE EXAMINATION
Terminal Examination - 40% of marks awarded. One examination paper of two and a half hours duration based
on a theme set by the examination board and given to pupils in advance in order to focus their revision. The
paper examines the pupils’ ability to design a solution to a problem under timed conditions and through a
series of supporting questions examines the knowledge of the theory work through short answers and
supporting sketches. Subject tutors will assist in the preparation for the examination with structured sessions
to support the pupils’ research/revision programme.
THE CONTROLLED ASSESSMENT (COURSEWORK)
Coursework is worth 60% of the total marks awarded. The Major project is chosen by the pupil with the
assistance of the subject tutor from a range of themes given by the examination board. With short-term
deadlines agreed in advance, pupils will work on the project throughout Year 11 and submit a design folio with
a supporting model by March of the examination year.
RELEVANCE
The course will allow natural progression into Product Design in the Sixth Form allowing pupils to continue their
specialism and consider Design or engineering related degrees with the building of a portfolio of relevant work.
12
KS4 GCSE ENGLISH AND ENGLISH LITERATURE
NATURE OF THE SUBJECT
At Key Stage 4, all students will take English Language and English Literature GCSE, following the syllabus
offered by AQA. Lessons will follow the format of those in KS3 but will be particularly challenging as two GCSEs
are being studied, with their own set of criteria. Students will be expected to conduct independent research on
authors and contexts. Written work will include formal essays, letters, summaries, scripts, diaries, etc. Reading
will cover prose, poetry and drama from pre-1914 and post-1914, including literature from other cultures.
Students are taught in mixed ability sets as far as the constraints of setting for mathematics allows.
THE SYLLABUS
The syllabus followed for both GCSEs is AQA. Assessment will entail:


coursework produced under controlled assessment conditions for both written work and speaking
and listening;
written papers on non-fiction texts for English Language and set literature texts for English Literature.
We expect students to be able to meet the regular demands of coursework deadlines and to be lively, willing
and independent contributors in class.
RELEVANCE
It is worth students noting that some universities require History/and or a modern foreign language at A level if
students opt to read English as a subject at university.
13
GCSE FRENCH
NATURE OF THE SUBJECT
The four language skills tested are: Listening, Reading, Speaking and Writing. In the global society in which we
now live, all pupils should study Modern Foreign Languages in order to enhance their future career prospects.
An appreciation of the language and culture of the wider world is regarded as of paramount importance in all
spheres of work.
It is also suitable for students who wish to communicate in a foreign language in both written and spoken
format for social or work related reasons.
They should have a good grasp of the grammar covered in Key Stage 3, in particular tenses and word order.
SYLLABUS
The examinations are conducted through the WJEC Board. The emphasis is on communicating in the Target
Language although a grasp of basic grammar is important.
Topics vary from Holidays to Food and Drink, from Travel to Entertainment.
EXAMINATION
1. Listening (20% of the exam):
There is a five minutes reading time at the start. A range of question types all in English is used to test the
articles on the tape. These may include True/False, gap filling or multiple choices. All responses are in English.
2. Speaking (30% of the exam):
This consists of a presentation and a structured conversation.
3. Reading (20% of the exam):
This test consists of short items from instructions, notices etc. together with longer items from magazines,
newspapers etc. Comprehension will be tested by a range of question types, only requiring responses in
English.
4. Writing (30% of the exam):
This will consist of two controlled assessments.
DICTIONARIES are not allowed in the exams apart from in the writing of the Assessments.
COURSE BOOK
Expo, following on from Expo 3 covered in Year 9, is used in both Year 10 and 11. More use is made of
worksheets for problem solving and group work.
VOCABULARY
In Year 10/11 pupils are issued with their own vocabulary book based on GCSE syllabus word lists.
FOREIGN VISITS
It will be possible in Year 10 to take part in our French Exchange programme with a French secondary school in
Aubenas. On visiting France, our students stay with French families to maximise the use of the target language.
Language trips to Paris will also be possible in Year 10 and year 11, to maximise the use of the target language.
STUDYING AT POST-16
The four key language skills continue to form the basis for study at ‘A Level’ and a greater emphasis is put upon
using the target language in the classroom. The same skills are tested at GCSE; speaking skills carrying the
greatest weighing.
The importance of languages in the workplace is reflected in the increasing range of combined courses offered
by Universities such as French and Law/Accountancy/IT/Engineering. In view of this trend, students are given
the opportunity to carry out work experience in France in the Lower Sixth and Upper 6th.
14
GCSE GEOGRAPHY
NATURE OF THE SUBJECT
Geography is a foundation subject in the National Curriculum at Key Stage 3. Students will have gained an
understanding of geographical skills, knowledge and understanding of places, physical geography, human
geography and environmental geography.
SPECIFICATION
Year 10 students will follow the new GCSE Specification, OCR GCSE Geography B (specification J385) introduced
in September 2012. This new specification is built around the popular OCR GCSE Geography B that has been
delivered with great success from September 2009 to its final assessment in May 2012.
The new specification has been designed to provide a balance of theoretical and practical work which will
encourage an active involvement in the subject. Students will develop an understanding of global geographical
issues and learn how to apply them to a range of contexts. Subject specific skills are developed such as map
reading but also including new technologies, such as GIS, and enquiry and analysis through fieldwork and
research.
Unit B561 Sustainable Decision Making (25%)
One of four key themes will be assessed in this unit. Students will proceed through three stages of investigating
issues in sustainable development.
Unit B562 Geographical Enquiry- Controlled Assessment (25%)
Students will produce a 2,000 word project. Students will plan data collection, and then collect their primary
data during a field visit to the study area. Part of the project will be completed at home, but the analysis,
conclusion and evaluation sections will be completed at school as a Controlled Assessment.
Unit B563 Geographical Themes (50%)
All of the four key themes will be assessed. The themes include rivers and coasts, population and settlement,
natural hazards, and economic development.
RELEVANCE
The course meets with up-to-date ideas as to what constitutes geography and what is relevant to today’s
understanding of the world around us. A good pass grade is useful to progression onto A level, which itself
provides a foundation for degree level study. A level Geography, with appropriate supporting subjects,
provides a good basis for a variety of careers, such as banking and finance, geology, town and country planning,
travel and tourism, teaching, the civil service and HM forces.
Geography has a broad subject content and a variety of transferable skills which provide an excellent
combination with Arts and Humanities subjects, such as Business Studies, History and Religious Studies. In
addition, it also combines well with Maths, Biology and other Science subjects.
“Evidence shows that students who study Geography through their School lives become some of the most
employable people in our society” (The Guardian, 20/11/2001).
15
GCSE GERMAN
NATURE OF THE SUBJECT
The four language skills tested are: Listening, Reading, Speaking and Writing. In the global society in which we
now live, all pupils should study Modern Foreign Languages in order to enhance their future career prospects.
An appreciation of the language and culture of the wider world is regarded as of paramount importance in all
spheres of work.
It is also suitable for students who wish to communicate in a foreign language in both written and spoken
format for social or work related reasons.
They should have a good grasp of the grammar covered in Key Stage 3, in particular tenses and word order.
SYLLABUS
The examinations are conducted through the WJEC Board. The emphasis is on communicating in the target
language although a grasp of basic grammar is important.
Topics vary from Holidays to Food and Drink, from Travel to Entertainment.
EXAMINATION
1.
Listening (20% of the exam):
There is five minutes reading time at the start. A range of question types, all in English is used to test the
articles on the tape. These may include true/false, gap filling or multiple choices. All responses are in English.
2.
Speaking (30% of the exam):
This consists of a presentation and a structured conversation.
3.
Reading (20% of the exam):
The test consists of short items from instructions, notices etc., together with longer items from magazines,
newspapers etc. Comprehension will be tested by a range of question types, only requiring responses in
English.
4.
Writing (30% of the exam):
This will consist of two controlled assessments.
DICTIONARIES are not allowed in the exam apart from in the writing of the assessments.
COURSE BOOK
Logo 4, following on from Logo 3, covered in Year 9, is used in both Year 10 and 11. More use is made of
worksheets for problem solving activities and group work.
VOCABULARY
In Years 10/11 pupils are issued with their own vocabulary books based on GCSE syllabus word lists.
FOREIGN VISITS
It will be possible to take part in our German exchange programme with a Grammar School in Lübeck. On
visiting Germany, our students stay with German families to maximise use of the language.
STUDYING POST – 16
Languages at ‘A’ level follow on closely from GCSE and the National Curriculum. Great emphasis is placed on
using the target language in the classroom. The same skills are tested as at GCSE; speaking skills carrying the
greatest weighting.
The importance of languages in the workplace is reflected in the increasing range of combined courses offered
by Universities such as German and Engineering. In view of this trend, students are given the opportunity to
carry out work experience in Germany in the Lower Sixth and Upper 6th.
16
GCSE HISTORY
NATURE OF THE SUBJECT
History is learning about the past. Pupils who study it enthusiastically and in the spirit of enquiry will gain a
sense of their own and other’s identity and develop a tolerant understanding of other cultures and societies.
The subject involves study skills such as locating information from sources, analysing and organising this
information, constructing logical arguments, substantiating those arguments with evidence and writing
coherently.
History is both challenging and rewarding. Our syllabus will appeal to those who want to understand and be able
to discuss, in an informed way, the world in which we live. Well-motivated pupils who have demonstrated an
aptitude for the subject at KS3 will be capable of a good grade at GCSE.
THE SYLLABUS
OCR Modern World History (J417) is both stimulating and relevant.
The core content covers the following:
Aspects of International Relations: The Cold War, 1945-1975
 Who was to blame for the Cold War?
 Who won the Cuban missile crisis?
 Why did the USA fail in Vietnam?
Study in Depth: The USA, 1945-1975: Land of Freedom?
 Why was there a ‘Red Scare’ in the USA?
 How successful was the struggle for civil rights in the 1950s?
 Who improved civil rights the most in the 1960s and 1970s?
British Depth Study: How far did British society change, 1939 – 1975?
 Britain as a multicultural society after the Second World War
 The changing role of women during this period
 The lives of teenagers and students in the 1950s and 1960s
 Youth culture: rock music, clothes and fashion
 Reactions of the authorities to these changes
THE EXAMINATION
The examination comprises two papers.
Paper 1, lasting 2 hours, examines Aspects of International Relations: The Cold War, 1945-1975 and the Study in
Depth: The USA, 1945-1975: Land of Freedom? This accounts for 45% of the final mark.
Paper 2, lasting 1hour 30 minutes, examine the British Depth Study: How far did British society change, 19391975? This accounts for 30% of the final mark.
COURSEWORK
The controlled assessment will be based on the option ‘The role of the individual in history’. Pupils will
undertake an historical enquiry which will focus on the role of Nelson Mandela in the fight against and ending of
apartheid in South Africa. This accounts for 25% of the final mark.
RELEVANCE
History is an important component of a balanced, liberal education. A good pass at GCSE level indicates an
ability to respond to original material and to frame and illustrate relevant arguments – qualities valued by
higher education institutions and employers. It also constitutes a firm basis for the study of History at ‘A’ level.
A good AS or A2 in History or a History degree opens the door to a number of careers – including Law, Planning
and Management (especially Business and Personnel Management) for which the understanding of human
problems and human motivation developed by historical study is particularly relevant.
17
GCSE INFORMATION TECHNOLOGY
NATURE OF THE SUBJECT
The Course is aimed at all those with an interest in Information and Communication Technology and the use of
computers in all aspects of today’s technological world. It should be noted that although there is a large
element of practical work involved there is also a substantial amount of theory work to be undertaken. The
world is becoming increasingly dominated by the use of ICT systems, which influence every aspect of our
everyday lives. The study of ICT will help provide pupils with the analytical, communication and technical skills
that they will need as an active participant in this exciting and dynamic world.
THE SPECIFICATION
The School is following the Edexcel GCSE Information & Communication Technology Specification.
Aims of the course
 Become independent and discerning users of ICT, able to make informed decisions about its use and
aware of its implications for individuals, organisations and society
 Acquire and apply creative and technical skills, knowledge and understanding of ICT
 Develop ICT-based solutions to solve problems
 Develop understanding of current and emerging technologies and their impact
 Develop understanding of the ICT’s legal, social, economic, ethical and environmental aspects
 Recognise potential risks when using ICT, and develop safe, secure and responsible practice
 Develop the skills to work collaboratively
 Evaluate ICT-based solutions.
Course content:
UNIT 1 Living in a Digital World
In this unit pupils explore how digital technology impacts on the lives of individuals, organisations and society.
Pupils learn about current and emerging digital technologies and the issues raised by their use in a range of
contexts (learning and earning, leisure, shopping and money management, health and wellbeing, on the move).
They develop awareness of the risks that are inherent in using ICT and the features of safe, secure and
responsible practice. The unit is assessed by a 90 minute examination paper set and marked by Edexcel, and
accounts for 40% of the GCSE marks.
UNIT 2 Using Digital Tools
This is a practical unit. Pupils 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. Pupils learn to reflect
critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice. They put into
practice what they learn about digital technology in Unit 1, to produce their own ICT solutions.
ASSESSMENT
The course consists of two modules: one is a written examination (40% of the final mark) and one is a
controlled assessment (60% of the final mark).
CONTROLLED ASSESSMENT
Controlled assessment represents 60% of the final mark. The unit consists of approximately 40 hours work,
where pupils complete a Controlled Assessment Brief (CAB), provided by Edexcel and marked by teachers at
school. Apart from some research into the task, pupils will complete the CAB under controlled conditions
inside school. This unit accounts for 60% of the GCSE marks.
This course allows a natural progression to the A level Course offered at Sixth Form level in the school.
18
GCSE MATHEMATICS
THE NATURE OF THE SUBJECT
The Mathematics curriculum covers a wide range of topics including the main areas of the national curriculum ~
number and algebra; shape, space and measures; and handling data. Students will engage in activities designed
to ensure that they can use and apply their mathematics to both familiar and unfamiliar problems in a range of
numerical, algebraic and graphical contexts, and in open-ended and closed forms.
THE SYLLABUS
All pupils are entered for the Higher Tier of the Edexcel GCSE Linear Mathematics (syllabus 1380).
The more able students from top two sets take the OCR Free-standing Mathematics Qualification in Additional
Mathematics (syllabus 6993).
THE EXAMINATIONS
The final GCSE examination consists of one non-calculator and one with-calculator paper. Each paper is of
duration 1 ¾ hours and consists of roughly 25 questions.
The Additional Mathematics examination consists of one 2 hour with-calculator paper. The paper is split into
Section A and Section B. In the main, Section A examines core skills and Section B questions require the
application of these core skills to more complex situations. There are roughly 10 questions in Section A and 4
questions in Section B.
COURSEWORK
There is no coursework for GCSE Mathematics. Similarly, there is no coursework for Additional Mathematics.
RELEVANCE
Success in GCSE Mathematics is a prerequisite for A level Mathematics. Students with an A* will tend to go on
and achieve one of the top grades at A level; those with an A will find it much harder to achieve the top grades;
and those with a B or lower will usually struggle with the subject and find it very hard to pass.
A good grade in GCSE Mathematics is important for a wide range of disciplines in post-16 education including
the Sciences, Economics, Business Studies, etc.
A large proportion of Year 11 students do continue with Mathematics to A level.
students will also take Further Mathematics at A level.
A number of the more able
The Additional Mathematics examination is excellent preparation for both A level Mathematics and Further
Mathematics.
19
GCSE MUSIC
NATURE OF THE SUBJECT
Most pupils really enjoy music and many have instrumental or singing lessons often achieving high standards by
the time they reach Year 10. The GCSE Music Course is an excellent and exciting way to develop musical skills and
provide a firm foundation for further study in the Sixth Form and beyond.
THE SYLLABUS
We use the OCR Music GCSE Syllabus in which pupils perform, compose, listen and appraise and learn much
about many different styles of music.
Performing - There will be opportunities to perform music. At AGS we have regular concerts both formal and
informal and pupils can perform in a way and style that suits them on the instrument they are learning including
voice. This gives great freedom to choose what and how to perform including classical music, jazz and popular
styles. Two performances are assessed as part of the course.
Composing - Composing is an exciting and personal way to express your creative interests and there is the
opportunity to submit three compositions for assessment by the end of the course. One of these is a short,
timed composition (45 minutes) based on a simple stimulus, e.g. rhythm, note pattern, chord scheme, poem, etc.
This is usually completed in the second term of Year 11. The other two compositions will be completed over a
more extended period of time and will be more substantial.
Listening and Appraising - During the GCSE Music course pupils listen to and discuss a wide range of music,
including the music that the pupils will play and compose. They will write a commentary on one of the
performances and a log and evaluation for one of the compositions. There will finally be a listening exam in the
third term of Year 11.
Learning - Learning will be based around four areas of study which offer a chance to learn more about music
that may already be familiar and also introduce a number of exciting new styles from different times and
cultures.
Area of Study 1: My Music - This is the chance for pupils to put the spotlight on their own instrument or voice.
Pupils can study their instrument, perform on it and compose a piece for it in a style of their choice using ideas,
elements and techniques that they have discovered.
Area of Study 2: Shared Music - Pupils will discover how musicians work together to make music and learn about
the different roles and relationships that exist in a musical group. This could be how a soloist works with an
accompaniment, how musicians work together in small groups and how musicians work together in large groups.
Area of Study 3: Dance Music - In this section pupils will learn about many different dance styles from a number
of different times and cultures. Some of these dances will be contemporary, some from other countries and
some from the western classical tradition focussing on the origins and performance of each dance and the music
that accompanies it.
Area of Study 4: Descriptive Music - Composers aim to communicate a huge variety of meaning in their music
and in this area of study pupils will listen to music that depicts a mood or scene and learn how composers convey
emotions, events and places in their music. There will also be a study of how film composers devise their music
to support the action and story of a film.
Assessment
Assessment is by course work, examination of performances and compositions and a listening test.
Conclusion
The GCSE Music course is an excellent way to continue with music in a more specialised environment and really
enables the individual student to make considerable progress by developing their talents and abilities. The
practical skills and intellectual demands required of a good musician are widely recognised and pupils will
discover how studying music increases their learning and understanding in many other ways. This course is
therefore highly recommended.
20
GCSE PHYSICAL EDUCATION
There are five periods of GCSE Physical Education each week, two practical and three theory. Depending on the
time of the year and the resources available boys may well find themselves doing a block of practical followed
by uninterrupted theory. The intention is to teach as much theory through practical experience as possible.
NATURE OF SUBJECT
Pupils should have a good level of skill in the assessed areas of Games, Athletic Activities and
Swimming. Students wishing to achieve the top grades of A or A* should have participated in all House
Sporting Competitions and represented the School in Winter and Summer Sports. In the event of the group
being oversubscribed, priority will be given to those boys who represent most School teams, most House
teams, and attend most School practices.
SYLLABUS
The syllabus followed is OCR GCSE Physical Education (J586)
GCSE SCHEME OF ASSESSMENT
Unit B451: An Introduction to Physical Education
(20% of the total GCSE marks. External assessment. 1 hr written paper. 60 marks.)
This unit will be assessed through a written examination which contains two sections.
Section A is multiple-choice questions worth 15 marks.
Section B is short answer and extended response questions worth 45 marks.
Candidates answer all questions.
Unit B452: Practical Performance and Analysis 1
(30% of the total GCSE marks. Controlled Assessment. 60 marks.)
This unit is internally assessed and externally moderated.
Two practical performances from two different activity areas.
An Analysing Lifestyle task (AL). The task will be assessed using the following time controls:
Task induction – 1 hour
Task research – 4 hours
Task production – 2 hours (under supervised conditions)
Unit B453: Developing Knowledge in Physical Education
(20% of the total GCSE marks. External assessment. 1 hr written paper. 60 marks.)
This unit will be assessed through a written examination which contains two sections.
Section A is multiple-choice questions worth 15 marks.
Section B is short answer and extended response questions worth 45 marks.
Candidates answer all questions.
Unit B454: Practical Performance and Analysis 2
(30% of the total GCSE marks. Controlled Assessment.60 marks.)
This unit is internally assessed and externally moderated through controlled assessment.
Two practical performances from any activity areas.
Practical performance will be assessed continuously.
An Analysing Performance task (AP) for one activity. The task will be assessed using the following time
controls:
Task Induction – 1 hour.
Task Research – 4 hours.
Task Production – 2 hours (under supervised conditions).
21
IGCSE PHYSICS
The Physics course to be followed builds upon work already covered in years 7-9 and hence it is essential that all
boys starting this course are conversant with the material of earlier years. Some of the topics already covered
will be revisited and then taken to a higher level during years 10 and 11. There is additional material over and
above the National Curriculum which enables all boys to take the separate Science: Physics IGCSE examination
at the end of year 11 offered by the Cambridge examining board. The course is a linear course and the
examinations are therefore designed to be taken at the end of the course (unlike the GCSE). As well as a subject
focus, the IGCSE Physics syllabus enables students to better understand the technological world in which they
live, and take an informed interest in science and scientific developments. Students learn about the basic
principles of Physics through a mix of theoretical and practical studies. Students also develop an understanding
of the scientific skills essential for further study at A Level, skills which are useful in everyday life. As they
progress, students learn how science is studied and practiced, and become aware that the results of scientific
research can have both good and bad effects on individuals, communities and the environment. As in previous
years, the subject is taught through a progression of Units with an 'End of Unit Test' at the end of each one. The
course is structured so as to foster the knowledge and understanding of concepts, rather than simply the ability
to remember facts. This clearly should be to the liking of any student who enjoys developing basic ideas and
applying them to new situations. The IGCSE prepares our students particularly well for both A-level and other
forms of assessment at 16+ - for example A-level, pre-U and the IB.
The Units covered in Year 10 and Year 11 are given below
Syllabus-CIE IGCSE Physics 0625
Year 10
Unit 1 – Units and measurement
Unit 2 – Vectors and graphical analysis
Unit 3 – Dynamics
Unit 4 – Newton’s Laws of Motion and momentum
Unit 5 – The effects of forces (Moments, Circular motion and Hooke’s Law)
Unit 6 – Work, Energy and Power
Unit 7 – Pressure
Unit 8 – Thermal Physics
Year 11
Unit 1 - Electromagnetism
Unit 2 - Electricity and Consumer Electrics
Unit 3 - Electronic systems
Unit 4 - Electromagnetic Induction
Unit 5 - Rays and Waves
Unit 6 - Electrons and the nucleus.
The Examination: 3 exam papers 1 x 1 h 15 min, 1 x 1 h, and 1 x 45 min
Coursework - The course contains no written coursework as such but a series of practical investigations will lead
to 20% of the final mark – this may be obtained via a practical exam or alternative to practical paper. These
investigations test general practical skills such as manipulation of equipment, care and correct use of apparatus,
ability to formulate hypotheses, ability to interpret results in the light of understood theory and the ability to
make further predictions as to the outcome of an experiment.
22
KS4 PSHE
NATURE OF THE SUBJECT
Personal and social health education is designed to educate pupils on making sensible and informed decisions
when faced with certain aspects of life that happen both in school and away from it. The subject covers a wide
range of topical issues that educates and informs students so that when facing certain situations they know
what they are facing and what the consequences of their actions are likely to be. It is not intended to make
decisions for students or tell them the right way to behave, although this is generally advised by the teaching
staff. Moreover, we aim to allow students to know enough about the wider world and issues that they are
likely to face, so that they can step into the world with a greater span of knowledge and the relevant toolkit to
make the most out of their lives.
HOW THE SUBJECT IS TAUGHT
The teaching of PSHE is taught through the diverse subjects offered via the Citizenship/Careers/PSHE carousel.
Pupils receive thirty minutes of PSHE per week through the two years.
A number of areas of PSHE are covered within the two years and they are taught by a number of different staff.
Pupils will spend 6-9 weeks with each member of staff before moving onto a new topic with a different
member of staff.
THE SYLLABUS
The following areas are covered in Year 10
The following areas are covered in Year 11

Relationships and Sex Education


Economic Awareness

Drugs (including tobacco) and Alcohol
Awareness
Personal Finance
ASSESSMENT AND REPORTING
Assessments are carried out using different techniques. Some units of work are assessed by researching current
issues, while others are based on written tests. Students are assessed throughout the course by their ability to
form educated discussions and make sensible decisions based on material provided. Half-term grades will be
sent out at the normal times of school half-term grades and reflect the attainment and effort made by students
in their lessons.
RELEVANCE
PSHE, perhaps more than any other subject, has a direct relevance to our pupils’ lives. The issues that will be
studied during the course will no doubt present or will have already presented themselves to students by KS4.
While we do our best to ensure that we keep students away from drug, tobacco and alcohol abuse, encourage
them to make good use of their money and make informed decisions before embarking upon sexual activity, it
is the students who are ultimately responsible for this themselves; they cannot be watched and guided all of the
time. The programme not only allows students to make relevant decisions that will allow them to get the most
out of their school careers it also does this for their whole lives, which have too often been ruined by people
being misinformed and making poor choices.
23
GCSE RELIGIOUS STUDIES
THE NATURE OF THE SUBJECT AND ITS RELEVANCE
All pupils must study compulsory Religious Education in PSHE; however, this does not lead to GCSE. At the end
of Year 9, pupils can opt to study Religious Studies GCSE. The GCSE in RS is one of the Humanities options and a
popular one at Adams’. The Specification builds on work covered in KS3 RS and also prepares pupils well for A
level Religious Studies.
The course does not require any religious belief but pupils must be prepared to consider the ideas of others as
well as their own. The topics covered and the skills required are useful across the curriculum ~ there are
particular links to PSHE, Citizenship, Geography, History, English, Biology, Business Studies and ICT. Skills
required and developed include evaluation, analysis, discussion, research, listening, debating, reading, essay
writing, ICT and sensitivity to others.
The course allows the pupils opportunities to explore issues that interest them and to think through important
questions which reach the very heart of life. Pupils are free to think, question and reason for themselves but
are asked to develop an understanding of the beliefs of others. Lessons and homework include discussion,
debate, research, presentations, watching videos, use of computers and individual thought, besides reading,
listening and, of course, taking notes and revision.
SPECIFICATION
The course follows AQA’s Religious Studies Specification B: Ethics, Philosophy and Religion in Society (4055),
which involves the study of two modules to obtain a full GCSE in the subject area. Both modules relate mainly
to Christianity but all other world religions will also be studied at various points.
Module/Unit 3: Religion and Morality. This covers religious attitudes to:
Topic 1 ~
Matters of Life (Medical Ethics)
Topic 2 ~
The Elderly and Death
Topic 3 ~
Drug Abuse
Topic 4 ~
Crime and Punishment
Topic 5 ~
Rich and Poor in British Society
Topic 6 ~
World Poverty
Module/Unit 4: Religious Philosophy and Ultimate Questions
Topic 1 ~
The existence of God
Topic 2 ~
Topic 3 ~
The Problems of Evil and Suffering
Topic 4 ~
Topic 5 ~
Miracles
Topic 6 ~
Revelation
Immortality
Science and Religion
THE EXAMINATION
The course is examined by two 1 hour and 30 minute examinations, each worth 50% of the total marks. Both
exams will be taken at the end of Year 11. In preparation for these examinations there will be after-school
revision sessions available for all pupils, where topics, essay writing techniques and revision/examination skills
will be discussed. (N.B. There is no coursework in either year.)
BEYOND GCSE
The Religious Studies A level course meets with up-to-date ideas on the Developments in Christian Thought and
includes the popular study of Philosophy of Religion which builds on our heritage and demands that students
reflect on issues which reach the very heart of life. No RS GCSE study is required for progression onto A level,
although it is beneficial. The A level itself provides a foundation for degree level study of Philosophy and/or
Theology. (It also provides skills of analysis, evaluation and essay writing that can be transferred or used in
other degree areas such as Law, Medicine, English and PPE etc.) A level RS, with appropriate supporting
subjects provides a good basis for a wide variety of careers, since it shows that the candidate is able to
understand complex ideas, think originally, consider and respect different points of view, produce structured
written work and debate. It is a very marketable qualification in the work place since it demonstrates that a
number of skills have been acquired besides a knowledge and understanding of complex issues and of other
people. In this multi-faith culture it is essential to have awareness of other faiths in the workplace. Religious
Studies, Philosophy and Theology have particular relevance to careers in areas such as law, the police force,
medicine, journalism, teaching, the HM forces, the ministry and the civil service. Religious Studies has a broad
subject and a variety of transferable skills which provide an excellent combination with Arts and Humanities
subjects, such as English, Government and Politics, Geography, History, Biology, Art and Critical Thinking.
24
GCSE SPANISH
NATURE OF THE SUBJECT
The four language skills tested are: Listening, Reading, Speaking and Writing. In the global society in which we
now live, all pupils should study Modern Foreign Languages in order to enhance their future career prospects.
An appreciation of the language and culture of the wider world is regarded as of paramount importance in all
spheres of work.
It is also suitable for students who wish to communicate in a foreign language in both written and spoken
format for social or work related reasons.
They should have a good grasp of the grammar covered in Key Stage 3, in particular tenses and word order.
SYLLABUS
The examinations are conducted through the WJEC Board. The emphasis is on communicating in the target
language although a grasp of basis grammar is important.
Topics vary from Holidays to Food and Drink, from Travel to Entertainment.
EXAMINATION
1.
Listening (20% of the exam):
There is five minutes reading time at the start. A range of question types, all in English is used to test the
articles on the tape. These may include true/false, gap filling or multiple choice. All responses are in English.
2.
Speaking (30% of the exam):
This consists of a presentation and a structured conversation.
3.
Reading (20% of the exam):
The test consists of short items from instructions, notices etc., together with longer items from magazines,
newspapers etc. Comprehension will be tested by a range of question types, only requiring responses in
English.
4.
Writing (30% of the exam):
This will consist of two controlled assessments.
DICTIONARIES are not allowed in the exam apart from in the writing of the assessments.
COURSE BOOK
Mira, following on from Mira 3, is used in both Year 10 and 11. More use is made of worksheets for problem
solving activities and group work.
VOCABULARY
In Year 10/11 pupils are issued with their own vocabulary books based on GCSE syllabus word lists.
FOREIGN VISITS
Language trips to Barcelona will be possible in Year 10 and year 11, to maximise the use of the target language.
STUDYING POST-16
Languages at ‘A’ level follow on closely from GCSE and the National Curriculum. Great emphasis is placed on
using the target language in the classroom. The same skills are tested as at GCSE; speaking skills carrying the
greatest weighting.
The importance of languages in the workplace is reflected in the increasing range of combined courses offered
by Universities such as Spanish and Engineering. In view of this trend, students are given the opportunity to
carry out work experience in Spain in the Lower Sixth and Upper 6th.
25
GCSE Summary of Methods of Assessment
(figures in percentages)
Examination
Coursework/
Controlled Assessment
Art
60
40
Biology
100
0
Business Studies
75
25
Chemistry
100
0
Design Technology
Product Design
40
60
English
40
60 (20 oral)
English Literature
75
25
French
70 (30 speaking)
30
Geography
75
25
German
70 (30 speaking)
30
History
75
25
Information
Technology
40
60
Mathematics
100
0
Additional
Mathematics
100
0
40
60
P E Studies
40
60
Physics
100
0
Religious Studies
100
0
Spanish
70 (30 Speaking)
30
Music
*ISA = Individual Skills Assessment
26
GCSE INTERNAL ASSESSMENT APPEALS PROCEDURE
Where marked work forms a component in the overall mark awarded at GCSE or A level, you have the right to
appeal against the procedure taken by the teacher (not the mark award) if you believe this was not conducted
in line with other candidates across the school or out of step with the Examination Board (Awarding Body)
regulations.
Please note that teachers do not have to accept work if submitted after a stated deadline.
1
Appeals should be made as soon as possible, and must be made before the start date for Study Leave.
2
Appeals should be made in writing to the Examinations Officer who will investigate the appeal. If the
Examinations Officer was directly involved in the assessment in question or is unable to conduct an
investigation, (s)he will appoint another member of staff of greater seniority (most likely the Assistant
Headmaster – Curriculum) to conduct the investigation.
3
The Investigating Officer will decide whether the process used for the internal assessment conformed
to the requirements of the Awarding Body and the examinations code of practice of the QCA. This will
be done before the end of June.
4
You will be informed in writing of the outcome of the appeal, including any correspondence with the
Examination Board, any changes made to the assessment of your work, and any changes made to
improve matters in future.
5
The outcome of the appeal will be made known to the candidate, the candidate’s parent(s)/guardian,
the Head of Department and the Headmaster. A written record of the appeal will be kept for twelve
months and made available to the Awarding Body at their request. Should the appeal bring any
significant irregularity to light, the Awarding Body will be informed. After work has been assessed
internally, it is moderated by the Awarding Body (Examinations Board) to ensure consistency between
centres. Such moderation frequently changes the marks awarded for internally assessed work. That is
outside the control of this school and is not covered by this procedure. If you have concerns about it,
please ask for a copy of the appeals procedure of the relevant Examinations Board.
External Examination Appeals Policy (EAR’s)
Results
Results will be available for collection on the day notified by the Awarding Bodies only.
If a candidate is unhappy with the mark they can approach the Exams Office for details of a remark this also
includes the cost.
The candidate must sign a consent form on the understanding marks do go down as well as up. This will be
submitted through the Exams Office and the candidate will be informed of the result.
If the grade either of the GCE or GCSE goes up then a refund will be made. A refund isn’t available if just the
marks or module grade increases.
The target for completion is within 30 calendar days of the awarding body receiving the request. The exception
to this is when a GCE request is made, and a place in higher education is dependent on the outcome. The target
for this is within 18 days of the awarding body receiving the request.
The appeals process is available to all candidates who remain dissatisfied after receiving the outcome of
enquiry about results. It must be submitted within 14 calendar days of the notification of the outcome of
enquiry. Certain criteria must be met and Appeals generally do not involve further reviews of marking of
candidates work.
For any further information contact the Exams Officer.
27
SECTION THREE : OPTIONS QUESTIONNAIRE
Options Choices : Year 10: GCSE Questionnaire ~Parent/Student copy
Options Choices : Year 10: GCSE Questionnaire ~Copy to return to School on 14th
February 2013
28
NAME ..........................................................................
FORM .......................................
OPTIONS CHOICES: YEAR 10: GCSE (2013 - 2015)
You will be studying TEN GCSEs, including English Language, English Literature, Mathematics, Biology, Chemistry
and Physics.
1. Choose which Modern Language you would like to study of the following:
a)
b)
c)
French
German
Spanish
If you wish to study more than one language, tick
one here and then tick another one in section 3.
2. Choose which Humanity you would like to study of the following:
a)
b)
c)
Geography
History
Religious Studies
If you wish to study more than one humanity, tick
one here and then tick another one in section 3.
3. Choose the two options you wish to study. Please tick your choices:
Art
History
Business Studies
Information Technology
Design Technology
Music
French
Physical Education Studies
Geography
Religious Studies
German
Spanish
CHOICES YOU MAKE NOW CAN BE ALTERED BEFORE THE 8th MARCH 2013
(subject to the timetable and setting being able to accommodate it)
Please state overleaf any problems you had in making your option choices.
Signature of student:…………………………………………………………...Date:……………………
Signature of parent/guardian:………………………………………………Date:…………………….
KEEP THIS PAGE FOR YOUR OWN REFERENCE
AND RETURN THE OTHER COPY TO YOUR FORM TUTOR
29
NAME ..........................................................................
FORM .......................................
OPTIONS CHOICES: YEAR 10: GCSE (2013 - 2015)
You will be studying TEN GCSEs, including English Language, English Literature, Mathematics, Biology, Chemistry
and Physics.
1. Choose which Modern Language you would like to study of the following:
a)
b)
c)
French
German
Spanish
If you wish to study more than one language, tick
one here and then tick another one in section 3.
2. Choose which Humanity you would like to study of the following:
a)
b)
c)
Geography
History
Religious Studies
If you wish to study more than one humanity, tick
one here and then tick another one in section 3.
3. Choose the two options you wish to study. Please tick your choices:
Art
History
Business Studies
Information Technology
Design Technology
Music
French
Physical Education Studies
Geography
Religious Studies
German
Spanish
th
CHOICES YOU MAKE NOW CAN BE ALTERED BEFORE FRIDAY 8 MARCH 2013
(subject to the timetable and setting being able to accommodate it)
Please state overleaf any problems you had in making your option choices over page.
Signature of student:…………………………………………………………...Date:……………………
Signature of parent/guardian:………………………………………………Date:……………………
RETURN TO YOUR FORM TUTOR ON THURSDAY, 14th February 2013
30