WHITMORE HIGH SCHOOL

YEAR 9, YEAR 10, YEAR 11

GCSE COURSES
2023 - 24
 Contents
(Click on the subjects to be directed to the page required)

Welcome
Contact Details .......................................................................................... Error! Bookmark not defined.
English ...................................................................................................................................................... 3
Maths ....................................................................................................................................................... 7
Religious Education .................................................................................................................................. 9
Science: Biology, Chemistry & Physics ................................................................................................... 11
Core Physical Education (Non-Examination) ......................................................................................... 14
Work Experience/Pastoral ..................................................................................................................... 16
Index ...................................................................................................................................................... 17
French / German ........................................................................................................................ 18
Geography.................................................................................................................................. 20
History ....................................................................................................................................... 21
Art & Design Courses ............................................................................................................................. 24
Ceramics/Painting & Drawing/Sculpture ..................................................................................... 24
Design & Technology Courses ................................................................................................................ 28
Design & Technology – Resistant Materials ................................................................................. 28
Food & Nutrition ........................................................................................................................ 29
Drama ........................................................................................................................................ 31
Music ......................................................................................................................................... 34
Media......................................................................................................................................... 36
Business Studies ......................................................................................................................... 38
Computer Science ....................................................................................................................... 40
Physical Education and Sports Studies ......................................................................................... 43
Sociology .................................................................................................................................... 47

The Core Compulsory Subjects
Course Content
English for Year 9 students covers the following areas. Throughout the year, students will have one
Literature-focused teacher and one Language-focused teacher, so will study two units concurrently.
Term Autumn
Language: Fiction Reading and Writing
Year 9 Skills
 Revising comprehension skills for
fiction extracts, with a focus on
theme and message
 Building more advanced language
analysis skills
 Exploring the effect of structure
 Building evaluation skills
 Writing accurate and effective
descriptive texts
 Creating compelling characters
and settings
 Creating compelling and
effectively structured narratives
Literature: “The Merchant of Venice”
 Reading a whole Shakespearean
play and exploring its key themes,
including prejudice, justice and
greed
 Exploring alternative ways in
which characters can be
interpreted
 Analysing Shakespeare’s methods
and their effects
 Exploring the impact of context on
the ways in which texts are
written and received
English for Year 10 students covers the following areas, focused on preparing students for the two GCSE
courses studied: English Language and English Literature.
Term Autumn
English
Spring
Language: Unseen Poetry
(students will start the summer non-
fiction unit before the end of term)
 Independently reading for
meaning in poetry
 Detailed analysis of linguistic and
structural choices in poetry
 Comparison of unseen poems
Literature: “Things Fall Apart”
 Reading a whole novel and
tracking the development of key
characters and themes, such as
identity, patriarchy and cultural
relativism
 Forming a critical opinion on a text
 Engaging with writer’s intention
 Exploring post-colonialism in
literature
Spring
Contents
Summer
Language: Non Fiction Reading and
Writing Skills
 Revising comprehension skills
for non-fiction texts, with a
focus on purpose and
perspective
 Exploring how writers use
language to present their
perspective
 Writing in the appropriate genre
and register
 Structuring how to write non-
fiction texts effectively
 Using a range of persuasive and
rhetorical devices
Language: Speaking and Listening
 Planning, structuring and
delivering an effective speech
on a topic of the students’
choice
 Listening to questions and
answering them effectively
Literature: “A Christmas Carol”
 Read a whole Victorian novel
and track the development of
key characters and themes,
including redemption, wealth vs
poverty and the religion
 Analysing how Dickens uses
language
 Exploring how the text is shaped
by key Victorian and Dickensian
context
 Structuring an effective GCSE
literature response
Summer
3
 Literature: An Inspector Calls
Year 10
 Reading a whole modern play and
studying its key themes, including
class, social responsibility and
generational change
 Analysing Priestley’s message and
intentions
 Analysing the dramatic choices
made by Priestley and their
significance / effect
 Exploring the impact of both
Edwardian and post-war context
on the content and reception of
the play
 Structuring an effective GCSE
literature response
Literature: “Power and Conflict” poetry
(part 1)
 Reading the “conflict” poems in
the AQA poetry anthology and
exploring their key themes,
including duty, loss and the effects
of conflict
 Analysing the poetic choices made
by the writers (linguistic and
structural) and the way they
shape meaning
 Exploring the relevant contextual
factors for each poem
 Making links between the poems’
messages, methods and contexts
 Structuring an effective GCSE
literature response
English for Year 11 students covers the following areas, focused on preparing students for the two GCSE
courses studied: English Language and English Literature.
Term Autumn
Language: Paper 1 (fiction) (students
will start the summer non-fiction unit
before the end of term)
 Revising comprehension skills for
fiction texts
 Detailed analysis of linguistic and
structural choices in fiction texts
 Evaluation of effect in fiction texts
 Effective narrative and descriptive
writing, with a focus on how to be
ambitious and original
 The requirements of GCSE Paper 1
and how to structure an answer to
each question effectively
Literature: “Macbeth”
(students will continue this unit into
the start of summer term)
 Reading a whole Shakespearean
play and tracking the
development of key characters
and themes, such as masculinity /
femininity, the supernatural and
ambition
 Analysing Shakespeare’s message
and intentions
 Analysing Shakespeare’s language
and dramatic choices
 Exploring the impact of both
medieval and Jacobean context on
the play and its messages
 Structuring an effective GCSE
literature response
Spring
Literature: “Power and Conflict”
poetry (part 2)
 Reading the “power” poems in
the AQA poetry anthology and
exploring their key themes,
including the power of nature,
abuse of power and the power
of identity
 Continuing to build the poetry
skills from Autumn term
Language: Paper 1 (fiction)
 Revising the skills and
knowledge studied in Spring in
preparation for the End of Year
exam
 Reaching for grades 8-9: how to
be detailed / perceptive /
compelling / convincing
Language / Literature: “A Christmas
Carol” SP&L
 Revise the key themes of the
novella, including redemption,
wealth vs poverty and the
religion
 Building a sophisticated critical
response to the text, informed
by context
 Planning, structuring and
delivering an effective speech
on a related topic of the
students’ choice
 Listening to questions and
answering them in a detailed
and thoughtful way
Summer
4
 Language: Paper 2 (non-fiction)
Year 11
 Revising comprehension skills for
non-fiction texts, with a focus on
understanding how the text type
and time of writing influences its
content and perspective
 Detailed analysis of linguistic and
structural choices in fiction texts
 Revising key skills, including
summary, inferences, language
analysis, comparison, and how
writers convey their perspectives
 Revising effective non-fiction
writing, with a focus on text-type,
audience, building a convincing
argument and structure
 Revising the requirements of GCSE
Paper 2 and how to structure an
answer to each question
effectively
Literature: Unseen Poetry
 Revising approaches for
independently reading for
meaning in poetry
 Detailed and ambitious analysis of
linguistic and structural choices in
poetry
 Comparison of unseen poems
 Structuring an effective GCSE
literature response
Literature: “An Inspector Calls”
 Revising the key themes and
contexts of the play
 Developing a critical perspective
 Exploring key extracts from the
play in detail, applying our
knowledge of how to analyse
language and dramatic techniques
 Structuring an effective GCSE
literature response
Literature: “Macbeth” Literature: “A Christmas Carol”
 Revising the key themes and  Revising the key themes and
contexts of the play contexts of the novella
 Developing a critical perspective  Developing a critical perspective
 Exploring key extracts from the  Exploring key extracts from the
play in detail, applying our novella in detail, applying our
knowledge of how to analyse knowledge of how to analyse
language and dramatic techniques language and structural
 Structuring an effective GCSE techniques
literature response  Structuring an effective GCSE
literature response
Literature: “Power and Conflict” poetry
Language and Literature: GCSE
 Revising the key themes and
revision
contexts of the AQA poetry
anthology  Revising the skills and
 Developing a critical perspective knowledge studied in the GCSE
on the texts and exploring key course to support students in
comparative threads across the preparing for their exams
collecting
 Revising approaches and
terminology for excellent close
poetry analysis
 Structuring an effective GCSE
literature response
Language: Paper 1 (fiction)
 Revising the requirements of GCSE
Paper 1 and how to structure an
answer to each question
effectively
 Revising excellent approaches to
the description / narrative writing
task, with a focus on how to be
original and ambitious in
approaches to stimuli, language
choices and structure

How Students Learn

In English lessons students take part in speaking and listening activities, writing tasks and reading tasks.
 During the speaking and listening activities students take an active role in group discussions, role
plays and paired and group presentations. These speaking and listening activities enhance the
students’ learning and help build their confidence in the classroom. Students will also have their
first chance to be assessed for the GCSE Speaking and Listening qualification this year.

 Writing skills are developed through a range of activities, including creative writing and analytical
writing.

5
  Reading skills are developed through the reading of a variety of fiction and non-fiction texts: for
example, a passage from a novel may be read and then closely analysed, students will comment
on the meaning of the language used.
The students are set individual targets on marked work in order to ensure they are aware of how to make
progress in English.
How Students are Assessed
Work is assessed in accordance with the school assessment policy. At the end of each unit, students will
sit an assessment task to measure students’ progress in key skills and knowledge relevant to the English
curriculum. The assessment tasks are designed to prepare students for GCSE skills, such as fiction and
non-fiction writing, and essay writing.
Homework
Homework tasks are designed either to prepare students for future learning – for example, by learning
key vocab or researching a particular topic / issue – or to consolidate and extend the work completed in
class.
Books and Equipment
Students will be provided with course resources which must be brought to each lesson. Please note that
students will have two English books in Year 9 – one for Language, and one for Literature.

How Parents can help

Parents and carers can help and support students in their learning by:
 listening to students read aloud
 encouraging visits to the school library and local library
 encouraging students to read a range of age-appropriate fiction texts (such as novels, short stories
and poems) and non-fiction texts (such as newspaper articles)
 assisting with the learning of new vocabulary and spellings
 supporting students with learning key quotes and context for literature units
 discussing issues that may have arisen from material studied in class or from items in the news
 helping students to improve upon their proof-reading skills
 discussing their English targets with students and supporting strategies which make these
achievable

Assessment
 English Language - Examination (100% of final GCSE grade)
 English Literature – Examination (100% of final GCSE grade)

Course Details:
Exam Board: AQA
GCSE English Language (8700)
https://www.aqa.org.uk/subjects/english/gcse/english-language-8700

Exam Board: AQA

GCSE English Literature (8702)
https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702

6
 Contents

Maths
Introduction
Mathematics is a compulsory subject and you will continue to study a wide range of mathematical topics
in years 9, 10 and 11. You will learn skills and develop ideas which are key to allowing Mathematicians,
Scientists and Engineers to understand the world around us.

Course Content

Term Autumn Spring Summer

Year 9 Geometry and measures Algebra Number
- Use the standard ruler and - Expanding products of two - Reverse percentages
compass constructions or more binomials - Compound interest and
- Use the basic congruence - Factorising quadratic decay
criteria for triangles (SSS, expressions of the form
SAS, ASA, RHS) 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 Algebra
- Apply angle facts, triangle - Rearrange formula to - Recognise and use
congruence, similarity and change the subject sequences of triangular,
use known results to obtain - Solve two linear square and cube numbers,
simple proofs simultaneous equations Fibonacci type sequences
- Enlargement of shapes algebraically and and simple geometric
- Use standard units of graphically progressions and other
measure - Solve linear inequalities sequences
- Interpreting maps and scale graphically - Recurrence relationships
drawings and use of - Iteration
bearings Number
- Know and apply formulae to - Highest common factor,
calculate volume and lowest common multiple,
surface area of cuboids, prime factorisation
right prisms, spheres, - Fractional indices
pyramids, cones and - Calculate with and
composite solids interpret standard form
- Pythagoras’s theorem and - Use inequality notation to
right-angled trigonometry specify simple error
intervals due to truncation
Rates of change or rounding
- Compound units (speed, - Apply and interpret limits
density, pressure) of accuracy, including
upper and lower bounds

Year 10 Numbers and the number system Geometry Probability

(Foundation) - Integers
- Fractions
- Decimals
- Powers and roots
- Set language and notation
- Percentages
- Ratio and proportion
- Degree of accuracy
- Standard form
- Applying number
- Electronic calculators
Equations, formulae and identities
- Use of symbols
- Algebraic manipulation
- Expressions and formulae
- Linear equations
- Simultaneous
equations
- Quadratic equations
- Inequalities
Sequences, functions and graphs
- Sequences
- Coordinates
- Straight line graphs
- Angles, lines and triangles - Theoretical and
- Polygons experimental probability
- Congruency - Venn diagrams
- Symmetry - Expected frequency
- Measures
- Constructions Exams
- Circle properties
Maths for work
- Geometrical reasoning
- Saving money
- Trigonometry and
- Budgeting
Pythagoras’ theorem
- Borrowing
- Mensuration of 2D shapes
- Payslips
- 3D shapes and volume
- Risk and reward
- Similarity
- Security and fraud
Transformation geometry - Planning a holiday
- Translation, reflection,
rotation, enlargement
linear
Statistics
- Graphical representation of
data
- Statistical measures

7
 Year 10 Numbers and the number system Graphs Statistics
(Higher) - Surds, manipulate surds and - Other graphs (cubic, - Graphical representation of
rationalising the exponential, reciprocal) data (frequency polygons,
denominator - Transformation of graphs histograms, cumulative
- Index laws frequency, box plots)
Equations, formulae and identities - Statistical measures
Equations, formulae and identities - Simultaneous equations
- Expressions and formulae (linear and quadratic) Equations, formulae and identities
- Quadratic equations algebraically and - Algebraic fractions
- Quadratic inequalities graphically - Proportion
- Algebraic proof
Sequences, functions and graphs Calculus
- Arithmetic series Geometry
- Quadratic sequences - Circle properties Exams
- Quadratic graphs
- Function notation Vectors Work in Maths
- Saving money
Geometry and trigonometry Probability - Budgeting
- Trigonometry and - Borrowing
Pythagoras’ theorem - Payslips
including 3D - Risk and reward
- Trigonometric graphs - Security and fraud
- Planning a holiday

Year 11 Non-calculator higher topics: Revision Exams

- Exact trigonometric values - Graphs
- Gradient of curve using - Shape and measures
tangent - Statistics and probability
- Area under a curve

Revision
- Number and algebra
See specification for more detail.
See specification for more detail.

What will I be doing in Mathematics lessons?

Our aim is that all students will develop their mathematical potential and that they will be stretched and
challenged by their mathematics lessons. Students will develop mathematical understanding, skills,
problem solving and the ability to reason mathematically and to communicate mathematical ideas. We
also aim to develop personal qualities such as being prepared to tackle the unfamiliar, to think creatively
in overcoming difficulties, to persevere, to be willing to check and monitor their own work, to develop
systematic working habits and to present work clearly and logically. Students are also encouraged to
develop independence in the use of computers and calculators and to make sensible decisions as to their
use. Students are encouraged to reflect on their own learning and to feel responsible for the development
of their own mathematical skills.

Assessment
The GCSE Mathematics exam will consist of three, equally weighted, written papers, each 1hr 30mins long
and worth 80 marks. A calculator can be used in two out of the three papers. There will be opportunities
to practise GCSE exam questions in class, and for revision during year 11.

Course Details:
Exam Board: Pearson Edexcel - GCSE Maths (1MA1)
https://qualifications.pearson.com/content/dam/pdf/GCSE/mathematics/2015/specification-and-
sample-assesment/gcse-maths-2015-specification.pdf

8
 Contents

Religious Education
Introduction
All students study Religious Studies at Key Stage 4. The course is statutory and all students during Years
9, 10 and Year 11 have one period a week of RE.
The course is designed to contribute actively to students’ spiritual, moral, social and cultural development.

Course Content
GCSE RE consists of TWO parts:

Part One: Study of two world religions

Beliefs and Teachings (beliefs about God, communities of faith, meaning and purposes of life) and
Practices (putting beliefs and teachings into action)

Part Two: Religious, Philosophical and Ethical studies in the modern world (how we respond to big
questions, social and moral issues). This consists of four units/themes: Religion, Human Rights & Social
Justice; Religion, Crime and Punishment; Religion, War and Peace; and Religion and Life.

Each unit includes opportunities for students to develop and demonstrate their understanding of religions
studied through application on the above themes and impact and influence in the modern world.

What will I do in Religious Studies lessons?

You will work in various ways during the course in order to help you to develop a variety of skills:
 demonstrate knowledge and understanding of religions;
 demonstrate knowledge and understanding of key sources of wisdom and authority including
scriptures which support contemporary religious faith;
 understand the influence of religion on individuals, communities and societies.
 understand significant common and divergent views between and/or within religions and beliefs;
 apply knowledge and understanding in order to analyse questions related to religious beliefs and
values; and
 construct well-informed and balanced arguments on matters concerned with religious beliefs and
values.

9
Term Autumn
Year Religion, Human Rights and Social Justice
9 religions)
- What is prejudice and discrimination?
- Do we have religious freedom in this country?
- How do religions respond to prejudice and
discrimination?
- Sexism and religion
- Sexual orientation and Discrimination
- Should we use positive discrimination to end
discrimination?
- Why is there a disparity of wealth?
- How does the government help the poor?
- How can the rich and poor gap be reduced?
- Are religious people more likely to help the
poor?
- How are the poor exploited?
- Is charity always good?
Spring Summer
Paper 1a: Beliefs #1 - (Choice of two Religion, Crime and Punishment
- Types & Causes of Crime
- Denominations – different paths; background - Good and Evil
and comparison - Aims of Punishment
- Nature of God: What are the attributes of the - Treatment of Prisoners & Parole
divine? - Corporal Punishment
- Problem of Evil and Suffering? The - Young Offenders
Inconsistent Triad - Forgiveness
- Creation and the problem of evil - Arguments for and against Capital Punishment
- Understanding God & Religious Views - Amnesty International
- Nature of God and Responsibility - Capital Punishment Debate
- Key religious figures, Prophethood and
leadership
- What are the roles of the founders?
- Religious Founders - what was their impact?

Year Religion, Peace and Conflict Paper 1a: Beliefs #2 - (Choice of two Religion and Life
10 religions)
- Peace & Justice - How did the world begin? (scientific theories)
- Reasons for conflict - What do religions believe about the soul? - Can the Genesis creation story be compatible
- Forgiveness and Reconciliation - How important is duty in religions? with science?
- Terrorism: Can violence be justified by - What is salvation/liberation and how can it be
religion? achieved? - Should religious believers work harder to fight
- Can war ever be justified? (Just War theory) - How do the ideas of life after death link to key climate change?
- What is Holy War? beliefs & practices? - How can the Earth (natural habitats and
- Weapons of Mass Destruction - The afterlife and judgement resources) be saved?
- Utilitarianism + Weapons of Mass Destruction - Different approached to divine
- Victims of War - How do religious people feel about animals?
- Role of Religion in peace keeping in the 21st (Use & Abuse)
century (Pacifism) - Should we experiment on animals?

- When does life begins?

- Abortion and the Law; Pro-life & Pro-choice
- Pressure Groups: Pro-life & Pro-choice
organisations

- Should euthanasia be legalised? (Right to Die /

Assisted Suicide)
- How long should we keep people alive? (the
Law / Challenges)
- Care for the dying: The Hospice Movement
- Abortion / Euthanasia Debate
Year Paper 1a: Practices Section REVISION EXAMS
11
Worship including (public v private worship) Staggered revision for both papers (1 and
Religious Leaders 2)
Religious Festivals
Focus on beliefs, Practices and reviewing
Religious Ceremonies
Pilgrimages the 4 themes for the exam.
Roles in the community
Faith in Action Environment
General practices

Homework
Homework tasks will be reflective of the tasks completed in the lesson, often asking students to
investigate current trends on certain topics or an exam practice question.

Assessment
Your final grade will be taken from all examinations held in Year 11:
Part One 50% and Part Two 50%

Course Details:
Exam Board: AQA
GCSE Religious Studies (8062)
https://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062

10
 Contents

Science: Biology, Chemistry & Physics

Introduction
All students follow a broad and balanced Science course, covering Biology, Chemistry and Physics. All
students will take either Combined Science (7-8 lesson per week) which is part of the core program or
Triple Science (9-10 lessons per week) which they can choose as one of their options.

Course Content
Combined (Double) Science

The course covers the following areas of study, designed to emphasise the relationship Science has with
the real world, whilst still incorporating key scientific ideas and skills.
Students taking Combined Science are awarded a ‘double’ grade eg grade 7-7.

The topics covered are:

Biology

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 9 B2 Keeping B2 Keeping B1 You and your B6 Life on Earth B5 Human body B5 Human body
Healthy Healthy genes Revision
B1 You and your B6 Life on Earth programme
genes Core Practicals
Year 10 B3 Food and B3 Food and B3 Food and B4 Using food and B4 Using food and B2,3 Revision
ecosystems ecosystems ecosystems controlling growth controlling growth Programme
Core Practicals B1 Revision Core Practicals
programme
Year 11 B1/2 Revision B3 Revision and B3/4 Revision and B5 Revision and B6 Revision and Core Practical
and exam exam practice exam practice exam practice exam practice revision
practice

Chemistry

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 9 Particle model History of the Covalent bonding Conservation of Electrolysis Corrosion and
and atomic atom and Charged atoms mass Core Practicals half equations
structure subatomic Groups 1,7,0 Reactivity and Life cycle
Gases and particles Displacement metal extraction
atmosphere Period table reactions
Potable water Electronic Ionic bonding
configuration Metallic bonding
Year 10 Review of Energy changes Crude oil and Material Purity Quantitative
bonding Bond energies fractional properties Separation Chemistry
Combustion Organic chemistry distillation Nano particles methods
Energy changes Giant structures Allotropes of Core Practicals
carbon

Year 11 Chemical Neutralisation Rates of reactions Equilibrium and Revision Revision

formulae Strengths of acids and Core Quantitative Programme Programme
Acid and alkali and alkalis Practicals chemistry
reactions Titrations
Core Practical

11
Physics

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 1

Year 9 Waves Electromagnetic Domestic Magnetism and Electrical work Circuit testing
Photon model spectrum electricity fields done Electrical power
Environmental Energy sources Electromagnets LDR and Transformers
issues Conservation of Resistance thermistor
Energy resources energy Circuits Series and
Efficiency parallel circuits
Year 10 Motion Momentum Conservation of Nuclear physics Density Review of energy
Velocity and Newton’s 1st and energy Radioactivity Specific heats sources,
acceleration 2nd laws Motor effect Half-life Particle models electromagnetis
Vectors Transformer Heat and m, forces and
Weight and mass Models of the temperature motion, radiation
Newton’s third atom Waves and
law photon model
Year 11 Material Specific latent Review of Review of Review density, Exam question
properties heat generation of circuits, elasticity and practice.
Hooke’s law Review of waves, electricity, magnetism, specific heat
Specific heat environmental current electromagnetis capacity.
capacity review issues with electricity, m, forces and
electromagnetic resistance energy, nuclear Exam question
waves physics and practice
Core practical radiation
review

Separate Sciences: Biology, Chemistry & Physics (Option – Triple Science)

Students who opt for Separate Science are awarded separate GCSE grades for Biology, Chemistry and
Physics. Students study all the Combined Science content plus additional topics including:

Biology
 B2.4 How can we identify the cause of an infection?
 B4.4 How is plant growth controlled?
 B6.2 How do sexual and asexual reproduction affect evolution?

Chemistry
 C2.5 What are the properties of transition metals?
 C4.2 What are the different types of polymers?
 C5.2 How do chemists find the composition of unknown samples?
 C6.4 How are chemicals made on an industrial scale?

Physics
 P1.4 What happens when light and sound meet different materials?
 P3.1 What is electric charge?
 P3.7 What is the process inside an electric generator?
 P5.3 How can radioactive materials be used to provide energy?
 P6.4 How does the particle model relate to pressure in fluids?

What will I be doing in Science lessons?

You will engage with the challenges of Science in everyday life. You will develop a critical, questioning
frame of mind, going ‘behind the scenes’ to understand the workings of Science and how it impacts upon
society. The course will help you to:
 Acquire a systematic body of scientific knowledge, and the skills need to apply this in new and
changing situations;
 Develop an understand of scientific ideas, of how they develop, of the factors which may affect
their power and of their limitations;
 Critically analyse data and draw conclusions;

12
  Select, organise and present information clearly and logically, using appropriate scientific terms
and convention, and ICT where appropriate;
 Interpret and evaluate scientific data and draw conclusions from a variety of sources; and
 Use the internet and/or more traditional sources of information (books, magazines, leaflets,
revision guide etc.) to collect data and ideas on a topic of scientific interest.

Homework
Science homework is set at least twice a week. Homework will consist of written tasks. Research or
revision of learning key facts using Q&A cards, mind-maps etc. When research tasks are set, the Library
and ICT rooms are available out of school hours. Each class has a minimum of three science teachers.
GCSE pod should also be used as part of students’ revision.
Assessment
100% written examinations taken at the end of Year 11 (Linear).

Course Details:
Exam Board: OCR
GCSE Combined Science (J260)
https://www.ocr.org.uk/Images/234597-specification-accredited-gcse-twenty-first-century-
science-suite-combined-science-b-j260.pdf

GCSE Separate Science Biology (J257)

https://www.ocr.org.uk/Images/234595-specification-accredited-gcse-twenty-first-century-
science-suite-biology-b-j257.pdf

GCSE Separate Science Chemistry (J258)

https://www.ocr.org.uk/Images/234599-specification-accredited-gcse-twenty-first-century-
science-suite-chemistry-b-j258.pdf

GCSE Separate Science Physics (J259)

https://www.ocr.org.uk/Images/234601-specification-accredited-gcse-twenty-first-century-
science-suite-physics-b-j259.pdf

13
 Contents

Core Physical Education (Non-Examination)

Please note that all students participate in Core PE lessons as part of their timetable at KS4, regardless of
whether they follow PE as an examination subject.

Introduction
In years 9, 10 and 11, you will have the opportunity to participate in a wide range of activities in Core PE
lessons. You will be encouraged to:
 Develop skills and competence to excel in a broad range of physical activities
 Engage in competitive sports and activities
 Be physically active for a sustained period of time
 Develop skills in leadership, teamwork and problem-solving
 Lead a healthy active lifestyle

Course Content
In years 9, 10 and 11, activities will include those which enable students to:

 Use and develop a variety of skills, tactics and strategies to overcome opponents in team and
individual games
 Develop their technique and improve their performance in other sports
 Take part in outdoor and adventurous activities in a range of environments which present
intellectual and physical challenges and which encourage pupils to work in a team, building on
trust and developing skills to solve problems, either individually or as a group
 Evaluate their performances compared to previous ones and demonstrate improvement across a
range of physical activities to achieve their personal best
 Continue to take part regularly in competitive sports and activities outside school through
community links or sports clubs.

Activities are completed in the following year groups:

Curriculum Choice
Athletics 9 10
Badminton 10 11
Basketball 9 10 11
Cricket 9 10 11
Table Tennis 10 11
Football 9 10 11
Handball 9 10 11
Fitness 9 10 11
Rounders/Softball 9 10 11
Dance 10 11
Gym/
Trampolining 9 10 11
Netball 9 10 11
OAA 10
Next Generation
games 11

Students will be assessed on their effort in trying to attain the Core and Advanced practical skills in the
table below.

14
 Trampolining/ Vault Table Tennis Cricket Badminton
Core Core Core Core
Tuck, Straddle, Pike shape Serve/return of serve Drive/Pull batting Short serve
Half, full twist Smash/Hit/Flick Defensive shots off front foot Return of serve
Forehand overheard clear
Seat, front, back landing Push Basic bowling technique
Forehand underarm clear
Maintaining tension + centring Topspin/Backspin Running between wickets Forehand smash
Advanced Advanced Stop/catch/pick up/throw/under/over Teamwork and communication
Swivel hips High toss service arm
Back to front/ front to back Slice/Chop Advanced Advanced
Half turntable Defensive shots off back foot
Loop/Counter-hit Flick serve
Front/back somersault
Block/ lob Square cut/hook batting Net shots
Maintaining height + centring
Sidespin/Corkspin Varied flight/line/speed/length Backhand overhead clear
Through vaults/headspring/ Fast/medium/spin bowling Backhand underarm clear
Handspring/round-off vault Footwork + positioning Backhand smash
Pick up and throw for a run out
Wicket keeping Footwork and core positioning
Stumping
Leg side takes and catches

Athletics Football Handball Netball

Core – Track Core Core Core
Starting / finishing Dribbling with both feet Catching two hands Footwork + pivoting
Posture/ Leg + arm action Short/long/lofted/grounded pass – Frontal/sideways/backwards catching Dodging
Head carriage dominant foot Shot stopping two hands (GK) Catching whilst stationary
Advanced - Track
Shooting – dominant foot Dribbling with dominant hand Chest/overhead/bounce/shoulder pass
Effective starting / finishing
Foot strike/ pacing Goal kicks/kick from hands/throws GK Passing standing/running Stationary shooting
Bend running Basic heading to control ball Shooting in place/leaning back Rebounds
Core – Jumps Blocking/marking a player Marking Player with the ball Marking player with ball
Run up Advanced Advanced
Take off on point Chest, thigh ball control Catching one handed assisted both
Arm + leg action Advanced
Non dominant foot passing sides
Flight + landing Catching on the run/in the air
Swerve/volley shooting Shot stopping one handed both
Advanced - Jumps Mid-long distance passing
Shooting – non dominant foot sides
Building speed for take off Stepping to shoot
Dribbling past opponent Dribbling with both hands
Transition between phases Shadowing/interception
Defensive/attacking heading Forward/vertical jumping pass
Movement beyond initial landing Marking player without the ball
Defending penalties/1 on 1 Feinting body position/shot/pass
Core – Throws Heading to control ball Jump shot/whilst falling
Initial stance + grip Jockeying Stealing the ball
Throwing action Screening an opponent
Release + follow through
Advanced - Throws
Use of travel – cross step/ glide/
rotation
Angle of release
Transition between phases

In Y9-11, Core PE students are assessed with effort grades only. -2, -1, 0, +1, +2.

15
 Contents

Work Experience/Pastoral

Work Experience

All students in Year 10 will have the opportunity to gain work experience.

This has been a successful feature of the school’s work for many years now. The aim is to provide, as
nearly as possible, the opportunity for each student to experience “working life”. In previous years
students have gained enormously from this scheme, which is part of the school’s wider Work Related
Learning programme.

Pastoral Lessons

Introduction

You will spend time each week with members of your form developing your knowledge, skills and
attitudes in the broadest sense, as a preparation for adult life.

In these sessions you will build upon your learning in other areas of the curriculum and raise many
challenging issues.

Course Content

Year 9 – Health and well-being, relationships, and living in the wider world
Year 10 – Health and well-being, relationships, and living in the wider world
Year 11 – Health and well-being, relationships, and living in the wider world

The school follows the framework for PSHE which is laid out by the PSHE association, and more detail on
what is covered can be found here;

https://www.pshe-association.org.uk/curriculum-and-resources/resources/programme-study-pshe-
education-key-stages-1%E2%80%935

What will I be doing in pastoral lessons?

Discussion plays an important role in the Pastoral period: you will be expected to adopt a mature and
responsible attitude when discussing issues. Similarly, when working in groups you will be expected to
co-operate with others to complete together a range of challenging and enjoyable tasks. As well as the
above topics, you will be making preparations for your work experience, which takes place at the end of
Year 10.

16
 Contents
Options Subjects

Index

(Click on the subjects to be directed to the page required)

BOX A – Modern Foreign Languages

French / German ......................................................................................................................... 18

BOX B - Humanities

Geography .................................................................................................................................. 20
History ........................................................................................................................................ 21

BOX C - Creative/Aesthetic Subjects

Art & Design Courses ............................................................................................................................. 24

Ceramics/Painting & Drawing/Sculpture ...................................................................................... 24
Design & Technology Courses ............................................................................................................... 28
Design & Technology – Resistant Materials .................................................................................. 28
Food & Nutrition ......................................................................................................................... 29
Drama ........................................................................................................................................ 31
Music.......................................................................................................................................... 34
Media ......................................................................................................................................... 36

BOX D - Additional GCSE's

Business Studies.......................................................................................................................... 38
Computer Science ....................................................................................................................... 40
Physical Education and Sports Studies ......................................................................................... 43
Sociology .................................................................................................................................... 47

GCSE Options Preference Form 2022 ....................................................... Error! Bookmark not defined.

To avoid repetition of information, some courses from other sections/boxes are also offered in Box D.
Further details can be found on the GCSE Options Preference Form which can be found at the end of
this guide.

17
 Options Subjects Index
Modern Foreign Languages
French / German
Introduction
Having studied French and German at Key Stage 3, you will already be familiar with a great deal of the
vocabulary and grammar you will need to study a Modern Foreign Language.
Apart from being able to communicate effectively with people in another language you will also:
 learn about the countries where the language is spoken;
 add an international dimension to your choice of GCSE subjects, which is valued by employers and
higher education providers;
 learn skills which are useful in a wide range of future careers, such as the ability to communicate
clearly and speaking confidently in public;
 have a greater prospect of working abroad or for companies in the UK with international links.

Course Content French

Term Autumn
Year 9 Theme 1 Identity and culture:
- Describing yourself and
others (personality and
physical)
- Talking about family
relationships
- Revisiting regular and
irregular verbs in the present
and future
- Talking about sport activities
Spring
Theme 1 Identity and culture:
- Talking about TV programmes
and films
- Talking about reading
- Talking about your life online
- Using the comparative and
superlative
- Revising the perfect tense
- Using the imperfect tense
Summer
Theme 1 Identity and culture:
- Describing festivals and family
celebrations
- Talking about marriage and
your ideal partner
- Shopping for clothes

Year 10 Theme 2 Local, national,
international and global interests
- Describing your town
- Describing the weather
- Talking about what you can
do in town
- Describing negative aspects of
your town
- Proposing solutions to
improve your town
- Using a range of negatives
- Describing community
projects
- Discussing future plans
Year 11 Theme 3: Current and future
study and employment
- Describing your school and
your timetable
- Talking about school rules
- Describing your school
uniform
- Describing your daily school
routine
- Describing a past trip
Theme 2 Local, national,
international and global interests
- Describing what you normally
do on holiday
- Describing your ideal holidays
- Using the conditional
- Booking plane/train tickets
- Booking hotels
- Ordering in a restaurant
Theme 3: Current and future study
and employment
- Talking about pros and cons of
jobs
- Talking about future plans and
careers
- Talking about part time jobs
and work experience
Revision of all 3 themes
Theme 2 Local, national,
international and global interests
- Talking about vices
- Describing your future plans to
remain healthy
- Discussing problems facing the
world
- Talking about protecting the
environment using
should/could
- Talking about volunteering
- Talking about the pros and cons
of big events
Exams

18
 Course Content German

Term Autumn Spring Summer

Year 10 Theme 2 Local, national,
international and global interests
- Describing your house and
your town
- Describing a typical day in
your town
- Talking about food and eating
out
Theme 2 Local, national,
international and global interests
- Describing different means of
transport
- Describing a journey
- Booking hotels and complain
about problems
- Understanding and giving
directions
- Ordering in a restaurant
- Buying souvenirs
Theme 2 Local, national,
international and global interests
- Describing the weather
- Describing what you normally
do on holiday
- Describing your future/ideal
holidays
- Describing negative aspects of
your town
- Proposing solutions to improve
your town

Year 11 Theme 3: Current and future Theme 2 Local, national, Exams

study and employment
- Describing jobs
- Talking about pros and cons
of jobs
- Talking about future plans
and careers
- Talking about part time jobs
and work experience
- Describing your daily routine
on school days and during
work experience
international and global interests
- Talking about vices
- Describing your future plans to
remain healthy
- Discussing problems facing the
world
- Talking about protecting the
environment using
should/could
- Talking about volunteering
- Talking about the pros and
cons of big events

Revision of all 3 themes

Assessment
The new GCSE specification demands that all four skills are assessed by final examination.
Students may be entered for either Foundation or Higher Tier examination in Languages.
Objective Weighting:

AO1 – Listening: understand and respond to different types of spoken language. 25%
AO2 – Speaking: communicate and interact effectively in speech. 25%
AO3 – Reading: understand and respond to different types of written language and translate a
short passage from the Target Language into English. 25%
AO4 – Writing: communicate in writing and translate short sentences and texts from English into
the Target Language. 25%

Course Details:
Exam Board: AQA
GCSE French (8658)
https://filestore.aqa.org.uk/resources/french/specifications/AQA-8658-SP-2016.PDF

Exam Board: AQA

GCSE German (8668)
https://filestore.aqa.org.uk/resources/german/specifications/AQA-8668-SP-2016.PDF

19

Introduction
Students will travel the world from the classroom, exploring case studies in the United Kingdom (UK),
newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include: climate
change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource
use. Students are also encouraged to understand their role in society, by considering different viewpoints,
values and attitudes.
Course Content
Term Autumn
Year 9 Tectonic hazards (Paper 1)
- The different types of natural hazards – and
vulnerability of populations.
- Structure of the earth and the physical features of
each layer.
- Different types of plate margins, including hot spots
and comparison of case study examples different
wealth (including effects and response)
- Management of tectonic hazards using (monitoring,
prediction, protection and planning)
Weather hazards (Paper 1)
- Global air circulation and the link with tropical
storms.
- How hurricanes are formed, case study of the effects
and response to Typhoon Haiyan, and an overview of
the impacts of climate change on the frequency,
distribution and magnitude of tropical storms.
- UK weather hazards including a case study of a UK
extreme weather event.
Year 10 The living World (Rainforests & Deserts) (Paper 1)
- Food chains and webs – focussing on a small UK
ecosystem. How abiotic/biotic features are
interdependent (nutrient cycle) and the impact of
changes in ecosystems.
- Rainforests, location, climate, structure and
interdependency. Deforestation of the Amazon, and
how it can be managed sustainably.
- Deserts; climate, location and adaptation.
Opportunities and challenges in the Western Desert
USA.
- Causes and solutions of desertification.
Year 11 The Changing Economic World (Paper 2)
- How development is measured and classified (Social
v economic indicators)
- Causes and consequences of uneven development
and links to the Demographic Transition Model
(DTM) and the strategies used to reduce the gap –
including tourism.
- Study of Nigeria as an NEE. Location, importance,
industrial structure, TNC involvement, impacts of
trade and aid.
- UK – change from industrial to a knowledge based
economy. Modern sustainable industry.
- UK – changes in rural economies (growth v decline).
- Developments in infrastructure and bridging the
North South divide.
- The importance of the UK internationally.
Assessment
Students will sit 3 exams at the end of Year 11.
Paper 1: Living with the physical environment (35%) Paper 2: Challenges in the human environment
(35%) Paper 3: Geographical applications – skills and Fieldwork (30%)
Course Details:
Exam Board: AQA GCSE Geography (8035)
https://www.aqa.org.uk/subjects/geography/gcse/geography-8035
Options Subjects Index
Humanities
Geography
Spring
Climate change (Paper 1)
- What is the evidence of past climate change and
periods of change.
- Why are climate is changing, human (including
deforestation and agriculture) and physical (orbital
change, solar output and volcanic activity)
- Mitigation including carbon capture and international
agreements. Adaptation, change in agricultural
systems and reducing the risk of sea level rise.
Coast (Dorset coastline) (paper 1)
- Coastal processes including effects of waves
(destructive/constructive) on coastlines. Weathering
and mass movement of material.
- Discordant and concordant coastlines and the
different landforms that are fond at each (examples
from the Dorset coastline)
- Coastal management (hard and soft) at Lyme Regis –
evaluating the impact of this.
Urban Issues and Challenges (Paper2)
- Growth of world cities (megacities) with causes.
(rural to urban migration, natural increase)
- Mumbai – location, importance, challenges and
opportunities.
- Solving urban and environmental problems in
Mumbai (Vision Mumbai)
- London – a major city in the UK. Impacts of
migration, opportunities and regeneration (Olympic
Village)
- Addressing urban issues; transport (TFL), urban
greening and sustainable urban living to address
challenges of growing cities.
Paper 3 Pre-release and field work review
- Thoroughly review and prepare for the pre-release
synoptic exam paper. Review and evaluate the
content, making links with previous topics in
preparation for Paper 3 exam.
Fieldwork review.
- Primary and secondary research, sampling methods,
presentation and analysis of fieldwork form year 10
in preparation for Paper 3.
Revision (Paper 1 and 2)
- Paper 1 and paper 2 structured review and
preparation for the final GCSE exams.
Summer
Rivers (Paper 1)
- River features and river processes
- The river valley long profile and cross
valley changes downstream
- River erosional landforms (examples
from the river Tees)
- River depositional landforms (examples
from the River Tees)
- Causes of flooding
- Flood Hydrographs
- Flood management hard and soft) at
Yarm, River Tees
Geographical skills and Issues Evaluation
(Paper 3)
- Map skills- grid references, distance,
relief, locating photographs on a OS map
- Unseen Fieldwork: What is fieldwork,
primary and secondary methods,
fieldwork techniques, data presentation
techniques.
- Issue Evaluation task: Thoroughly
review and prepare for the pre-release
exam paper. Review and evaluate the
content, making links with previous
topics in preparation for Paper 3 exam.
Resource Management (Paper2)
- Overview of the global
inequalities to access of food,
water and energy. UK provision of
resources.
- Food, changes in demand with
reasons, factors that affect supply
and impacts on food insecurity.
Strategies to increase food supply
and move to a sustainable future.
Field work (Paper 3 – 2 compulsory
fieldworks)
- Preparation and completion of
urban and physical fieldwork.
(Paper 3 exam prep)
Exams.
20

Introduction
GCSE History is an exciting course that covers a wide range of historical eras from medieval times to the
present day. Within GCSE History students will cover a range of different topics and themes. These include
a thematic study and historical environment, a period study, British depth study and modern depth study.
Through this, students will cover a range of British, European and world history.
Course Content
Term Autumn
Year 9 Medicine in Britain, 1250-present (Paper 1)
Medicine in Medieval England, 1250-1500
1 Ideas about the cause of disease and illness
- Supernatural and religious explanations of
the cause of disease.
- Rational explanations: the Theory of the Four
Humours and the miasma theory; the
continuing influence in England of
Hippocrates and Galen.
2 Approaches to prevention and treatment
- Approaches to prevention and treatment
and their connection with ideas about
disease and illness: religious actions,
bloodletting and purging, purifying the air,
and the use of remedies.
- New and traditional approaches to hospital
care in the thirteenth century. The role of
the physician, apothecary and barber
surgeon in treatment and care provided
within the community and in hospitals,
c1250–1500.
3 Case Study
- Dealing with the Black Death, 1348–49;
approaches to treatment and attempts to
prevent its spread.
Medical Renaissance in England, 1500-1700
1 Ideas about the cause of disease and illness
- Continuity and change in explanations of the
cause of disease and illness. A scientific
approach, including the work of Thomas
Sydenham in improving diagnosis. The
influence of the printing press and the work
of the Royal Society on the transmission of
ideas.
2 Approaches to prevention and treatment
- Continuity in approaches to prevention,
treatment and care in the community and in
hospitals.
- Change in care and treatment;
improvements in medical training and the
influence in England of the work of Vesalius.
3 Case Studies
- Key individual: William Harvey and the
discovery of the circulation of the blood.
- Dealing with the Great Plague in London
(1665): approaches to treatment and
attempts to prevent its spread.
Humanities
History
Spring
Medicine in Britain, 1250-present (Paper 1)
Medicine in 18th and 19th Century England, 1700-1900
1 Ideas about the cause of disease and illness
- Continuity and change in explanations of the
cause of disease and illness. The influence in
Britain of Pasteur’s Germ Theory and Koch’s
work on microbes
2 Approaches to prevention and treatment
- The extent of change in care and treatment:
improvements in hospital care and the
influence of Nightingale. The impact of
anaesthetics and antiseptics on surgery.
- New approaches to prevention: the
development and use of vaccinations and the
Public Health Act (1875).
3 Case Studies
- Key individual: Jenner and the development of
vaccination.
- Fighting Cholera in London (1854); attempts to
prevent its spread; the significance of Snow
and the Broad Street pump.
Options Subjects Index
Summer
Medicine in Britain, 1250-present (Paper 1)
Medicine in modern Britain, 1900-present
1 Ideas about the cause of disease and illness
- Advances in understanding the causes of illness
and disease: the influence of genetic and
lifestyle factors on health.
- Improvements in diagnosis: the impact of the
availability of blood tests, scans and monitors.
2 Approaches to prevention and treatment
- The extent of change in care and treatment.
The impact of the NHS and science and
technology: improved access to care; advances
in medicines, including magic bullets and
antibiotics; high-tech medical and surgical
treatment in hospitals.
- New approaches to prevention: mass
vaccinations and government lifestyle
campaigns.
3 Case Studies
- Key individuals: Fleming, Florey and Chain’s
development of penicillin.
- The fight against lung cancer in the twenty-first
century: the use of science and technology in
diagnosis and treatment; government action.
The British Sector of the Western Front, 1914-18
1 The British sector of the Western Front, 1914–18: injuries,
treatment and the trenches
- The context of the British sector of Western
Front and the theatre of war in Flanders and
northern France: the Ypres salient, the Somme,
Arras and Cambrai. The trench system - its
construction and organisation, including
frontline and support trenches. The use of
mines at Hill 60 near Ypres and the expansion
of tunnels, caves and quarries at Arras.
Significance for medical treatment of the
nature of the terrain and problems of the
transport and communications infrastructure.
- Conditions requiring medical treatment on the
Western Front, including the problems of ill
health arising from the trench environment.
The nature of wounds from rifles and
explosives. The problem of shrapnel, wound
infection and increased numbers of head
injuries. The effects of gas attacks.
- The work of the RAMC and FANY. The system of
transport: stretcher bearers, horse and motor
ambulances. The stages of treatment areas: aid
post and field ambulance, dressing station,
casualty clearing station, base hospital. The
underground hospital at Arras.
- The significance of the Western Front for
experiments in surgery and medicine: new
techniques in the treatment of wounds and
infection, the Thomas splint, the use of mobile
x-ray units, the creation of a blood bank for the
Battle of Cambrai.
- The historical context of medicine in the early
twentieth century: the understanding of
infection and moves towards aseptic surgery;
the development of x-rays; blood transfusions
and developments in the storage of blood.
21
Year 10 Early Elizabethan England, 1558-88 (Paper 2) Early Elizabethan England, 1558-88 (Paper 2) Superpower Relations and the Cold War, 1941-58 (Paper 2)

Key topic 1: Queen, government and religion, 1558–69
1 The situation on Elizabeth’s accession
- Elizabethan England in 1558: society and
government.
- The Virgin Queen: the problem of her
legitimacy, gender, marriage. Her character
and strengths.
- Challenges at home and from abroad: the
French threat, financial weaknesses.
2 The ‘settlement’ of religion
- Religious divisions in England in 1558.
- Elizabeth’s religious settlement (1559): its
features and impact.
- The Church of England: its role in society.
3 Challenge to the religious settlement
- The nature and extent of the Puritan
challenge.
- The nature and extent of the Catholic
challenge, including the role of the nobility,
Papacy and foreign powers.
4 The problem of Mary, Queen of Scots
- Mary, Queen of Scots: her claim to the
English throne, her arrival in England in 1568.
- Relations between Elizabeth and Mary,
1568–69.
Key topic 2: Challenges to Elizabeth at home and abroad,
1569–88
1 Plots and Revolts at home
- The reasons for, and significance of, the
Revolt of the Northern Earls, 1569–70.
- The features and significance of the Ridolfi,
Throckmorton and Babington plots.
Walsingham and the use of spies.
- The reasons for, and significance of, Mary
Queen of Scots’ execution in 1587.
2 Relations with Spain
- Political and religious rivalry.
- Commercial rivalry. The New World,
privateering and the significance of the
activities of Drake.
3 Outbreak of war with Spain, 1585-88
- English direct involvement in the
Netherlands, 1585–88. The role of Robert
Dudley.
- Drake and the raid on Cadiz: ‘Singeing the
King of Spain’s beard’.
4 The Armada
- Spanish invasion plans. Reasons why Philip
used the Spanish Armada.
- The reasons for, and consequences of, the
English victory
Key topic 3: Elizabethan society in the Age of Exploration,
1558–88
1 Education and leisure
- Education in the home, schools and
universities.
- Sport, pastimes and the theatre.
2 The problem of the poor
- The reasons for the increase in poverty and
vagabondage during these years.
- The changing attitudes and policies towards
the poor.
3 Exploration and voyages of discovery
- Factors prompting exploration, including the
impact of new technology on ships and sailing
and the drive to expand trade.
- The reasons for, and significance of, Drake’s
circumnavigation of the globe.
4 Raleigh and Virginia
- The significance of Raleigh and the attempted
colonisation of Virginia.
- Reasons for the failure of Virginia.
Superpower Relations and the Cold War, 1941-91 (Paper 2)
Key topic 1: The origins of the Cold War, 1941–58
1 Early tension between East and West
- The Grand Alliance. The outcomes of the
Tehran, Yalta and Potsdam conferences.
- The ideological differences between the
superpowers and the attitudes of Stalin,
Truman and Churchill.
- The impact on US-Soviet relations of the
development of the atomic bomb, the Long
and Novikov telegrams and the creation of
Soviet satellite states in Eastern Europe.
2 The development of the Cold War
- The impact on US-Soviet relations of the
Truman Doctrine and the Marshall Plan, 1947.
- The significance of Cominform (1947),
Comecon (1949) and the formation of NATO
(1949).
- Berlin: its division into zones. The Berlin Crisis
(blockade and airlift) of 1948-49 and its impact.
The formation of the Federal Republic of
Germany and German Democratic Republic.
3 The Cold War intensifies
- The significance of the arms race. The
formation of the Warsaw Pact.
- Events in 1956 leading to the Hungarian
Uprising, and Khrushchev’s response.
- The international reaction to the Soviet
invasion of Hungary.
Key topic 2: Cold War crises, 1958–70
1 Increased tensions between East and West
- The refugee problem in Berlin, Khrushchev’s
Berlin ultimatum (1958), and the summit
meetings of 1959–61.
- Soviet relations with Cuba, the Cuban
Revolution and the refusal of the USA to
recognise Castro’s government. The significance
of the Bay of Pigs incident.
- Opposition in Czechoslovakia to Soviet control:
the Prague Spring.
2 Cold War crises
- The construction of the Berlin Wall, 1961.
- The events of the Cuban Missile Crisis.
- The Brezhnev Doctrine and the re-
establishment of Soviet control in
Czechoslovakia.
3 Reaction to crisis
- Impact of the construction of the Berlin Wall on
US-Soviet relations. Kennedy’s visit to West
Berlin in 1963.
- The consequences of the Cuban Missile Crisis,
including the ‘hotline’. Attempts at arms
control: the Limited Test Ban Treaty (1963); the
Outer Space Treaty (1967); and the Nuclear
Non-Proliferation Treaty (1968).
- International reaction to Soviet measures in
Czechoslovakia.
Key topic 3: The end of the Cold War, 1970–91
1 Attempts to reduce tension between East and West
- Détente in the 1970s, SALT 1, Helsinki, and SALT
2.
- The significance of Reagan and Gorbachev’s
changing attitudes.
- Gorbachev’s ‘new thinking’ and the
Intermediate-Range Nuclear Force (INF) Treaty
(1987).
2 Flashpoints
- The significance of the Soviet invasion of
Afghanistan, the Carter Doctrine and the
Olympic boycotts.
- Reagan and the ‘Second Cold War’, the
Strategic Defence Initiative.
3 The collapse of Soviet control in Eastern Europe
- The impact of Gorbachev’s ‘new thinking’ on
Eastern Europe: the loosening Soviet grip on
Eastern Europe.
- The significance of the fall of the Berlin Wall.
- The collapse of the Soviet Union and its
significance in bringing about the end of the
Warsaw Pact.

Year 11 Weimar and Nazi Germany, 1918-39 (Paper 3) Weimar and Nazi Germany, 1918-39 (Paper 3) Exams.

Key topic 1: The Weimar Republic 1918–29 Key topic 3: Nazi control and dictatorship, 1933–39

1 The origins of the Republic, 1918-19 1 The creation of a dictatorship, 1933-34

- The legacy of the First World War. The
abdication of the Kaiser, the armistice and
revolution, 1918–19.
- The setting up of the Weimar Republic. The
strengths and weaknesses of the new
Constitution.
- The Reichstag Fire. The Enabling Act and the
banning of other parties and trade unions.
- The threat from Röhm and the SA, the Night of
the Long Knives and the death of von
Hindenburg. Hitler becomes Führer, the army
and oath of allegiance.

2 The early challenges to the Weimar Republic, 2 The police state

1919-23
- Reasons for the early unpopularity of the
Republic, including the ‘stab in the back’
theory and the key terms of the Treaty of
Versailles.
- Challenges to the Republic from Left and
Right: Spartacists, Freikorps, the Kapp
Putsch.
- The challenges of 1923: hyperinflation; the
reasons for, and effects of, the French
occupation of the Ruhr.
3 The recovery of the Republic, 1924-29
- Reasons for economic recovery, including the
work of Stresemann, the Rentenmark, the
Dawes and Young Plans and American loans
and investment.
- The impact on domestic policies of
Stresemann’s achievements abroad: the
Locarno Pact, joining the League of Nations
and the Kellogg-Briand Pact.
- The role of the Gestapo, the SS, the SD and
concentration camps.
- Nazi control of the legal system, judges and law
courts.
- Nazi policies towards the Catholic and
Protestant Churches, including the Reich
Church and the Concordat.
3 Controlling and influencing attitudes
- Goebbels and the Ministry of Propaganda:
censorship, Nazi use of media, rallies and sport,
including the Berlin Olympics (1936).
- Nazi control of culture and the arts, including
art, architecture, literature and film.
4 Opposition, resistance and conformity
- The extent of support for the Nazi regime.
- Opposition from the Churches, including the
role of Pastor Niemöller.
- Opposition from the young, including the Swing
Youth and the Edelweiss Pirates.

22
 4 Changes in society, 1924-29
- Changes in the standard of living, including
wages, housing, unemployment insurance.
- Changes in the position of women in work,
politics and leisure.
- Cultural changes: developments in
architecture, art and the cinema.
Key topic 4: Life in Nazi Germany, 1933–39
1 Nazi policies towards women
- Nazi views on women and the family.
- Nazi policies towards women, including
marriage and family, employment and
appearance.

Key topic 2: Hitler’s rise to power, 1919–33
1 Early development of the Nazi Party, 1920-22
- Hitler’s early career: joining the German
Workers’ Party and setting up the Nazi Party,
1919–20.
- The early growth and features of the Party.
The Twenty-Five Point Programme. The role
of the SA.
2 The Munich Putsch and lean years, 1923-29
- The reasons for, events and consequences of
the Munich Putsch.
- Reasons for limited support for the Nazi
Party, 1924–28. Party reorganisation and
Mein Kampf. The Bamberg Conference of
1926.
3 The growth in support for Nazis, 1929-32
- The growth of unemployment – its causes
and impact. The failure of successive Weimar
governments to deal with unemployment
from 1929 to January 1933. The growth of
support for the Communist Party.
- Reasons for the growth in support for the
Nazi Party, including the appeal of Hitler and
the Nazis, the effects of propaganda and the
work of the SA.
2 Nazi policies towards the young
- Nazi aims and policies towards the young. The
Hitler Youth and the League of German
Maidens.
- Nazi control of the young through education,
including the curriculum and teachers.
3 Employment and living standards
- Nazi policies to reduce unemployment,
including labour service, autobahns,
rearmament and invisible unemployment.
- Changes in the standard of living, especially of
German workers. The Labour Front, Strength
Through Joy, Beauty of Labour.
4 The persecution of minorities
- Nazi racial beliefs and policies and the
treatment of minorities: Slavs, ‘gypsies’,
homosexuals and those with disabilities.
- The persecution of the Jews, including the
boycott of Jewish shops and businesses (1933),
the Nuremberg Laws and Kristallnacht.
Structured revision that focuses upon Paper 1, 2 & 3.

4 How Hitler became Chancellor, 1932-33

- Political developments in 1932. The roles of
Hindenburg, Brüning, von Papen and von
Schleicher.
- The part played by Hindenburg and von
Papen in Hitler becoming Chancellor in 1933.

Assessment
Students will sit 3 exams at the end of Year 11.
Paper 1: Medicine in Britain, 1250-present (30%) Paper 2: Early Elizabethan England, 1558-88 &
Superpower Relations and the Cold War, 1941-91 (40%) Paper 3: Weimar and Nazi Germany, 1918-39
(30%)

Course Details:
Exam Board: EDEXCEL
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-
2016.coursematerials.html#%2FfilterQuery=category:Pearson-UK:Category%2FSpecification-and-
sample-assessments

23
 Options Subjects Index

Art & Design Courses

Ceramics/Painting & Drawing/Sculpture
Introduction
Art can be studied as either a 3D course in Sculpture or Ceramics, or as a 2D course in Painting & Drawing.
Each course follows the AQA syllabus and leads to a full GCSE award.

Course Content
Studying Art will allow you to develop knowledge and understanding of:
• a range of art, craft and design processes in either 2D or 3D;
• how ideas, feelings and meanings are conveyed in images and artefacts;
• how images and artefacts relate to their social, historical and cultural context;
• a variety of genres, styles and traditions, and the contribution of artists to continuity and change in art,
craft and design.

Assessment
Controlled Assessment is 60% of the final GCSE grade, with the examination paper and preparatory work
contributing to 40% of the final GCSE grade. The final 10-hour exam will be completed in school and
separated over a few days.

In order to receive your final grade and to celebrate your achievements, you will display your work in our
annual GCSE exhibition. Parents are invited and the exhibition is open to the public.

Course content
Painting and Drawing (Fine Art)
Term Autumn
Year 9
Find Art Food
Students research the work of different
artists and collect different images which
relate to the work of those artists on the
topic of food.
Students produce a range of small
original pieces which develop these
themes, before developing one of these
into a large final painting.
- images relating to surrealism or natural
Year 10
Fine Art: Surrealism with Still Life or
Natural Forms Project
Students enlarge one final idea to A2
scale for A04 GCSE assessment
objective.
Spring
Fine Art: Surrealism with Still Life or
Natural Forms Project
Students research the work of different
artists and collect different images which
relate to the work of those artists on
Surrealism relating to still life or natural
forms for A01 GCSE assessment
objective.
Students gather primary or secondary
forms and make studies in pencil and
with colour for A03 assessment objective.
-
Fine Art: Portraits and Identity Project
Students research the work of different
artists and collect different images which
relate to the work of those artists on the
theme of portraits for A01 assessment
objective.
Students gather primary or secondary
images relating to self- portraits and
personal identity images and make
studies in pencil and with colour for A03
assessment objective.
Summer
Fine Art: Surrealism with Still
Life or Natural Forms Project
Students produce a range of
small original final pieces for A02
assessment objective.
Then choose one final idea to
enlarge to A4 scale.
Fine Art: Portraits and Identity
Project
Students produce a range of
small original portrait final
pieces for A02 assessment
objective.
Then choose one final idea to
enlarge to A4 scale.

24
Year 11
Fine Art: Portraits and Identity
Project
Students enlarge one final portrait idea
to A2 scale for A04 GCSE assessment
objective.
Term Autumn
Year 9
Introduction to Contemporary
Ceramic
Students research the work of
different Ceramic artists and
collect different images which
relate to the work of those
artists on the topic
Contemporary Ceramic for A01
GCSE assessment objective.
Year 10
Introduction to Contemporary
Ceramic
Students enlarge one final
small scale 3D ceramic form to
large scale size for A04 GCSE
assessment objective.
Year 11
Soldwedal Project
Students enlarge one final
small scale 3D ceramic form to
large scale size for A04 GCSE
assessment objective
Year 11 Fine Art exams.
Exam content – Fine art GCSE exam Students then enlarge one final
paper set by AQA with project themes painting to A2 scale for the
Students research the work of different GCSE exam.
artists and collect different images which
relate to the work of those artists, to
produce one exam sketchbook.
Students produce a range of small
original prep ideas and then to A4 scale
in colour.
Ceramics
Spring Summer
Introduction to Contemporary Ceramic Introduction to Contemporary
Students gather primary and secondary resources Ceramic
relating to their personal responses and make Students continue producing a
pencil or mix media studies for assessment serious of 3D small scale ceramic
objective A03. sculptures for A02 assessment
objective.
Students begin producing a range of small
contemporary ceramic 2D and 3D pieces from
their prep ideas for A02 GCSE assessment
objective.
Soldwedal Project Soldwedal Project
Students research the work of Pamela Students begin producing a range
of small ceramic 2D pieces. Then
Soldwedal and other ceramic artist. Students
into 3D pieces from their prep
collect different images which relate to the
ideas for A02 GCSE assessment
different artists work and make studies for objective.
A01 GCSE assessment objective.
Students gather primary and secondary resources
relating to their personal responses with the
Soldwedal project and make pencil or mix media
studies for assessment objective A03.
Year 11 3D exam
Exam content – 3D design GCSE exam paper set Students then enlarge one final
by AQA with project themes 3D ceramic form for the GCSE
Students research the work of different 3D artists exam.
and collect different images which relate to the
work of those artists, to produce one exam
sketchbook.
Students produce a range of small original prep 3D
ideas for the exam.
25

Term Autumn
Year 9
Contemporary Forms
Students research the work of
different contemporary sculpture
artists and collect different images
which relate to the work of those
artists on the topic for A01 GCSE
assessment objective.
Sculpture
Spring Summer
Contemporary Forms Contemporary Forms
Students gather primary and secondary Students continue producing a
resources relating to sculpture themes with serious of 3D small scale
their personal responses and make pencil or mix sculptures for A02 assessment
media studies for assessment objective A03. objective.
Students begin producing a range of small
contemporary sculpture 2D and 3D pieces from
their prep ideas for A02 GCSE assessment
objective.

Year 10
Contemporary Forms
Students enlarge one final small
scale 3D sculpture form to large
scale size for A04 GCSE assessment
objective.
Life size head portrait & Figures Project Life size head portrait &
Students research the work of sculpture artists Figures Project
using portraits or full figures. Students collect
different images which relate to the different Students begin producing a
artists work and make studies for A01 GCSE range of small heads or figures in
assessment objective. 2D. Then into 3D pieces from
Students gather primary and secondary their prep ideas for A02 GCSE
resources relating to their personal responses assessment objective.
with life size head or with figures for the project
and make pencil or mix media studies for
assessment objective A03.

Year 11
Life size head portrait & Figures
Project
Students enlarge one final small
scale 3D head or figure to large scale
size for A04 GCSE assessment
objective
Year 11 3D exam
Exam content – 3D design GCSE exam paper Students then enlarge one final
set by AQA with project themes 3D sculpture form for the GCSE
Students research the work of different 3D exam.
artists and collect different images which relate
to the work of those artists, to produce one
exam sketchbook.
Students produce a range of small original prep
3D ideas for the exam.

Homework
Homework is part of the preparation for Controlled Assessment and counts towards the final GCSE grade.

How parents can help

We expect our students to do extensive research in order to develop and refine their ideas. They should
also regularly draw from different sources and experiment where possible with the different techniques
that they have been taught. A kit of basic art materials to use at home is both a help and an
encouragement to succeed. Visits to museums and art galleries are also very helpful.

Useful books
Useful reference materials will be advised by the specialist teacher. We have a good selection of reference
books within the school library and the Art Department, but access to local libraries, the Internet and
encyclopaedia are very helpful. You will be encouraged to buy the book “AQA Art and Design Student
Handbook for GCSE” published by Nelson Thornes Ltd. and, in Year 11, the “GCSE Bitesize Revision for Art
and Design”. The BBC Bitesize website for GCSE Art and Design or AQA’s GCSE Art and Design page are
also useful online reference points to support revision and understanding of the GCSE specification.

26
Course Details:
Exam Board: AQA
GCSE Art & Design Fine Art (8202/C & 8202/X )
GCSE Art & Design 3D Design (8205/C & 8205/X)
https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206

27
 Options Subjects Index

Design & Technology Courses

Design & Technology – Resistant Materials
Introduction
In GCSE Design & Technology, you will extend your skills from Years 7 and 8 and develop your knowledge
and understanding in designing and making high-quality products. You will develop a range of creative,
technical and practical skills. The products you will make in preparation for your GCSE coursework include
a Car Project in Year 7 and a Mirror Stand in Year 8.
Following on into Year 9, where you will be studying the RMT curriculum for GCSE, you will be focusing
around developing your skills, design process knowledge, theory acquisition and material understanding
through the planned program of study as detailed below:
Term Autumn Spring Summer
Year 9 Pen project- Mechanical Toy Project Clock Project
computer based skills being taught to - Students learn about types of
students, to stock students on the use movements, levers, mechanical - The clock project inspires students to look at the ‘work
of computer programs that we systems, structures and forces and of others’, which is an integral part of the RMT
regularly use in DT to produce GCSE how to use these in the designing and curriculum, and drawing inspiration from these
NEA presentations, so they can use making of an aesthetically pleasing, sources, students design a clock which will be base
these skills going forward into other functional robot toy product.
mounted, and aesthetically pleasing. Students create
RMT GCSE projects in the run-up to
the clock face itself using CAD-CAM systems, whilst
their NEA at the end of Year 10.
using hand making and machine skills to fabricate
Students learn how to proficiently use their desired clock design.
PowerPoint, Excel, 2D Design, Google
Sketch-up, how to use different
drawing systems and how to execute
different areas of the design process.

Box Project
- Skills focused practical project
based around students
completing a storage box, using
workshop hand tools and
machines. Students learn
about marking-up, cutting,
shaping to waste margins,
smoothing, applying an
aesthetic paint design and
about material finishes.

-
Year 10 Clock Project-
The clock project inspires students to
look at the ‘work of others’, which is an
integral part of the RMT curriculum,
and drawing inspiration from these
sources, students design a clock which
will be base mounted, and aesthetically
pleasing. Students create the clock
face itself using CAD-CAM systems,
whilst using hand making and machine
skills to fabricate their desired clock
design.
Lamp Project
Focusing around a specific group of clients, students
are encouraged to think about the needs and design
requirements of their clientele, and to contextualise
this into a functional nightlight lamp. Students study
industrial manufacturing methods, electronic
systems, assemble an electronic circuit, and use hand
and machine skills to shape materials at their
disposal in generating an industrially viable
nightlight.
Theory module-
Students study a host of theory based material from the GCSE national
curriculum for RMT, and complete a range of tasks, and exam-style questions
to develop their knowledge ahead of their mock exams at the end of the
term. The knowledge they learn will also be put into action and referred
back to in their major projects.
Major Project- Otherwise referred to as the ‘NEA’, students are working to a
set range of contexts released from their exam board, and are expected to
select a product that fits within their chosen context. Students work within
the confines of the design process, to explore design ideas, materials and
processes appropriate for the fabrication of their design. The expectation is
that all pupils produce a written folio of work towards their major project,
which comprises of 6 sections altogether, that is worth 50% of their final
GCSE grade for the subject.

Year 11 Major Project-
Otherwise referred to as the ‘NEA’, students are
working to a set range of contexts released from their
exam board, and are expected to select a product that
fits within their chosen context. Students work within
the confines of the design process, to explore design
ideas, materials and processes appropriate for the
fabrication of their design. The expectation is that all
pupils produce a written folio of work towards their
major project, which comprises of 6 sections
altogether, that is worth 50% of their final GCSE grade
for the subject.
In Year 10, students will produce the first 2 sections of their written folio
towards their major project. Upon returning in Year 11, students continue
with their major project, working on completing the next 4 sections.
Major Project- Otherwise referred to as the ‘NEA’, Exam Preparation- Students cover the RMT GCSE curriculum, with exam
students are working to a set range of contexts style questions and practice, to ready them for their upcoming examination
released from their exam board, and are expected to in the subject, which is worth 50% of their final GCSE grade.
select a product that fits within their chosen context. EXAMINATION- With planned study leave, student embark on end of year
Students work within the confines of the design preparation ahead of their exam in June.
process, to explore design ideas, materials and
processes appropriate for the fabrication of their
design. The expectation is that all pupils produce a
written folio of work towards their major project,
which comprises of 6 sections altogether, that is
worth 50% of their final GCSE grade for the subject.
Exam Preparation- Students cover the RMT GCSE
curriculum, with exam style questions and practice,
to ready them for their upcoming examination in the
subject, which is worth 50% of their final GCSE grade.

Course Details:
Exam Board: AQA
GCSE Design & Technology (8552)
https://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-8552

28
 Options Subjects Index
Design & Technology Courses
Food & Nutrition
Introduction
In GCSE Food Preparation and Nutrition, students will learn about nutrition and the importance of healthy
eating with a focus on meeting the dietary needs of individuals. Students develop their practical skills
through a number of design and make tasks.

Term Autumn Spring Summer

Year 9 Nutrients Nutritional needs and health British and international cuisines
- The functions of nutrients in the body. - What is meant by a healthy, balanced diet The definition of cuisine and the features and
- The main sources of nutrients in the diet. - How eating a variety of foods can give us a healthy characteristics of cuisines from Britain and other
- The effects of a deficiency or an excess of nutrients in diet countries.
the diet. - How to provide the right diet for different people at - Traditional cuisines
- The amount of nutrients needed every day for different life stages. E.g. children, adults, teenagers - England
different life stages elderly. - Italy
- Protein - How to carry out nutritional analysis - Morocco
- Fats - Diet nutrition and health
- Carbohydrates - The major diet- related diseases: obesity, Sensory evaluation
- Vitamins cardiovascular disease, type 2 diabetes - How senses influence food choice
- Minerals - How we taste food
- Water Factors affecting food choice - Sensory testing methods used to
- Factors that influence food choice evaluate food
Nutritional needs and health - Food choices (religion and culture, ethical and moral - How to set up a food tasting
- Energy needs beliefs and medical conditions) panel
- Making informed food choices for a varied diet - Food labelling and marketing influences ( why food
labels are used and how they influence food choice, NEA 2
what the law says about food labelling, how to - Practice NEA 2 ready for year 11
interpret nutritional label and marketing influences)

Year 10 Food spoilage and contamination Environmental impact and sustainability Cooking food and heat transfer
- Micro- organisms and enzymes - Food sources - Why food is cooked and how heat
- The signs of food of food spoilage - Food and environment is transferred to food
- Micro-organisms in food production - Sustainability of food - Selecting appropriate cooking
- Bacterial contamination methods
Processing and production
Principals of food safety - Food production Functional and chemical properties of food
Buying and storing food - Technological developments associated with better - Proteins
Preparing, cooking and serving food health and production - Carbohydrates
- Fats and oils
- Raising agents

NEA 1
- Practise NEA1 ready for year 11

Year 11 NEA 1 AQA coursework part 1 NEA2 coursework part 2 Exams

Food Investigation (30 marks) Food preparation (70 marks) - Practical exam. (3hours)
- Research (6 marks) - Research (6 marks) - Written paper
- Investigation (15 marks) - Demonstrating technical skills (18 marks)
- Analysis and evaluation (9 marks) - Planning the final menu (8 marks)
Understand the science and functions of ingredients - Making the final dish (30 marks)
- Proteins - Analysis and evaluation (8 marks)
- Carbohydrates
- Fats and oils - Apply technical skills and language to written
- Raising agents work
- Develop high level practical skills, selecting
Apply technical skills and language to written work and using a range of equipment;
- Carry out sensory testing and adapt products
to suit individual needs.

Assessment
The course is assessed by a Non-Examination Assessment and one final examination.

 The Non-Examination Assessment accounts for 50% of the final GCSE grade. The Assessment is
broken into two parts. Food investigation and Food preparation.
Food Investigation (30 marks)
- Research (6 marks)
- Investigation (15 marks)
- Analysis and evaluation (9 marks)

Food preparation (70 marks)

- Research (6 marks)
- Demonstrating technical skills (18 marks)

29
 - Planning the final menu (8 marks)
- Making the final dish (30 marks)
- Analysis and evaluation (8 marks)

 The exam accounts for 50% of the final GCSE grade.

Course Details:
Exam Board: AQA
GCSE Food Preparation & Nutrition (8585)
https://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585

30
 Options Subjects Index
Drama
Introduction
On this course you will develop your knowledge, imagination and skills in making, analysing and evaluating
drama. You will use different drama skills and techniques and perform your work in front of various
audiences.

Course Content
As a drama student, the work you undertake will enhance the development of a wide variety of skills such
as:
 Language skills
 Communication skills
 Performance skills
 Analytical and evaluative skills
 Social skills

These skills can be used in a number of other subjects and are a good preparation for adult life and work.
As well as developing these skills, you will explore a variety of topics, issues and events in depth, by
creating characters and imagining how it felt to make the decisions they made.

What will I be doing in Drama lessons?

You will mainly work in small groups or as a whole class in creating pieces of drama. Very little time is
spent working individually.

Some of the drama which you create will be based on a play text, but often you will invent characters and
situations with your teacher and fellow students.

In a typical lesson, you might expect to begin with a stimulus, make comments about it and then use
appropriate drama techniques to develop a scene or performance. You might then share your work and
hear what other students have to say about it, as well as the teacher’s comments. You will also develop
your analytical skills by analysing performances and writing evaluative essays about these performances.
For homework you will be asked to complete a variety of tasks.

Term Autumn Spring Summer

Yr9 Monologues: Practitioners: Antigone Performance & Design

Team building
Skills based: understanding demands of
a monologue and how to create a
character.
Creative writing, directing and
performance. Final written evaluation
Performance skills
Further practitioner introduction to
Brecht, Artaud and Berkoff
Devising and script work.
Antigone Performance & Design:
Intro to GCSE set text. Practical
exploration of set through
performance and design.
Intro to GCSE set text. Practical
exploration of set through
performance and design.
Introduction of ‘how to work as a
designer’, design vocabulary
Antigone component 3
Rehearsal & Performance of set text

Intro to physical theatre company:
Frantic Assembly and Greek Theatre.
Developing exaggeration and choral
speaking.
Introduction of ‘how to work as a Academic writing and introduction of
designer’, design vocabulary and how to answer 4,6,12 marker
academic writing answers.
Link to GCSE: Link to GCSE:

Link to GCSE: Comp 1: Devising own work. Comp 1: Devising own work.
Knowledge of performance styles. Knowledge of performance styles.
Comp 1: Devising own work.
Knowledge of performance styles. Comp 2: performance from script. Comp 2: performance from script

Comp 2: Developing further confidence Comp 3: academic writing. Comp 3: writing of 4,6,12 marker
in performance. answers.

31
 Comp 3: evaluation written exam.

Yr10 Understanding and creating theatre: Component 1: Component 1:

Recap of theatre practitioners and their
theories.
Component 1
Devised performance exploration and
rehearsal from stimulus and
introduction to coursework.
Link to A level:
Comp1: Devising performance, theatre
practitioners & coursework.
Devised performance development and
rehearsal from stimulus and
continuation of coursework.
Completion of coursework Question 1-
4.
Link to A level:
Comp1: Devising performance, theatre
practitioners & coursework.
Devised performance refinement and
rehearsal. Technical and dress
rehearsal prior to exam performance.
Completion of all coursework.
Component 3:
Theatre trip. Analysis and evaluation
taught through academic writing: 6 &
9 marker answers.
Link to A level:
Comp1: Devising performance,
theatre practitioners & coursework

Comp 3: Section A: Live Theatre

Evaluation.

Yr11 Component 3: Component 2: Component 3:

Section A: Recap on set text and
academic writing.
Introduction of ‘how to work as a
performer, director & designer’,
Recap of design and performance
vocabulary
Academic writing and introduction of
how to write 4,6,12,14 marker
answers.
Section B: Recap of Live Theatre
Evaluation. Academic writing of 6 & 9
marker answers. Completion of 500
words of notes.
Rehearsal of 2 pieces (monologues,
duologues, group) for performance
exam.
Play text and character research for
completion of ‘Intention’.
Technical and dress rehearsal prior to
showcase and exam.
Theatre trip.
Component 3:
Section A: Academic writing and
introduction of how to write 9 marker
answer.
Revision of Section A: set text &
Section B: Live Theatre Evaluation
Exams technique.
Link to A level:
Component 3: Section A: Live
Theatre Evaluation. Section B: Set
text: how to work as a performer and
designer. Section C: Set text: how to
work as a designer.

Preparation for mock exams through Revision of Section A: set text &
exams technique. Section B: Live Theatre Evaluation

Component 2: decision on Finalising 500 words of notes for Live

monologues, duologues, group pieces
for practical exam.
Link to A level:
Component 3: Section A: Live Theatre
Evaluation. Section B: Set text: how to
work as a performer and designer.
Section C: Set text: how to work as a
designer.
Component 2: Text in performance.
Theatre Evaluation.
Link to A level:
Component 2: Text in performance.
Component 3: Section A: Live Theatre
Evaluation. Section B: Set text: how to
work as a performer and designer.
Section C: Set text: how to work as a
designer.

32
Assessment
Component 1: Devising - 40% of the final GCSE grade

Students devise a performance in response to a given stimulus. A written portfolio is submitted.

Component 2: Performance from Text - 20% of the final GCSE grade.

Students interpret, explore and perform two key extracts from a chosen performance text.

Component 3: Theatre Makers in Practice - 40% of the final GCSE grade.

Students study a complete performance text and answer questions on this text, and on a live
performance in the summer exam.

Course Details:
Exam Board: Edexcel
GCSE Drama (1DR0)
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

33
 Options Subjects Index
Music
Introduction
Music is an ancient discipline practised by almost every culture across the globe, reflecting our intrinsic
humanity whilst connecting us to beauty and a sense of meaning. More recently, music has been identified
as a key driver of mental wellbeing and provides opportunities for pupils to develop courageously,
cooperatively and creatively.

Course Content
The course is split into three areas: performing, composing, and listening/appraising.
To be able to succeed, it is a requirement that pupils play an instrument or sing. Examination board grades
(such as ABRSM or Trinity) will support success but are not strictly required.

As a performer, your child will participate in one of our school ensembles (which range from western
staples such as choir and jazz band to world ensembles including samba and steel pans). This enables
them to develop the courage to perform in a supportive environment, whilst facilitating their growth as
team-players. It encourages them to be resilient and disciplined to achieve goals, whilst fostering empathy
and cross-cultural awareness.

Similarly, as a composer, your child will learn how to write music in a variety of styles and using various
musical technologies, including our fully-stocked suite of Macs loaded with professional production and
composition software. They will be supported throughout by teachers with experience in the music
industry and graduating from top universities and conservatoires. Initial teaching develops pupils in
particular styles associated with the exam, though through the course pupils are able to explore their
musical preferences to develop a unique creative voice.

The listening exam covers a broad range of musical styles to develop perceptive, articulate and
knowledgeable musicians:

 The Concerto Through Time – pupils will learn about the concerto from 1600-1900, a genre
of staggering complexity and sophistication.
 Rhythms of the World - pupils will explore the traditional rhythms of four regions of the
world: India/Punjab, Eastern Mediterranean/Middle East, Africa, and Central/South
America.
 Film and Game music – pupils will learn how their favourite games and movies (including
the marvel saga) are brought to life through music.
 Conventions of Pop - pupils will develop an understanding of classic pop giants such as The
Beatles and Elvis Presley through to modern icons such as Bruno Mars and Taylor Swift.

Assessment
Performing – 30% (coursework): two performances (one solo, one ensemble).
Composition – 30% (coursework): two compositions (one based on an area of the course, one responding
to a brief published by the examining board).
Listening Paper – 40% (examination): see above for details.

Course Details:
Exam Board: OCR
GCSE Music (J536)
https://www.ocr.org.uk/qualifications/gcse/music-j536-from-2016/

34
 Year Autumn Spring Summer
9 Overview of GCSE Music Conventions of Pop Rock Anthems
- Performance - Harmony and tonality - Broken
- Composition chords
Film and Game Music
- Area of Study 1/2/3/4/5
- Analysing film music Concerto Through
Rhythms Time
Composition – Pop song and - Recap of each
- Note values
Film/Game Music
- Rhythmic dictation period
- Exam
African drumming questions
- Key features
- African instruments Composition – Broken
chord idea
Overview of western classical music
- Melodic key words

Composition – African drumming

10 Concerto Through Time Minimalism Pop Ballad
- Extending knowledge - Steve Reich Calypso
- keywords - Key features Samba
- Textures and rhythms in
Key signatures Revision through all
minimalist
compositions areas of study
Indian Music
- Key features Longer 9-mark exam questions
Composition –
Bhangra
Composition - Minimalism completing one of the
6 previous
Greek Music
composition to use as
free composition
Composition – Indian classical

11 Rhythms around the world Conventions of Pop Exam practise

- Central and south America
- Africa Concerto through time
- Eastern Mediterranean
and the Middle East Rock Ballads
- India
- Calypso Israeli Music

Film Music
Concerto through time
Rock n Roll
Film Music
Pop ballads and solo artists
Revision for mocks
Composition – Finalising 2
Composition – Brief composition compositions
set by OCR
Performance – Ensemble
Performance – Solo performance performance

35
 Options Subjects Index
Media
Introduction
Media Studies offers students the chance to look at how the Media shapes our lives on a daily basis;
socially, culturally, historically, economically and politically. We also develop and teach the students how
to use industry standard programmes such as Photoshop and editing software should they wish to pursue
a career in the Media.

Course Content
In this course you will learn the four key media concepts:
Term Autumn Spring Summer
Year 9

An Introduction to Key Media Debates Component 1: Radio (‘The Archers’)

Component 1: Advertising and Marketing (‘Quality
Street’ and ‘This Girl Can’). Component 1, Unit 2: Film Industry
Component 1: Advertising and Marketing (‘Quality (‘The Man with the Golden Gun’ and
Street’ and ‘This Girl Can’). Component 1: Gaming (‘Fortnite’). ‘No Time to Die’).

Year 10
Component 1, Unit 2: Film Industry (‘The Man with Component 1: Magazines (‘GQ’ and ‘Pride’). Component 2: TV Crime (‘Luther’
the Golden Gun’ and ‘No Time to Die’) continued. and ‘The Sweeney’)
Component 1: Newspapers (‘The Sun’ and ‘The
Guardian’)

Year 11

Completion of Component 3 (NEA)-30% Exams

Component 2: Music Videos (‘Bad Blood’ by Taylor
Swift, ‘Freedom’ by Pharrell Williams and
All remaining time will be dedicated to revision of
‘Waterfalls’ by TLC).
theorists and set texts with exam preparation and
deconstructing and analysing specific areas and
Completion of Component 3 (NEA)-30% units.

Representation, Audience, Industries and Media Language/Forms.

These concepts will be analysed in the context of the following forms:
newspapers, TV, advertising & marketing, magazines, radio, video games, music, websites, social media
and film.

Assessment
Component 1: 40% of overall GCSE
Component 2: 30% of overall GCSE
Component 3: 30% of overall GCSE

What skills do I need to be successful in Media Studies?

You need to be curious about the mass media and current affairs, as well as being interested in the deeper
meaning behind media products. You will learn to think critically about media products and how to
develop your ideas in written form. You also need to have a sense of creativity which will help with your
practical work. There is a substantial amount of theory and written work in Media Studies.

Course Details:

36
Exam Board: WJEC Eduqas
GCSE Media Studies (C680QS)
https://www.eduqas.co.uk/qualifications/media-
studies/gcse/GCSE%20Media%20Studies%20Specification%20(from%202017)..pdf.pdf?language_id=1

37
 Options Subjects Index
Additional GCSE Options Subjects
Business Studies
Introduction

Are you curious to find out what it would be like to run your own business or learn about the world of
work? Do you want to discover what it takes to be a successful entrepreneur or manager? Business is a
dynamic course that examines the fast-paced and ever changing business environment and current affairs
in the wider world. The course will prepare you for the highly competitive world of work and allow you to
develop life skills that will be beneficial after education.

Business is a dynamic course that examines the fast-paced and ever changing business environment and
current affairs in the wider world. The course will prepare you for the highly competitive world of work
and allow you to develop life skills that will be beneficial after education.

Course Content

Term Autumn Spring Summer

Year 9 Enterprise and entrepreneurship Putting business ideas into Understanding external
(1.1) practice (1.3) influences on business (1.5)
- Why and how new - Business revenues, - Who business
business ideas come costs and profits stakeholders are and
about - Cash and cash-flow their different
- The impact of risk and - Sources of business objectives
reward on business finance - Different types of
activity technology used by
Spotting a business
- The role of business business
opportunity (1.2)
enterprise and purpose - The purpose and
- Identifying and
of business activity impact of legislation
understanding
- The role of - The impact of the
customer needs
entrepreneurship economic climate on
- Market research
businesses
Business aims and objectives - How businesses use
(1.3.1) market segmentation
to target customers
Making the business effective - Understanding the
(1.4) competitive
- Limited and unlimited environment
liability
- Types of business
ownerships for start-ups
- Franchising
- Business location
- The marketing mix
(product, place, price,
promotion)

Year Growing the business (2.1) Making operational decisions Making financial decisions (2.4)
10 - Methods of business (2.3) - Business calculations
growth and their impact - The purpose of - The use and
- The types of business business operations interpretation of
ownership for growing - Production processes quantitative business
businesses - Impacts of technology data to support, inform,
- Sources of finance for on production and justify business
growing and established - Managing stock decisions
businesses - The role of
procurement

38
 - Why and how business - The concept of quality - The use and limitations
aims and objectives and its importance of financial information
change as businesses - The sales process
Making human resource
evolve - The importance to a
decisions (2.5)
- The impact of business of providing
- Different organisational
globalisation on good customer service
structures
businesses
- The importance of
- Barriers to international
effective
trade
communication
- How businesses
- Different ways of
compete internationally
working
- The impact of ethical
and environmental
considerations
businesses

Making marketing decisions (2.2)

- Product (the design mix,
product life cycle)
- Pricing strategies
- Promotion
- Place
- Using the marketing mix
to make business
decisions

Year Making human resource Structured revision of key skills Exams

11 decisions (2.5) continued and topics from both papers.
- Different job roles and
responsibilities
- How businesses recruit
people
- How and when
businesses train and
develop employees
- The importance of
motivation in the
workplace
- How businesses
motivate their
employees

Assessment
There are two exam papers. Each paper lasts 105 minutes and is worth 90 marks. The questions will
consist of a mixture of multiple choice, short answer and extended writing responses based on real life
business examples.

Course Details:
Exam Board: Pearson Edexcel GCSE Business (1BSO)
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/business-2017.html

39

Additional GCSE Option Subjects
Computer Science
Introduction
Computer Science will encourage students to understand and apply the fundamental principles and concepts of
computational thinking including abstraction, decomposition, logic, algorithms and data representation.
Students will analyse problems in computational terms through practical experience of solving such problems,
including designing, writing and debugging programs. They will learn about the components that make up digital
systems and how they communicate with one another and with other systems. Students will also apply
mathematical skills relevant to Computer Science - a solid understanding of mathematical concepts (algebra and
problem solving) complements this course.
Term Autumn
Year 9 Boolean Logic (Paper 2)
- Understanding of how to create,
complete or edit logic diagrams and truth
tables using the operators AND, OR and
NOT
- Recognise each gate symbol
- Ability to work with more than one gate
in a logic diagram
Units (Paper 1)
- Explain why data must be stored in
binary format
- Describe the units of data storage
- Calculate the capacity of devices
- Calculate required capacity for a given set
of files
Data Storage: Numbers (Paper 1)
- Convert binary numbers into denary
whole numbers
- Explain why hexadecimal numbers are
used
- Convert between binary, denary and
hexadecimal
- Carry out binary addition and explain
overflow errors
- Use left and right shifts to multiply and
divide binary numbers
Computational Thinking & Algorithms (Paper 2)
- Identify and describe flowchart symbols
- Review understanding and explain the
principles of computational thinking to
define and refine algorithms: abstraction,
decomposition and algorithmic thinking
- Identify the inputs, processes and
outputs for a problem
- Produce simple structure diagrams
- Create, interpret, correct and refine
algorithms using flowcharts, pseudocode
and Python programming language
Year 10 Threats to Computer Systems & Networks
(Paper 1)
- Understand the forms of attacks and
threats to computer systems and
networks, including: malware, social
engineering (phishing), brute-force
attacks
- Understand forms of attack and threats
posed to a network including: denial of
service attacks, data interception and
theft, the concept of SQL injection
- Identify common prevention methods:
penetration testing, anti-malware
Spring
Programming Fundamentals (Paper 2)
- Practical use of data types in a high level
programming language and ability to
choose suitable data types for data in a
given scenario
- Use of variables, constants, operators,
inputs, outputs and assignments
- Use of the three programming constructs
– sequence selection and iteration
- Use random number generation
- Practical use of the techniques using a
high-level programming language within
the classroom
- Use of basic string and array
manipulation techniques (with practical
experience)
Data Storage: Characters (Paper 1)
- Understand the use of binary codes to
represent characters and the term
‘character set’
- The relationship between the number of
bits per character in a set and the
number of characters which can be
represented i.e. ASCII and Unicode
Data Storage: Images (Paper 1)
- Understand how an image is represented
as a series of pixels, represented in binary
- Explain the need for metadata
- Explain the relationship between file size
and image resolution
Data Storage: Sound (Paper 1)
- Understand how sound is sampled and
stored in digital form
- Explain how sampling intervals and
resolution affect the size of sound file
using key terms sample rate and bit
depth
- Explain the trade-off between file size
and the quality of playback
Compression (Paper 1)
- The need for compression
- Types of compression: lossy & lossless
Primary and Secondary Storage (Paper 1)
- The need for primary and secondary
storage
- Describe the purpose and difference
between RAM and ROM
- Common types of storage and
advantages and disadvantages of
different storage devices
Programming Fundamentals (Paper 2)
- Revise: Programming constructs, string
manipulation and ID/2D arrays
- Understand the concept of subroutines
- Learn how to write simple procedures
and functions
- Understand and use parameters to pass
data to procedures and functions
- Know that subroutines may use local
variables which are accessible only within
the subroutine
- Explain the advantages of using
subroutines in programs
Options Subjects Index
Summer
Architecture of the CPU (Paper 1)
- Understand the purpose of the CPU and the
fetch-execute cycle
- Understand the following registers in the
Von Neumann architecture: MAR, MDR, PC,
AC
- Understand common CPU components
including: ALU, CU, cache and registers
CPU Performance (Paper 1)
- Understand the function of cache in the CPU
- Describe how common characteristics of
CPUs affect their performance including:
Clock speed, cache size and number of cores
- Explain the purpose and give examples of
embedded systems
Searching and Sorting Algorithms (Paper 2)
- Understand and use different types of
search algorithms: Binary search & Linear
search
- Understand and be able to trace sort
algorithms: Bubble sort, Insertion sort &
Merge sort
Systems Software (Paper 1)
- Explain the need for the following functions
of an operating system: provision of a user
interface, memory management,
multitasking, peripheral management and
drivers, user management, file management
- Describe the purpose and use of common
utility software: encryption software,
defragmentation software & data
compression software
Networks and Topologies (Paper 1)
- Types of network (LAN & WAN)
- Star and mesh network topologies
- The hardware needed to connect computers
in a LAN
- Modes of connection: wired and wireless
- Encryption
- IP and MAC addressing
Networks (Paper 1)
- Describe the nature of the Internet
- Explain the need for IP addressing of
resources on the Internet and how this can
be facilitated by the role of DNS services
- Explain packet switching
- Revise: LANs and wireless networking
- Explain the role of computers in client-
server and peer-to-peer network and the
advantages and disadvantages of both
- Describe what is meant by hosting and The
Cloud
- Explain the advantages and disadvantages of
various transmission media
40
 software, firewalls, user access levels,
passwords, encryption, physical security
Defensive Design (Paper 2)
- Describe defensive design considerations
such as: anticipating misuse and
authentication
- Describe defensive design consideration
such as: input validation
- Design algorithms to include input
validation including: range checks, length
checks and type checks
- Understand how to make maintainable
programs using: sub programs, naming
conventions, indentation and
commenting
Revise: Systems Software (Paper 1 )
- The purpose and functionality of
operating systems software
- The purpose and functionality of utility
software
Year 11 Languages (Paper 2)
- Characteristics and purpose of different
levels of programming language: high and
low level
- The purpose of translators
- The characteristics of a compiler and
interpreter
IDE (Paper 2)
- Common tools and facilities available in
an Integrated Development Environment
(IDE): editors, error diagnostics, run-time
environment and translators
- Practical experience of using a range of
these tools within at least one IDE
Revision: Errors & Testing
- Structured review and preparation for
the final GCSE exam
Revision: Impacts of Digital Technology on
Society
- Structured review and preparation for
the final GCSE exam
- Exam technique practice with focus on
answering long questions
Revision: Legislation Relevant to Computer
Science
- Structured review and preparation for
the final GCSE exam
- Exam technique practice with focus on
answering Paper 1 long questions
Revision: Computational Thinking
- Structured review and preparation for
the final GCSE exam
Revision: Networks and Topologies
- Structured review and preparation for
the final GCSE exam
Revision: Wired and Wireless Networks
- Structured review and preparation for
the final GCSE exam
Assessment
Unit 1: Computer Systems – 50% of Total GSCE – Written paper (1 hour 30 minutes)
The paper consists of multiple choice questions, short response questions and extended response questions
 Systems Architecture
 Memory and Storage
 Computer networks, connections and protocols
 Network security
 Systems software
 Ethical, legal, cultural and environmental impacts of digital technology
Unit 2: Computational thinking, algorithms and programming – 50% of Total GCSE – Written paper (1 hour 30
minutes)
This paper has 2 sections: Section A and Section B. Section B questions assess a student’s ability to write or refine
algorithms.
- Practice programming using subroutines
and functions
- Random number generation
Revise: Searching and Sorting Algorithms
(Paper 2)
- Understand and use the standard search
algorithms: Binary and Linear search
- Understand and use the standard sort
algorithms: Bubble, Insertion and Merge
- Be able to apply each algorithm to a data
set
- Be able to identify an algorithm if given
the code for it
Ethical, Legal, Cultural and Environmental
Impacts (Paper 1)
- Impacts of digital technology on wider
society
- Legislation relevant to Computer Science
Revision: Programming Fundamentals
- Structured review and preparation for
the final GCSE exam
- Focus on answering Paper 2 algorithm
questions
- Practical Python programming
Revision: Search and Sort Algorithms
- Structured review and preparation for
the final GCSE exam
Mock Preparation
- Paper 1 and paper 2 structured review
and preparation for exams
Revision: System Architecture
- Structured review and preparation for
the final GCSE exam
Revision: Algorithms
- Structured review and preparation for
the final GCSE exam
Revision: Boolean Logic
- Structured review and preparation for
the final GCSE exam
Revision: Data Representation
- Structured review and preparation for
the final GCSE exam
- Describe the factors that affect network
performance
Protocols and Layers (Paper 1)
- Describe the uses of communication
protocols including: HTTP, HTTPS, FTP, POP,
IMAP, SMTP, TCP/IP
- Explain the concept of layers in the TCP/IP
protocol stack
- The benefits of layers
Advanced Programming Techniques (Paper 2)
- Understand and use basic file handling
operations: open, read, write, close
- Read from and write to a text file (further
practice in Python)
- The use of records to store data and SQL to
search for data
Testing (Paper 2)
- The purpose of testing
- Types of testing: iterative and final/terminal
- Identify syntax and logic errors
- Select and use suitable test data: normal,
boundary, invalid and erroneous
- Refining algorithms
Revision: Components of a Computer
- Structured review and preparation for the
final GCSE exam
Revision: Primary and Secondary Storage
- Structured review and preparation for the
final GCSE exam
Revision: Units, Data Storage & Compression
- Structured review and preparation for the
final GCSE exam
Revision: All Aspects of Networks
- Structured review and preparation for the
final GCSE exam
Exams
41
  Algorithms
 Programming fundamentals
 Producing robust programs
 Boolean logic
 Programming languages and integrated Development Environments

Practical Programming:
All students are given the opportunity to undertake programming tasks for the duration of the course

Course Details:
Exam Board: OCR
GCSE Computer Science (J277)
https://ocr.org.uk/qualifications/gcse/computer-science-j277-from-2020/specification-at-a-glance/

42
 Options Subjects Index
Additional GCSE Option Subjects
Physical Education and Sports Studies
Introduction
When choosing PE, students will be directed down one of two paths, either GCSE Physical Education or
Cambridge National Sports Studies. Both are worth the equivalent of one GCSE.

GCSE PE
In GCSE Physical Education you will be studying theoretical aspects of sport and taking part in a variety of
practical activities. Each week you will have a combination of theory and practical lessons.

Students who enjoy the theoretical, scientific elements of PE, and are thinking of pursuing a future
career in sports science or physiotherapy, would benefit from taking GCSE PE.

Course Content
 Theoretical Physical Education (examination)
This part of the course will teach you about the scientific elements of Physical Education, covering
areas such as anatomy and physiology, training and diet, sport psychology, movement analysis
and data collection.

 The Active Participant (practical)

This part of the course is based on active participation in a range of sports. Football is unlikely to
be covered in lesson time: you must be seen to try hard in a wide variety of other sports.

What will I be doing in Physical Education lessons?

The majority of the GCSE course is now based on the theory examination, which is largely science-based,
and is very engaging and enjoyable. You will still take part in practical PE lessons, where the main focus
will be on improving in sports where you are able to gain the highest marks. You MUST attend extra-
curricular sports clubs/teams inside and outside of school to give yourself the best possible chance of
achieving your target grade. It has been proven that students struggle to meet their target grade if they
are not playing regular sport for teams/clubs.

Below is the structure of theory and practical content covered across the three-year course:

Year 9 Year 10 Year 11

Theory - Components of - Skeletal system - Sports Psychology
Content fitness - Movement analysis - Commercialisation in sport
- Applying - Cardiovascular system - Engagement patterns in
principles of - Respiratory system sport
training - Health, fitness & well-being - Revision for exams
- Muscular system - Preventing injury in sport
- Ethical & social issues in sport
Practical - Fitness through - Athletics - Netball
theory - Netball - Handball
- Netball - Handball - Table tennis
- Handball - Table tennis - Trampolining
- Table tennis - Trampolining - Volleyball
- Trampolining - Volleyball - Basketball
- Volleyball - Basketball - Badminton
- Badminton - Badminton

Assessment
Theoretical Physical Education accounts for 60% of final GCSE grade.
 Two written examinations;
 1 hour each;

43
  Combination of multiple choice, short answer questions and extended 6 mark questions.

Trampolining/ Vault Table Tennis Cricket Badminton

Core Core Core Core
Tuck, Straddle, Pike shape Serve/return of serve Drive/Pull batting Short serve
Half, full twist Smash/Hit/Flick Defensive shots off front foot Return of serve
Forehand overheard clear
Seat, front, back landing Push Basic bowling technique
Forehand underarm clear
Maintaining tension + centring Topspin/Backspin Running between wickets Forehand smash
Advanced Advanced Stop/catch/pick up/throw/under/over Teamwork and communication
Swivel hips High toss service arm
Back to front/ front to back Slice/Chop Advanced Advanced
Half turntable Defensive shots off back foot
Loop/Counter-hit Flick serve
Front/back somersault
Block/ lob Square cut/hook batting Net shots
Maintaining height + centring
Sidespin/Corkspin Varied flight/line/speed/length Backhand overhead clear
Through vaults/headspring/ Fast/medium/spin bowling Backhand underarm clear
Handspring/round-off vault Footwork + positioning Backhand smash
Pick up and throw for a run out
Wicket keeping Footwork and core positioning
Stumping
Leg side takes and catches

Athletics Football Handball Netball

Core – Track Core Core Core
Starting / finishing Dribbling with both feet Catching two hands Footwork + pivoting
Posture/ Leg + arm action Short/long/lofted/grounded pass – Frontal/sideways/backwards catching Dodging
Head carriage dominant foot Shot stopping two hands (GK) Catching whilst stationary
Advanced - Track
Shooting – dominant foot Dribbling with dominant hand Chest/overhead/bounce/shoulder pass
Effective starting / finishing
Foot strike/ pacing Goal kicks/kick from hands/throws GK Passing standing/running Stationary shooting
Bend running Basic heading to control ball Shooting in place/leaning back Rebounds
Core – Jumps Blocking/marking a player Marking Player with the ball Marking player with ball
Run up Advanced Advanced
Take off on point Chest, thigh ball control Catching one handed assisted both
Arm + leg action Advanced
Non dominant foot passing sides
Flight + landing Catching on the run/in the air
Swerve/volley shooting Shot stopping one handed both
Advanced - Jumps Mid-long distance passing
Shooting – non dominant foot sides
Building speed for take off Stepping to shoot
Dribbling past opponent Dribbling with both hands
Transition between phases Shadowing/interception
Defensive/attacking heading Forward/vertical jumping pass
Movement beyond initial landing Marking player without the ball
Defending penalties/1 on 1 Feinting body position/shot/pass
Core – Throws Heading to control ball Jump shot/whilst falling
Initial stance + grip Jockeying Stealing the ball
Throwing action Screening an opponent
Release + follow through
Advanced - Throws
Use of travel – cross step/ glide/
rotation
Angle of release
Transition between phases
The Active Participant accounts for 40% of final GCSE grade.

Students will be assessed on their Core and Advanced practical skills, some examples of this are in the
table above but there is a list of activities that students can be assessed in for example, Dance,
Basketball, Cricket, that have not been included in the table.

Students can only be assessed as a player/performer, not as a leader/official. You can only be assessed
in a sport once (e.g. doubles OR singles in table tennis, but not both).

 Practical sport assessments (30%).

o One individual sport
o One team sport
o One further individual or team sport

 Written controlled assessment (10%).

Analysis of performance looking at strengths and weaknesses of sports skills and how to improve
upon them.

44
 Level 2 Cambridge National Certificate in Sports Studies

Introduction
The Cambridge National Certificate in Sport Studies replaces the BTEC Level 2 course. This qualification
offers students the chance to develop a wide range of highly desirable, transferable skills through practical
means. Cambridge Nationals effectively engage and inspire students, providing them with the skills,
experiences and attributes essential for future education and employment in a variety of vocational
contexts.
This course is subject to new specification changes in September 2022. Please bear this in mind if speaking
to students who have previously studied this course.

Course Content
The course will include the following units
1. Contemporary Issues in Sport – class-based study + externally assessed exam (40%)
2. Developing Sports Skills + Leadership – practical assessment of knowledge in 2 sports + officiating +
development plan + leadership + evaluation written assignment (40%)
3. Sport and The Media – class-based study + written assignments (20%)
*The above units are subject to change each year.

What will I be doing in Level 2 Sport Studies?

The course is made up of a variety of compulsory and optional units which are assessed either externally
through an exam, or internally through practical and written assignments.

Students begin the course by developing their understanding of how sport is portrayed in the modern
media. They will be guided through the written assignment process.

Year 9
R054: Sport and the media.
This is a classroom-based unit that involves learning about how sport is covered in the media, along with
understanding the relationship between sport and the media, and evaluating media coverage.
 For this unit you will be assessed through assignment tasks designed to show that you:
- Know how sport is covered across the media
- Understand positive effects that the media can have on sport
- Understand negative effects that the media can have on sport
- Understand the relationship between sport and the media
- Can evaluate media coverage of sport
Year 10
R052: Analysing sports skills + leadership.
This unit and involves learning and developing your analytical skills in one team sport (currently Netball)
and one individual sport (currently Table Tennis).
 This unit will also involve officiating in a sport, along with reviewing and improving your
performance.
 This unit also involves learning about being a successful sports leader, along with planning and
delivering your own sessions. You will deliver a sports session to younger students and evaluate
this afterwards.
 The unit will involve some practical tasks, but will be mainly classroom-based.

For this unit you will be assessed in:

- Being able to use skills, techniques and tactics as an individual performer in a sporting
activity
- Being able to use skills, techniques and tactics as a team performer in sporting activity
- Being able to officiate in a sporting activity
- Being able to apply practice methods to support involvement in a sporting activity
- Know the personal qualities, styles, role and responsibilities associated with effective sports
leadership

45
 - Being able to plan sports activity sessions
- Being able to deliver a sports activity session
- Being able to evaluate your own performance in delivering a sports activity session
Year 11
R051: Contemporary issues in sport.
This is an externally examined unit that involves learning about current issues which affect
participation in sport. Lessons will be classroom-based, and tasks will involve a variety of
activities to learn and retain the examination content, with regular revision and exam-based
tasks both in-class and for homework.
 For this unit you will be assessed through an externally assessed 80-mark, 75minute exam
paper, which will include questions to show that you:
- Understand the issues which affect participation in sport
- Know about the role of sport in promoting values
- Understand the importance of hosting major sporting events
- Know about the role of national governing bodies in sport

Assessment
External Exam (40%)
The Level 2 Sport Studies consists of one externally assessed unit where learning is heavily classroom-
based and learners sit a written exam. This is sat at the end of Year 11.

Controlled Assessment (60%)

The remaining units are internally assessed through coursework and are moderated by OCR. Learning in
these units will takes place in the classroom.

Students are awarded a Pass, Merit or Distinction for each unit. Marks are awarded within each grade
band which combine together at the end of the course to give students their final Level 2 grade. The
grades they can achieve overall are Distinction*, Distinction, Merit or Pass. This is a theoretical course and
students will be demonstrating their understanding and application of sporting theory throughout.

Course Details:
Exam Board: OCR
GCSE Physical Education (J587)
https://www.ocr.org.uk/qualifications/gcse/physical-education-j587-from-2016/

Exam Board: OCR

Cambridge National Level 2 Sports Studies (J813)
https://www.ocr.org.uk/qualifications/cambridge-nationals/sport-studies-level-1-2-j803-j813/

NB: If you are interested in doing either GCSE PE or Level 2 Cambridge National, you will choose Physical
Education on the preference form. You will then be assigned to the most appropriate course after a
further individual conversation with the PE staff.

46
 Options Subjects Index
Additional GCSE Option Subjects
Sociology
Introduction
GCSE Sociology helps students to gain knowledge and understanding of key social structures, processes
and issues through the study of families, education, crime and deviance and social stratification.
Students will develop their analytical, assimilation and communication skills by comparing and contrasting
perspectives on a variety of social issues, constructing reasoned arguments, making substantiated
judgements and drawing reasoned conclusions.

By studying sociology, students will develop transferable skills including how to:
 investigate facts and make deductions
 develop opinions and new ideas on social issues
 analyse and better understand the social world.

Term Autumn Spring Summer

Year 9 Introduction into Sociological
Perspectives: Functionalism,
Interactionism, Marxism, and
Feminism.
Social structures, processes and
issues. Current debates on gender,
race and ethnicity.
Introduction into Sociological
research methods: research design,
qualitative and quantitative
methods.
Families: Functions of family, family
forms, family diversity, conjugal
role relationships, changing
relationships within families.
Sociological research methods:
types of data, primary and
secondary sources, interpretation
of data, practical and ethical issues.
Families: diversity of family structures in
modern day Britain, criticisms of families,
patterns and consequences of divorce.
Sociological research methods:
application of Sociological research and
revision

Year 10 Education: The sociology of
education, roles and functions of
education, relationship between
education and capitalism, types of
schools and alternative education.
Education: theoretical perspectives
of educational achievement and
processes within schools. Impact of
educational policies.
Education: Sociological perspectives of
education and how class, gender and
ethnicity impact achievement in
education, educational research.
Revision of Education.

Crime and deviance: The sociology
of crime and deviance, social
construction of crime and deviance,
data on crime, advantages and
disadvantages of crime data.
Crime and deviance: sociological
perspectives of crime and criticisms
of these perspectives, social
control, criminal and deviant
behaviour, how gender, age, class
and ethnicity influence crime.
Crime and deviance: debates on crime
for example, young offenders, prison
system, rehabilitation and punishment.
Violent crime and sentencing and the
impact of the media portrayal of crime.
Key studies on patterns of crime.

Year 11 Social stratification: Revision (paper 1 and 2): Exams

Sociological perspectives of social Structured review and preparation
stratification, socio-economic class for final GCSE exams.
life chances, poverty as a social
issue, impacts of globalisation,
sources of power and authority and
power relationships.

Revision: Crime and deviance.

Assessment
Students will sit two exams at the end of Year 11.
Paper 1: The Sociology of Families and Education
Paper 2: The Sociology of Crime and Deviance and Social Stratification
Research methods appears in both papers and underpins all topic.
Course Details:
Exam Board: AQA
GCSE Sociology (8192)
https://filestore.aqa.org.uk/resources/sociology/specifications/AQA-8192-SP-2017.PDF

47