INFORMATION ON CURRICULUM

MCI (P) 073/11/2013

KEY STAGE 4 - 2014 – 2016

GCSE OPTIONS

Information on curriculum 2014-2016

CONTENTS

The Structure of the Curriculum 1

English 2
CORE SUBJECTS

English Literature 3

Science 4-7

Mathematics 8

Chinese & German, French & Spanish 9-10

Art & Design 11

Art – Graphic Communication 12

Business Studies 13

Classical Civilisation 14

Computer Science 15

Dance 16

Drama 17
OPTION SUBJECTS

Economics 18

Film Studies 19

Geography 20

History 21

Information & Communication Technology 22

Latin 23

Music 24

Physical Education 25

Psychology 26

Religious Studies 27
 THE STRUCTURE OF THE CURRICULUM

Key Stage 4 students study a core of compulsory subjects, comprising examination courses in English,
Mathematics and Science, complemented by non-examination courses in Physical Education (PE),
Global Awareness and Perspectives (GAPs) and Personal, Social, Health & Citizenship Education
(PSHCE). They are also given the opportunity to select courses according to their preferences and
interests from the option groups given below. Students in Years 10 and 11 may choose up to three
option subjects in addition to the compulsory ones mentioned.

SUBJECT CHOICES
Whilst the programme of subject choices for each student will reflect individual interests and abilities
it is important to keep the range of subjects chosen as broad as possible. This is to ensure a balanced
curriculum in terms of subjects, learning experiences, assessment formats and future opportunities.
The final programme for each student will therefore be determined by the curriculum structure given
below and be made in consultation with subject teachers, the student’s tutor and the Head of Year.

KEY STAGE 4 CURRICULUM STRUCTURE

These courses require a minimum number of students opting for them to make them viable. This number may vary
depending on the nature of the course.
ICT skills are developed in all subjects in KS4. Examination courses in ICT/ computing are available as options.

Some students may be advised to study fewer subjects than the maximum on offer. For these students,
supervised study will be made available to support other subjects.

ASSESSMENT
Key Stage 4 examination courses lead to a General Certificate of Secondary Education qualification
(GCSE), or the international equivalent (IGCSE). Tanglin is a centre for a number of UK examination
boards including Edexcel International, Cambridge International Examinations (CIE) and Assessment
and Qualifications Alliance (AQA).

GCSE courses are assessed through written examinations, coursework or a combination of both.
Coursework is a vital part of the assessment process in some subjects and can carry up to 60% of the
total mark. Some option subjects may require participation in extra-curricular activities in order to
fully complete the assessment criteria. It is inadvisable to choose more than one such subject.

Most GCSE courses enable students to take the examination at one of two levels, or tiers, depending
on their ability in the subject. The tier of paper determines the range of possible final grades. Typically
students taking Higher Tier can achieve grades in the range A* to D and those taking Foundation/Core
Tier can achieve grades in the range C to G.

1
IGCSE ENGLISH: SPECIFICATION CODE 0500 [CIE]

Introduction

The English Language course is the Cambridge International GCSE specification. Through study leading to
coursework and examinations, students develop their ability to understand and respond to a variety of texts.
They also develop writing and speaking skills, with different purposes and audiences in mind. Students’
imaginative, creative and personal responses are an integral part of the course.

Aims

The aims of the course are to enable each student to:

 develop the ability to communicate clearly, accurately and effectively when speaking and writing
 learn how to use a wide range of vocabulary, and the correct grammar, spelling and punctuation
 develop an adaptable style and an awareness of the audience being addressed
 read widely, both for enjoyment and to further awareness of the ways in which English can be used
 develop more general analysis and communication skills such as synthesis, inference, and the ability
to order facts and present opinions effectively

Scheme of Assessment

There are four units available, from which schools choose two. At Tanglin, we have chosen to prepare
students for Papers 2 and 4.

Paper 2 – Examination - Reading Passages [50%]

Candidates answer three questions on two passages of 600-700 words each, linked by a common theme.
These passages are printed on the question paper. The questions test students’ understanding and ability to
summarise as well as writing skills.

Component 4 – Coursework Portfolio– Reading and Writing [50%]

Candidates submit three assignments, each of 500-800 words.

a) Informative, analytical and/or argumentative

b) Imaginative, descriptive and/or narrative
c) Response to a text (non-fiction)

As there have been a number of changes to the way in which English is assessed at GCSE, students taking
Cambridge IGCSE may be entered for a separate Speaking and Listening certificate from 2014. These
certificates record achievement of grades 1 (high) to 5 (low).

S u i ta b i l i ty

All students are entered for IGCSE English. Almost all students will sit the Extended paper, which assesses
grades A*-E. Students that sit the Core paper can attain grades C-G. Decisions concerning appropriate tiers
are made by teachers in consultation with individual students as necessary.

2
IGCSE ENGLISH LITERATURE: SPECIFICATION CODE 4ET0 [EDEXCEL]

Introduction

The English Literature course is the Edexcel International GCSE specification. Over the two years, students
learn to respond to texts critically, sensitively and in detail. They also learn to explore comparisons between
texts and experience a range of literary traditions and trends.

Aims

The aims of the course are to enable each student to:

 engage with and develop the ability to read, understand and respond to a wide range of literary texts
 develop an appreciation of the ways in which authors achieve their literary effects and to develop the
skills needed for literary study
 explore, through literature, the cultures of their own and other societies
 find enjoyment in reading literature and understand its influence on individuals and societies.

Scheme of Assessment

Students will study two units from a choice of three. At Tanglin, we have elected to prepare students for the
poetry coursework option (paper 3) in addition to the compulsory written paper (paper 1).

Paper 1 – Examination - Drama and Prose [60%]

There are two units which allow students to demonstrate their competence in studying and responding to texts.
All students will study one of the following texts in each section, as well as other texts and extracts that will
build students’ skills and knowledge.

a) Drama
Students will be examined on one of the following texts:
Arthur Miller A View from the Bridge
J B Priestley An Inspector Calls
William Shakespeare Romeo and Juliet

b) Prose
Students will be examined on one of the following texts:
Jane Austen Pride and Prejudice
John Steinbeck Of Mice and Men
Harper Lee To Kill a Mockingbird

Paper 3 – Poetry Coursework [40%]

Students will study 16 poems, some of which are taken from the Edexcel anthology. They will be required to
write a coursework essay in response to 6 poems.

S u i ta b i l i ty

All students currently take both the IGCSE English and IGCSE Literature courses.

3
IGCSE SCIENCE (EDEXCEL)
• DOUBLE AWARD : SCIENCE (4SC0)
• TRIPLE AWARD : BIOLOGY (4BI0) ; CHEMISTRY (4CH0) ; PHYSICS (4PH0)
A study of Biology, Chemistry and Physics leading to the award of 2 or 3 IGCSEs

Introduction

The Y10 cohort of 2014-15 began their Edexcel International GCSE Science course in Y9. Moving into Y10 most
students will be taught by subject specialists in Biology, Chemistry and Physics, and they will experience science as a
study of these three distinct, but interdependent, disciplines.

The Double Award course, followed by four of the 10 classes, takes approximately two-thirds of the subject content of
each of the Edexcel IGCSE single sciences (Biology, Chemistry and Physics), and combines them into a Double Award
Science qualification worth two IGCSEs. The four most able classes will study the additional material required to give
them access to the three full IGCSEs in Biology, Chemistry and Physics (Triple Award).

A small number of students will instead study the UK AQA GCSE Science course, which is outlined overleaf.

The grading, awarding and certification of these qualifications follows the code of practice published by the UK
Qualifications and Curriculum Authority, and the IGCSE is regarded as equivalent to the GCSE by UK universities.

Achievement of A*-B in either Double Award, or the relevant individual IGCSE, offers excellent preparation for
further study at IB or A-level. In our experience, universities do not require prospective science undergraduates to have
studied the Triple Award programme – Double Award is sufficient and the A-level / IB results are awarded much more
emphasis in admissions decisions.

Aims

• to develop students’ knowledge and understanding of scientific concepts

• to develop scientific literacy and research skills
• to develop students’ questioning, analytical and evaluative skills in approaching scientific problems and issues
• to develop students’ practical skills in science and an understanding of how science works
• to engender enthusiasm about science leading to continued study

Content

Both Double Award and Triple Award candidates study the sciences under the following broad topic headings. Triple
Award candidates will study additional material within each of these topics.

Biology Chemistry Physics

• The nature and variety of living
organisms
• Structures and functions in living
organisms
• Reproduction and inheritance
• Ecology and the environment
• Use of biological resources.
• Principles of chemistry
• Chemistry of the elements
• Organic chemistry
• Physical chemistry
• Chemistry in society.
• Forces and motion
• Electricity
• Waves
• Energy resources and energy
transfer
• Solids, liquids and gases
• Magnetism and electromagnetism
• Radioactivity and particles

4
Scheme of Assessment

Double Award candidates are awarded two IGCSEs. The scores on each of the three examination papers (Biology,
Chemistry, Physics - see below) are aggregated, and they are graded on a 15-grade scale: A*A*, A*A, AA, AB, ... FG,
GG, of which Grade A*A* is the highest and Grade GG is the lowest. The examination papers are designed to address
the full range of attainment: there are no tiered papers.

Triple Award candidates are awarded separate IGCSEs in Biology, Chemistry and Physics. Each can range from A* -
G. The grades for each subject are independent and students will not necessarily achieve the same grade in each subject.

External Assessment
All students will sit Paper 1 in each of Biology, Chemistry and Physics. Each Paper 1 represents two thirds of the
respective individual IGCSE qualification, or one third of the Double Award.

Triple Award candidates will sit a second paper in each subject which examines the additional material. The
relationship of assessment to the qualifications available is summarised below:

Core Content Extension

Biology Paper 1 Biology Paper 2

+  IGCSE Biology
2 hours 1 hour

Chemistry Paper 1 Chemistry Paper 2

+  IGCSE Chemistry
2 hours 1 hour

Physics Paper 1 Physics Paper 2

+  IGCSE Physics
2 hours 1 hour

IGCSE Science
(Double Award)

Internal Assessment
There is no formal internal assessment (coursework) demanded by these qualifications. However, the examination
papers will address the practical element of science, and the application of science to society. In addition, both the A-
level and IB science courses place stringent practical demands on students. The Science Faculty has therefore
developed an in-house programme which will develop students’ skills in three areas:
• Application of Scientific Knowledge
• Scientific Inquiry (Investigative Skills)
• Scientific Literacy
Each term, throughout the two years, students will carry out a number of assignments designed to develop these skills.
These will include topic tests, research projects and laboratory investigations. Students’ attainment in each area will be
reported to parents on the progress report and the full written report.

Suitability

Science is a compulsory GCSE subject. All students will study for at least two GCSEs in science (Double Award
Science). The most able science students will work towards the three full IGCSEs in Biology, Chemistry and Physics.
Either of these two pathways will allow students to study the sciences at IB or A-level, while offering a stimulating and
relevant grounding in science for those not wishing to pursue the subject further.

5
GCSE SCIENCE A and GCSE ADDITIONAL SCIENCE (AQA)
A study of Biology, Chemistry and Physics leading to the award of 2 GCSEs
_____________________________________________________________________________________________________________________

Introduction

AQA GCSE Science A and GCSE Additional Science comprise an alternative pathway for students wishing to achieve
two pass grades in Science at GCSE level. At the end of Y9 the school will advise if this pathway is appropriate, on the
basis of attainment in Y9. The AQA pathway is intended for students who will find attainment of grades CC in double
award IGCSE to be especially challenging and stressful.

Unlike the IGCSE Double Award Science course, students will work towards two separate GCSEs in Science, one in
Y10 and one in Y11. Each of the two GCSEs contains a mixture of Biology, Chemistry and Physics topics.

Attainment of these two GCSEs is equivalent to the IGCSE Double Award Science course.

Aims

• to develop students’ knowledge and understanding of scientific concepts

• to develop scientific literacy
• to develop students’ questioning, analytical and evaluative skills in approaching scientific problems and issues
• to develop students’ practical skills in science and an understanding of how science works

Content

Students study a selection of Biology, Chemistry and Physics topics throughout years 10 and 11 as follows:

Biology Chemistry Physics

Year 10 (Science A)

• Microbes • Chemical reactivity • Heat and heat transfer

• Ecology 1 • Organic chemistry • Light and sound
• Evolution • Structure & properties 1 • Astronomy/cosmology
• Genetics 1 • Natural products • Waves
• Nerves • Earth and atmosphere • Energy
• Drugs • Electricity generation

Year 11 (Additional Science)

• Cells/organs • Structure & properties 2 • Forces, motion and shape

• Enzymes/digestion • Rates of reaction • Electrical currents
• Photosynthesis • Chemical energetics • Radioactivity
• Ecology 2 • Quantitative & analytical • Mains electricity
chemistry
• Respiration
• Acids and alkalis
• Genetics 2

6
Scheme of Assessment

This is where the AQA course differs most from the IGCSE course.

Students in this programme will sit their GCSE Science A exams at the end of Year 10. In Year 11, they will work
towards the Additional Science material and sit their second GCSE at the end of Year 11. Students will therefore not
need to prepare two years’ work for an external examination. This is a major advantage for weaker science
students. However, there are also opportunities to re-sit the Year 10 exam (Science A) in Year 11 if the grade is
disappointing.

In addition, 25% of each GCSE is controlled assessments (coursework) which means that students can build a
foundation of marks before the external examinations.

Assessment Components

Year 10 – GCSE Science A:

Unit 1 - Biology Unit 1- Chemistry Unit 1 - Physics Coursework
1 hour exam 1 hour exam 1 hour exam Controlled Assessments –
the best two of three
assessments are chosen
25% of GCSE 25% of GCSE 25% of GCSE 25% of GCSE

Year 11 – GCSE Additional Science:

Unit 2 - Biology Unit 2- Chemistry Unit 2 - Physics Coursework
1 hour exam 1 hour exam 1 hour exam Controlled Assessments –
the best two of three
assessments are chosen
25% of GCSE 25% of GCSE 25% of GCSE 25% of GCSE

Suitability

The AQA Science/Additional Science pathway is intended for those students who have found the foundation IGCSE
material covered in Y9 Science to be especially challenging. It is equivalent in standard to the IGCSE course, but the
assessment model is more suited to weaker students.

The advantages of the AQA course are:

 It spreads out the assessment load, so that students are required to retain less information for each examination
session.
 It rewards careful work throughout the Year 10 and 11 practical programmes, because the controlled
assessment (coursework) allows students to earn exam credit before the external examinations.

The possible disadvantages of the AQA course are:

 Once students commence this pathway, there are very limited opportunities to revert to the IGCSE course. The
latest chance to move is the end of term 1 (Christmas holiday) in Year 10.
 There is no opportunity for triple science in this pathway.

However, taking the AQA course does not necessarily preclude students from studying a science course in the sixth
form. DOEs for Science A-levels / IB will be awarded according to the grades achieved and the teacher’s professional
judgment, as they are in the IGCSE pathway.

7
IGCSE MATHEMATICS: SPECIFICATION CODE 4MA0 [Edexcel] or 0607 CIM [Cambridge]

Introduction

Whether we see the maths that we use in every day life or allow it to go unnoticed, it remains an important aspect of
our world and we would have none of the technology and amenities of modern life without it. The mathematics
IGCSEs that we follow start to give access to the ideas that describe the world around us. Students will complete one
of two different IGCSE courses. The maths dept. decides which course students take by considering the most
appropriate fit between ability, aptitude and potential for post-16 mathematics. The similarities and differences are
described below. Students have access to A*-D grades with both courses and both are good stepping stones to maths
education post-16.

Content

Over the two years of study students will be expected to discuss their work to find suitable solutions; to present these
solutions in a variety of ways and to work with different groups of people. The courses promote logical thought but
will challenge students to think creatively when confronted with unexpected problems.

The specifications for both courses are broadly similar and cover three main areas of study:
 Number and algebra
 Geometry and measures
 Statistics and probability

Although the bulk of the specifications are very similar to each other, each course is different in emphasis and covers
slightly different topics.

Edexcel IGCSE is very similar to the GCSE we have taught in the past. It includes differentiation and set theory that
are a good grounding for the Maths Studies course at IB. The course is still a very good base for students to go onto
A-level Maths or Standard Level IB if they achieve a high B grade or better and potentially Higher Level Maths at IB
for those achieving at least a grade A. The emphasis within the course tends to be more skills based than the
Cambridge IGCSE. There is no coursework requirement in the Edexcel IGCSE.

Cambridge International Maths (CIM) IGCSE includes a third exam paper that contains just one open-ended
question: essentially a coursework exam. Together with its requirement that students use a graphical display
calculator and its emphasis on algebra, functions and problem-solving, CIM makes ideal preparation for students
wishing to follow Standard/Higher Level Maths at IB and A-level Maths.

Students in the parallel top sets will also follow a Free Standing Maths Qualification (FSMQ) in Additional
Maths. It covers much of the Year 12 pure Maths content and will allow students to fast-track their A-level should
they choose that pathway in the Sixth Form. It will also prepare them extremely well for Higher Level Maths IB.
Additional Maths FSMQ replaces the AS-level we have offered in the past.

Calculators
Students following Edexcel IGCSE will need to have a normal scientific calculator which is available in the school
shop.

The Cambridge International Maths IGCSE requires students to use a graphical display calculator (GDC). It is
important that each student buys the same type of calculator; a Texas Instruments Nspire CX. We have invested
greatly in extra equipment that only works with this model of calculator. The equipment allows the teacher to;
• teach a wide variety of topics interactively,
• send problems to each calculator for the student to solve,
• receive answers from each calculator electronically,
• make an individual the presenter to the class and much more.
More information on how to obtain one of these calculators will be disseminated to parents at the end of Year 9.

Suitability

Mathematics is a compulsory Key Stage 4 subject. A two tier system of examination is used to accommodate the
different needs and ability levels of students. Higher Tier covers grades A* to D and Foundation Tier covers grades
C to G. All students are taught the Higher Level syllabus and the final tier of entry is decided in Term 2 of Year 11.
Occasionally we decide, in the best interests of a student, to enter them for the Foundation Tier.

8
GCSE CHINESE and GERMAN: SYLLABUS CODES 2CN01, 2GN01 [EDEXCEL]

Introduction

In a world where the opportunities for international travel and work continue to grow, the ability to communicate in a
foreign language is a highly valued skill at all levels. Learning another language can enhance employment and
mobility prospects whether students are considering a career in business, engineering, fashion or world class football!
A GCSE in a modern foreign language is a multi-skill GCSE, rewarding practical communication skills and adding
an international dimension to the curriculum. This is all the more significant for students here at Tanglin, given the
international nature of our school and community. The course fully meets the GCSE criteria specified by the
Qualifications and Curriculum Authority and builds on the students’ previous language study and ability to
understand and communicate in the foreign language.

Aims

The key aims of the course are to enable each student to:

 develop the ability to understand and communicate effectively in the modern foreign language, in both the
spoken and written word, using a range of vocabulary and grammatical structures
 develop knowledge and understanding of countries and communities where the modern foreign language is
spoken, and positive attitudes to language learning
 provide a suitable foundation for further study and/or practical use of the modern foreign language
 apply and develop ICT skills through the use of the internet and desktop publishing applications
 access innovative and personalized E-learning resources such as language podcasts and interactive vocabulary
and grammar drills

Content

Students will further develop their skills in the four GCSE assessment objectives, Listening, Speaking, Reading and
Writing, within the framework of the following topic areas:

 Media and culture

 Sport and Leisure
 Travel and Tourism
 Business, Work and Employment
 Centre-devised option

Scheme of Assessment

Students are assessed at either Foundation Tier or Higher Tier in each assessment objective as follows:

Paper Weighting Method of Assessment Duration of Examination

Foundation/Higher

Paper 1 Listening 20% Terminal Examination 30 minutes / 40 minutes

Paper 2 Speaking 30% Internally assessed 4-6 minutes
Paper 3 Reading 20% Terminal Examination 35minutes/50 minutes
Paper 4 Writing 30% Internally assessed 60 minutes

Suitability

These courses will suit students who have an interest in the culture of the countries whose language they are studying,
who have an aptitude for the language and a willingness to learn, and who are open to experiencing cultural and
linguistic opportunities such as working with native speaker parent volunteers.

9
IGCSE FRENCH and
a SPANIS
SH: SYLLA
ABUS CODE
ES: 4FR0, 4S
SP0 [EDEXC
XCEL]

Introducction
In a worlld where the opportunities
o for
f internationnal travel and work continuue to grow, thee ability to commmunicate inn a
foreign llanguage is a highly valueed skill at all levels. Learrning anotherr language can an enhance em mployment annd
mobility prospects whether studentss are consideriing a career inn business, engineering, fasshion or world d class footballl!
An IGCS SE in French and a Spanish focuses on ddeveloping stu udents’ transfferable langua
uage learning skills;
s developps
the studeents’ ability too manipulate and
a apply lannguage spontaaneously and accurately
a inn different con
ntexts; rewardds
practical communicatiion skills; prrovides a solidd foundation for further sttudy post-16 and, importtantly, adds an a
internatioonal dimensioon to the currriculum. Thiss is all the more
m significan
nt for studentsts here at Tannglin, given thhe
internatioonal nature of our school and communnity. The co ourse fully meeets the IGCSSE criteria sp pecified by thhe
Qualificaations and Cuurriculum Au uthority and builds on th he students’ previous langguage study and ability to t
understannd and commuunicate in the foreign languuage.

Aims
The Edexxcel IGCSE inn French and Spanish
S enablles students to
o:

Develop understanding and use of the spoken aand written fo

orms of the target languagee, in a range of familiar annd
practical contexts, andd for a variety of purposes

Develop the ability too communicatte effectively in the target language thrrough both thhe spoken and
d written worrd,
using a raange of vocabbulary and stru
uctures

Develop a knowledge and understan

nding of counttries and comm
munities wherre the target laanguage is spo
oken

Develop positive attituudes towards modern

m foreiggn language leearning

Acquire a suitable founndation for fu

urther study off the target lan
nguage, or ano
other languagee

Content
Students will further develop
d their skills in eithher three or fo
our IGCSE asssessment objjectives, Listeening, Readingg,
Writing aand Speaking, within the fraamework of thhe following 5 topic areas:

 Hom
me and abroad
 Educcation and em mployment
 House, home and daily routiness
 Moddern word andd the environm ment
 Sociial activities, fitness
f and heaalth

Paper Weiighting M
Method of Assessment
A Duraation of Exam
mination

Paper 1: Listening 25%

% Term
minal Examin
nation 40 minutess + 5 minutes reading time

Paper 2: Reading/wrriting 50%

% Term
minal Examin
nation One hour 330 minutes

Paper 3: Speaking 25%

% Connducted intern
nally Term 2/3
3 10 minutess
in Y
Y11.

Suitabiliity
These coourses will suitt students whoo have an inteerest in the cullture of the co
ountries whosee language theey are studyinng,
who have an aptitude for the langu uage and a wwillingness to learn, and wh ho are open tto experiencinng cultural annd
linguisticc opportunitiess such as work
king with natiive speaker paarent volunteers.

10
GCSE ART AND DESIGN: SPECIFICATION CODE 2AD01 [EDEXCEL]

Introduction

The specification meets the criteria outlined by the Qualifications and Curriculum Authority for a full course GCSE.
It combines the necessary breadth and depth of study, with the freedom of choice required to accommodate a range of
abilities and material resources.

Aims

The aims of the course are to enable each student to:

 develop their visual perception and understanding including the creative, imaginative and practical skills for
working in art and design

 develop their visual literacy and an appreciation of the richness of our cultural heritage through practical, written
and critical responses to art and design

 develop their own aptitudes and interests and to foster and encourage confidence, enthusiasm and a sense of
expression

Content

The specification encourages students to work across a wide variety of media and processes:

1. Drawing/ Painting – Using pencils, oil pastels, chalk/charcoal, collage, mono-printing, acrylic/oil paint,
watercolour, poster-colour, pens and inks.

2. Photography – Students can use the camera to record objects, people or places. Manipulating the photographs on
Photoshop and printing on different surfaces can develop very interesting ideas that can be translated into other
techniques.

3. Printmaking – Students could use any of the printmaking techniques: relief, intaglio, stencil forms, scanning and
other copying processes.

4. Three dimensional work – 3D construction can involve the use of plaster, vacuum formed plastics or several
materials in combination. Functional and sculptural ceramic pieces, including glaze technology, surface
decoration. Large murals in bas-relief that could be entirely in clay, paper clay or mixed media.

5. Textiles – Embroidery, hand-stitching, felt-making, batik, dying, collage. This is another ‘technical’ area that can
promote new ideas and many students respond very positively to the colour, fabric and pattern elements of these
techniques.

Scheme of Assessment

The scheme of assessment consists of 2 components:

Component Requirements Max. Mark Weighting

Personal Portfolio (Coursework) 1 unit of work 80 60%
Externally Set Assignment (Exam) 1 unit of work 80 40%

The scheme of assessment covers grades A* to G. Grades will be awarded on that scale. Where work cannot be
rewarded it is ungraded.

Suitability

If you are interested in art and you have an aptitude for the subject – you enjoy practical/making tasks, you are
creative, maybe you feel confident enough to express your own ideas/emotions or you have a solid foundation of art
skills e.g. drawing, painting, sculpture, then you will have the basic skills necessary for success at GCSE level.

11
GCSE ART AND DESIGN (GRAPHIC COMMUNICATION):
SPECIFICATION CODE 2GC01 [EDEXCEL]

Introduction

The specification meets the criteria outlined by the Qualifications and Curriculum Authority for a full course GCSE.
It combines the necessary breadth and depth of study, with the freedom of choice required to accommodate a range of
abilities and material resources.

Aims

The aims of the course are very similar to the Art and Design (Unendorsed) course i.e. to:

 develop their visual perception and understanding, including the creative, imaginative and practical skills for
working in art and design.

 develop their visual literacy and an appreciation of the richness of both traditional and contemporary cultural
heritage through practical, written and critical responses to art and design.

 develop their own aptitudes and interests, encourage confidence and foster a working knowledge of the design
process.

Content

Graphic Communications includes the following 5 disciplines; students will focus on just 2/3 of these to ensure
breadth and depth of study.

Advertising - promotional campaigns and corporate identity design, advertising design briefs. The use of images and
typography in print or onscreen. The advertising message and the links to artefacts, ideas and feelings.

Illustration - Thumbnails, sketches, dissections, plans and elevations. The relationships between illustration and
narrative relating to books, magazines, advertising, storytelling and animation.

Packaging - Making suitable production drawings. Surface decoration, illustration or pattern for packaging.
Development and construction of three-dimensional prototypes.

Typography-The relationship between letter forms, their disposition and text. The development of font types, both
traditional and contemporary. Understanding key terms i.e. leading, justification, alignment, headings
for magazine design, newspaper design, web page design, leaflet and poster design.

Interactive media - 2D digital graphic design techniques, including page layout, web design, style sheets, layering,
resizing and sketching. Time-based digital graphic techniques, including storyboarding, sound,
moving image, animation.

Scheme of Assessment

The scheme of assessment consists of 2 components:

Component Requirements Max. Mark Weighting

Personal Portfolio (Coursework) 1 unit of work 80 60%
Externally Set Assignment (Exam) 1 unit of work 80 40%

The scheme of assessment covers grades A* to G. Grades will be awarded on that scale. Where work cannot be
rewarded it is ungraded.

Suitability

If you are interested in art and design; you enjoy practical/making tasks, you are creative with a growing interest in
applied/professional art and/or technology then you will have the basic skills/aptitude necessary for success in this
specialised subject.

12
GCSE BUSINESS STUDIES: SPECIFICATION CODE 4130 [AQA]

Introduction

This course gives students an opportunity to study a subject they have not previously covered in Key Stage 3.
The course fully meets the GCSE criteria specified by the UK Qualifications and Curriculum Authority, through
a mixture of an internally marked controlled assessment and externally marked written examinations.

Aims:

The aims of the course are to enable each student to:

 actively engage in the study of business and to develop as effective and independent learners and as critical
and reflective thinkers with enquiring minds
 use an enquiring, critical approach to distinguish between fact and opinion, build arguments and make
informed judgements
 develop and apply their knowledge, understanding and skills to contemporary issues in a range of local,
national and global contexts
 appreciate the range of perspectives of different stakeholders in relation to business and economic activities
 consider the extent to which business and economic activity can be ethical and sustainable

Content

Unit 1: Setting up a Business

 Starting a business
 Marketing
 Finance
 People in businesses
 Operations management

Unit 2: Growing as a Business

 The business organisation
 Marketing
 Finance
 People in businesses
 Operations management

As can be seen, unit 2 builds on the content of unit 1, however within the context of larger, established
businesses rather than business start-ups.

Scheme of Assessment:

Terminal Written Examinations [75%]

 Unit 1: Setting up a Business – written paper, 1 hour, 40%

 Unit 2: Growing as a Business - written paper, 1 hour, 35%

Controlled assessment [25%]: Unit 3 Investigating Businesses

AQA will provide pre-released material which will require students to undertake a business investigation.
Students will spend between five and eight hours researching the business. During the research and planning
phase, teachers may give feedback to individual students to support them in their learning, but this assistance
must be recorded. Students may work with others during the research and planning stage. Each student must,
however, produce an individual response to the tasks. Students will spend up to three hours writing up their
findings and teachers are not allowed to give feedback to students during this time. When completing their
work, students must work independently under teacher supervision.

Suitability

Students with a genuine interest in the real world of business would benefit from this course.

13
GCSE CLASSICAL CIVILISATION: SPECIFICATION CODE J280 [OCR]

Introduction

The study of Classical Civilisation provides a satisfying and, above all, enjoyable experience in itself. It promotes an
understanding of Roman and Greek civilisations and literature which have had such a great influence on our own
culture, and touches a surprising amount of cross-curricular areas. Students consider a wide range of issues such as
aesthetic, ethical, linguistic, political, religious and social questions and are able to view the modern world with
greater understanding and insight.

Aims

The key aims of the course are to enable each student to:

 acquire an understanding of the civilisations studied in historical context

 read, understand and make a personal response to literature in translation
 understand the literary, social and historical significance of ancient literature and culture
 develop the ability to interpret, evaluate and make an informed response to literature, attitudes and achievements
of the ancient world
 develop an awareness of the similarities and differences between the classical world and later times

Content and Scheme of Assessment

Unit
Unit Content Method of Assessment Weighting
Code

City Life in the Classical World

Written examination
A351 Focusing on religion and its importance, the family and 25%
(1 hr)
entertainment and recreation in Rome or Athens.

Epic and Greek Myth

Homer The Odyssey Written examination
A352 25%
Focusing on books 5, 6, 7, 9, 10 & 12 (Odysseus’ (1 hr)
adventures)

Community Life in the Classical World

Written examination
A353 Focusing on the houses, government and recreation in 25%
(1 hr)
Pompeii or Sparta.

Culture and Society in the Classical World

A354 Controlled Assessment 25%
Students will study an aspect of Greek or Roman society

Written examination: For each topic, candidates answer two from a choice of three context questions, with short
structured answers prompted by an extract or picture; and one from a choice of two mini-essays.

Controlled assessment: This involves independent research followed by writing up the task under formal supervised
conditions. Candidates should write 2000 words, with access to research notes under supervision. The task need not
be completed in one sitting.

Suitability

Classical Civilisation would suit those who have an interest in the past and wish to gain insight into the origins of
European literature and culture. The course is diverse enough to broaden, rather than narrow, future careers decisions.

No previous knowledge of Latin, Greek or the ancient world is expected. The syllabus is studied entirely in the
English language.

14
IGCSE COMPUTER SCIENCE: SPECIFICATION CODE 0478 [CIE]

Introduction

The Cambridge IGCSE Computer Science syllabus enables learners to develop an interest in computing and gain
confidence in computational thinking and programming. Cambridge IGCSE Computer Science is an ideal
foundation for further study at Cambridge International A Level, and the skills learnt can also be used in other areas
of study and in everyday life.

This syllabus aims to encourage candidates to develop computational thinking, that is thinking about what can be
computed and how, and includes consideration of the data required. Learning computational thinking involves
learning to program, that is to write computer code, because this is the means by which computational thinking is
expressed

The assessment is by written papers, but the learning should be done in a mainly practical way: problem-solving
and programming. Questions will require the candidate to think, use knowledge with understanding and
demonstrate understanding gained through practising practical skills. Questions will not revolve around pure recall.

Aims

The Cambridge IGCSE Computer Science syllabus aims are to:

 Develop computational thinking

 Develop an understanding of the main principles of solving problems by using computers
 Develop understanding that every computer system is made up of sub-systems, which in turn consist of
further sub-systems
 Develop an understanding of the component parts of computer systems and how they interrelate,
including software, data, hardware, communications and people
 Acquire the skills necessary to apply this understanding to develop computer-based solutions to
problems using a high-level programming language.

Content

 Theory of Computer Science including data representation, communication and Internet technologies,
hardware and software, security, and ethics.
 Practical Problem-solving and Programming including algorithm design and problem solving,
programming, and databases.

Scheme of Assessment

Paper 1 Theory – Examination [60%]

This written paper contains short-answer and structured questions. There is no choice of questions and is external
assessed.

Paper2 Problem-solving and programming – Examination [40%]

This written paper contains short-answer and structured questions. There is no choice of questions. 20 of the marks
for this paper are from questions set on the pre-release material.

Suitability

Cambridge IGCSE Computer Science is intended for students with an interest in computers and programming, and
understanding how computers work. It prepares students for further study of computing in the Sixth Form, with a
view to following a university course in Computing and employment in the broad and expanding field of computer
related professions.

15
DANCE: SPECIFICATION CODE 4232 [AQA]

Introduction

The AQA GCSE Dance specification focuses on the aesthetic and artistic qualities of Dance – it is both empowering and
powerful as a form of non-verbal communication. The intrinsic value of dance is the development of creative,
imaginative, physical, emotional and intellectual abilities and skills.

The holistic study of selected professional dance works provides the context for learning through performance,
choreography and critical appreciation and enables candidates to experience different cultural influences and styles of
dance. The course fully meets the GCSE criteria specified by the UK Qualifications and Curriculum Authority, through a
mixture of terminal examination and controlled assessment.

Aims

The course aims to enable students to develop skills, knowledge and understanding of dance as choreographer, performer
and critic through:

 applying and adapting a wide range of skills and techniques effectively in performing and choreographing dance,
including the ability to improve

 creating dances for a range of purposes and in response to different stimuli

 developing the ability to analyse, evaluate and appreciate dance.

Students will also appreciate the contribution of dance to their personal and social health, fitness and wellbeing and be
aware of the range of opportunities and pathways available in dance.

Scheme of Assessment

Component Method of Assessment Weighting

Unit 1 - Critical appreciation of dance Written paper (1h)

20%
Externally assessed

Unit 2 - Set dance Practical examination

20%
Externally assessed

Unit 3 - Performance in a duo/group dance Controlled assessment

related to a set professional work Internally assessed, 20%
externally moderated

40%

[Solo composition task -

Controlled assessment 15%
Unit 4 - Choreography
Internally assessed,
externally moderated and

Choreography -
25% ]

Suitability

GCSE Dance is a practical based course designed for students who have had some previous dance experience. It is ideal
if you are enthusiastic about dance and want to learn new skills. It is helpful but not essential, if you have experience in
the field of dance (ballet, modern, jazz or contemporary).

16
GCSE DRAMA: SPECIFICATION CODE 2DR01 Paper 5DR01, 5DR02 & 5DR03 [EDEXCEL]

Introduction

The GCSE Drama course allows students to develop higher level creating, performing and reflective skills through a
diverse and stimulating range of teaching strategies. Students are encouraged to learn and apply drama skills to
explore their creative response to a number of exciting practical projects whilst developing their self-awareness
within the cultural community. The Drama experience is concerned with communication, working with others and
learning how to express ideas through the unique language of the drama process.

Aims

The aims of the course are to encourage each student to:

 develop a personal interest in why drama matters and be inspired, moved and changed by studying a broad,
coherent, satisfying and worthwhile course of study
 work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas
 consider and explore the impact of social, historical and cultural influences on drama texts and activities
 reflect on and evaluate his/her own work and the work of others
 develop and demonstrate competence in a range of practical, creative and performance skills
 develop a basis for his/her future role as an active citizen in employment and society in general, as well as for the
possible further study of drama
 actively engage in the process of dramatic study in order to develop as effective and independent learners and as
critical and reflective thinkers with enquiring minds

Scheme of Assessment

The Drama GCSE is a five term course that finishes at the start of Term 3 in Year 11. Following a foundation course
in Year 10, during which students develop a range of explorative and performance skills, all the examined
components occur in Year 11.

Unit 1 Drama Exploration – internally assessed and externally moderated - (30%)

This unit requires students to explore a theme, topic or issue. Stimuli, chosen by the teacher, will allow students to
deepen their understanding of the central aspects of the chosen theme, topic or issue and come to appreciate how the
dramatic medium and strategies can be used to create drama form and communicate meaning. Students’ final
assessment will be based on their contribution to a controlled six hour practical exploration of the theme.
A documentary response to this session (up to 2000 words) will complete this unit of work.

Unit 2 Exploring Play Texts – internally assessed and externally moderated - (30%)
Students explore a complete play text from the point of view of directors and performers. The progress of this work
and the development of ideas are documented in the Drama Journals to provide evidence for the coursework
portfolio. Final assessment is based on a six hour practical exploration based on the play text, supported by a
documented response analysing and evaluating the students’ own and other students’ work (max 1000 words).
A theatre review (up to 2000 words) of a live performance completes the coursework element of the course.

Unit 3 Drama Performance – externally assessed - (40%)

This is a practical examination of a performing or technical supporting role within the context of a devised or scripted
performance to an audience.

Suitability

This GCSE Drama course will appeal to students who can fully commit themselves to working in group situations.
Self-confidence, motivation, tolerance and respect are the key skills students will develop if they join this course.
GCSE Drama is a practical, artistic subject with a clearly defined intellectual strand. Students will be expected to
keep a regular journal of their participation in Drama.

A full commitment to the course is required, particularly when planning and rehearsing for the performance [Unit 3].
Students should be aware that there is an expectation for them to see and write reviews on live theatrical
performances. Students will be expected to attend these out of school hours. Likewise, in preparation for assessed
performances, students will be expected to rehearse out of school hours if necessary. There is no expectation for
students to take part in extra-curricular productions to complete the assessment criteria of this course. However, such
involvement is recommended and would certainly be of great benefit.

Drama is a subject for those who are willing to interact with others, for those who can respect and contribute to the
creative process and for those who have a curiosity about themselves and the world in which they live.

17
IGCSE ECONOMICS: SPECIFICATION CODE 0455 [CIE]

Introduction

Economics studies the production of wealth within society, and its subsequent distribution between the different
members of society. It focuses upon the financial choices that society makes and the problems which occur in
creating and distributing output.
What this means in practice is that economics studies the causes and possible solutions of many of the problems
in today’s society and many of the areas of conflict between people. An understanding of economics leads to a
clearer understanding of many of the issues and problems that governments have to deal with, and an
appreciation of the choices which societies make.

This course gives students an opportunity to study a subject they have not previously covered in Key Stage 3.
The course is internationally recognised by schools, universities and employers as equivalent to UK GCSE. The
course is assessed by two final examinations and provides an excellent preparation for further study at both A
Level or IB.

Aims:

The aims of the course are to enable each student to gain lifelong skills, including:

 an understanding of economic theory, terminology & principles

 the ability to apply the tools of economic analysis
 the ability to distinguish between facts and value judgments in economic issues
 an understanding of, and an ability to use, basic numeracy and literacy
 the ability to take a greater part in decision making processes in everyday life
 an understanding of the economies of developed and developing nations

Content

 The Basic Economic Problem

 The allocation of resources: how the market works; market failure
 The individual as producer, consumer & borrower
 The private firm as producer & employer
 Role of government in an economy
 Economic indicators
 The private firm as producer & employer
 Developed & Developing Economies
 International Aspects

Scheme of Assessment:

Terminal Written Examinations [100%]

 Paper 1: Multiple Choice written paper, 45 minutes, 30%

 Paper 2: Structured Questions, 1 hours 15 minutes, 70%

Suitability

The subject often appeals to those who have some interest in current affairs or political matters or those who
enjoy analysing the causes and solutions of problems.

The nature of the subject, and its methods of assessment, are such that students need to have a sound level of
numeracy and literacy. Students have to be able to write in extended prose, analyse information in numerical,
graphical or textual form, and learn subject content thoroughly enough to be able to answer supported choice
questions.

18
GCSE FILM STUDIES: SPECIFICATION CODE 155 [WJEC]

Introduction

This course is designed to build upon students’ own experience of film as consumers and creators. Starting with the
familiar, the specification allows students to study films and the ways in which they are experienced, the importance
of visual representation in today’s global society and the place film has in communicating ideas, attitudes and cultural
beliefs. Students will develop their analytical skills, will be encouraged to work collaboratively and will learn to use
audio/visual equipment and video editing software skilfully and creatively.

Aims

The aims of the course are to enable each student to:

 develop an interest and enjoyment of a wide range of films

 develop a critical and investigative approach to films, the film industry and film audiences
 recognise the ways in which films represent people, places, ideas, issues and events to different audiences
 recognise and explore the creative possibilities of film

Scheme of Assessment

Paper 1 – Examination – Exploring Film [1hour 30 minutes], weighting 30%

Students answer four compulsory questions focusing on one film genre. For the 2013 examination the topic is
Superhero Films.

Paper 2 – Examination – Exploring Films Outside Hollywood [1 hour], weighting 20%

Students answer three compulsory questions on one film produced outside Hollywood, chosen from a prescribed list.
Films on offer include the Mexican psychological horror The Devil’s Backbone and the Japanese animated manga
Spirited Away. Questions will be based on:

1. characters, narratives, themes and issues in the film chosen;

2. the way people, places, events and issues are represented in the film;
3. a creative question involving individual responses to the film (e.g., reviews, blogs, website entries).

Coursework – Internally assessed, externally moderated, weighting 50%

Students complete four coursework pieces:

1. Film Extract Analysis (25 marks)

Write an analysis of a key scene from a film. Students are responsible for film and scene selection (350 – 750
words).

2. Pitch and Preproduction (30 marks)

Create a pitch for an imaginary film (approximately 150 words) and then develop either a pre-production
storyboard, a front page and contents page for a new film magazine, or some marketing campaign materials.

3. Production (35 marks)

Create a video production.

4. Evaluative Analysis (10 marks)

Write a brief evaluative analysis of the video production piece. This can be in the form of an essay, a series of
PowerPoint presentation slides or extracts from an edited blog.

Suitability

Although an interest in film is a prerequisite for Film Studies, prior knowledge of film theory or film production is
not necessary. We will spend much of our time watching mainstream Hollywood films in order to develop a critical
understanding of the ways films are constructed and make meaning. A willingness to engage in discussion is,
therefore, important, as is being open to watching more challenging films. Film making almost always involves
collaborating with others and so the ability to make meaningful contributions to group work is essential.

19
IGCSE GEOGRAPHY: SPECIFICATION CODE 0460 [CIE]

Introduction
Geography is not only up-to-date and relevant, it is one of the most exciting, adventurous and valuable subjects at
GCSE. Climate change, sustainable food production, natural disasters such as earthquakes and floods, the spread of
disease, the reasons for migration and the future of energy resources are some of the greatest challenges facing the
next generation of geographers. The IGCSE Geography course is an interesting and stimulating one that has been
designed to provide a broad and balanced appreciation of the key areas of human, physical and environmental
geography. It builds on the knowledge, skills and understanding established in Key Stages 1, 2 and 3 and gives
students a comprehensive and detailed grounding for further study at AS or IB Level.

Aims
The specification provides opportunities for students to:

 acquire knowledge and understanding of a range of places, environments and geographical patterns at a range
of scales from local to global, as well as an understanding of the physical and human processes, including
decision-making, which affect their development

 develop a sense of place and an appreciation of the environment, as well as an awareness of the ways in which
people and environments interact, and of the opportunities, challenges and constraints that face people in
different places

 appreciate that the study of geography is dynamic, not only because geographical features, patterns and issues
change but also because new ideas and methods lead to new interpretations

 acquire and apply the skills and techniques – including those of mapwork, fieldwork and ICT applications
(Google Earth & GIS) needed to conduct a geographical enquiry

Content
The specification consists of three themes; ‘Population and Settlement’, ‘The Natural Environment’ and ‘Economic
Development and the Use of Resources.’ Details of each theme are listed below:

Core Themes
1. Population and Settlement
a) Population change b) Settlement

2. The Natural Environment

a) Plate tectonics and processes b) Ecosystems
c) River and Coastal processes d) Weather and Climate

3. Economic Development and the Use of Resources

a) Agricultural systems b) Industrial systems
c) Leisure activities and Tourism d) Energy and water resources

Coursework Unit: A local fieldwork investigation with a write-up completed in class and at home.

Scheme of Assessment
Written Paper - Core Themes examination [1 Hour 45 mins - 45%]
Written Paper - Geographical Skills examination [1 Hour 30 mins - 27.5%]
Coursework - Investigation write-up [27.5%]

The style of all papers will be on structured data response questions, with an emphasis on the testing of skills,
knowledge and understanding. There will be opportunity for extended writing and recall of specific case studies.
Candidates are required to complete one piece of coursework, in the form of a geographical investigation, based on
fieldwork. The coursework investigation is teacher assessed and externally moderated.

Suitability
Geography is an ideal subject for students who have an interest in the links and processes between the physical and
human environments that will help them make sense of the world in which they live. The course focuses on current,
topical issues at both a national and international scale.

20
GCSE HISTORY: [AQA] MODERN WORLD HISTORY: SPECIFICATION CODE 9147 FULL
COURSE

Introduction

This course provides the opportunity to study the history of Britain, Europe and the world in the 20th Century in both
breadth and depth.
Throughout the specification there are opportunities to study history from a variety of perspectives, including
political, social, economic and cultural, thereby helping candidates to appreciate the diversity of the societies studied
and the experiences of the people in these societies.

Aims

The aim of the course is to give students the opportunity to:

 acquire knowledge and understanding of the human past

 investigate historical events, people, changes and issues
 develop understanding of how the past has been represented and interpreted
 use historical sources critically in their historical context
 draw conclusions and appreciate that these and other historical conclusions are liable to reassessment in the light
of new or reinterpreted evidence.

Content

Unit 1: International Relations: Conflict and Peace in the 20th Century

 The Origins of the Cold War 1945–1960
 Crises of the Cold War 1960–1980
 Failure of Détente and the collapse of communism 1980–2000

Unit 2: 20th Century Depth Studies

Section A
 Weimar Germany, 1919–1929
Section B
 Hitler’s Germany, 1929–1945
 War in Vietnam 1954-1975
Unit 3: Historical Enquiry British History
 The British People in War

Scheme of Assessment

Paper 1: International Relations: Conflict and Peace in the 20th Century (91451)
Written Paper – 1 hour 45 mins – 60 marks – 37.5% There will be 3 questions (chosen from 6) each with 3 sub-
questions.

Paper 2: 20th Century Depth Studies (91452)

Written Paper – 1 hour 45 mins – 69 marks – 37.5% There will be two sections. In Section A there will be 1 question
(chosen from 3) which is divided into 3 sub-questions. In Section B there will be 2 questions (chosen from 7) which
are divided into 2 sub-questions.

Paper 3: Historical Enquiry British History (91453)

Controlled Assessment – 40 marks – 25%.
Approximately 2000 words individual assignment.

Suitability

History is an ideal subject for those who want to make sense of the present through an understanding of the past.

21
IGCSE INFORMATION AND COMMUNICATION TECHNOLOGY:
SPECIFICATION CODE 41T0 [EDEXCEL]

Introduction

The ICT course is based on the Edexcel International GCSE specification. Designed as a two-year course, it aims
to encourage the exploration and study of ICT in a variety of contexts: home, community, business, industry,
recreation and education. In any given situation students will have the opportunity to acquire competence, ability
and critical skills through the implementation, use and evaluation of a range of ICT systems. Students can develop
their interests in, enjoyment of and critical reflections on ICT as an integral part of modern society.

Aims

The Edexcel IGCSE in ICT enables students to:

 acquire and apply ICT skills, knowledge and understanding in a range of contexts.
 develop ICT-based solutions to address challenges and solve problems.
 develop an understanding of ICT systems.
 develop an understanding and awareness of current and emerging technologies.
 develop an awareness of the legal, social, ethical and environmental consequences of the use of ICT
systems for individuals, organisations and society.
 recognise potential risks when using ICT and develop safe, secure and responsible practice.

Scheme of Assessment

Paper 1 – Written Paper [50%] – externally assessed

 This is a written examination, lasting one hour and 30 minutes.

 Section A consists of 16 multiple-choice questions. Section B consists of short-answer questions, which
may have multiple parts.
 There will be no choice of questions.
 The questions will be graded and arranged in order of increasing difficulty.
 The examination is un-tiered and will be targeted at students across the ability range A* – G.

Paper 2 – Practical Examination [50%] – externally assessed

 This is a practical computer-based examination, taken under controlled conditions.

 It will consist of structured activities and will take three hours (including printing time).
 The software packages tested in each examination are:
o spreadsheet software
o database software
o graphics software
o multimedia presentation software
o desktop publishing/word processing software
 There will be a common theme to the activities but each activity is independent of the others.
 The examination is un-tiered and will be targeted at students across the ability range A* – G.

Suitability

Students who have enjoyed the KS3 ICT course and wish to extend their knowledge of ICT should consider this
option. This course will prepare students to use applications (such as databases, spreadsheets, word processing,
desktop publishing (DTP), graphics, and multimedia) in the workplace and in higher education. Successful
completion of this course will be an advantage for students who wish to study ICT in the sixth form.

22
GCSE LATIN: SPECIFICATION CODE J281 [OCR]

Introduction

The study of Latin provides a satisfying experience in itself. It promotes an understanding of Roman civilisation,
literature and language which have had such a great influence on our own culture. Students consider a wide range of
issues such as aesthetic, ethical, linguistic, political, religious and social questions.

Aims

Provisions of the course aim to enable students to:

 develop a level of competence in the Latin language

 develop a sensitive and analytical approach to language generally, and particularly the relationship between Latin
and modern languages

 read and make a personal response to some of the literature in the original language

 make an informed response, based on evidence, to material studied, and develop a sympathetic awareness of the
life and thoughts of people of a different time and culture as well as their continuing influence on the world

Assessment

1. Linguistic Knowledge
Students will need to show an understanding of a short piece of unprepared Latin text either by translating or by
reading and answering questions in English. In responding to such pieces, students require a knowledge of
vocabulary and an understanding of word order and formation of the Latin language. They should also be able to
give examples of English words derived from given Latin words.

2. Literary Knowledge & Criticism with personal response

Students will study a selection of prescribed texts in the original Latin. They will need to show their knowledge
of characters, action and setting, as well as explain meanings of words. Students must also show an appreciation
of the literary quality of Latin texts and will be asked to comment on style, tone, and effect, selecting evidence to
support judgments on the social and historical context.

Scheme of Assessment

For GCSE Latin, candidates must take two language units (A401 and A402) and two units chosen from verse
literature, prose literature and sources from Latin. The units taken will be decided at the discretion of the teacher.
There is no coursework requirement.

Unit
Unit Content Assessment Weighting
Code
A401H Latin Language 1 (Higher Tier) Written examination (1 hr) 25%

A402H Latin Language 2 (Higher Tier) Written examination (1 hr) 25%

A403H Latin Prose Literature (Higher Tier) Written examination (1 hr) 25%

A404H Latin Verse Literature (Higher Tier) Written examination (1 hr) 25%
Sources for Latin (Higher Tier)
A405H Analysing a variety of primary sources, relating to Written examination (1 hr) 25%
aspects of Roman civilisation

Suitability

Some prior knowledge of Latin is essential. Students with an interest in the subject, a desire to prove themselves
intellectually capable, an aptitude for the language and a willingness to learn, should consider this option.

23
IGCSE MUSIC: SPECIFICATION CODE 0410 [Cambridge International Examinations]

Introduction
The IGCSE Music Course is an interesting and engaging two-year course designed to develop and extend the teaching of
the three main skills students will have already experienced in Key Stage 3: performing, composing and listening. Through
a wide range of tasks, students will learn about many styles and skills in music. Taking this course prepares students to
continue their studies into IB or A Level Music, and Music is an excellent arts subject to teach disciplines favoured by
universities and employers.

Aims
The aims of the IGCSE Music course are to enable each student to develop their skills in:
 performing and composing
 listening and responding to music from a variety of historical and cultural backgrounds
Students will develop their skills in reading and analysing music, and performing and composing different types of music.
They will listen to a wide variety of music and learn more about how and why it was written and/or performed.

Scheme of Assessment
The course is separated into three components:
Component One: Listening - Written Paper [40%] – externally assessed
This part of the course teaches students about musical concepts, history, theory and analysis, and how to listen for these
features in music. They will be exposed to a wide variety of music encompassing Western Classical Music, Popular Music
and many genres of World Music. Over the two years, students will be taught skills to help them complete the final, formal
Listening Examination Paper. There are two parts to this paper: Unprepared Listening, where candidates will hear a range
of previously unheard music and answer questions (multiple choice or short answers) based on the skills they have been
taught over the course; and Prepared Listening, where they will analyse one prescribed work in closer detail, and focus on
one specific area of World Music.
Component Two: Performing - Coursework [30%] – internally assessed/externally moderated
This component of the course requires students to perform on any instrument of their choice (including voice), selecting
their own choice of music, which can be of any standard and style. They need to present one solo performance and one
ensemble performance (usually in a group of at least 3 student performers). This is assessed in Term 2 of Year 11 using the
same criteria that students have been assessed with throughout Key Stage 3.
Component Three: Composing – Coursework [30%] internally/ externally moderated
This component of the course requires students to compose their own pieces of music. Students will compose a number of
pieces throughout the course, and the best two will be selected to be submitted for coursework. Compositions can be in any
style and for any instrument or combination of instruments, giving students the opportunity to develop composition skills in
the genres they prefer. The use of Music Technology is fully integrated into this component with the majority of students
using composition software such as Sibelius and also sequencing software such as Garage Band.

Suitability
 The course is designed in such a way that students of all abilities can access it and find success. Students who already
play an instrument and have some previous musical experience are at an advantage, but students with a genuine interest
and passion for music can also score the highest grades as long as they are prepared to put in the required effort.

 It is recommended that IGCSE Music students have lessons on their solo instrument (or voice) and practise regularly.

 An ability to read music at the start of the course, at least at a basic level, is highly desirable. Students who cannot read
music can still join the course but must expect to put in some extra work in the initial stages in order to catch up.

 It is an expectation that IGCSE Music students take advantage of the many opportunities provided by the Music
Ensembles in the Senior School. All Music Ensembles greatly enhance students’ musical skills beyond the classroom
and give a greater chance of success at IGCSE.

24
GCSE PHYSICAL EDUCATION: SPECIFICATION CODE 2PE01 [EDEXCEL]

Introduction

The specification offers students an opportunity to study both the practical and theoretical aspects of Physical
Education. It builds upon the knowledge, understanding and skills established in Key Stage 3 Physical Education. It
gives exciting opportunities to be involved in a number of different physical activities, promoting an active and
healthy lifestyle. The student can perform in one or all of the following roles: player/participant, leader or official.

Aims

The aims of the course are to enable each student to develop:

 physical competence and confidence, and their ability to use these to perform in a range of activities
 a range of skills, physical development and knowledge of the body in action
 positive attitudes towards active and healthy lifestyles
 their ability to be creative, competitive and to face up to different challenges as individuals and in groups and
teams. They learn how to think in different ways to suit a wide variety of creative, competitive and challenging
activities
 their ability to plan, perform and evaluate actions, ideas and performances to improve their quality and
effectiveness. Through this process, they discover their aptitudes, abilities and preferences, and make choices
about how to get involved in lifelong physical activity

Scheme of Assessment

Coursework – Practical – Weighting 60%

Section 1 - Students will be assessed in four practical performances in the role of player/participant, leader or official.
Students may achieve 48% of the marks from the four performances. At least two of the four performances must be
in the role of player/ participant.
Section 2 – Students will undertake an analysis of performance in one of the chosen activities. This will be worth
12% of the marks, and includes planning, performing and evaluating a Personal Exercise Programme.

They will be required to:

 demonstrate performances, in a practical context, in a range of activities, in the roles of official, leader, player
 demonstrate an ability to analyse and improve their own and others’ performance
 plan and undertake a personal exercise programme

External Examination – Theory – Weighting 40%

Students will learn about the relationship between exercise, diet, work and rest, and how, together, they contribute to
a balanced healthy lifestyle. Skill related fitness and health related fitness and training methods will be fully explored
in a practical and theoretical manner. Students will gain detailed knowledge and understanding of the cardiovascular,
respiratory, muscular and skeletal system and the impact of physical activity and exercise on those systems.

This will all be assessed through an hour and half exam, made up of multiple-choice, short answer and extended
answer questions.

The course is allotted five lessons over a two week period; two devoted to the theory and three to the practice of
Physical Education.

Suitability

GCSE Physical Education is challenging and fascinating and would be a suitable choice for any student who has a
keen interest in sport and recreation and wants to follow a course that develops knowledge and understanding
through practical involvement. A full commitment to the course is required and students should be aware that there
is an expectation for them to take part in sport and recreation outside of class time (e.g. team training, Cross
Curriculum Activities (CCA), Sports Recreation Club (SRC), etc). This will enable effective application of skills in
the chosen sports and activities within a competitive context and also improve performance in the range of sports
roles.

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GCSE P
PSYCHOLO
OGY: SPEC
CIFICATION
N CODE 2P
PS01 [EDEX
XCEL]

Introducction

How do w we see our woorld? Is dream ming meaningfful? Do TV an nd video games affect younng people’s beehaviour?
Why do w we have phobbias? Are crim minals born or made? These are some of th he questions tthat will be ex
xplored duringg
the coursse. Within thesse five topics you will lookk at how illusio ons work, how w we see thinggs and whetheer aggression
and antissocial behaviour comes from m our biologyy (for example genes and ho ormones) or ouur upbringing. We will alsoo
look at thhe work of forrensic, clinicall and educatioonal psycholog a psychoanallysts. We will discuss issues
gists, as well as
such as hhow reliable eyyewitness testtimony is and how someonee’s race or acccent can affectt how they aree judged by a
jury and study the metthods used in psychology,
p aas well as ethiccs and wider issues
i such as nature-nurturre.

Aims

The aimss of the coursee are to enablee each studentt to:

 Appreciate pssychological concepts

c and ccontext in reall-life issues

 wledge and un
Develop know nderstanding oof core areas of y: biological, ssocial, cognitive,
o psychology
developmentaal and individu
ual differencees

 Understand the
t methodolo
ogies and the bbasis of how psychology
p wo
orks

 Develop an understanding
u dividual, sociaal and cultural diversity
g of the contribbution of psycchology to ind

Scheme of Assessmen
nt

Unit 1: P
Perception andd Dreaming. Written paperr [1 hour 15 min
m – 40%]

Topic A: How do we see s our world??

Topic B: Is dreaming meaningful?
m
The papeer consists of multiple-choic
m ce and short-aanswer questio
ons.

Unit 2: SSocial and Bioological Psych

hological Debaates. Written paper
p [1 hourr 45 min – 60%
%]

Topic C: Do TV and video

v games afffect young peeople’s behav viour?
Topic D: Why do we haveh phobias??
Topic E: Are criminalss born or madde?
The papeer consists of multiple-choic
m ce questions, sshort answers and some exttended writingg.

There is nno courseworrk requirementt. There are nno different tieers of entry.

Suitabiliity

u will not havee to have any pprior knowled

The goodd news is that this will be a new subject ffor you so you dge of
psycholoogy. Psychologgy is the studyy of mind andd behaviour annd, through your own experiiences, you will
w already
have an uunderstandingg of how indivviduals and grooups function.

fully completioon of this courrse will be an advantage forr students who

Successfu o choose to stu
tudy Psycholo
ogy in the sixthh
form, althhough it is not a requiremen
nt.

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GCSE RELIGIOUS STUDIES: SPECIFICATION CODE 4055 [AQA]

ETHICS, PHILOSOPHY AND RELIGION IN SOCIETY

Introduction

Should we eat meat? What is factory farming? How did the universe begin? Why are people prejudiced? Why do
we suffer? What is evil? When does life begin? What is terrorism? Is there evidence for immortality? What is a
Near Death Experience? Can religion and science ever agree? These are some of the religious and moral questions
that will be explored during this course. Students will learn how religious people from different traditions
approach such questions, before forming their own opinions.
This is a worthwhile course in its own right and also lays a foundation for further study at A-level in Religious
Studies or IB Philosophy and related subjects.

Aims

The key aims of the course are to enable each student to:

 acquire knowledge and develop understanding of the beliefs, values and traditions of religions
 consider the influence of the beliefs, values and traditions associated with religions
 consider religious and other responses to moral issues
 identify, investigate and respond to fundamental questions of life raised by religion and human experience,
including questions about the meaning and purpose of life
 develop skills relevant to the study of religion

Content

The course is divided into two units, of equal weighting.

1. Religion and Life Issues

This unit looks at religious responses to five contemporary issues: religion and animal rights; religion and planet
earth; religion and prejudice; religion and early life; religion war and peace.
This unit will be studied from the perspective of two religions from: Buddhism; Christianity; Hinduism; Islam;
Judaism; Sikhism.

2. Philosophy of Religion and Ultimate Questions

This unit looks at the philosophy of religion, and asks fundamental questions about the basis for religious beliefs
and traditions. It encourages students to reflect upon ultimate questions about the meaning and purpose of life, and
to develop their own reasoned responses to these questions. The topics studied are: existence of God; evil and
suffering; immortality; miracles; science and religion. This unit will be studied from the perspectives of
Christianity and one other religion from: Buddhism; Hinduism; Islam; Judaism; Sikhism.

There is no coursework.
There are no tiers of entry.

Scheme of Assessment

Unit 1: Religion and Life Issues. Written paper [1 hour 30 min – 50%]
The paper consists of four structured essay questions based on stimulus material from a choice of six.

Unit 2: Philosophy of Religion and Ultimate Questions. Written paper [1 hour 30 min – 50%]
The paper consists of four structured essay questions based on stimulus material from a choice of six.

Suitability

Religious Studies would suit those who have an interest in human culture and ideas. No previous study of religion
is required. The course is suitable for students of any religious persuasion, or none.

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SINGAPORE

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