SSL Options
A guide to GCSE subjects (Years 10 and 11)
2025 | 2027
Welcome to GCSE Options
A Guide to GCSE Subjects
In Year 9, students have the opportunity to shape their academic curriculum to their interests and aptitudes by making decisions about which subjects they will study in Key Stage 4 (years 10 and 11). This booklet provides an overview of the options process and an outline of what is studied in each GCSE course.
GCSE option choices are significant for each student and worthy of careful thought and consideration. There will be an opportunity to hear more about the curriculum structure and to learn more about what is on offer in each subject during Year 9. In the spring term of Year 9 students will submit an options form which will be used to construct their timetable for the year ahead.
Core Key Stage 4 Curriculum
All students at Senior School Leidschenveen study the following subjects: GCSE subjects:
• English Language and English Literature (10 lessons per fortnight)
• Mathematics (8)
• Science (18 or 12)
• A Modern Foreign Language (6) Non-examined subjects:
• Physical Education (4)
• Personal, Social and Health Education (PSHE) (2)
Language Options
Students may choose to take either Dutch, French, German or Spanish as their Modern Foreign Language.
Science Options
Students may choose to take separate sciences or trilogy science. Both options cover all three sciences, Biology, Chemistry and Physics but have different timetable allocations and lead to 2 or 3 GCSEs.
The science option taken affects the other subject options available:
• If a student chooses separate sciences, two remaining subject choices can be selected from the optional subject list below.
• If a student chooses trilogy science, three remaining subject choices can be selected from the optional subject list below.
Optional Subjects
GCSE courses are offered in the following optional subjects (6 lessons per fortnight):
Optional Subjects
GCSE courses are offered in the following optional subjects (6 lessons per fortnight):
• Art
• Computer Science
• Design and Technology
• Drama
• Dutch (CNaVT)
• Food Preparation and Nutrition
• French
• Geography
• German
• History
• Music
• Physical Education
• Spanish
Please note that while we endeavour to accommodate all combinations of optional subject choices this is not always possible. Please contact the school if you require further information.
After consultation, some students may have curricular support in place of one of their optional subjects. This would be in the form of either English as an Additional Language (EAL) support or Study Skills support.
In addition to the core Key Stage 4 curriculum and optional subject choices, students who have been following a native speaker programme in a language (or who are native speakers and join the school in Year 10) may also elect work towards a GCSE qualification in that language. This falls outside of the main curriculum and does not impact on other subject choices.
Core GCSE subjects
GCSE English Language
Details of what the course involves
Students studying GCSE English Language will have the opportunity to develop advanced reading and critical thinking skills, promoting a genuine interest in various topics and themes. They will engage with a diverse range of texts from the 19th, 20th, and 21st centuries, including both literary and non-fiction works. Additionally, they will improve their speaking and listening skills through activities such as structured debates and discussions based on the materials explored in class.
The course covers:
• Critical reading and comprehension.
• Writing.
• Spoken language.
How will the course be examined?
There are two exam papers:
1. Paper 1: Exploration in Creative Reading and Writing (1 hour 45 minutes, 50% of English Language GCSE).
• Section A: Reading (one literature fiction text).
• Section B: Writing (descriptive or narrative writing).
2. Paper 2: Writers’ Viewpoints and Perspectives (1 hour 45 minutes, 50% of English Language GCSE).
• Section A: Reading (one non-fiction text and one literary non-fiction text).
• Section B: Writing (writing to present a viewpoint).
Examination Board
AQA
GCSE English Literature
English Literature gives students the chance to develop skills in reading, understanding, and responding to a variety of literary texts. They will also gain an understanding of the social, historical, and cultural contexts that influence literature and learn how to effectively communicate their ideas in both speech and writing.
In GCSE English Literature, students will study four prescribed texts, including a wide range of poetry. They will critically analyse these texts, exploring how language, structure, and form contribute to their meanings, while also drawing comparisons between different works. Students are expected to read and prepare for class discussions, plan and draft detailed responses, and assess their own writing.
How will the course be examined?
There are two exam papers:
1. Paper 1: Shakespeare and the 19th-century novel (1 hour 45 minutes, 40% of English Literature).
• Shakespeare plays.
• The 19th-century novel.
2. Paper 2: Modern texts and poetry (2 hours 15 minutes, 60% of English Literature).
• Modern prose or drama texts.
• The poetry anthology.
• Unseen poetry.
Examination Board
Core GCSE subjects
GCSE Mathematics
Details of what the course involves
The aims of the course are to increase the mathematical skills of the individual and to enable students to apply these skills in solving a variety of problems in different contexts. There are six key areas of study:
• Number
• Algebra
• Ratio, proportion and rates of change
• Geometry and measures
• Probability
• Statistics
In Years 10 and 11 these are taken at one of two levels based on the GCSE (9–1) Specification:
• Foundation Level: Grades available 5–1
• Higher Level: Grades available 9–4
The Mathematics Department sets the students, using the recommendations of teachers as well as written tests, so that we are better able to meet the mathematical needs of each individual student.
How will the course be examined?
The students take three examination papers at the end of the course.
Higher level: 3 x 1.5 hour paper.
Foundation level: 3 x 1.5 hour paper.
A calculator is permitted on two of the papers.
Examination Board
Edexcel
Core GCSE subjects
GCSE Science
Students can prepare for certification in Combined Science Trilogy or Separate Sciences. All students will be taught by specialists in Biology, Chemistry and Physics.
Details of what the course involves
Students take one of two routes for studying Science in Years 10 and 11:
• Combined Science Trilogy: Students study all Biology, Chemistry and Physics leading to a double award in GCSE.
• Separate Science: Students study all Biology, Chemistry and Physics leading to individual awards each Science at GCSE.
Aims of the course
GCSE courses in science enable learners to:
• Develop their knowledge and understanding of the material, physical and living worlds.
• Develop their understanding of the nature of science and its applications and the interrelationships between science and society.
• Develop an understanding of the importance of scale in science.
• Develop and apply their knowledge and understanding of the scientific process through hypotheses, theories and concepts.
• Develop their understanding of the relationships between hypotheses, evidence, theories and explanations.
• Develop their awareness of risk and the ability to assess potential risk in the context of potential benefits.
• Develop and apply their observational, practical, enquiry and problem-solving skills and understanding
in laboratory, field and other learning environments.
• Develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions.
• Develop their skills in communication, mathematics and the use of technology in scientific contexts.
How will the course be examined?
Combined Science Trilogy: Students will take two examinations of 1 hour 15 minutes in each of Biology, Chemistry and Physics. This is a dual award qualification, therefore two grades will be awarded on a 17 point scale beginning at top end with 9-9 (the highest award) then 9-8 etc through to 2-1 and ultimately 1-1 (the lowest award).
Separate Sciences: Students will take two examinations of 1 hour 45 minutes in each of Biology, Chemistry and Physics. Grades will be awarded using the 9 – 1 scale. Separate Science students will cover more content than Combined Science students.
Students must complete a series of required practicals for each science. All science GCSEs will have higher and foundation tier papers.
Examination Board
Core non-examined subjects
Core Physical Education
All Y10 and Y11 students follow a compulsory Physical Education programme. Students are offered a broad range of sports which include:
• Football
• Netball
• Rugby
• Basketball
• Fitness
• Gaelic football
• Volleyball
• Rounders
• Cricket
• Softball
• Badminton
PSHE
PSHE provides students with the knowledge, understanding, skills and attitudes to make informed decisions about their lives. Many very important topics are considered through both informative, interactive, case study and discussion-based lessons. A number of workshops of a practical nature are also presented by guest speakers from professional fields.
The underlying aims of the course are to encourage students to:
• develop mutual respect and support.
• think about issues and make informed opinions.
• be aware of and care for others.
• talk about feelings and be sensitive to the feelings of others.
• be constructively critical and questioning take increasing responsibility for their own learning and behaviour make healthy lifestyle choices.
Note: In order to meet our obligation to Dutch Law regarding language requirements for Dutch passport holders, these students will study PSHE in Dutch unless the Dutch language option is selected.
English as an Additional Language
This is not a GCSE course but may be taken instead of a GCSE option.
Aims of the course
English as an Additional Language (EAL) is available as an option for those students who have not yet developed proficiency in English or have not had sufficient experience of the language to fully access the mainstream curriculum at an academic level. Our goal is to reinforce language skills in small groups so that students can process and respond to texts, understand subject content, and develop higher level reading and writing skills across the curriculum.
Details of what the course involves
All Year 10 students are included in mainstream English Language and Literature. Students who choose EAL as an option will have an additional five hours of support from EAL teachers in small groups to consolidate their mainstream English lessons and develop language skills for the wider curriculum. At the end of Year 10, these students will decide the best route forward for GCSE in consultation with the English and EAL departments. This decision would typically centre around whether to continue with entries for both GCSE English Language and GCSE English literature or taking just one of these qualifications.
Throughout the course we help students to understand context, identify different genres and extend their academic literacy. Progress in reading, writing, speaking and listening is monitored through ongoing assessment and learner profiles that help us to track language development. We have a deliberately flexible approach to curriculum planning so that we can meet individual needs. Some of the main areas of focus include:
• Extending sentences in fiction and non-fiction texts.
• Broadening vocabulary.
• Developing text structure within different genres.
• Creating atmosphere and mood.
• Learning to write persuasively.
• Understanding inference and word choice.
• Developing presentation skills.
• Taking notes and using informal language.
• Participating in an extended reading programme of graded readers.
EAL lessons are both challenging and supportive and we emphasise extended reading as a means to developing fluency and inference. We also draw on students’ full repertoire of languages in order to aid their learning. This means that students might research in their home language in order to connect ideas to prior learning before completing the task in English.
Curricular support
Study Skills
This is not a GCSE course but can be taken instead of a GCSE option.
Aims of the course
This course is designed to support students during Years 10 and 11. Study Skills focuses on the development of effective study techniques and learning tools that are important for academic success. It is a reinforcement of the work they will be carrying out in other subjects and will support students in all curriculum areas.
Details of what the course involves
This course will allow students to develop study skills and strategies important for success in many subject areas.
The main topics are:
• Motivation/goal setting.
• Organisation and time management for independent learning.
• Memory Skills and strategies.
• Reading strategies.
• Research skills.
• Note-taking skills and strategies.
• Essay-planning and writing skills.
• Self-assessment.
• Revision and exam techniques.
• Stress management.
• Effective study environments.
The course is not examined but is designed to contribute towards greater success in those subjects, which are taken at GCSE.
GCSE optional subjects
GCSE Art and Design
Details of what the course involves
The GCSE course in Art and Design encourages students to:
• Actively engage in art and design to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds.
• Develop creative and imaginative powers, and the practical skills for communicating and expressing ideas, feelings and meanings in art and design.
• Become confident in taking risks and learning from their mistakes when exploring ideas, materials, tools techniques and technology.
• Develop investigative, analytical, experimental, and interpretative capabilities, aesthetic understanding, and critical skills.
• Show understanding of codes and conventions of art and design, and awareness of contexts in which they operate.
• Demonstrate knowledge and understanding of art and design in contemporary societies and in other times and cultures.
• Develop personal attributes including selfconfidence, resilience, perseverance, selfdiscipline, and commitment.
We deliver a broad-based course where emphasis is placed on creativity and the development of the individual. Students are encouraged to become
independent thinkers. As the course develops this provides them with opportunities to explore an extensive range of skills, both practical and academic. Problem solving and creative thinking underpins the philosophy of our teaching, actively encouraging and supporting students through a progressive frame of learning.
How will the course be examined?
The overall GCSE grade is based on the following:
Portfolio – 60%.
Externally Set Assignment – 40%.
All assessments are based on practical work produced over the course period. There is no written examination.
Examination Board
AQA
GCSE optional subjects
GCSE Computer Science
Aims of the course
The skills and knowledge developed through this qualification help students to:
• Understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms, and data representation.
• Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs.
• Think creatively, innovatively, analytically, logically and critically.
• Understand the components that make up digital systems, and how they communicate with one another and with other systems.
• Understand the impacts of digital technology to the individual and to wider society.
• Apply mathematical skills relevant to computer science.
Details of what the course involves
This GCSE will develop your ability to apply ‘computational thinking’ skills in a particular context. The Edexcel GCSE Computer Science specification enables students to apply computational thinking in context, across both examined and non-examined assessments. You will learn to think computationally, within the context of a single scenario, and prepare you for real-world computer challenges. Computational thinking is integrated throughout the content to embed this essential approach to the subject.
There are six topics which cover the following areas:
1. Computational thinking - understanding of what algorithms are, what they are used for and how they work; ability to follow, amend and write algorithms; ability to construct truth tables.
2. Data - understanding of binary, data representation, data storage and compression.
3. Computers - understanding of hardware and software components of computer systems and characteristics of programming languages.
4. Networks - understanding of computer networks and network security.
5. Issues and impact - awareness of emerging trends in computing technologies, and the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues.
6. Problem solving with programming.
How will the course be examined?
Component 1: Principles of Computer Science. Written examination covering topics 1 to 5, this paper accounts for 50% of the qualification and consists of multiple choice, short and extended open response questions.
Component 2: Application of Computational Thinking. An onscreen examination focused on topic 6, this is a practical paper that requires students to design, write, test and refine programs in order to solve problems. This accounts for 50% of the qualification.
Examination Board
Edexcel
GCSE Design and Technology
Details of what the course involves
GCSE Design and Technology enables students to understand and apply iterative design processes through which they explore, create and evaluate a range of outcomes. Students will enhance their knowledge and understanding of various materials and manufacturing processes to confidently design and create prototypes that address issues, needs, problems, and opportunities of the target audience. Students will learn how to take design risks, helping them to become resourceful, innovative and enterprising citizens. They will develop an awareness of practices from the creative, engineering and manufacturing industries. Through the critique of the outcomes of design and technology activity, both historic and present day, students develop an understanding of its impact on daily life and the wider world and an understand that high-quality design and technology is important to the creativity, culture, sustainability, wealth and well-being of the nation and the global community.
How will the course be
assessed?
Written exam (50% of GCSE): 2 Hours, 100 marks.
• The written examination has three sections.
Section A covers ‘Core technical principles.
Section B covers ‘Specialist technical principles.
Section C covers ‘Designing and making principles. Questions vary from multiple choice to extended response. The paper will also contain 15% mathematical skills applied in a Design and Technology curriculum.
Non-Examined Assessment (NEA – coursework) (50% GCSE): 30-35 hours, 100 marks.
• The NEA Task will be internally assessed and externally moderated. Students will need to choose a task from a range of contextual challenges provided by the exam board. The chosen context will then be designed, manufactured, and evaluated. This is expected to take 35 hours in total. Students will design and make a 3-dimensional physical prototype supported by an electronic design portfolio of approximately 20 pages. The NEA begins during the Summer Term of Year 10 and will be completed during the Spring Term of Year 11.
Examination Board
AQA
GCSE optional subjects
GCSE Drama
Learners opting for Drama will be given opportunities to develop the ability to read, understand and respond to a wide range of drama texts; to develop an awareness of the social, historical and cultural contexts and influences in the study of drama and theatre; to develop the ability to construct and convey meaning in speech and writing, matching style and audience; and to experiment with and develop confidence in dramatic presentation.
Learners are encouraged to see live theatre productions throughout the course and will be required to attend local theatre at least once during the course as such visits will inform written work.
Drama requires group work and performing in front of an audience. A significant part of a learner’s mark will be affected by the relationships that they form with group members and as such, learners must be willing to work as part of a team to create performances for assessment. Learners should expect to work with peers outside of class-time in rehearsal.
Details of what the course involves
Learners will investigate practitioners and genres of drama, work collaboratively to develop ideas to communicate meaning and experiment with dramatic conventions, forms and techniques to produce and realise a piece of original theatre. They will also have the opportunity to participate in the performance of extracts from a play text. Learners will demonstrate their knowledge and understanding of drama, including their ability to interpret text for performance in a written examination.
How will the course be assessed?
Component 1 – Understanding drama
What’s assessed?
• Knowledge and understanding of drama and theatre.
• Study of one set play.
• Analysis and evaluation of the work of live theatre makers.
How it’s assessed:
Written exam (open book): 1 hour and 45 minutes. 80 marks. 40% of GCSE.
Component 2 – Devising drama (practical and coursework)
What’s assessed?
• Process of creating devised drama in a group setting.
• Performance of devised drama (students may contribute as performer or designer).
• Analysis and evaluation of own work through written coursework.
How it’s assessed:
Devising log (60 marks) and Devised performance (20 marks). 80 marks in total. 40% of GCSE.
This component is marked by teachers and moderated by AQA.
Component 3 – Texts in practice (practical)
What’s assessed?
• Performance of two extracts from one play (students may choose to work alone or with a partner for one or both exams)
• Free choice of professionally published play.
How it’s assessed:
• Performance of Extract 1 (20 marks) and Extract 2 (20 marks).
• 40 marks in total.
• 20% of GCSE.
This component is marked by AQA.
Examination Board
AQA
CNaVT Dutch
GCSE courses in Dutch are no longer offered by British exam boards. Students instead follow the Certificaat Nederlands als Vreemde Taal (CNaVT – certificate in Dutch as a foreign language) qualification.
Aims of the course
Students in Y10 and Y11 can opt for Dutch and continue studying after year 9 on two different levels.
• CNaVT A2 for those students who have not already done the CNaVT A2 in year 9
• CNaVT B1 normally for those students who have already taken the CNaVT A2 in year 9
Course details
The A2 course focuses on developing language and skills relating to personal daily life situations, such as reading personal messages, extracting information from a leaflet, and explaining personal interests. The A2 level on the Common European Framework of Reference for languages (CEFR) is in line with the level expected in GCSE language qualifications. The B1 course builds on the skills of the A2 level course in greater depth and breadth. Students will enhance their language proficiency to navigate through various aspects of daily life in Dutch. This includes articulating dreams and ambitions, formulating requests and expressing opinions on numerous topics, extracting information from authentic news articles, and writing formal letters.
How will the course be assessed?
For both courses, the exams are divided in three parts:
• Part A: listening and writing
• Part B: reading and writing
• Part C: speaking
A paper dictionary (Dutch to personal language) may be used for part A and B.
Examination Board
Certificaat Nederlands als Vreemde Taal (CNaVT)
GCSE Food Preparation and Nutrition
Details of what the course involves
GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students’ practical cookery skills to give them a strong understanding of nutrition. In addition, students will also undertake a range of experimental and investigative activities.
Food preparation skills are integrated into five core topics:
• Food, nutrition and health
• Food science
• Food safety
• Food choice
• Food provenance
How will the course be examined?
Written exam (50% of GCSE):
• 1 hour 45 minutes - 100 marks.
• The paper will be made up of 20 multiple choice questions worth 20 Marks and 5 questions each with a number of sub questions worth 80 marks.
Non-Examined Assessment (NEA –Coursework) (50% GCSE):
• Task 1 Food investigation (30 Marks). This assesses students’ understanding of the working characteristics, functional and chemical properties of ingredients. Students submit a written report (1,500– 2,000 words) including photographic evidence of the practical investigation.
• Task 2 Food preparation assessment (70 Marks). This assesses students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. Students will submit a written portfolio (15 A4 pages) including photographic evidence.
Examination Board
AQA
GCSE Geography
Details of what the course involves
GCSE Geography:
• Reflects the modern and changing world at a variety of scales from local to global, and offers a unique view of earth science and the associated environmental issues.
• Offers a relevant account of the economic issues of the modern world.
• Shows how the scientific, human and economic aspects of the modern world interact creating problems, opportunities and responses.
• Offers a unique opportunity to explore the international dimension.
The course will appeal to students who:
• Want to understand why and how the world (both physical and human) works in the way that it does.
• Have an interest in the world around them and the human impact on it.
• Want to learn more about some of the key issues shaping the world that they live in.
How will the course be assessed?
The overall GCSE grade is determined by student outcomes in the following three examinations:
Paper 1: Living with the Physical Environment
1 hour and 30 minutes – 35% of the GCSE.
• The challenge of natural hazards.
• The living world.
• Physical landscapes in the UK.
• Geographical skills.
Paper 2: Challenges of the Human Environment
1 hour and 30 minutes – 35% of the GCSE.
• Urban issues and challenges.
• The changing economic world.
• The challenge of resource management.
• Geographical skills.
Paper 3: Geographical applications
1 hour and 30 minutes – 30% of the GCSE.
• Issue evaluation.
• Fieldwork.
• Geographical skills.
Students do not submit coursework for Geography GCSE but are required to complete fieldwork tasks which are assessed in Paper 3.
Examination Board
AQA
GCSE optional subjects
GCSE History
Aims of the course
GCSE History helps to establish lifelong skills – both oral and written – the ability to argue a case, to articulate and communicate what you know and understand, to sift through a wide range of evidence and come to a conclusion. Furthermore, the course will help students to understand the background to current affairs and to have a better understanding of the world we live in.
This course will appeal to students who:
• Want to study a dynamic subject that changes with the world around them.
• Want to understand the world they live in; so many of today’s conflicts have their roots in the past.
• Have an interest in developing their written communication and analytical thinking skills.
During your course you will learn:
• About the significance of events, individuals, issues and societies in history.
• How and why societies have changed over time –how people interact, their motives, factionalism, how people may unite under a common cause.
• To develop an understanding of how the past has been interpreted and represented.
• To express your own historical ideas confidently and effectively.
• To understand the nature of historical evidence and the methods used by historians to analyse and evaluate it.
• To develop your ability to analyse and evaluate evidence, reach supported judgements, and to argue a case effectively both orally and on paper.
How will the course be assessed?
There are two exam papers:
Paper 1: Understanding the modern world (2 hours, 50% of GCSE).
• Section 1A: Germany, 1890–1945: Democracy and dictatorship.
• Section 1B: Conflict and tension: The inter-war years, 1918–1939.
Paper 2: Shaping the nation (2 hours, 50% of GCSE).
• Section 2A: Britain: Migration, empires and the people: c790 to the present day.
• Section 2B: Norman England, c1066–c1100.
Examination Board
AQA
GCSE Modern Foreign Languages:
French, German, Spanish
The GCSE courses in French, German and spanish are all structured and examined in the same way as set out below.
Aims of the courses
All four language skills are systematically developed through the course and there is a focus on skills such as translation, understanding authentic and literary texts and spontaneous speaking as follows:
• To develop students’ understanding of the spoken foreign language to the point where they can confidently understand everyday conversations and extracts from a variety of media.
• To develop students’ spoken language to enable them to cope with everyday situations in which they may use the language, to relate events giving their opinions and to cope with unpredictable elements.
• To develop their reading skills so that they can understand the main details from a variety of sources written in the foreign language including letters, brochures and newspaper articles or extracts from stories.
• To improve their written skills to allow them to write short business letters, to recount events, or produce brochures using a variety of verb tenses and expressing opinions about and reactions to events.
• To allow students to transfer meaning of sentences from the foreign language into English and from English into the foreign language.
How will the courses be assessed?
The system of assessment for German, Spanish and French is as follows:
Listening
A paper of 45 minutes (Foundation Tier) or 60 minutes (Higher Tier) is set. This paper is worth 25% of the final mark.
Reading
A paper of 45 minutes (Foundation Tier) or 60 minutes (Higher Tier) is set. This paper is worth 25% of the final mark.
Writing
A paper of 1 hour and 15 minutes is set. This paper is worth 25% of the final mark.
Oral
An oral exam of approximately 10 minutes will be sat in March or April of Year 11. This is worth 25% of the final mark.
The emphasis on oral work throughout Key Stage 3 continues to be an important part of the lessons in Years 10 and 11 culminating in the speaking examination component. Lessons and activities will be structured to elicit and reinforce vocabulary. In class, there will be the opportunity to work in pairs, small groups and individually. Students may also be given the opportunity to work in smaller groups with the language assistant. Preparation for the speaking examination will involve students’ choice of topic to discuss, role play simulations and the preparation of conversational topics.
Examination Board
Edexcel
GCSE optional subjects
GCSE Music
Aims of the course
The GCSE Music course allows students with an interest in all types of music to further their enjoyment and understanding of music through Performing, Composing and Listening/Set Work study, across a wide range of musical styles.
Details of what the course involves Performing
• Solo Performing – One or more pieces of music performed on your own, with an accompanist, or with a backing track.
• Ensemble Performing - One or more piece performed as part of a group of musicians.
Composing
• Students compose two compositions.
• One composition to a set brief.
• One composition to be freely composed by the student in any style.
Appraising
• An exam focussing on pieces of music that you will study throughout the course
• Areas of study:
• Instrumental Music 1700-1820.
• Vocal Music.
• Music for Stage and Screen.
• Fusions.
The course will appeal to students who:
• Have an enthusiasm for making music and learning more about music.
• Are learning an instrument/singing with a private Music teacher.
It is also extremely useful to have some basic keyboardplaying skills (particularly if you have never had formal piano or keyboard lessons). Students will have some experience in reading music notation. All students should be taking, or be intending to take instrumental
or vocal lessons, either with BSN Instrumental/Vocal Staff or with suitably qualified teachers outside of the school. Having a professional teacher makes a significant difference to both skills progression and the laying down of good technical foundations.
We encourage active participation in the relevant ensemble opportunities provided not only by the Music Department, such as Choir, Orchestra, Rock Groups, etc., (as Solo and Ensemble Performance accounts for 30% of the final marks). Throughout the year there will be various opportunities to perform, including lunchtime and evening concerts, classroom performances, inclusion in pit band for school show, extra-curricular music showcases, etc. It is extremely beneficial for your musical development to become involved as much as you can.
How will the course be assessed?
Component 1: Performing
• Coursework – 30% of the qualification.
• Solo performing, Ensemble performing, Approaches to performing.
Component 2: Composition
• Coursework – 30% of the qualification.
• Developing musical ideas, Compositional techniques and strategies, Ensuring technical control and coherence, Methods of notating composition scores.
Component 3: Appraising
• Written Examination – 1 hour and 45 minutes (40% of the qualification, 80 marks).
• Section A – Areas of study (Instrumental Music 1700-1820, Vocal Music, Music for Stage and Screen, Fusions), dictation, and unfamiliar pieces.
• Section B – Extended response comparison between set work and one unfamiliar piece.
Examination Board
Edexcel
GCSE Physical Education
Aims of the course
Studying GCSE Physical Education will open your eyes to the amazing world of sports performance. Not only will you have the chance to perform in different sports through the non-exam assessment component, you will also develop wide ranging knowledge and understanding about physical activity and sport.
The course introduces students to elements of biomechanics, sociology, psychology, anatomy and physiology and data analysis through a sporting lens.
Physical Education is learned through a range of different contexts and the impact it has on both our own and other’s everyday lives. You will learn about the human body and how it works, why some people out-perform others, mentally and physically, and how society is affected by and affects sport. You will also delve into the ethical considerations surrounding performance enhancement and gain an understanding of the consequences of inactivity and poor diet.
The combination of physical performance and academic challenge provides an exciting opportunity for students. You can perform, and then through academic study, learn how to i mprove your performance through application of the theory.
How will the course be examined?
60% Theory
This is assessed through two exams. The first exam lasts 1 hour 45 minutes and examines students’ knowledge of fitness and the systems of the body. The second exam lasts 1 hour 15 minutes and examines students’ knowledge of health and performance.
30% Practical
Students are assessed on their practical performance in three sports. Students intending to take this course should ideally be playing sport and/ or competing regularly for a local sports club. Students are assessed in three sports taken from a list provided by the exam board throughout the course. Students can select from the sports we cover in school or provide evidence from their sport outside of school. These marks are moderated by the exam board. This will make up 30% of the overall grade.
10% Coursework
Students learn about training and then plan, perform and evaluate a Personal Exercise Program (PEP). This is a written piece of coursework that is internally assessed and externally moderated.
Examination Board
Edexcel
