GCSE OPTIONS BOOKLET 2020-2021
Introduction ............................................................................................................... 2 Core Subjects ............................................................................................................. 4 English Language ......................................................................................................................... 4 English Literature ......................................................................................................................... 4 IGCSE English as a Second Language ........................................................................................... 5 Mathematics ................................................................................................................................ 6 Modern Foreign Language (French / German / Spanish) ............................................................ 7 EAL Support (this may be in place of another subject) ............................................................... 9 Sciences ..................................................................................................................................... 10
Optional Sciences ..................................................................................................... 13 Computer Science...................................................................................................................... 13 Food Preparation and Nutrition ................................................................................................ 14 Physical Education ..................................................................................................................... 15
Humanities .............................................................................................................. 16 Geography ................................................................................................................................. 16 History ....................................................................................................................................... 18 Religious Studies ........................................................................................................................ 19 iGCSE Global Perspectives ......................................................................................................... 20
Creative Arts ............................................................................................................ 22 Art and Design ........................................................................................................................... 22 Design and Technology.............................................................................................................. 24 Drama ........................................................................................................................................ 25 Music ......................................................................................................................................... 26
Introduction GCSE This term you will be making important subject choices. For some, the choice of subjects will be obvious but for others it will be less so. This booklet, together with help from your parents, tutors and teachers should help you to make informed choices which are appropriate for you as an individual whilst allowing sufficient flexibility to cope with any changes of direction that you might have in the future. Future employers and university admissions officers will want to see that you have a range of skills and knowledge. They will also want to be sure that you can communicate effectively in discussions, and on paper, in more than one language; solve problems logically; manipulate numbers; use information technology efficiently and involve yourself in activities. High achievement at GCSE is important evidence that they will use to make judgments about you. Universities are consistent in their advice: they prefer quality to quantity. Hence, we offer most students the opportunity to study for ten GCSEs. The core subjects you must study are: • • • •
English and English Literature Mathematics Sciences (either as two or three GCSEs) A Modern Foreign Language.
This represents seven subjects (or six if you take science and additional science). In addition to one modern foreign language, it is strongly recommended that you choose to study at least one humanity and one performance / creative subject. You may choose to do a second modern foreign language. Bearing this in mind, you must choose your three optional subjects from the following: Humanities
Languages
Creative Arts
Science
• • • • • • • • • • • • • •
Geography History Religious Studies Global Perspectives French German Spanish Art and Design Design and Technology Drama and Theatre Studies Music Computer Science Food Preparation and Nutrition Physical education
These are the subjects we plan to offer, subject to viable groups and staffing. The optional subjects and Foreign Languages will be grouped into four “blocks” and will be timetabled simultaneously. You will be asked to make four choices from the initial blocks which we will set up based on the responses to your initial options form. These blocks have worked well in the past but we always listen to the requests of all the students in any given year group and we will refine the blocks in order to accommodate as many requests as possible. At this stage, please be patient as we consider your requests. We always try to ensure that you are given your individual choice but this cannot be guaranteed.
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Please note that it occasionally happens that a subject does not run because of very low numbers opting for the subject. This is because the educational experience for the students is better if the group is of a reasonable size to allow for discussion and exchange of ideas. The option blocks will be finalised towards the end of the Lent Term. Once they have been finalised, you will only be able to change your choice of subjects within that structure. We would advise pupils to discuss their choices with their subject teachers. In addition to the GCSE subjects, all students in Years 10 and 11 have tutorials and Personal Social Health Education and weekly Games and PE sessions. You will also be expected to contribute to the co-curricular life of the School. The timetable for making your choices is as follows: Important Dates for GCSE Option Choices: Tuesday 19 November 2019 Divisional Assembly for Year 9 regarding GCSE options Wednesday 20 November 2019 Parents’ Year 9 GCSE Options Evening, 18:00 to 19:00, Brake Hall GCSE Option Booklets and first indication forms handed out. Thursday 28 November 2019 Year 9 GCSE First Indication Forms back via Form Tutors Thursday 30 January 2020 Final GCSE Option Blocks given to Year 9 during Form Time Wednesday 12 February 2020 Year 9 Parents' Evening, 18:00 to 20:00, Brake Hall Thursday 27 February 2020 Deadline for return of completed GCSE Option Forms via Tutors On-going until end of Lent Term 2020 Discussions with students and adjustment of blocks First half of Trinity Term 2020 Confirmation of choices
You will receive a confirmation, listing the subjects that you have chosen, at the beginning of the Trinity Term. After that time, you may still change your subject choice, providing that the changes fit the blocking scheme and that there is sufficient space in the teaching sets.
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Core Subjects English Language Board AQA Specification 8700 AND English Literature Board AQA Specification 8702 Students at Ashford School follow AQA courses leading to two GCSEs: English Language (8700) and English Literature (8702). These courses are linear in the way they are structured which means that all examinations are taken at the end of Year 11. Grades awarded start at grade 1 and rise to a grade 9. Course content for these GCSEs is as follows: •
ENGLISH LITERATURE: A Shakespeare play (Macbeth); a 19th century prose text (either A Christmas Carol or The Strange Case of Dr Jekyll and Mr Hyde); and a modern play (An Inspector Calls). Students study either the Love and Relationships or Power and Conflict poetry cluster in the AQA poetry anthology, Poems Past and Present. They also learn the skills needed for responding to exam questions on ‘unseen’ poems – ones they have not studied before in class.
•
ENGLISH LANGUAGE: Pupils study non-fiction and fiction extracts from the 19th century to the present day; extended writing skills (including imaginative expression and presenting viewpoints); and spoken language skills. The two formal examinations for this course are: Paper 1 Explorations in Creative Reading and Writing, and Paper 2 Writers’ Viewpoints and Perspectives. Please note that the spoken language task is a non-examination assessment. This means that marks for this task do not contribute towards the final GCSE grade.
What next? English Literature is a highly rewarding and popular A level choice for students who have followed a GCSE Literature course. An A level in English Literature can be combined with a variety of academic subjects such as History, French, Spanish, Psychology and Religious Studies, or even science based subjects. In the Sixth Form, English Literature students follow the AQA 7717 course which equips them with the skills to read critically and analytically. The course encourages wide and independent reading which is an essential element of studying this subject at undergraduate level. Beyond university, a qualification in English Literature can lead to a wide range of careers such as journalism, publishing, teaching, broadcasting or the legal profession. As an alternative to English Literature, students can take the A Level English Language course in Years 12 and 13. This course can fit with a wide combination of subjects at A level such as History, French, Spanish, RS, Business Studies, Psychology and Geography. A degree in English Language can lead to a variety of careers within media, marketing, business, teaching or speech therapy.
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IGCSE English as a Second Language Board Cambridge Assessment International Education Specification 0991/0993
This is a high-level GCSE English examination for international students whose first language is not English. It involves 2 examination papers at the end of Year 11 focusing on reading, writing and listening. Paper one is 2 hours and covers a range of reading texts and comprehension exercises and three writing tasks, demonstrating their ability to write clearly and effectively to a specific audience. Paper 2 is 45 minutes and is a listening paper focusing on real-life radio broadcasts and podcasts. There is also a 20-minute oral examination which is taken in March or April. There is no coursework for this paper, the grades are awarded solely on the basis of the examination. This qualification is widely recognised by English universities (e.g. UCL, Bristol University, Bath University) as an acceptable English language requirement.
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Mathematics Board Edexcel Specification 4MA1
The Mathematics department teaches the International GCSE syllabus. This is linear course with final examinations in June. This course is a recognized qualification for university entrance and is equivalent to a GCSE. The International GCSE is a traditional course emphasising the study of number, algebra and geometry including an introduction to sets, functions and calculus. It also includes some probability and statistics topics. The course is accessible at all levels, whether or not a student intends to pursue Mathematics beyond GCSE. It provides a solid foundation of Mathematics for every student, with plenty of time to secure basic skills. The ablest mathematicians will also find it to be an excellent preparation for their A level studies allowing those with strong algebra skills to tackle the algebra syllabus more rigorously. It is also more accessible for students from international schools Students with exceptional mathematical ability may, on recommendation of their teacher, be allowed to study Additional Mathematics as well, leading to a Free Standing Mathematics Qualification (FSMQ) equivalent to an AS qualification. IGCSE Assessment At Key Stage 4, there is no coursework. Assessment is based purely on two final examinations in Year 11, which are of equal weight. The International GCSE allows calculators in both papers, though numeracy skills are encouraged throughout the course. Exam Board – Pearson Edexcel What Next? For all students the international GCSE in Mathematics is a gateway to opportunities. As a gold standard in Mathematics, it provides all students with the necessary qualification for advanced studies whether in Science, Humanities or Arts and beyond as a qualification for employment. Many students will choose to continue their study of mathematics at A level where Mathematics is the most popular subject in the Sixth Form. For the really able, there is the opportunity to take two mathematics A levels, Mathematics and Further Mathematics. Further Information To take A level Mathematics in the Sixth Form, it is essential that you gain at least a 7 in International GCSE. To take A level Further Mathematics you must gain at least an 8 in International GCSE.
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Modern Foreign Language (French / German / Spanish) Board AQA Specification 8658 / 8668 / 8698
MFL GCSE In any of the MFL subjects on offer, there are four components: 1. 2. 3. 4.
Listening and Understanding Speaking Reading and Understanding Writing
All four of these components are examined at the end of Year 11. The Speaking exam is usually conducted between the end of March and early May of Year 11. This is the specification at a glance: Unit 1 Listening Examination 25% weighting
Unit 2 Speaking Examination 25% weighting
Unit 3 Reading Examination 25% weighting
Foundation tier: 35 Foundation tier: 7-9 Foundation tier: minutes, 40 marks minutes + preparation minutes, 60 marks time; 60 marks Higher tier: 45 Higher tier: 10-12 minutes; 50 marks minutes + preparation time; 60 marks
Unit 4 Writing Examination 25% weighting 45 Foundation tier: 1 hour, 50 marks
Higher tier: 1 hour; 60 Higher tier: 1 hour 15 marks minutes; 60 marks
•
Section A – questions • in English, to be answered in English or non-verbally.
The tasks are the same but the timings and some stimuli are different depending on the tier.
Section A – questions in Foundation tier: English, to be 1. Message answered in English or 2. Short passage non-verbally 3. Translation into target language Section B – questions • Section B – questions in 4. Structure writing in target language, to • Task 1 – Role-play – 15 target language, to be task be answered in marks answered in target target language or • language or non- Higher tier: non-verbally. • Task 2 – Photo card – 15 verbally 1. Structured writing marks task • Section C – translation 2. Open-ended writing • Task 3 – General from target language task conversation – 30 marks into English (a minimum 3. Translation into of 35 words at target language Foundation tier and 50 words at Higher tier)
AQA GCSE Language courses have a Foundation tier (grades 1–5) and a Higher tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series.
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The themes on which the assessment will be based are as follows: • Identity and culture • Local, national, international and global areas of interest • Current and future study and employment Students will be issued with either a digital or a paper textbook in which the GCSE vocabulary and grammar are listed, as are the strategies for understanding, which are expected to be developed. What next? You can continue your language studies at A level in the Sixth Form with a minimum requirement of a 7/8 grade at GCSE. This subject can be combined with a variety of academic and practical subjects, such as History, Geography, English, Economics, Business Studies, Design Technology, Textiles and any science based subjects. Given the demand for culturally intelligent, outward looking and polyglot employees, it makes absolute sense to include an MFL in your A level portfolio. Further information With foreign language skills you will have a marked advantage in an increasingly competitive job market – at all levels and in all professions. Students entering the world of work with language skills are understood to be intelligent, committed, well-organised and interesting. In order to properly get to grips with a different culture, you have to travel and immerse yourself in that environment, proving that you are independent, adaptable and adventurous. Your ability to communicate in another language will be admired! Graduates with Modern Languages have the best employment rate after medicine, and language graduates earn up to 20% more. The Modern Languages department is lively and exciting, running GCSE courses in French, German and Spanish. Working with native speakers as assistants, the modern language teachers are passionate about their subject and committed to transferring this enthusiasm to their pupils. We make no claims that a modern language will be easy, but we know exactly what is needed to maximise the potential of all our pupils and have the determination and expertise to ensure they achieve this. A full programme of cultural trips and exchanges helps bring classroom work to life. Just think: how exciting would it be to speak a language without having to think about every single word? This is our goal! If you are prepared to work steadily throughout the course you will be surprised and delighted by what you can achieve – a practical and life-long skill.
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EAL Support (this may be in place of another subject) No Exam
English as an Additional Language Lessons These lessons are suitable for international students who need to improve their English language skills, but who may take part in the mainstream English lessons with the rest of their year group. This course is designed to help students refine their general and academic English, as well as give students language support to help them succeed in their other GCSE subjects. Most EAL pupils are entered for GCSEs in their mother tongue languages (i.e. a Chinese pupil will sit IGCSE Chinese as a First Language). Some EAL students may also do English as Second Language with the EAL Department. All International students will be assessed on arrival by the EAL staff in order to determine the level of support each pupil requires.
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Sciences Board AQA Specification Specification Specification Specification
Biology 8461 Chemistry 8462 Physics 8463 Combined Science Trilogy 8464
All pupils in Year 10 follow the same AQA GCSE Sciences course, allowing access at the end of Year 10 to either the trilogy science pathway: GCSE Combined Science Trilogy or the triple science pathway: GCSEs in Biology, Chemistry and Physics. The Trilogy Course is comprised of all three sciences, but has slightly less content and is therefore worth two GCSEs only and is the pathway followed by most pupils. At GCSE, all students, regardless of pathway, are taught by subject specialists, in specialist laboratories, and all are prepared for access to A level study. Initially all Year 10 pupils are streamed in the sciences on the basis of the science assessments conducted in Year 9 or by entrance paper performance. All pupils in Year 10 follow the same course. At the end of Year 10, School examinations take place across the three sciences and all pupils are re-streamed for Year 11 on the basis of their scores. To maximise success at GCSE, it is at this point that some pupils will be guided to continue with GCSE Combined Science (Trilogy), or be recommended to attempt the three single sciences (Triple award). Prospective Triple award pupils should expect to excel in Year 10 sciences and be adept at independent study. External examination of all students takes place at the end of Year 11, where two papers are taken in each science. The papers for the triple award are longer and include questions on additional material drawn from A level specifications. Experimentation is part of each subject programme, must be completed by all pupils and is examined in the final papers. The grade requirement for A level study at Ashford is a grade 7 in the relevant single science or grade 77 in Trilogy. Aims: To encourage students to: • Acquire a systematic body of scientific knowledge, and the skills needed to apply this in new and changing situations, in a range of domestic, industrial and environmental contexts. • Acquire an understanding of scientific ideas - how they develop, and the factors which may affect their development and their power, as well as their limitations. • Plan and carry out investigative tasks, and consider and critically evaluate their own data, and that obtained from other sources, using ICT where appropriate. • Use electronic (internet, apps, databases, simulations etc.) and/or more traditional sources of information (books, magazines, leaflets etc.) to research and plan an investigation. • Select, organize and present information clearly and logically, and use appropriate scientific terms and conventions, and ICT, where appropriate. • Interpret and evaluate scientific data from a variety of sources. Note: • Examination is at either Foundation or Higher tier. It is usual that all but the occasional entry will be at the Higher tier. Foundation papers limit grades to 1-5. • Assessed progress is monitored by the Head of Science in an on-going way. If during Year 11 it becomes apparent that a change from the triple award pathway to the dual award is in the best interests of an individual pupil then this decision will be made by the Head of Science, following consultation with teachers, pupil and parents.
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Content Summary: Year 9
Biology Chemistry
Physics Year 10
Biology
Chemistry
Physics Year 11
Biology Chemistry
Physics
4.1.1 Cell structure, 4.2.1 Principles of organisation 4.8.2 Identification of common gases, 4.9.1 The composition and evolution of the atmosphere, 4.9.3 Atmospheric pollutants, 4.10 Using materials, 4.1.1 Atomic structure, 4.1.2 The periodic table, 4.6.1 Rate of reaction 4. 6 Particle model of matter, 4.7 Atomic structure 4.1.3 Transport in cells, 4.2.1 Principles of organisation, 4.2.2 Animal tissues, organs and organ systems, 4.4 Bioenergetics, 4.5 Homeostasis and response, 4.6 Inheritance, variation and evolution 4.1.3 Transition metals, 4.2.1 and 4.2.2 Bonding, structure and properties, 4.2.3 Structure and bonding of carbon, 4.2.4 Bulk and surface properties of matter, 4.4.1 Reactivity of metals, 4.6.1 Rate of reaction, 4.7.1 Carbon compounds, 4.9.2 Greenhous gases, 4.10.1 Earth's resources, 4.10.2 Life cycle assessment 4.4.2 Reactions of acids 4.2 Energy, 4.4 Electricity, 4.1 Forces 4.2.3 Plant tissues, organs and systems, 4.3 Infection and response, 4.3.2 Monoclonal antibodies, 4.3.3 Plant disease 4.3.1 Conservation of mass and quantitative chemistry, 4.3.2 Amounts of substance, 4.3.3 Yield and atom economy, 4.3.4 Concentrations of solutions, 4.3.5 Molar gas volumes, 4.4.3 Electrolysis, 4.5.1 Exothermic and endothermic reactions, 4.5.2 Chemical cells and fuel cells, 4.6.2 Reversible reactions and dynamic equilibrium, 4.7.3 Polymers, 4.8.1 Purity, formulations and chromatography, 4.8.3 Identification of ions, 4.10.4 The Haber process 4.3 Waves, 4.5 Magnetism and electromagnetism, 4.8 Space Physics
What next? There are many scientific fields, leading to many careers: Astronomy Ecology Human Biology Botany Engineering/Technology Maths Chemistry Food Science and Nutrition Materials Science Earth Science Health and Medicine Nanotechnology
Physics Science Communication Zoology Etc., . . .
You can be anything you want to be. Applied Mathematician, Asset Manager, Electricity Lines and Cables, Astronomy Lecturer, Astrophysicist, BBC Radio Producer, Biotechnology Research Manager, Broadcast Technology Project Director, Chartered Mechanical Engineer, Chemical Physicist, Climate Change Centre Coordinator, Climate System Modeller, Clinical Scientist, Corrosion Engineer, Curator, Curriculum Project Coordinator, Doctor - General Practitioner, Drug Discovery, Electrical Design Engineer, Electrical Engineer, Energy Analyst, Experimental Research Physicist, External Communications Manager - Climate Change, Face Research, Forensic Scientist, Graduate Safety Engineer, Human Gene Naming, Immunologist, Information Services Manager, Innovation Manager, Inorganic Electrochemist, Inventor, Laser Physicist, Lecturer in Physiology and Pharmacology, Management Consultant, Marine Biogeochemist, Marine Biologist, Materials and Corrosion Consultant Engineer, Mechanical and Forensic Engineer, Mechanical Biased Development Engineer, Medical Device Development, Molecular Plant Pathologist, Museum Curator, Neuroscientist, Nutrition Policy and Advice GCSE Options Booklet (2020 2021)
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Manager, Nutrition Scientist, Operations Manager, Optoelectronics Physicist and Engineer, Organic Chemist, Patent Examiner, Physical/Chemical Oceanographer, Planetarium Astronomer, Planetary Scientist, Plant Systematist, Process Development Engineer, Process Scientist, Public Awareness of Science Manager, Research Biochemist, Research Engineer, Research Scientist & Science Communicator, Science Communications Consultant, Science Communicator, Science Correspondent, Science Exhibit Developer, Science Information Officer, Science Journalist, Science Programme Manager, Science Promotion, Science Teacher, Scientific Adviser, Seabird Ecologist, Senior Lecturer – Genetics, Senior Projects Engineer, Senior Scientific Officer, Nutrition (Food Standards Agency), Senior Space Technologist, Senior University Lecturer in Biochemistry, Skin Care Technology Scientist, Software Engineer, Space and Extreme Environment Physiologist, Special Needs Science Teacher, Sports Materials Engineer, Staff Scientist, State Registered Dietician (SRD), Structural Engineer, Technology Translator, Television Producer, Theoretical Physicist, University Lecturer in Colour Science, University Parapsychology Researcher, Veterinary Surgeon, Wind Energy Engineer, Young People's Programme Officer. Source :http://www.planet-science.com/nextsteps/index.html?page=/profiles/search.html
Further Information: If you are not sure whether you should study a specific area of science at A level, then the following websites provide more detailed information: Biology www.iob.org Physics www.careers.iop.org Chemistry www.rsc.org Engineering www.semta.org.uk The following website offers good general advice: www.connexions.gov.uk
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Optional Sciences Computer Science Board OCR Specification J276 Computer Science allows students to develop a practical understanding of how computers systems work, as well as giving them the ability to create a wide variety of software in a written programming language. This mixture of the theoretical and practical allows students to develop numerous skills. Chief amongst these is the ability to solve complex problems by taking the requirements of a task, breaking it down into its components and developing a solution. This highly prized skill is often viewed as a weakness amongst graduates and is something computer scientists excel at. With its technical and scientific requirements, Computer Science complements similar subjects – such as Maths and Physics – well. Course Content Component 1 – Computer Systems (1.5hr exam, 50% of GCSE grade) Covering the physical elements of Computer Science including: • Systems architecture • Memory and storage • Computer networks • Network security • System software • Ethical, social, legal, cultural and environmental impacts of technology Component 2 – Computer Systems (1.5hr exam, 50% of GCSE grade) Covering the computational principles that underlying coding solution including: • Algorithms • Programming techniques • Programming robust programs • Boolean logic • Programming Languages Students will also be given the opportunity to undertake a variety of practical programming tasks, the skills gained during which will be examined in Component 2. Entry Requirement Students should feel confident that they can take the practical skills they have begun to learn in Year 9 and develop them further. They should have an interest in computers, science and technology and be keen to learn more about how they work. What’s next? Some students will go on to study Computer Science at A-Level and beyond, embarking in a wide variety of careers ranging from software and games development to artificial intelligence to cyber security. Some will combine their abilities in Computer Science with other subjects they enjoy, for example in helping develop programs for gene research projects or mathematical models for economics. For others, simply having a deep understanding of how computer systems work is vital, especially as such systems become a more and more embedded in both our home and work lives.
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Food Preparation and Nutrition Board AQA Specification 8585
Food Preparation and Nutrition is an exciting 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 the student’s practical cookery skills to give them a strong understanding of nutrition. Food preparation skills are developed and integrated into five core topics which include; food nutrition and health, food science, food safety, food choice and food provenance. The specification consists of two NEA tasks and a written examination, these two elements have an equal weighting of 50% of the overall GCSE each. NEA Task 1: Food Investigation – Students 30 Marks understanding of the working characteristics, functional and chemical properties of ingredients. NEA Task 2: Food preparation assessment – 70 Marks Students knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food and application of nutrition related to the chosen task. Written Exam: 1hour 45 Minutes – Multiple 100 Marks choice (20 Marks) Five questions, each with a number of sub questions (80 Marks)
Entry requirements: The key stage 3 curriculum at Ashford school has been designed to equip you with the skills required to access and achieve in Food preparation and nutrition at GCSE. Our most successful students will be creative, inquisitive and have an interest in nutrition, as well as a sound basic knowledge of Food Science and the health, safety and hygiene rules that are implanted when preparing any food. Ultimately, they must enjoy the subject and have an interest in the characteristics and properties of our food. What next? Upon completion of this course, students will be qualified to go on to further study or embark on an apprenticeship, or full-time career in the catering or food industries. This course can also act as a pathway, or can be the foundation for career opportunities in areas such as: clinical dietic, food and nutrition management, public health nutrition or education and research.
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Physical Education Board: OCR Specification: J587 Stimulating content is at the heart of this challenging yet engaging and enjoyable qualification. Students will receive a well-rounded introduction to the world of Sport Science, including topics that cover areas such as sports psychology, physiology, biomechanics, training and nutrition for sport, sociological aspects of sport, and performance analysis. This is delivered, and ultimately assessed, in two written exams, a piece of controlled assessment (coursework) and practical assessments in three different sports.
Component 1: Applied Anatomy & Physiology and Physical Training (Written paper titled ‘Physical Factors affecting Performance’ (1 hour, 60 marks) – 30%) The paper includes multiple choice and short answer questions, and one extended writing question.
Component 2: Socio-Cultural Influences, Sports Psychology and Health, Fitness & Well-being (Written paper titled ‘Socio-Cultural Issues & Sports Psychology’ (1 hour, 60 marks) – 30%) The paper includes multiple choice and short answer questions, and one extended writing question.
Component 3: Non-Exam Assessment – Practical Assessments and Written Controlled Assessment (All internally marked and externally moderated – 40%) - Practical Assessments (30%): candidates will select three sports that they play regularly, and to a good standard, from a set list to perform for assessment during the course. One must be a team sport, one must be an individual sport, and the third can be a free choice from the given list of sports. These are worth 30% of the final grade, and therefore 10% per activity. - Written Controlled Assessment (10%): students will complete an Analysis & Evaluation of Performance (AEP) that centres around applying knowledge and understanding gained from their theory lessons to practical performances and fitness testing on themselves and other performers. This is completed under controlled assessment conditions in the presence of teaching staff, although there are plenty of opportunities for individual study and research in pupils’ own time in preparation for these sessions.
Entry Requirements Candidates must be confident practical performers ideally in at least one, if not two different, sports, with the mindset and determination to become competent in a third sport during the course. Those that are already able to perform to a high level in their chosen practical activities are highly encouraged to take this subject. As a minimum, active and regular participation in School clubs and teams, as well as external clubs and organisations where appropriate, is vital in order to meet the assessment requirements.
What Next? - The opportunity to study BTEC National Diploma Level 3 in Sport in the Sixth Form at Ashford School (counts for two A Levels) - Supportive theory for aspiring/current elite performers - Careers in the Leisure Industry - Physiotherapy courses - Coaching pathways and sports analysis careers - A wide variety of Sport Science degrees at universities both home and abroad
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Humanities Geography Board AQA Specification 8035 This new GCSE Geography specification can be divided into three examined units. The diverse content covered is given below, reflecting the dynamic and contemporary, global nature of modern Geography.
Paper 1: Living with the Physical Environment (35% of total assessment) Section A – Challenge of Natural Hazards • Tectonic hazards • Tropical Storms • Extreme Weather in the UK • Climate change Section B – Living World • Ecosystems • Tropical Rainforests • Hot deserts • Section C – Physical Landscapes in the UK • Coastal landscapes and management • River landscapes and management
Paper 2: Challenges in the Human Environment (35% of total assessment) Section A – Urban issues and challenges • The global pattern of Urban Change • Urban change and challenge in a Low Income Country (LIC) • Urban change and challenge in a High Income Country (HIC) • Sustainable development in an urban area Section B – The Changing Economic World • Economic development and quality of life • Reducing the global Development Gap • Economic development in a LIC or NEE • Economic change in the UK Section C – The Challenge of Resource Management • Global Resource Management • Resource management for the UK • Water supply and issues
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Paper 3: Geographical Applications (30% of total assessment) Section A – Issue Evaluation Exercise • Critical thinking and problem solving exercise based on a pre-released thematic resource pack. This examines the students’ geographical skills of analysing a range of resources (sketches, graphs, maps etc.) and their ability to synthesize and critically assess the information provided taking into consideration the viewpoint of different stakeholders. Section B – Fieldwork Investigation and geographical Skills • Students must undertake two contrasting enquiries that include the collection of primary data through geographical fieldwork. It is anticipated that these fieldwork opportunities will take place in Trinity 1 term of Year 10. Entry Requirements There are no specific requirements, although a good geographical ability gained at Key Stage 3 level including good graphical analytical skills and strong written evaluation skills are important. An interest in the UK and global development issues, as well as an understanding the environmental issues surrounding the resources we use from our ‘one world’ are important. A curiosity about the processes that shape the landscape of our planet and a strong mathematical background would also be helpful. GCSE Assessment The new AQA GCSE Specification 8035 has linear assessment via three externally examined papers, outlined in detail above. These are Paper 1 – Physical Environment worth 35% of the course, Paper 2 – Human Environment worth 35% of the course, and Paper 3 – Geographical Applications worth 30% of the course. All papers will be taken in the summer GCSE series at the end of Year 11. What next? Geography’s integrating nature makes it a good choice at A-Level since it combines easily with both sciences and creative arts subjects. It provides you with key skills that are valued by employers in specific areas such as town planning, environmental conservation, leisure and tourism or civil engineering. More widely, it is highly regarded by financial and ICT industries as well as businesses where management roles are often filled by geographers. Further Information The specification provides a very useful insight into many processes and issues that are of growing importance to our society and way of life such as globalization, urbanization and resource sustainability, while maintaining some of the more traditional elements of studying and appreciating the physical landscapes and processes around us. Certainly, an understanding of the natural environment and our interaction with it is now an essential part of modern education, especially in areas such as hazard impact and management. In addition, the study of Geography at this level allows the integration of scientific knowledge with humanity and the development of a range of transferable, mathematical and communication skills.
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History Board AQA Specification 8145 There are four main units in the new GCSE course, spread over two exams, each worth 50%. The units we have chosen to teach are varied, interesting and relevant to a lot of current national, global and political themes: Paper 1: Understanding the Modern World a) Period Studies: Germany 1890-1945 (looking at newly unified Germany under its emperors; Germany in World War 1, the post-war settlement and Weimar democracy, the rise of Hitler, Germany under Hitler and during World War 2). b) Depth studies: Conflict and Tension 1918-1939 (looking at international relations in the period between the two World Wars, especially the Treaty of Versailles and the League of Nations). Paper 2: Britain – Shaping the Nation a) Thematic studies: Health and the people, 1000-present (looking at health and medicine over time, and the individuals and factors shaping developments in science and medicine). b) British depth studies (including a local study of a specific site relating to the period studied) of Elizabethan England. The site for the local study changes every year and is chosen by the exam board. Entry Requirements The main requirements are that you enjoy the subject, find it interesting and have had positive feedback and results in History assessments up to now. At the end of Year 9, if you have been at Ashford School, you will already have started the first GCSE unit of work on Health and the People. If you are joining from elsewhere at the start of Year 10, it is recommended that you research Medicine in the Ancient World. You should find out about Hippocrates in Ancient Greece, Galen in Ancient Rome and Roman sanitation systems. You can do this easily online and you should aim to make notes about what you discover. GCSE Assessment: Paper I 1 hour 45 minutes (50%) Paper II 1 hour 45 minutes (50%) What next? History is useful for a lot of careers and not just the obvious ones. Some careers have an obvious link with History such as conservation work, town planning, building restoration, tourism, museum or archive work. It is also a good qualification for all aspects of business, budding journalists, accountants, researchers, police, lawyers and scientists where an ability to gather and read different information, analyse or evaluate it carefully and then communicate it clearly is required. This subject combines with Science as well as English, Geography, Modern Languages and the Arts. It is considered by all of the top universities as being one of the most rigorous, and therefore most desirable, academic subjects. Further information A range of different approaches is taken to teaching and learning. You begin to take greater responsibility for meeting deadlines and working on your own or in a group. The course is designed to be as accessible and supportive as possible, with a continued focus on building knowledge, subject-specific terminology and revision strategies.
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Religious Studies Board AQA Specification 8062MA Religious Studies at GCSE is a highly stimulating and extremely relevant course that is about the analysis of evidence and argument. The course will help you develop your own ideas, views and reasons as well as the skills of debate, critical thinking and evaluation. The course will examine philosophical, ethical and moral issues from the point of view of two religions, as well as deeply exploring the beliefs and practices of the two chosen religions. You do not need to be religious to benefit from this exciting course. All that is required is enthusiasm and readiness to argue with an open mind and respect for others’ views whether they are theistic, atheistic or agnostic. Religious Studies will certainly give you plenty to think about. The GCSE comprises two core papers: Component 1: Study of Religions a) Christianity – beliefs and practices b) Islam – beliefs and practices Component 2: Thematic studies a) Crime and Punishment (types of punishment, arguments for and against death penalty, why we punish) b) Peace and Conflict (terrorism and extremism, reasons for war, nuclear weapons, just war theory) c) Religion and Life (abortion, euthanasia, use and abuse of animals, origins of the universe) d) Human Rights and Social Justice (prejudice and discrimination, wealth and poverty) How will it help with my future? Religious Studies is a challenging and rewarding course and is an excellent basis for moving on to an A level in Religious Studies (that comprises Philosophy, Ethics and Theology) and other Humanities subjects, as well as preparing you for an increasingly globalised world in which 84% of the population is religious, even if the UK is not as religious. It could also take you towards a number of careers, including working in the police or as a counsellor, social worker, nurse, youth worker or teacher, in organisations such as the Peace Corps or Amnesty International, or in any career that requires an understanding of people and their beliefs and motivations, especially law and journalism. Entry Requirements Religious Studies is a course for everyone; people with or without religious beliefs can study this subject. There are no specific entry requirements for this course, just come with energy, enthusiasm and an open mind, as well as positive feedback from your Year 9 assessments in Religious Studies. GCSE Assessment You will take two examinations (Component 1 and 2) at the end of Year 11. There are no controlled assessments. Further Information If you are interested in taking this subject next year as a GCSE option, please feel free to discuss this with Mrs Hall, who you will find in the Humanities office or B6.
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iGCSE Global Perspectives Board Cambridge Specification 0457 In this course students explore stimulating topics that have global significance. They learn to consider different perspectives from a personal, national and international point of view. Through collaboration with other students, iGCSE candidates explore different cultural perspectives and also analyse information critically to find solutions. Moreover, pupils learn to develop an independence of thought by completing an individual report. Course outline 1. A written examination – 70 marks, 1 hour 15 minutes – worth 35% of the course mark Students will need to answer four compulsory questions based on source material, using their analysis and evaluation skills. The source material will present claims, arguments and evidence from different perspectives on a global issue drawn from the following topics: • Demographic change • Education for all • Employment • Fuel and energy • Globalisation • Law and criminality • Migration • Transport systems 2. An Individual Research Report – 60 marks – 30% of the course mark Students will need to complete a report of between 1500-2000 words in order to answer a ‘Global Question’ they have developed from a topic chosen from the following: • Belief systems • Biodiversity and ecosystem loss • Changing communities • Digital world • Family • Humans and other species • Sustainable living • Trade and aid In doing so, they will need to examine both the causes and consequences of the issues raised, but also evaluate possible courses of action to solve them. 3. A Team Project – 70 marks – 35% of the course mark Students work in teams to create a project outcome. The choice of project must allow for the exploration of different cultural perspectives. The Team Project comprises two elements: Team Element and Personal Element (Reflective Paper) which allows the candidates to evaluate the success of the project and their role in it. The aim and outcome needs to demonstrate research into one of the following global topics, particularly the differing cultural perspectives: • •
Conflict and peace Disease and health
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• • • • • •
Human rights Language and communication Poverty and inequality Sport and recreation Tradition, culture and identity Water, food and agriculture
Entry Requirement This course is dependent on pupil numbers and is by recommendation only, in consultation with the Humanities department and Mrs Smythe. Students who take this iGCSE will be interested in the course because of its international focus. The iGCSE Global Perspectives course may also be suited to pupils who enjoy Humanities but wish to complete a course with a lower weighting in terms of written examinations. Beyond GCSE This course is particularly suitable for students who are not looking to study Geography or History at A Level.
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Creative Arts Art and Design Board AQA Specification 8201(Art, Craft and Design) This popular and successful GCSE course encourages you to be adventurous and enquiring in your approach to Art and Design, to understand the past, examine the present and look to ways of developing the future. The courses will introduce you to exciting practical skills and encourage you to enjoy studying Art in all its various contexts. Observational skills remain a key discipline in this course. The syllabus is based on the relationship between the fundamental elements of line, tone, form, colour, texture and pattern and creative practices, such as drawing, painting, collage, printmaking, sculpture and photography. These are studied in various ways using observation, visual research, exploration, problem solving, analysis and discussion expressed in terms of sketchbooks, individual studies and final pieces. This course will allow you to experiment with a varied range of ideas, materials and techniques in order to further your own creative journey. The course has been developed in order to maximise your personal creative potential and you will have great fun and satisfaction in exploring a wide range of materials, practices and experiences. GCSE Course Components and Assessment In Year 10 students will explore skills and practices in Art and Design in greater detail. They will be encouraged to become independent thinkers by exploring their own artistic journey under the guidance of their teacher. All work will be supported by detailed research into artists and designers from the past and the present.
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During the first term of Year 11, pupils complete the controlled assessment (Unit 1), which consists of approximately 50 hours of coursework, including research, preparatory studies in the sketchbooks, larger studies and the production of final pieces of work in two and three dimensions. The externally set assignment (Exam Unit 2) will be introduced to pupils in the Lent term of Year 11 and the practical examination will take place in March. The controlled test will last for ten hours, spread over two days. All the above work is assessed as a whole at the end of the course.
What next? For the student who has enjoyed and successfully completed the GCSE course there is the challenge of taking the A level Art and Design course in which they will learn painting, sculpture, ceramics, textiles and photographic processes in order to produce a wide range of work increasing the depth of experimentation and quality of their portfolios. This body of work can lead to a Foundation course in Art and Design and if the student is already very sure of their area of study, a degree course at a university or a school of art.
Ashford School has a reputation for excellence in Art and Design and successful careers in fine art, textile design, fashion, interior architecture, architecture, photography, game art (computer games design) advertising, illustration, product design and film making are examples of some of the exciting careers that have been pursued by our former Art and Design students. Further information The department staff will be only too pleased to discuss issues with you regarding your future plans. If you wish to have a tour around the department then please contact us to arrange a time.
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Design and Technology Board AQA Specification 8552 The course develops your capacity to critically analyse and evaluate a problem from a technical and aesthetic viewpoint. Creative design solutions are developed and manufactured through a thorough understanding of materials, an awareness of environmental constraints, new technologies and modern manufacturing processes. The specification consists of two assessed units: a written design examination and a product design project (non-exam assessment). The examination (50% of overall grade): This is a two hour written paper which is divided into three sections:
Core technical principles (20%)
Specialist technical principles (30%)
Designing and making principles (50%).
The questions are presented in a mixture of multiple choice and short answer questions that relate to: new and emerging technologies, developments in materials and material properties and control systems. These questions focus on a range of material categories in more depth, for example: compliant and resistant materials and electronic and mechanical systems. This section includes short and extended written and graphical responses to questions on design in society, the work of others and modern industrial manufacturing techniques.
The Non-Exam Assessment (50% of overall grade): This element affords you the chance to explore an everyday design opportunity and through the iterative design process design, develop and manufacture a prototype. A design portfolio consisting of no more than 20 A3 pages will accompany the prototype and developmental models. Entry requirements: The Key Stage three curriculum at Ashford School has been designed to equip you with the skills required to access and flourish in Design and Technology at GCSE. Our most successful students have a creative, inquisitive and analytical mind, the ability to communicate and visualise their design solutions and have a good grasp of basic mathematical principles. However, above all they enjoy the subject and have an interest in shaping the world that they live in. What next? The GCSE course naturally feeds into the A level Product Design course which combined with Mathematics, the Sciences or Art and Design provide a strong foundation for a wealth of degree courses and careers. The following are just a few: Product Design, Industrial Design, Fashion, Video gaming platforms, Broadcast Media Design and Technology Communication, Engineering, Sports Technology, Medical and Surgical Engineering, Interior Design and Architecture. Due to the nature of the subject, it can also be paired with contrasting subjects to provide a broad platform with problem solving at its heart.
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Drama Board OCR Specification J316 Drama not only encourages mental versatility but also creativity, confidence and adventurous learning. It provides opportunities to examine drama, the work of others, and to explore it as a practical art form. It allows students to study drama in an academic setting, interrogating this art form and applying their knowledge and understanding of the process of creating and developing drama. Students will study practitioners and theatrical styles through various workshops and practical explorations. From this they will then devise, create and perform their own creations. Furthermore, students will also study a selected play and perform extracts of the lines in a specific genre or style. As well as practical work, they will also have opportunities to discover the technical elements of theatre and visit theatres to see live productions. Students study a set text and complete a written examination explaining how they would act, direct or design the extracts, as well as completing a live theatre evaluation. Entry Requirements Students have all studied Drama in school for many years. There are no other specific requirements except that they enjoy the subject, find it interesting and have had positive feedback and results in Drama assessments in Year 9. GCSE Assessment: Practical exam- Devising Drama/Portfolio 30% Practical exam- Presenting and Performing Scripts/Pro forma 30% Written exam- explore and answer questions on set text/ analyse and evaluate live theatre performance 1 hour 30 minutes 40%
What’s next? The elements you learn within Drama are life skills needed in everyday encounters. A recent report discussed that these skills developed within Drama are desired within any employment or career, such as, using initiative and being self-motivated, organisation, working under pressure and to deadlines, ability to learn and adapt, communication and interpersonal skills, teamwork, negotiation, valuing diversity and differences, problem solving, numeracy and IT. https://www.stem.org.uk/system/files/elibraryresources/2017/09/A4%20employability%20fold%20out_Interactive_v4.pdf The GCSE course naturally feeds into the A level Drama and Theatre course which combined with English, Music or Art and Design provide a strong foundation for a wealth of degree courses and careers. The following are just a few: Theatre Studies, Directing, Drama and English Literature, Education, Teaching, Media Studies, Law, Film Studies, Performing Arts, Costume Design, Lighting Design. Due to the nature of the subject it can also be paired with contrasting subjects to provide a broad platform with creativity and team work at its heart.
Further information The course is designed to be as accessible and supportive as possible. This is a time to be as creative as your mind desires. You will be working in smaller groups and have drama tailored to your needs. You will also take part in more theatre trips and workshops by famous practitioners. This will enhance your learning and help aid your creative and rehearsal process. You will notice that there is more emphasis on practitioners and set texts. This will help lead you into the A level course and give you confidence and team building qualities.
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Music Board Edexcel Specification 1MUO Entry requirements Students will need to be able to play at least one instrument to at least grade 3 or 4 standard by the end of the course. If you are already learning an instrument (including voice), the course will be a lot easier but it is designed so that you can begin an instrument as you start the course and not be disadvantaged. You must, however, learn an instrument for the duration of the course, even if you have not already done so. It is essential that you can read and write in at least one clef in staff notation (treble clef). Anyone who has completed the Ashford School music syllabus in Years 7 to 9 will be able to access music successfully at GCSE. Course Content The Edexcel GCSE Music course contains three sections: Performing, Composing and Historical Topics/Listening (through 4 Areas of Study). The aims of this course are to encourage students to: • Develop their understanding and appreciation of a range of different kinds of music, extending their own interests and increasing their ability to make judgements about musical quality. • Acquire the knowledge, skills and understanding needed to: o Make music individually and in groups. o Develop a life-long interest in music. o Progress to further study e.g. A level and beyond. • Develop broader life-skills and attributes, including critical and creative thinking, aesthetic sensitivity, emotional and cultural development. Students are encouraged to use music-related ICT and are expected to be involved in the many extracurricular activities of the School. Individual instrumental teachers provide a valuable input to the performing sections of the course. Exam Format Section 1: Performing Candidates must give at least one solo performance lasting at least one minute and at least one ensemble performance lasting at least one minute. This Section is worth 30% of the total GCSE Grade. Section 2: Composing Candidates must submit one composition based on a set brief (supplied by Edexcel) and one free composition (chosen by the candidate). Again, this section is worth 30% of the total GCSE. Section 3: Areas of Study (written examination) Candidates will study 8 set works ranging over 4 Areas of Study, including music by J S Bach, Beethoven, Purcell, Queen and John Williams. This section is worth 40% of the overall examination. What Next? A GCSE in music can be a passport to further study in music or it can be used as evidence of creative, disciplined work if you are looking to study other subjects. Music is one of the subjects with the widest range of skills required to pass well and so, is valued by employers and higher education establishments alike. Former students with high Music grades at GCSE have gone on to study law and economics at the top universities in the UK. Further information All pupils taking Music must participate in a choir (to develop their aural skills) and, if they learn an instrument, in at least one other musical activity (to develop their ensemble skills). GCSE Options Booklet (2020 2021)
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