GCSE Options | 2023-24

WELCOME TO THE 2023 YEAR 10 & 11 OPTIONS GUIDE

Throughout Years 7, 8 and 9 you have been developing the skills and personal qualities to make you successful independent learners. It is now time to look towards the exciting challenge of the next two years and the wide range of subjects that you will have the opportunity to study.

We will give you all the support you need so that you enjoy the courses, and feel well-prepared for your exams in Year 11. These next two years will be an excellent foundation for your A level studies and the vast range of opportunities beyond KAS.

I hope you will find this Year 10 & 11 Options Guide helpful and informative. Please study it carefully and talk to your subject teachers, your Form Tutor and Head of Year, so that you feel confident about your choices.

These next two years will be an excellent foundation for your A level studies and the vast range of opportunities beyond KAS

Looking forward to seeing you grow academically and personally over the next two years, and good luck in finding the right courses.

Robert Lobatto Head

Introduction

This document is designed to help you make a choice of subjects to be studied over the next two years of school. These will include those subjects you already enjoy and do well in, those needed for a chosen career, plus compulsory subjects that we deem necessary as the backbone of any broad and balanced education.

In Year 9, there is a special options programme. During this programme you will be made aware of the implications of subject choice for further studies and careers. The aim is to extend your awareness of the possibilities available, to keep long-term options as open as possible and also to reassure you.

The following pages list all the subjects available to you in Years 10 and 11, together with a brief overview of the subject, details of the examination board, style of assessment and an indication of the amount of work required outside school. This information will assist you making the necessary decisions following the Options Evening at which all queries about the options process and questions about subjects will be fully answered.

The work for subjects in Years 10 and 11 is demanding, but most students also find it interesting. To do well you need to be consistent in maintaining quality and meeting deadlines – and most students do. There are compensations – one of them being greater freedom. Year 10 students are allowed off-site in the lunch hour and Year 11 students in both breaks (provided they are punctual in returning). All in all, the next two years are something to look forward to.

Your personal curriculum

KAS students generally study nine subjects throughout Years 10 and 11. In each subject you will be assessed either internally, by a formal written paper or papers, and in some subjects by your coursework during the year (also known as controlled assessment or non-exam assessment).

All courses require two years preparation and the quantity of content and coursework make it difficult to take any less time. You are not expected to drop subjects at any stage.

The curriculum for KAS students entering Year 10 will comprise four areas:

• Subjects you study

• Choice activities, non-examinable afternoon options (much as in Years 7, 8 and 9)

• Games

• You will also have one tutorial period (Form Hour) per week, covering a number of activities, including planning careers, study skills, IT, PSHE (Personal, Social and Health Education), and Skills for Society in general.

You will take all the compulsory subjects and you have a choice of up to six optional subjects. Early in the Spring Term, you will be asked which optional subjects you would like to do. Due to timetabling constraints, it is not always possible for you to be able to get your main preferences. You are advised to have in mind alternative subjects that you would be happy to follow if one of your optional subjects is not possible.

You have a choice of three optional subjects

Compulsory subjects

The following subjects are core or compulsory:

• English Language GCSE

• Mathematics GCSE

• Science GCSE

Optional subjects

• Art and Design

• Computer Science

• Classical Civilisation

• Design and Technology

• Drama

• English Literature

• French

• Geography

• Global Challenges (School directed course)

• History

• KAS Literature (School directed course)

• Latin

• Music

• Photography

• Physical Education

• Science (Double)

• Science (Triple): Biology, Chemistry, Physics

• Spanish

School directed courses

We are building a suite of alternative courses under the School Directed Courses banner, which we believe are more engaging and balanced than their GCSE counterparts. These are designed in-house, but with input and moderation from other members of the School Directed Courses Consortium. They will be assessed in a more varied way than GCSEs which we feel enables the development of a greater range of skills. It will be possible to list these courses on UCAS alongside GCSEs.

Option blocks

After submitting your first preferences for the optional subjects, we construct the option blocks to enable the maximum number of students to take the subjects they want. We organise the optional subjects into timetabling blocks. You can choose one subject from each of the blocks.

This year’s subject blocks will be announced later in the Spring Term. Below is an example of what the option blocks could look like. Each year they change depending on student preferences. If a subject is very popular and there are teaching staff available, we can offer the same subject in different blocks.

PASTORAL SUPPORT IN YEARS 10 & 11 GAMES

The Year 10 and 11 Pastoral program is designed to guide students to make wise and effective choices for their future lives. The transition from Year 9 to Year 10 is a big step and as a school we aim to support our students from the very beginning. Form Hour and Choice are key opportunities to understand this transition and enhance student understanding of their chosen subjects as well as engage students in a range of enriching activities.

Both Year 10 and 11 have Form Hour and PSHE combined in one lesson. It is led by their form tutor, who plays a crucial role as a mentor, coach and guide for the individuals in their form.

Year 10 Form Hour includes a programme on Well Being, Healthy Choices, Sex, Gender and Relationships. In addition, outside specialists deliver a program on how to study, providing effective revision techniques which are useful for assessments.

In Year 11 Form Hour, the students learn about how to create balance in their lives in terms of managing their time, continuing to exercise, eating healthily, sleeping well and maintaining key relationships - all whilst focusing on their studies. We also deliver a unit on Drugs, Alcohol and the Law which helps guide student behaviour outside the classroom. In addition, each student is given very specific guidance and support on an individual basis, on how to make the best possible choices after Year 11.

Choice occurs every Wednesday afternoon and offers a choice of both extending academic opportunities, health and well-being workshops as well as key volunteering roles in the local community.

At KAS, the promotion of emotional and psychological well-being of students is a high priority. The school has a team of well-trained professionals to support students if they have social, emotional or academic concerns.

In Year 10 and 11, students continue to access a weekly Games program which has a main focus on fun and enjoyment. The Games program is designed specifically for students to have autonomy over the sports and activities they would like to participate in at KAS throughout this time. Sports such as Basketball, Football and Netball continue to be an option for the more competitive students alongside noncompetitive alternatives such as Dance-Fit, Orienteering and Foot-Golf.

The Games program is led primarily by the PE Department with some more focused sessions lead by the Dance Specialist and other visiting teachers (e.g. Yoga). Continuing Physical Activity throughout Years 10 & 11 creates an opportunity for students to work collaboratively with one another, create healthy habits and improve their overall wellbeing. At KAS, we ensure our activity offerings are developed with feedback from students, and utilise off-site facilities where possible.

ART & DESIGN CLASSICAL CIVILISATION

EXAM BOARD: EDEXCEL

Assessment of work: Students are assessed on four main criteria: the ability to research; the ability to develop design ideas from looking at the work of artists and designers; the ability to experiment with, review and refine their own work; the realisation of ideas. Coursework related to the first two projects contributes 60% of the final assessment. The other 40% is for the final project. All work is marked internally and externally moderated at the end of the course when an exhibition is mounted of every candidate’s work.

Further study:

Completing a GCSE in Art is essential preparation for A levels in Art & Design and History of Art (Critical & Contextual Studies in Art). It is also good preparation for Photography A level.

The study of Art & Design promotes and encourages the development of imagination, creativity and critical thinking. Students will work individually and together developing ideas and exploring creative processes. Students will learn to develop further their use of sketchbooks to gather ideas that interest and inspire them, and refine these ideas into more resolved outcomes. They will gain experience of working broadly across a range of disciplines within the design fields, learning about the building blocks of visual language, and covering work in the following areas:

• Drawing and photography

• Painting and printmaking

• Textile and fashion design

• Ceramics and sculpture

• Graphic design

• Contextual studies

The Art & Design GCSE comprises three projects spread across the two years. Each one is themed and students will be supported to produce a sketchbook of research and ideas, as well as a body of classwork for each. The themes are very much open to interpretation and the development of personal and individual imaginations will be promoted and encouraged.

EXAM BOARD: OCR

Assessment of work: Students do two written papers. The first is a comparative study of ancient Greece and Rome, and combines literary and visual/material sources. In the second paper, students couple an in-depth cultural and archaeological study with the study of a related body of literature.

Further study:

Classical Civilisation can be continued at A level. A study of Classical Civilisation also complements further study of other humanities subjects such as English, History, Politics and Philosophy

Classical Civilisation is a wide-ranging humanities subject, which explores the ancient world through original sources, both literary and archaeological. All sources are studied in translation, so no knowledge of Latin or Greek is required. The course provides an excellent introduction to the Classical world and its legacy. Students will study material from ancient Greece and Rome, and other societies with which they came into contact.

Many learners come to Classical Civilisation due to a love of Greek mythology, and this forms a central part of the GCSE. In the first year of the course, learners will study myths about the role of gods and heroes such as Hercules. They will also explore links between myth and the exercise of power, rituals surrounding death and burial, and festivals. Other topics that run through the modules include gender, politics, and morality; these foster creative thinking and encourage students to make comparisons between ancient and modern society. They also learn a range of skills including the rigorous interpretation of written and material evidence and analytical essay writing.

COMPUTER SCIENCE DESIGN & TECHNOLOGY

EXAM BOARD: EDUQAS

Assessment of work:

Students are assessed through two examinations. The first assesses knowledge of computer hardware and architecture, logic, communication, the organisation and structure of data, software, principles of programming, security and ethics. The second exam is screen based and will test the student’s ability to think computationally by writing algorithms, create user interfaces and debug programs.

Further study: Students are able to go onto study A level OCR Computer Science.

The study of Computer Science encourages students to understand and apply the fundamental principles of computer science through of a combination of practical activities, algorithm design, problem analysis and studying real world applications. Through logical discipline and imaginative creativity, students can develop a deeper understanding of the underlying concepts. The course encourages students to extend their horizons beyond the school environment in order to appreciate the effects of computer science on society and individuals.

Students are to be given the opportunity to undertake programming tasks during their course of study which allows them to develop their skills to design, write, test and refine programs using a high-level programming language. Students will be assessed on these skills during the written examination.

EXAM BOARD: AQA

Assessment of work:

Students do one written exam and coursework. In the exam there is a mixture of multiple choice, short answer and extended response questions. It is split into sections assessing breadth of Technical knowledge, Specialist technical principles and Designing and making principles. In the Non-Exam Assessment students will undertake a single ‘design and make’ activity, which will arise from investigating one of five contextual challenges set by AQA. Students will produce a working prototype and a portfolio of evidence (max 20 pages). Work will be marked by teachers and moderated by AQA.

Further study:

Students who gain GCSE Design & Technology can go on to study the subject at A level, where students study 3D Design: WJEC Art and Design.

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.

The new GCSE Design and Technology course will give students the opportunity to use their creativity and imagination to design and make prototypes that solve real and relevant problems. Whilst considering their own and others’ needs wants and values, students can learn about a wide variety of contemporary technologies, materials and processes, as well as established practices.

DRAMA

UAL LEVEL 2 DIPLOMA IN DRAMA AT KS4

100% CONTROLLED

ASSESSMENT

EXAM BOARD: UAL

Assessment of work:

NOTE: this course is not a GCSE but is equivalent to four GCSEs.

Practical assessments are carried out through a series of projects based on real industry scenarios and academic tasks. Projects are accompanied by written work varying from essays to presentations to journals that document student progress.

Further study:

Students can go on to take A level Theatre Studies or the UAL Level 3 Extended Diploma in Performing Arts.

This course is aimed at students who have a passion for Drama and is shaped to get the maximum out of its students as performers, production technicians and designers. The key qualities we look for: enthusiasm, passion for theatre, and a ‘can do’ attitude. You can approach this course as an actor, technician or a mixture of both.

You will explore many aspects of performance and production and develop as an artist, an academic and as a person. This course will enable students to develop resilience, responsibility, organisation, critical & creative thinking, teamwork and professionalism. A variety of performance opportunities will allow you to put your skills and technique into practice. Such projects include: From page to stagebringing a text to life, devising, scripted performance, personal research project and presentation. All practical work will be produced to the highest technical standard at King Alfred’s very own Phoenix Theatre and be internally marked and externally moderated.

Qualification Structure:

Y10 Units

Term 1 Unit 1 Introduction to performance

Unit 2 Introduction to production

Term 2 Unit 3 Communicating with an audience

Unit 4 Staging a performance

Unit 5 Contextual research for performance and production

Term 3 Unit 6 Performance skills and practice

Unit 7 Production skills and practice

Y11 Units

Term 1 Unit 8 Personal project

Content

An introduction to elements of the course in terms of performance, production and writing, building towards informal performances.

An exploration of a textpractically and on paper - in terms of its context and style, building towards performance of extracts.

A devised project that will encourage all students to consider elements of performance and production skills, building towards a performance.

Content

An exploration of the history of theatre, its practitioners and styles. Students will then write and prepare a ten minute research project on a topic of their choice.

Term 2 Unit 8 Presentation

Unit 9 Producing and performing to an audience

Term 3 Unit 9 Producing and performing to an audience

Exam leave

Presentation of project

Rehearsals begin for final project.

Rehearsals for and performance of final project

Students will use this time to finish off their journals and evaluations for their final project.

ENGLISH LANGUAGE ENGLISH LITERATURE

EXAM BOARD: CIE

Assessment of work: 2 Hour Exam Paper

• Learners answer three compulsory questions on three texts

• Learners write one piece of original non-fiction

Coursework Portfolio

• Assignment 1: writing to discuss, argue and/or persuade in response to a text or texts

• Assignment 2: writing to describe

• Assignment 3: writing to narrate

Speaking and Listening Test (Separate Endorsement) 10–12 minutes in total

• Comprised of Individual Talk and Conversation

Further study:

A level English Literature.

The CIE iGCSE Language qualification meets the needs of students of differing abilities and interests and encourages an exploration of a variety of texts and the development of students’ own writing. The syllabus encourages students to develop independent and critical thinking; engage with the richness of our language; and experiment in writing across a range of contexts and styles.

The specification is designed to encourage students to engage critically with and explore a variety of nonfiction texts. Underpinned by a skills-based approach, the emphasis is on building students’ confidence in developing and articulating a fresh, individual response to texts that is supported and justified. Speaking and listening skills, as well as writing skills, are assessed as the course progresses. Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways English can be used.

EXAM BOARD: OCR

Assessment of work: GCSE English Literature is made up of two units, each assessed by a twohour exam: Unit 1 asks candidates to study one modern prose and one 19th century prose text and Unit 2 sees students study one thematically linked poetry cluster and one Shakespeare play. There is an unseen element to each exam where candidates will have to compare one of the texts they have studied to a text or section of text which is new to them.

For illustrative purposes, this year’s Year 11 have studied the following texts: A cluster of poetry all with the theme of Love and Relationships, A Christmas Carol OR Jekyll and Hyde, Macbeth, Animal Farm.

Further study:

A level English Literature.

The OCR Literature qualification encourages an exploration of communication, culture and creativity through a range of poetry, drama and novels. The syllabus encourages students to develop independent and critical thinking; engage with the richness of our language and literary heritage; and develop their ability to respond cogently top texts in their own writing.

KAS LITERATURE

SCHOOL DIRECTED COURSE

This course is new for 2023/24 and offers an alternative to the GCSE Literature qualification. We have created a Literature syllabus that is more closely aligned with our core values of knowledge and understanding of the world, independence and the transferable skills of creative thinking and communication.

Our overarching aim with this qualification is to instill in students a holistic appreciation of literature and its study and to leave them with the ability to talk and write about texts in an assured and cogent manner.

We are going to achieve this through:

1. The inclusion of a wide range of texts from far more varied cultures and time periods.

2. Providing far greater opportunities for students to make choices about their learning and assessment.

3. A movement away from final examinations as the sole method of assessment.

4. A movement towards varied modes of assessment including oral responses, recreative writing, traditional coursework and reading logs as well as final examination.

Further study: Students can go on to study A level English Literature.

Year 10

Term Genre Potential texts Mode of Assessment

Autumn 1 Novel 20th/21st Century Half of a Yellow Sun - Chimamanda Ngozi Adichie

Autumn 2

The Great Gatsby - F Scott Fitzgerald

Leave the World Behind - Rumaan Ali

Spring 1 Poetry 20th Century Thomas Hardy Sylvia Plath Philip Larkin Maya Angelou

Spring 2 Drama 20th Century A Raisin in the Sun - Lorraine Hansberry

All My Sons/ A View from the Bridge - Arthur Miller A Streetcar Named Desire - Tennessee Williams

Essay (10%)

Controlled Assessment (10%) Students given advanced notice of question and one planning lesson.

Recreative* or essay (10%)

Summer 1 Shakespeare Othello Macbeth Twelfth Night

Essay (10%)

Summer 2

Year 11

Term Genre Potential texts Mode of Assessment

Autumn 1 Poetry 21st Century

A selection from the anthology: ‘Poems of the Decade: Anthology of the Forward Books of Poetry’

Recreative* or essay (10%)

Autumn 2 Novel 19th Century

Spring 2 Exam and viva prep

Turn of the Screw - Henry James Frankenstein - Mary Shelley

See below Spring 1

A Christmas Carol – Charles Dickens

Exam: 2 hours (40%)

Q1 - unseen poetry 45 minutes

Q2 - Based on 19th Century Novel 1 hour and 15 minutes

Viva (10%) Oral assessment on poem selected by student.

* The item of recreative writing will see the student respond by producing a piece of original written work based on a studied play.

GEOGRAPHY

EXAM BOARD: OCR

Assessment of work: There are three exam papers at the end of the course: Our Natural World; People and Society; Geographical Exploration.

Further study: Students can go on to study A level Geography.

By focusing on the major global issues likely to dominate our future sustainable use of the planet, Geography encourages students to think about their own place in the world, their values, their rights, and their responsibilities. Modern Geography attempts to provoke students into asking and coming up with answers to, the big questions facing society. Climate change, hazard management, the disparities between rich and poor, the future of urban areas, sustainable management of global resources such as the Arctic & the Rainforest, and the changing face of 21st Century UK are just some of the topics about which students can expect to develop a well-informed opinion.

Alongside the ability to think critically and creatively about the changing world, students will also develop fieldwork skills to allow them to investigate the theory learnt in class in the world around them. There are two field trips, one day trip and one residential, that explore the geography of contrasting places and environments.

Employers and universities see geography as a robust academic subject rich in skills, knowledge and understanding. As a subject linking the arts and the sciences it is highly flexible in terms of what you can combine it with, both at GCSE and A level.

In terms of careers, Geographers can be found in every sector of the economy; working in corporations, local business, not-for profit organisations, academia, local and national government and the media. Geography is part of the academic group of English Baccalaureate GCSE subjects and the Russell Group of universities have recognised it as one of their preferred ‘facilitating’ subjects, which support an application into a wide range of undergraduate courses.

Geography bridges the gap between the natural and social sciences. By developing an understanding of how physical and human systems operate and by considering why others’ views may differ from their own, the subject enables students to make sense of the world around them and encourages them to become active local & global citizens.

GLOBAL CHALLENGES

SCHOOL DIRECTED COURSE

Assessment of work:

Multi-modally assessed, using the HPQ framework for external validation. Students may choose to receive an externally moderated grade via an exam board for the project management element. They will also receive formal feedback drawn from KAS-based criteria for the internal validation, which is intentionally pass / fail to encourage a more ‘intrinsic’ motivation for this work. Student will receive qualitative feedback from their assessment panel and a certificate with information about their particular journey through the course.

Further study:

Students can go on to study A levels in Geography, Politics, Economics and Sociology.

100% INTERNAL ASSESSMENT

This new course is designed to fulfil one of the school’s core aims: to enable pupils to have an impact on the world.

It combines elements of Geography, Sociology, Politics, Economics and Ethics, all with an emphasis on active citizenship.

Through studying global challenges such as mass migration, environmental degradation, or economic inequality, pupils not only gain an academic understanding of some of the major issues facing the world, but also study different ethical approaches, before designing and implementing some practical steps as a response.

This kind of ‘real world’ learning is part of an emerging trend, and the course has been inspired and informed by partners such as the London Interdisciplinary School, The University of Winchester’s Centre for Real World Learning, and the Rethinking Assessment group. It will engage closely with external agencies to ensure a tangible relevance.

There will be a strong focus on skills development throughout this course, with a portfolio-building element and reflective journal narrating students’ progress in key areas such as collaboration, research skills, projectmanagement, problem solving and oracy.

This course is pass / fail. Students will have the opportunity to submit their work for an accredited AQA ‘Higher Project Qualification’, should they wish. In addition, there will be an

emphasis on students presenting to real audiences about their learning, producing reports, artefacts or organising events for external partners, or ‘clients’, who will be part of the feedback process.

After studying a range of global problems and, wherever relevant, their local impact, students will choose areas to focus in on for further research, and design and implement a practical response in one of a number of forms: for example, a social enterprise, a fundraising event, an educational resource, exhibition, or tangible product.

For example, after studying the historical background to the Arab Spring and the events that followed, students will explore the issues faced by Syrian refugees. Groups might collaborate with an agency such as the Rural Refugee Network or the Red Cross to organise a fund-raising event in the local community, such as an art sale, or film screening, to fund key resettlement needs.

Year 10 Unit Content

Terms 1 & 2

QUALIFICATION STRUCTURE

Scoping the issues An introduction to ethics. A study of moral decision-making frameworks, including secular and religious perspectives, making links to KAS ethos, history and values.

In parallel: using the UN sustainable development goals, a series of lessons, fieldtrips and sessions with external visitors, an initial study of some of the most pressing issues faced by society, both locally and globally e.g. climate change, forced migration, homelessness, genocide.

Term 3 Digging deeper

With the support of a project mentor, students dig deeper into two particular global issues affecting their community, researching underlying causes and effects, and studying different ‘real world’ approaches to solving it. They then design two impact projects: one as an individual response, one as a collaboration with a group, drawing on local partners, and pitch a proposal for a practical response to the issues.

This phase may involve a number of local field trips, interviews with relevant people in the field, as well as undertaking further research and practical planning. Students keep a log of their planning, along with reflections, and skill development.

Year 11 Unit Content

Term 1 Implementation of the projects

Term 2 Implementation continues

Students put into action their project plans, both individual and group projects. They develop their ‘outcomes’, whether those are podcasts, a campaign film, a website, an event, a social enterprise etc.

Implementation continues alongside preparation for final assessment via panel interview, public exhibition, and submission of supporting evidence.

HISTORY

LATIN

EXAM BOARD: EDEXCEL GCSE

Assessment of work: There are three exams of between 1 hour 15 minutes and 1 hour 45 minutes in length. There is no coursework on the GCSE syllabus.

Further study: Students can go on to study History A level, and it is useful background for A levels in Politics, Economics and Sociology.

History GCSE at KAS equips students to understand crucial themes, stories and events that shaped our world. Students learn to analyse and organise information, argue and explain their ideas, evaluate source material and use evidence to answer historical questions.

There are four main units of study:

• Migration to Britain from c800 – today. This is the story of how Britain has been shaped by and responded to human migrations, from Saxons and Vikings to the Windrush generation. This unit includes a depth study on the experiences of Caribbean migrants in Notting Hill in the 1950s and 1960s.

• The Cold War – How a conflict between two nuclear-armed superpowers dominated the second half of the twentieth century.

• Elizabethan England –Power, religion, society and culture in the Elizabethan age.

• Mao’s China – The dramatic and revolutionary impact that Mao’s rule had on the world’s most populous country.

The course provides an insight into contemporary debates in British history around colonialism and its legacy, and how our world has been shaped by global forces and powers.

Students who are inquisitive, and interested in understanding how our world was shaped by the past will thrive on this course.

In Year 10 we organise a trip to Berlin, to see a city as the epicentre of these events, and also take students out in London to see history on their doorsteps.

EXAM BOARD: OCR

Assessment of work:

There are three components: Language, Prose Literature, and Verse Literature (set texts in the original Latin).

The Language paper is worth 50% of the GCSE and tests translation and comprehension skills as well as the understanding of the derivation of English words from Latin.

The Prose and Verse Literature papers are each worth 25% of the final mark. There is considerable choice of topics. Students are currently studying an extract from Apuleius’ The Golden Ass, about witches in Thessaly and extracts from Virgil’s Aeneid about the hero’s descent to the Underworld to meet his father. The examination tests linguistic understanding and literary appreciation and students welcome the opportunity to study sources in the original language at such an early stage.

Further study:

Students can go on to study A level Latin and/ or A level Classical Civilisation.

Latin is all around us; it is the basis of much of our language and culture. Studying Latin helps enlarge and clarify English vocabulary, grammar, and spelling. It is also invaluable when learning foreign languages – especially those directly derived from it, such as French, Spanish and Italian. It opens the door to much of the history, literature, and philosophy of the West, and is invaluable for an understanding of the Classical, Medieval, and Renaissance periods in particular. Much contemporary art, film, and writing derives from Greek and Roman history and myth. Latin at KAS is fun but challenging. As most students will not have had the opportunity to study Latin before, they will be guided through an intensive two year course, culminating in the reading of two pieces of Latin literature in the original language. This is a programme that requires commitment, but one that offers great rewards.

100% EXAM

100% EXAM

MATHS

EXAM BOARD: EDEXCEL

Assessment of work:

The examination involves three written question papers (no coursework or controlled assessments).

Further study:

A level Mathematics. A level Further Mathematics.

GCSE Mathematics at KAS is a three year course and the pupils in Year 10 continue using the Edexcel GCSE (9-1) books that they started in Year 9. Currently in Year 9 all pupils are studying for the Higher level of entry where they can achieve grades from 4-9. The course encourages true understanding and mastery by putting mathematical questions into context to make the subject more relevant and accessible to students.

Pupils will learn how to apply complex trigonometry, applications of probability and how to recognise and interpret misleading statistics in the media.

Mathematics is a beautiful language that requires continued practice for fluency and enjoyment. Homework of 1 hour per week in Year 10 rising to 1½hours in Year 11 is expected. Parental guidance and encouragement are welcome and members of the Maths Department are always available to give specific help.

As in Years 7-9 pupils are encouraged to come to a ‘drop in’ Mathematics Clinic in the mornings before school starts, for extra help when needed (these run each weekday from 8:05-8:55am).

MODERN FOREIGN LANGUAGES: FRENCH AND SPANISH

EXAM BOARD: IGCSE CAMBRIDGE

Assessment of work:

Speaking is worth 25%. This will be a 8-10 minute oral examination in April or May of Year 11.

Listening is worth 25%. This will be examined in May or June of Year 11.

Reading and writing is worth 50%. This will be examined in May or June of Year 11.

Further study: Students can go on to study A level French and A level Spanish.

Students can choose to study either French or Spanish or both.

In both French and Spanish, students work on all four skills: listening, speaking, reading and writing. The department run fortnightly debating clubs in both languages as well as drop in language support sessions.

In Spanish, Year 10 students are offered a chance to participate in our residential trip to Salamanca during Easter holidays. Students are immersed in the language as they stay with Spanish families and attend school during the day.

In French, Year 11 students are offered a chance to participate in our residential trip to Lyon during the first week of October half-term. Students are immersed in the language as they stay with French families and attend school during the day.

MUSIC

Assessment of work:

Students are assessed verbally throughout the GCSE course when both the teacher and their peers give feedback and positive criticism of their performances or compositions. The compositions are completed in lesson time under informal controlled assessment.

The Listening and Understanding exam is the final summative assessment at the end of Year 11. Students work towards this exam by completing practice exercises that are marked together and the answers reflected upon by the group. Students regularly perform at school concerts to further develop their performing skills and to build their confidence.

Compositions are performed, annotated and recorded throughout the course as a record of progress made. Again, students are given feedback that is taken from the Assessment Guide developed by the exam board.

Further study:

Students can go on to study A level Music and/ or A level Music Technology.

Music GCSE is an enjoyable and exciting way to consolidate and advance a thorough understanding of a wide range of musical styles and cultures. It is creative course that is designed to suit all young musicians no matter how eclectic their taste.

GCSE Music students need skills on an instrument or voice (around Grade 5 level by the second year of the GCSE course) and an understanding of Music Theory (working towards Grade 3 prior to the start of the course). Any instrument and style of playing is acceptable. Students must take instrumental and vocal lessons, in or out of school, and be willing to attend Music Theory sessions to supplement the work done in class and develop the skills necessary to access the course content.

Unit 1: Listening and appraising (40%)

• 1 hour 30 minute Exam Paper with listening exercises using excerpts of music.

Unit 2: Performing (30%)

• Performance 1: Solo performance (15%)

• Performance 2: Ensemble performance (15%)

Unit 3: Composing Music (30%)

• Composition 1: Composition to a brief (15%)

• Composition 2: Free Composition (15%) Candidates are required to contribute to some of the many extra-curricular musical activities in the school. This is a direct and enjoyable way to polish musical skills and broaden musical experience, as well as being a requirement of the exam.

EXAM BOARD: OCR

PHOTOGRAPHY

EXAM BOARD: EDUQAS/WJEC

Assessment of work: The GCSE examination consists of a coursework Portfolio (60% of the final mark), several projects looked at together as a group, externally set assignments (40% of the final mark). Work is documented in work journals and a portfolio. All work is internally marked and moderated by the exam board.

Further study:

Students can go on to study A level Photography.

In GCSE the specification used is Art & Design (Photography). It emphasises the importance of photography as an art form as well as a way to communicate ideas.

Development of ideas through sustained research and individual work is the most important aspect of the course. Candidates are encouraged to understand the potential of photography through experimenting widely and creatively with the equipment, process and ideas they have available to them which include:

• Analogue photography and work in the school darkroom

• Experimental processes such as pinhole photography, cyanotypes and image transfer printing

• Digital photography and the use of digital software such as Adobe Photoshop, Adobe Bridge and Adobe Lightroom

• Making moving film and editing software such as Adobe Premier Pro

• Designing and making self-published magazines to present their photographs and using software such as InDesign

Your studies will also introduce you to aspects of photographic and art history as well as looking at contemporary photography through gallery visits and trips to museums. The work we do in the school is also complemented with work carried out on school trips and on location.

Students may choose to work in many areas of the subject area including: Photojournalism; Fashion; Portraiture; Illustration; Documentation; Landscape and Cityscape.

All students must provide their own 35mm Single Lens Reflex camera in good working order, a digital camera and ideally a tripod.

PHYSICAL EDUCATION

EXAM BOARD: OCR

Assessment of work: There are two exams assessing taught content in component 1 and component 2. Component 3 is the nonexam assessment (NEA), contributing 40% of the GCSE.

Further study: This course will prepare learners for the further study of PE or sports science courses as well as other related subject areas such as psychology, sociology and biology.

GCSE specification in Physical Education will equip students with the knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being. The content of OCR’s GCSE in Physical Education is divided into three components:

Component 1: Physical factors affecting performance

Students explore how parts of the human body function during physical activity and the physiological adaptations that can occur due to diet and training. They also develop skills in data analysis, and an understanding of the principles of training, why we train in different ways and how training plans can be made to optimise results.

Component 2: Socio-cultural issues and sports psychology

Students develop their knowledge of the socialcultural and psychological influences on levels of participation in sport, and also how sport impacts on society more broadly. This includes the individual benefits to health, fitness and well-being of participating in physical activity, as well as the influences of commercialisation, sponsorship and the media.

Component 3: Performance in physical education

Students are assessed in performing three practical activities and one performance analysis task. In the practical performance, they demonstrate effective performance, the use of tactics or techniques and the ability to observe the rules and conventions under applied conditions. They are also required to demonstrate their ability to analyse and evaluate their own performance to produce an action plan for improvement.

GCSE practical activities include; football, badminton, trampolining, netball, skiing, handball and more. Students are also encouraged to do the Higher Sports Leadership award (HSLA) to gain coaching experience.

SCIENCE

Assessment of work: A summary of the number of exams that are needed for IGCSE in Science (Double Award), Biology, Chemistry and Physics is shown in the following table.

Further study: Students can go on to study A levels in Biology, Chemistry and Physics from the Double or Triple courses.

Pupils follow the Edexcel IGCSE course in Science (Double Award) in Year 9. In Year 10 they can choose to follow the Single Award course, continue with the Double Award course or study science as separate subjects, Biology, Chemistry and Physics. Choosing to study Biology, Chemistry and Physics as separate subjects requires extra time as there is more content and consequently it will take up one of the three options.

The Science course (Single Award) is built up of content taken from Biology, Chemistry and Physics and pupils will attain a qualification in Science worth one IGCSE.

The Science course (Double Award) is built up of content taken from Biology, Chemistry and Physics and pupils will attain a qualification in Science worth two IGCSEs. If students choose to study Biology, Chemistry and Physics as separate subjects then they will obtain three IGCSEs. There is no coursework for any of the routes but pupils will experience a wide range of practical activities to develop their skills in this area. All three courses help to develop transferable skills valued by universities and employers as well as help to broaden and deepen student’s analytical, logic, and maths skills.

A summary of the three courses is shown opposite. For both Single and Double Award pupils take three examinations, one in each subject. For the Triple Award, pupils take two examinations in each subject.

EXAM BOARD: EDEXCEL IGCSE (INTERNATIONAL GCSE)

100% EXAM

The King Alfred School, North End Road, London NW11 7HY

www.kingalfred.org.uk Tel: 020 8457 5200

Email: kas@kingalfred.org.uk

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