These next two years will be an excellent foundation for your A level studies and the vast range of opportunities beyond KAS
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.
I am 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
You have a choice of six optional subjects
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 (see p6 for a full list).
In Year 9, we run 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 in making the necessary decisions alongside the Options Webinar and Parent Report Meeting which will give opportunities to ask questions about the options process.
The work for subjects in Years 10 and 11 is demanding, but most students also find it interesting. To do well, you will need to consistently maintain high standards and meet deadlines – something most students rise to. 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 (four compulsory and five optional subjects). 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
• 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 general life skills.
You will take all the compulsory subjects and you have a choice of up to five 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 get all of 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.
Compulsory subjects
The following subjects are core or compulsory:
• English Language IGCSE
• Mathematics GCSE
• Science GCSE (Double Award)
Optional subjects
• Art and Design
• Creative Technology (School Directed Course)
• Classical Civilisation
• Drama
• English Literature
• French
• Geography
• Global Challenges (School Directed Course)
• History
• KAS Literature (School Directed Course)
• Latin
• Music
• Photography
• Physical Education
• Science (Triple): Biology, Chemistry, Physics
• Spanish
• Three Dimensional Design (Art & Design)
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 members of the School Directed Courses Consortium. They are 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 applications alongside GCSEs.
Option blocks
After submitting your first preferences for the optional subjects, we construct 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 teaching staff are available, we can offer the same subject in different blocks.
EXAMPLE
BLOCK A
BLOCK B
BLOCK C
BLOCK D
PASTORAL SUPPORT IN YEARS 10 & 11 GAMES
At KAS, the promotion of emotional and psychological well-being of students is a high priority. The School has a team of welltrained professionals to support students if they have social, emotional or academic concerns.
The Year 10 and 11 pastoral programme 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.
Over the two years, Form Hour includes a programme on well-being, healthy choices, sex, gender and relationships. In addition, outside specialists deliver a programme on how to study, providing effective revision techniques, which are useful for assessments.
Students also 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.
Meanwhile, Friday afternoon Choice includes options that extend academic learning, health and well-being workshops, and volunteering opportunities in the local community.
Students in Years 10 & 11 continue to access a weekly Games programme where they learn to enjoy physical activity and build an understanding of the importance of exercise. Students participate in a range of competitive sports, which are taught by highly experienced PE staff and sports specialists including professional footballers and semi-pro basketball coaches.
Students who wish to be part of a school team will prepare physically, technically, and tactically for co-curricular fixtures, mainly in Football, Netball and Basketball. Running alongside these sessions is a non-competitive programme that focuses on fun and learning, where students get to experience a range of activities including Badminton, Fitness, Hiking, Handball and other gym-based sports. In Year 11, the programme is designed specifically for students to have autonomy over the sports and activities they would like to participate in.
Continuing physical activity throughout the GCSE years creates an opportunity for students to work collaboratively with one another, create healthy habits and improve their overall well-being. We ensure our activity offerings are developed with feedback from students and utilise off-site facilities where possible.
ART & DESIGN/CLASSICAL CIVILISATION/CREATIVE TECHNOLOGY/DRAMA/ ENGLISH LANGUAGE/
ENGLISH LITERATURE/ KAS LITERATURE/GEOGRAPHY/ GLOBAL CHALLENGES/ HISTORY/LATIN/MATHS/ MODERN FOREIGN LANGUAGES: FRENCH AND SPANISH/MUSIC/ PHOTOGRAPHY/PHYSICAL EDUCATION/SCIENCE/THREE DIMENSIONAL DESIGN
ART & DESIGN
EXAM BOARD:
PEARSON EDEXCEL GCSE
Assessment of work:
Students are assessed across three projects, looking at 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; and 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 is 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 & Design 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 develop 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.
CLASSICAL CIVILISATION
100% EXAM
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.
EXAM BOARD: OCR GCSE
CREATIVE TECHNOLOGY
SCHOOL DIRECTED COURSE
Assessment of work:
Computational Theory Exam (30%)
There will be a 1.5-hour exam in the second year of the course.
Game Development Project (60%)
A final project and supporting materials will be internally marked, with 30% of the overall mark awarded for creative design and 30% for programming.
Object-Oriented Programming (10%)
Students will create a functional mini program, like a calculator, to demonstrate their skills and understanding. This will be internally marked.
Further study:
This course is designed to equip students with the skills and knowledge needed to transition smoothly to further study in the Sixth Form. Its structure aligns closely with the NEA component of the A level Computer Science syllabus.
The Creative Technology course offers a comprehensive exploration of digital innovation and design. This course combines technical knowledge with creative problem-solving, guiding students through the process of designing and developing a functional game. Core topics include systems architecture, algorithms, and network security, ensuring a strong foundation in computational theory. Additionally, the course incorporates research into artificial intelligence and its ethical, cultural, and environmental implications, encouraging critical thinking about the role of technology in society.
Students will gain hands-on experience in creating innovative software and digital solutions. The programme dedicates 60% of its assessment to a game project, allowing participants to apply their skills to a complete development process — from initial concept to a fully realised product. Beyond mechanics and interactivity, the course places a strong emphasis on image editing and visual design, enabling students to create compelling game assets and aesthetics. They’ll work with industry-standard tools to craft captivating visuals that enhance user experience and bring the game world to life.
By the end of the course, students will have developed the technical expertise, creative design skills, and ethical awareness needed for careers in the technology, creative and gaming industries. Additionally, it offers a glimpse into the mindset and approach required of a professional digital game designer. Through the programme, students will develop advanced technical expertise, building proficiency in industry-standard programming tools and software.
THE COURSE COVERS THREE MAIN AREAS OF STUDY:
Computational Theory will build a strong foundation in key computational principles, including:
• How computers are structured and how they process information;
• Key fundamental computing algorithms;
• The fundamentals of cybersecurity and strategies to protect systems;
• Investigate the ethical, legal, cultural, and environmental implications of emerging technologies such as artificial intelligence (AI);
• How digital innovation shapes society and the challenges in poses.
A Game Development Project allows students to bring their ideas to life by creating a fully functional game. This develops skills in:
• Creative Design: Students will design and create game graphics including sprites, backgrounds and menus
• Programming: Students will build and code the game using object-oriented programming languages, focusing on functionality, gameplay, and interactivity
Finally, students will discover the principles of Object-Oriented Programming and create functional software applications that demonstrate use and innovation.
DRAMA UAL LEVEL 2 DIPLOMA IN DRAMA AT KS4
EXAM BOARD:
UAL
Assessment of work:
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 and presentations to journals documenting 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 them as performers, production technicians and designers. The key qualities we look for are: enthusiasm, interest in theatre, and a ‘can do’ attitude. Students can approach this course as an actor, technician or a mixture of both.
Drama students will explore many aspects of performance and production, and develop as an artist, an academic and a person. This course will enable students to develop resilience, responsibility, organisation, critical and creative thinking, teamwork, and professionalism. A variety of performance opportunities allow students to put their skills and technique into practice. Such projects include: From page to stage - bringing a text to life, devising, scripted performance, personal research project and presentation. All practical work is produced to the highest technical standard at King Alfred’s very own Phoenix Theatre. It is then internally marked and externally moderated.
An introduction to elements of the course in terms of performance, production and writing, building towards informal performances. Term 2
3: Communicating with an audience
Unit 4: Staging a performance
Unit 5: Contextual research for performance and production
An exploration of a textpractically and on paper - in terms of its context and style, building towards performance of extracts.
A devised project that encourages all students to consider elements of performance and production skills, building towards a performance.
exploration of the history of theatre, its practitioners and styles. Students then write and prepare a tenminute research project on a topic of their choice.
9: Producing and performing to an audience Presentation of project. Rehearsals begin for final project.
Producing and performing to an
Exam
Rehearsals for and performance of final project.
Students will use this time to finish off their journals and evaluations for their final project.
Qualification Structure:
ENGLISH LANGUAGE ENGLISH LITERATURE
EXAM BOARD: CAMBRIDGE INTERNATIONAL
EDUCATION IGCSE
Assessment of work:
2-Hour Exam Paper
• Students answer three compulsory questions on three texts and write one piece of original nonfiction.
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
Compulsory 10-12 minute test compromised of individual talk and conversation which gives a separate pass/merit/ distinction certificate.
Further study:
A level English Literature.
The CIE IGCSE English Language qualification meets the needs of students of differing abilities and interests. Students explore a variety of texts and develop their own writing. The syllabus encourages students to develop independent and critical thinking, engage with the richness of our language, and experiment with writing across a range of contexts and styles.
The course allows students to explore and engage critically with a variety of non-fiction 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. In addition to writing, speaking and listening skills are also assessed. Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways English can be used.
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, whilst Unit 2 sees students study one thematicallylinked poetry cluster and one Shakespeare play. There is an unseen element to each exam where candidates must 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 selection of poetry on the theme of Love and Relationships, A Christmas Carol OR Jekyll and Hyde, Macbeth, and 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 to texts in their own writing.
EXAM BOARD: OCR GCSE
KAS LITERATURE
SCHOOL DIRECTED COURSE
This course 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 with the ability to talk and write about texts in an assured and cogent manner.
Further study:
Students can go on to study A level English Literature.
Advantages of KAS Literature include:
1. The inclusion of a wide range of texts from far more varied cultures and time periods.
2. 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.
Year 10
Autumn 1 Novel 20th/21st Century Anita and Me — Meera Syal
Autumn 2
Spring 1 Poetry 20th Century
Spring 2
Drama 20th Century
Summer 1 Shakespeare
Summer 2
Autumn 1 Poetry 21st Century
Autumn 2 Novel 19th Century
Spring 1
Spring 2
Written exam and oral exam prep
Thomas Hardy
Sylvia Plath
Philip Larkin
Maya Angelou
Carol Ann Duffy
A Raisin in the Sun — Lorraine Hansberry
All My Sons / A View from the Bridge — Arthur Miller
A Streetcar Named Desire - Tennessee Williams
Othello
Macbeth
Twelfth Night
Year 11
A selection from the anthology: ‘Poems of the Decade: Anthology of the Forward Books of Poetry’
The Turn of the Screw — Henry James Frankenstein — Mary Shelley
A Christmas Carol — Charles Dickens
Essay* or recreative response** in controlled conditions
Essay in controlled conditions* 10%
*Oral response 10%
*Essay in controlled conditions as above 20%
Essay* or recreative response** in controlled conditions 10%
See below
Written Exam: 2 hours Q1 - unseen poetry
minutes
Q2 - Based on 19th Century Novel 1 hour and 15 minutes 15%
Oral exam
Oral assessment on poem selected by student 10%
* For all essays and the oral response, apart from in the exam, students will negotiate essay titles with their teacher based on the aspects of the text they are most interest in.
** The item of recreative writing will see the student produce a piece of original writing based on studied text (500-1000 words). This work must be accompanied by a commentary (also 500-1000 words).
GEOGRAPHY
EXAM BOARD:
OCR GCSE
Assessment of work:
There are three exam papers at the end of the course: Our Natural World, People and Society, and 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. Topics students can expect to develop a wellinformed opinion on include: climate change; hazard management; the disparities between rich and poor; the future of urban areas; sustainable management of global resources such as the Arctic and rainforest; the changing face of the 21st century UK.
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. 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 and global citizens.
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 the subjects it can be combined 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.
GLOBAL CHALLENGES
SCHOOL DIRECTED COURSE
Assessment of work:
Students undertake two externally validated Higher Project Qualifications (HPQs), an individual project in Year 10, and a group project in Year 11. Each of these will address a ‘Global Challenge’ and propose a response to it. Each HPQ is equivalent to half a GCSE.
Further study:
Global Challenges links to Geography, Politics, Economics and Sociology, which students may want to take at A level.
This five-term course is different from other GCSEs. It introduces students to the big socio-economic, environmental and ethical challenges facing the world, and allows them to develop their own informed responses. Students design and implement social impact projects which align with their concerns. In line with one of the school’s primary objectives, they engage with external agencies to have an ‘impact on the world’. There is no exam. Instead, final outputs might take the form of an event, a film, podcast, a children’s book, a mini social enterprise, an awareness-raising campaign, or something else. There is a strong emphasis on skills development, including: project management, research skills, presentation skills, and, collaboration. This is ‘real world’ learning.
To prepare students for the project elements of the course, there is formal learning about ethics, migration, human rights, inequality and poverty, sustainability, and peace and conflict. Students then select an area of particular interest, research it further with support, and develop their practical response.
Year 10 Activity
QUALIFICATION STRUCTURE
Term 1 Introduction to Global Challenges: units on ethics, migration, sustainability, and human rights
Term 2 Project 1: individual research and response to an issue, including showcase presentation
Term 3 Complete project 1, and continue content delivery: geo-politics
Year 11 Activity
Term 1 Units of learning on economics, poverty and inequality, and peace and conflict
Term 2 Project 2: group project and response to an issue, including showcase presentation
HISTORY
EXAM BOARD:
PEARSON 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 provides a 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 circa 800 – 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 at the epicentre of these events, and also take students out in London to see history on their doorsteps.
LATIN
100%
EXAM BOARD: OCR GCSE
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. It 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. Recent students have studied 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.
MATHS
Assessment of work:
The examination involves three written question papers (no coursework or controlled assessments).
Further study:
A level Mathematics and A level Further Mathematics.
GCSE Mathematics at KAS is a three-year course and the students in Year 10 continue using the Edexcel GCSE (9-1) books that they started in Year 9. Currently in Year 9 all students 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. Students 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 1.5 hours 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, students 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
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 runs 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 San Sebastian in the Summer Term. 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.
EXAM BOARD: CAMBRIDGE INTERNATIONAL EDUCATION IGCSE
EXAM BOARD: PEARSON EDEXCEL GCSE
MUSIC
EXAM BOARD:
OCR GCSE
Assessment of work:
Students are assessed verbally throughout the GCSE course, with both the teacher and the student's peers giving feedback and positive criticism of their performances or compositions. The compositions are completed in lesson time under informal controlled assessment.
A Listening and Appraising 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. 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 or UAL Level 3 Diploma in Music Performance and Production.
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 a 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.
PHOTOGRAPHY
EXAM BOARD: EDUQAS/ WJEC GCSE
Assessment of work:
The GCSE examination consists of a coursework portfolio (60% of the final mark), comprising several projects looked at together as a group, and 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 usiing editing software such as Adobe Premier Pro;
• Designing and making self-published magazines to present their photographs and using software such as InDesign.
The course will also introduce students 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 DSLR (Digital Single Lens Reflex) camera in good working order, and a tripod is very useful. The Photography Department can advise students what to buy if necessary.
PHYSICAL EDUCATION
EXAM BOARD:
OCR GCSE
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:
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 social, cultural 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, students are assessed in at least one individual and one team sport, with the third being a choice of either. They can be assessed in 'onsite' or 'offsite' sports. Onsite sports are those which can take place at school e.g. football, badminton, netball, table tennis, trampolining, handball and more. Offsite sports are those which require specialist locations or equipment e.g. skiing, amateur boxing, equestrian and more.
Students are required to demonstrate effective performance, the use of tactics and techniques, and the ability to observe rules and conventions under applied conditions. They are assessed on their physical attributes, range of skills shown, quality of skills executed, and their decision making in competitive scenarios. They are also required to demonstrate their ability to analyse and evaluate their own performance to produce an action plan for improvement. Students are also encouraged to lead their own warm-ups and prepare skill-based drills to improve their coaching.
SCIENCE
EXAM BOARD:
PEARSON EDEXCEL IGCSE
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.
Students follow the Edexcel IGCSE course in Science (Double Award) in Year 9. In Year 10 they can choose to either continue with this Double Award course or study science as separate subjects: Biology, Chemistry and Physics (Triple Award). 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 six non-compulsory options.
The Science course (Double Award) is built up of content taken from Biology, Chemistry and Physics, and students 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 students will complete several core practicals which are designed to develop a wide range of practical skills, assessed in the examination papers.
All three courses help to develop transferable skills valued by universities and employers. and also to broaden and deepen students' analytical, logic, and maths skills.
A summary of the two courses is shown opposite. For the Double Award, students take three examinations, one in each subject. For the Triple Award, students take two examinations in each of the three subjects.
SUMMARY OF THE TWO COURSES
THREE DIMENSIONAL DESIGN (ART & DESIGN)
EXAM BOARD:
EDUQAS/ WJEC GCSE
Assessment of work: Unit 1 – Portfolio (60%)
Students undertake a personal project based on internally set themes and with a series of assessment objectives. They will document their project in a practical portfolio that will be assessed internally before being externally moderated.
Unit 2 – Externally Set Assignment (40%)
This unit consists of two parts:
• Preparatory study period – students chose from a variety of assignments set by the exam board and spend time developing responses to the brief in the form of practical, critical and contextual preparatory work.
• Controlled assessment – students have 10 hours of supervised time in the Design Technology workshop to create a final piece based on the ideas they’ve worked on during the preparatory period. Students will then present their project (including preparatory work) for evaluation by the school before it is moderated externally.
Further study:
Students can go on to study Three Dimensional Design at A level.
This course allows students to explore a wide range of creative and technical skills, focusing on the design, prototyping, modelling and creation of functional and aesthetic consumer products, objects, and environments.
Over the course of two years, we introduce students to a range of materials and techniques, and encourage them to experiment. In their projects, students are given freedom to focus on areas of design they are most passionate about, such as product design, furniture design or sculpture. They also explore digital tools such as CAD software to develop prototypes and refine their ideas.
Our rewarding and immersive programme of study broadens students’ experience, develops imagination and technical skills, fosters creativity, and promotes personal and social development. The course also promotes critical thinking, problem solving, and innovation, providing a strong foundation for further study in design.
