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Class of 2020

Key Stage 4

Courses Guide

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Dear Year 9 Pupils, Parents and Carers,

It gives me great pleasure to introduce the next stage in your journey at Bolingbroke Academy – the

transition from Key Stage 3 to Key Stage 4.

This booklet contains all the information pupils need to make informed choices for their preferences

subjects and to be prepared for this exciting new stage in the journey through their secondary education at

Bolingbroke Academy. This information is also on the academy website, where additional updates and

answers to further questions will be posted in the run up to the decisions pupils will be finalising in the

Summer term.

The Key Stage 4 curriculum is structured as follows -

The first stage of the selection process is for pupils to decide which of the Creative Arts subjects they

will continue with for the rest of this academic year. All pupils have had five weeks of lessons in Art,

Product Design, Drama and Music so far this year. From next week they will focus on one of these

subjects until July to provide a strong foundation for them continuing with this subject for GCSE. All pupils

must choose one of these subjects now, even if they do not continue with that subject from September.

The main form for the online submission of preferences will appear on the academy website on Friday

18th March and the deadline for the submission of initial choices is Thursday 24th March. Pupils will

have the opportunity to further discuss and confirm their selections at their careers interviews in the week

of 25th - 29th April. Pupils will be informed of their allocation at Year 9 Civitas Evening on Wednesday

4th May.

I hope you find the information enclosed in this booklet useful as we embark on this exciting journey.

Yours Sincerely,

Mr R Speight

Vice Principal

Core (compulsory subjects) Page Preferences - 3 courses from Page

English (2 GCSEs – Lang & Lit)

Maths (1 GCSE)

Biology, Chemistry and Physics (3 GCSEs)

Or Double Science (Core and Additional – 2 GCSEs)

Non-examination subjects

PE/Games

Civitas (including Philosophy and Ethics)

Duke of Edinburgh Reading

Enrichment activities

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Art

Computing

Drama (GCSE and LAMDA) French

Food Preparation and Nutrition Geography

German History

Music Physical Education

Product Design

Religious Studies (Philosophy and Ethics) Spanish

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16 18

19 20

21 22

24 26

28

29 31

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Frequently Asked Questions

How many GCSEs will pupils do?

Pupils will take between 7 and 11 GCSEs. Most pupils will receive 8 or 9 GCSEs - English Language, English

Literature and Maths, plus either 3 Individual Science GCSEs (Biology, Chemistry and Physics) or 2

Combined Science GCSEs. They will then study three GCSEs as their preferences subjects.

Some pupils will be entered for more GCSEs – if they are entered for additional maths, a community

language, for example, or if they undertake an additional preference course. Other pupils will study 7

GCSE courses and receive additional core subject support to ensure their success.

Will pupils have a better chance of applying to the top Universities if they study additional GCSE

subjects?

No. Universities are far more interested in the quality of qualifications achieved than the quantity. Grades

at GCSE and A-level, rather than the number of subjects that pupils study, are seen as a more accurate

predictor of ability to study a University course. The basic expectation nationally is that pupils study 8

GCSEs and the new government performance measures are all based on idea that this is the norm.

Most schools, both in the state and independent sector, have cut the standard number of GCSEs that most

pupils study in recent years, in the light of reforms to the examination system and more challenging

courses (introduced for English and Maths in 2015 and for all other subjects from this September)

requiring more teaching time.

Are these ‘new’ or ‘old’ GCSEs?

There has been a great deal of change nationally in terms of curriculum and qualifications that has been

widely covered in the media. New GCSEs were designed and launched in English and Maths for first

teaching from September 2015. These are very rigorous qualifications with significantly increased content

requirements, all assessed by exams at the end of the course. They are graded on an entirely new 9-1

scale. The courses that the Class of 2020 will be starting in other subjects will also be completely new

courses, also assessed on the 9-1 scale. The old A*-G scale will not be used any more.

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Do you have to study English, Maths and Science?

Yes. These will become optional courses like any others at A-level but these are core subjects up to the

age of 16 nationally. All of our pupils will study English Literature and Language, with three periods of each.

All pupils will have 5 or 6 periods of Maths, 5 or 6 of Science, a double period of PE/games and then 3

periods for each of their preference subjects.

Where can I access advice about careers and the choices I have to make?

Civitas tutors are, as ever, your first port of call in school. Careers guidance is also one of Mrs Robinson’s

many areas of expertise and responsibility, so speak to her for advice or to be pointed in the right

direction in terms of research and resources in the library. All Year 9 pupils have been introduced to the

Fast Tomato website (www.fasttomato.com) and have their own profiles on the website which they can

access from school or home. If you do not have a Fast Tomato log-in, please see Mrs Robinson. In addition,

all pupils will have a careers interview with an independent careers adviser in the week 25th - 29th April.

This is a really fantastic opportunity which last year’s Year 10s really appreciated and benefited from.

Why do we use the term ‘Preferences’ instead of ‘Options’ at Bolingbroke?

We believe it is appropriate and beneficial that pupils have an element of choice in the composition of their

Key Stage 4 curriculum. The expectation is that pupils research widely, consult their teachers, discuss their

decisions in depth with their parents, subject teachers, Civitas tutors and other sources of advice and

support. It is hoped that all pupils will reach informed choices and find themselves allocated to their first

choice subjects. There may be some cases where pupils are directed towards different courses to those

that they have chosen if the academy believes it is in their best interest. There are some courses which

certain pupils will not be able to study (eg Spanish if pupils have not studied it in Year 8 and 9). For this

reason we use the term ‘preferences’ rather than ‘options’ to emphasise that pupils do not have absolutely

free choice to opt for what they want.

Once I have submitted my preferences, am I guaranteed to study those subjects?

No. Sometimes subjects will be undersubscribed and it will not be viable to run as many teaching groups as

planned. If this is the case the number of teaching groups will be reduced and this may mean that some

pupils have to re-choose. Alternatively a subject may be oversubscribed and some pupils will have to re-

choose. Some combinations of courses will not fit (see below). We obviously try to limit the impact of

such changes.

Some schools have options blocks or three lists of subjects from which pupils select one from each.

Why do we not have these at Bolingbroke?

We are determined to maximise the match between preferences pupils express and course allocations.

Option blocks are simple and straightforward but they rule out certain combinations of courses. We will

build our blocks (ie the lessons that are taught at the same time, one of which all Year 10 pupils will be in

at a given time) around the preferences expressed so that as many pupils as possible are allocated to their

top three preferences. It is inevitable that not every preference combination will ‘work’ but this approach

greatly increases the likelihood that pupils will end up with their top three.

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What is the English Baccalaureate?

The English Baccalaureate (or EBacc) was introduced as a performance measure for schools several years

ago. Pupils who get good passes grades in English, Maths, Science, a Modern Foreign Language and either

History or Geography qualify for the English Baccalaureate. This has given Humanities and Languages

GCSEs somewhat enhanced status in relation to other optional subjects. They are subjects that have

traditionally been recognised as rigorous facilitating subjects that universities and employers value highly. A

selection of a Humanities subject, a language and a creative/practical subject is a good balanced curriculum

that would suit the majority of pupils. However, these subjects are not for everyone and pupils will not be

forced to take EBacc qualifying subjects and combinations if there are subjects that they are passionate

about (eg RE, Music and Art, or Food Tech, PE and Drama) and that may help them secure better

outcomes.

Can pupils study more than one language?

Pupils are able to continue with both of their languages from Year 9 if they choose, although with only

three preferences to choose from, it is not anticipated that large numbers of pupils will take this route,

Pupils and parents should speak with current language teachers for advice. Native, bilingual or advanced

speakers of other languages will have the opportunity to be entered for them and attain an additional

GCSE qualification, potentially in Year 10 or even in Year 9.

Do you need to select PE to do it?

All pupils will have a double period of core (non-GCSE) PE/games. PE is also a preference subject. GCSE PE

and Core PE/games are very different. Core PE will be similar to the PE pupils have followed in Years 7-9

with a focus on exercise, sport and healthy lifestyles. GCSE PE is a rigorous academic course. Most pupils

who select PE as a preference they will have 5 periods of PE a week, at least 2 of which will be a classroom

based theory lesson, in addition to enrichment commitments. It is possible that some pupils may be able to

be entered for GCSE PE in addition to their three preferences if they have excellent theoretical knowledge

and understanding, advanced sporting skills and are fully engaged in sports enrichment and sports

clubs/teams outside of school. Please see Mr Jones if interested in this pathway.

Where does RE / Philosophy and Ethics fit in?

This is a statutory subject that pupils have so far studied for a term in Years 7 and 8 History and a period a

week of Philosophy and Ethics in Year 9. In Year 10, pupils will continue to follow it through the Civitas

programme. They also have the option of selecting Religious Studies / Phillosophy and Ethics as a

preference subject in addition to this. (see RS course profile on page 26).

How will it be decided whether pupils do Triple or Double Science?

We have consistently stressed with pupils and parents that we want as many pupils as possible to study

Physics, Chemistry and Biology as separate subjects at Key Stage Four as these are highly valued

qualifications and good preparation for A-level and university study. However, there will be pupils for

whom what is called ‘Trilogy’ Science (worth 2 GCSEs instead of 3, formally known as Core and Additional

Science) will be a more appropriate pathway to secure the best grades their can. This is the route taken by

the majority of Key Stage Four pupils around the country, with Triple Science normally reserved only for

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the highest achievers. Pupils have been completing assessments throughout their GCSE Foundation Year to

assess their suitability for Triple Science. Some pupils will start with Triple Science in Year 10 although

some classes will focus on combined science only. At the end of Year 10, depending on the outcomes of

end of year exams, final decisions will be taken. Parents will be informed at every stage of the process.

What are some bad reasons to choose preferences subjects?

Because you like your current teacher for the subject (you may not have them next year!)

Because you think it is easy (there are no easy GCSEs!)

Because your friends are doing it and you want to be in their class (it is very unlikely that you will

be!)

Because you think it will guarantee you a career in that area (there is a long way to go!)

Because it’s the subject you have your best level in it, but you don’t really enjoy studying it.

Because you are worried that if you don’t do it for GCSE, you will not be able to keep learning

about and remain interested in, for example, history, French, music, cooking or art. A well-rounded

pupil will maintain an interest and continue developing their knowledge and skills in all areas. Not

choosing a subject for GCSE is not the end of the road!

What is the deadline for deciding Preferences?

We want to ensure pupils and parents have the time to consider the choices they have to make

deliberately and in detail. The main form for the online submission of preferences will appear on the

academy website on Friday 18th March and the deadline for the submission of initial choices is

Thursday 24th March. Pupils will have the opportunity to further discuss and confirm their selections at

their careers interviews in the week of 25th - 29th April. Pupils will be informed of their allocation at Year

9 Civitas Evening on Wednesday 4th May.

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CORE CURRICULUM

Subject English Language and Literature

Introduction

The rigorous new English Literature and English Language GCSE specifications have a key focus on ensuring pupils are able to independently analyse texts and write with

both flare and technical accuracy.

English Literature and English Language are two separate GCSES that will be taught

by different teachers with pupils spending 3 hours a week studying for each.

In preparation for the English Literature GCSE pupils will study a wide range of British literature, including a text from the Literary Heritage, a modern novel, a

themed collection of poetry and a Shakespeare play.

In English Language lessons, pupils will study 20th century fiction and non-fiction texts

such as diaries, newspaper articles, journals and biographies from the 18 th – 21st century on a range of themes including education, power, travel and entertainment

In addition, pupils will also be creating their own fiction and non-fiction writing on these themes, among others. Pupils’ speaking and listening skills will be assessed

through their study of English Language in order for them to gain an additional qualification demonstrating their effective communication skills.

Why study English?

It is the gateway to success in all subjects – great reading and writing is the

key!

It enables you to communicate your ideas effectively both orally and in

writing.

You get to argue and your opinion matters. Debate and discussion are a key

part of the course.

You get to learn about different times and places that you may never get to

go to.

It provides a range of career options from advertising to journalism to law.

Exam Board and

Specification AQA English Literature & English Language

Key areas of

content

English literature

Modern novel/play – ‘Pigeon English’/ ‘An Inspector Calls’

19th century novel – ‘The strange case of Dr Jekyll and Mr Hyde’

Shakespeare play – ‘Macbeth’/ ‘Merchant of Venice’

Themed collection of 15 poems – ‘conflict and power’

English Language

20th century fiction

18th-21st century literary non fiction

Descriptive writing

Writing to respond to a viewpoint

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Assessment

arrangements

Pupils will sit 4 terminal exams, two for each GCSE and each lasting 1 hour and 45 minutes.

English Literature Paper 1: Shakespeare and the 19th century novel

English Literature Paper 2: Modern texts and poetry

English Language Paper 1: Explorations in Creative reading and Writing

English Language Paper 2: Writer’s viewpoints and perspectives

Setting

arrangements

Pupils will be taught in six teaching groups, set by ability in English.

Pupils will have a different teacher for English Language and English Literature.

Pupils are allocated to a particular set on the basis of their performance throughout

Year 9. The final Key Stage 3 Teacher Assessment will be considered along with other evidence, but should not be regarded as the sole criterion for set choices.

Textbooks,

websites and other relevant

material

Please see AQA website for the full English Literature and Language specifications:

http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702

http://www.aqa.org.uk/subjects/english/gcse/english-language-8700

As this is a new specification there are no specific websites designed to support your studies at this stage. The websites below will aid your study for your literature texts:

www.schmoop.com

www.sparknotes.com nfs.sparknotes.com

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Subject Mathematics

Introduction

"As a mathematician, I'm often challenged to come up with compelling reasons to study mathematics. If the questioner is serious, I reply that there are three reasons or, more

accurately, three broad classes of reasons to study mathematics. Only the first and most basic class is practical. It pertains to job skills and the needs of science and technology. The

second concerns the understandings that are essential to an informed and effective citizenry. The last class of reasons involves considerations of curiosity, beauty, playfulness,

perhaps even transcendence and wisdom." J. A. Paulos

Mathematics is a beautiful and diverse subject. It is far more than the study of

numbers; it enables us to see patterns, make new discoveries and find links to the world around us. Over the course of the two years, pupils will build on the key

skills and knowledge that they have gained at Key Stage Three, so that they develop competence in several areas of Mathematics.

GCSE Mathematics has changed since 2015, with the new course offering more

depth and rigour. This will ensure a really solid foundation for A levels and beyond. Pupils will no longer be awarded A*-G grades, but instead be given a grade on the

scale 9-1. A ‘9’ is approximately equivalent to the upper end of an A* (roughly 3-5%

of the national cohort).

The new GCSE Mathematics course will prepare pupils thoroughly for their next step – whether they choose to study Maths at a higher level or not.

Why study Maths?

Studying Maths helps to develop key skills such as reasoning and logic

Pupils will gain experience both of abstract Mathematical concepts and of

their real-world applications

The content links across to other areas of the curriculum, such as Science and Geography, and will support learning in these areas

GCSE Maths is an essential requirement for further study at all levels

Pupils hoping to work in medicine, science, technology or engineering will

need a solid understanding of Mathematics – and the skills gained will be useful in all careers.

Exam Board and Specification

AQA Mathematics

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Key areas of

content

Number

Algebra – including forming and solving equations,

Ratio, proportion and rates of change

Geometry and measures

Probability

Statistics

Assessment arrangements

This is a linear course and so pupils will be assessed on all content in the Summer of

Year 11.

3 papers, each 1.5 hours long

1 non-calculator paper, 2 calculator papers

Each paper could contain questions on any area of the course

GCSE Mathematics is split into two tiers: Foundation and Higher. All of the

Foundation content is included on the Higher paper. The Higher paper also examines harder content that is not included on the Foundation paper. The

following grades are applied to each paper: Foundation: 1-5 Higher: 4-9

4 of the 6 groups will initially work towards the Higher paper, but a final decision

about which tier individual pupils are entered into will not be made until the Spring

Term of Year 11.

Setting arrangements

Maths will be taught in six ability groups, to ensure that all pupils are supported and challenged at the appropriate level. The highest group will also have the opportunity

to study an additional Mathematics qualification.

Textbooks,

websites and other relevant

material

We will continue to follow the Mathematics Mastery programme. We have piloted

their Year 10/11 resources ahead of their national launch from 2016, which has allowed us to be really involved as they develop their materials. Pupils will all be

given practice books to work and revise from, as well as their usual work in exercise books. More information about Mathematics Mastery can be found at

www.mathematicsmastery.org.

Pupils should continue to use www.mangahigh.com in order to complete set tasks

and also complete extra practice on any areas that they find challenging.

There are a number of websites that may be useful for revision:

www.emaths.co.uk

www.bbc.co.uk/bitesize

www.kangaroomaths.com

www.mathsmadeeasy.co.uk

www.khanacademy.org

In addition, www.youtube.com often has videos that explain concepts or give ideas for remembering tricky methods.

Any other information

Although these exams will have a slightly different format from previous exams, it is

still useful to practise exam-style questions. Pupils should complete as many past paper questions as they can over the course of Year 10 and 11.

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Subject Science Biology, Chemistry and Physics (Separate Science) or AQA Trilogy (Combined Science)

Introduction

The 2016/17 Year 10 cohort will be the first year group to study the new GCSE

specifications and sit the new linear exams in the summer of 2018. Those who have achieved the highest levels at KS3 whilst showing excellent levels of effort will study

the ‘Separate Science’ programme and attain a GCSE in each of Biology, Chemistry and Physics. The majority of the year group will study the ‘Trilogy’ programme (the

equivalent of the old ‘Double Award’ programme).

Why study

Science?

To acquire and develop the skills and knowledge necessary to study Science

at A-Level and beyond.

To continue and enrich an enthusiasm for the scientific world around us.

To develop a scientific approach to data, problem-solving and analysis that is

transferable into the world of work.

Exam Board and

Specification

AQA Separate Science GCSE (Biology, Chemistry and Physics) or

AQA Trilogy GCSE (Double Award).

Key areas of

content

All pupils will finish studying the first units of Biology, Chemistry and Physics before

Christmas of Year 10. The remaining units will be taught in in the remainder of Year 10 with those pupils on the Separate Science course completing the extra content in

Year 11.

In depth lists of topics covered in Year 10 and Year 11 are available from all

members of the Science department and will be made available on the academy website.

Assessment

arrangements

All pupils will sit their Science exams at the end of Year 11. Those pupils following

the Separate Science programme will sit 6 exams (2 in biology, 2 in chemistry, 2 in physics) while those following the ‘Trilogy’ programme also sitting 6 exams (2 in

biology, 2 in chemistry and 2 in physics). However, these exams will be slightly shorter in length and will cover less content.

Setting

arrangements

As at KS3, all of our Science groups will be set by ability. There is an option to move pupils from one programme to the other at the end of Year 10 if we believe that this

would increase the chances of the pupil achieving the best possible grades at the end

of Year 11.

Textbooks, websites and

other relevant material

All pupils should seek to purchase the AQA GCSE revision guide and workbook that

accompany the course. All Year 9 pupils will be provided with the ISBN numbers for these resources in the summer term.

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Subject Core (non-exam) Physical Education

Introduction

With the UK becoming Europe’s ‘fattest’ country with a staggering 24% of its population classed as ‘obese’, now more than ever is a time where keeping pupils

active and educated on the benefits of leading a healthy, active lifestyle, whilst developing the habits and mind-set for lifelong sport and exercise is a high priority.

There are many roles for people in Sport and KS4 PE at Bolingbroke will give pupils

the opportunity to explore those roles and realise that we all have a place in sport.

A large games element gives pupils the opportunity for catharsis and a chance to

forget about pressures of exams, all the while still developing their own physical, mental and social well-being and ability to perform in sport.

Why study Core

PE

To maintain a healthy, active lifestyle (Physical, social and mental well -being)

Develop social skills and learn how to add value as a member of a team

Develop skills in a range of sports/activities

Explore different roles within PE & Sport

Have fun and release stress

Key areas of

content

Games – Football, Rugby, Netball, Table tennis, Softball, Rounder’s,

Basketball, Handball, Cricket, Athletics

Health related fitness – Fitness testing, training for health and fitness

Leadership and officiating – learn how to coach, run warm-ups and referee/umpire and score in a range of sports/activities

Assessment

arrangements

Pupils will be given an effort grade at each assessment point

Pupils will be tested in a range of fitness tests – this will enable pupils to

identify their own strengths and areas for improvement and give them a starting point to try and improve themselves for either sport specific or

health reasons

Any other information

Pupils will explore different roles in a variety of activities. The roles will be performer, referee/umpire/scorer, coach, leader, manager, and analyst. With

this in mind, pupils will require full kit for 100% of their lessons - even if an injury of illness occurs.

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PREFERENCES COURSES

Subject Art

Introduction

The GCSE in art is a highly creative course, which covers a broad range of techniques including painting, drawing, printmaking, sculpture, installation, photography, mixed media,

ceramic and stained glass work. Pupils can develop their own theme, and produce work in any media of their choice. Structured creative projects over the course of 2 years are

designed to teach a wide variety of artistic skills.

Why study Art and

Design?

Pupils have the opportunity to explore their own ideas, experiences and opinions and to create artwork which communicates this.

Employers often refer to the need for creative thinkers when looking for recruits.

Studying art can lead on do a wide variety of further and higher education courses and careers in Fine Art, Illustration, Graphic Design, History of Art, Digital Media,

and Art Directing.

Opportunities to learn specialist digital, mixed media and sculptural approaches to

art and design.

To spend dedicated time perfecting artistic skills and access one to one support.

Learn how to use a photographic dark room, a ceramic and stained glass kiln and

work on professional canvases.

Exam Board and

Specification

AQA Art and Design

Key areas of content

Contextual and historical research from a variety of different time periods and cultures.

Artists research, gallery visits, visiting artists workshops and independent study

visits in London.

Drawing and recording methods, including keeping a personal sketchbook and

photographic documentation.

Descriptive, analytical and critical writing methods.

Applying knowledge and understanding in making images, artefacts and products –

reviewing and modifying work, and planning and developing ideas in the light of

your own and others’ evaluations.

Workshops in drawing, printing, painting, photography, mixed media and sculptural

techniques.

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Assessment arrangements

Final assessment is in the form of a display of work which contains the following: Unit 1:

Personal Portfolio in Art and Design is weighted at 60 per cent of the course Unit 2: Externally Set Assignment in Art and Design is weighted at 40 per cent of the

course. Paper given in Jan for exam question to be researched, then timed exam over 10 hours (2 days) in April.

Textbooks,

websites and other relevant

material

General textbooks

Brettal, R (1999) Oxford History of Modern Art Oxford University Press Collings, M (1999) This is Modern Art Weidenfield and Nicholson

Lucie-Smith, E (1999) Lives of the Great 20th Century Artists Thames and Hudson Museum Ludwig, Cologne (1996) 20th Century Photography Taschen

Raeburn, M (1999) Vision, 50 Years of British Creativity Thames and Hudson

Taylor, R (1999) Understanding and Investigating Art Hodder & Stoughton Vaisey, M (ed) (1999) Art, the Critics’ Choice Aurum Press

Walter, I (ed) (1996) Masterpieces of Western Art Taschen Wilkins, Schultz and Linduff (1997) Art Past Art Present Abrams

Websites:

http://www.bbc.co.uk/schools/gcsebitesize/art/ http://www.bbc.co.uk/arts/yourpaintings/

http://www.artcyclopedia.com/

http://www.artchive.com/

Any other

information

Pupils have access to a fantastically well- resourced art and design department, including a kiln for stained glass and ceramics, a photographic dark room,

a suite of mac books, CS6 art and 2D design software, painting easels, 3D printer and a laser cutter. There is an extensive art library.

Subject Computer Science

Introduction

Computing is of enormous importance to the global economy. The role of Computer Science as a discipline itself and as an ‘underpinning’ subject across science and

engineering is growing rapidly.

Computer technology continues to advance rapidly and the way that technology is

consumed has also been changing at a fast pace over recent years. The growth in the use of mobile devices and web-related technologies has exploded, resulting in new

challenges for employers and employees. Businesses today require an ever-increasing number of technologically aware individuals.

This is a challenging subject that will stretch scholars and should not be chosen lightly.

Computer Science is however a highly respected subject by universities and will

provide a strong foundation to a career in the IT industry or other areas.

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Why study

Computer Science?

engage in practical programming exercises in Python.

analyse problems in computational terms through practical experience of

solving such problems, including designing, computer programming and

debugging programs.

think creatively, innovatively, analytically, logically and critically

learn theory on topics such as networking (internet), computer hardware,

cyber security as well as the legal, ethical and environmental impact of computer technology.

Exam Board

and Specification

Edexcel Computer Science

Key areas of

content / assessment

Theory exam (80%) Scholars would be expected to sit a written exam for approximately 90 minutes.

1 Data representation 2 Communication and Internet technologies

3 Hardware and Software

4 Security 5 Databases

6 Programming concepts 7 Ethics, the law and the environmental impact of computer technology

Practical Assessment (20%)

This is a practical ‘making task’ that enables students to demonstrate their computational techniques using a programming language. Students will:

• decompose problems into sub-problems • create original algorithms or work with algorithms produced by others

• design, write, test, and evaluate programs

Subject Drama

Introduction

At Bolingbroke we will offer acting exams from the London Academy for Music and

Dramatic Art in addition to GCSE. LAMDA exams are similar to ABRSM Music exams and are internationally recognised.

Why study Drama?

To develop imagination, sensitivity and confidence.

To encourage personal and group co-operation.

To explore issues affecting the world today through the medium of drama.

To identify with a variety of roles and situations.

To evaluate the effects of drama on an audience.

To study challenging dramatic texts practically.

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Exam Board and Specification

LAMDA Grades 1 to 8 (solo/duologue/group exams). Edexcel Drama GCSE.

Key areas of

content

There is a wide range of LAMDA exams available and the content and level that

pupils will be entered for will depend on their level of performance. Grades 1-8 are

offered in solo, duologue and group acting exams. Please see the LAMDA website for further details on the range of options available.

For GCSE, there is a focus on devising dramatic work and continually reflecting on

that work. The majority of the assessment is based on the pupil’s ability to analyse and evaluate the creative process which takes place during rehearsal, rather than

purely focussing on the finished product. The written exam tests students’ understanding of a playscript studied in-depth, with questions relating to how actors,

directors and designers may approach the performance of it. Pupils will also be

called upon to critique a professional theatre production viewed as a school trip.

Assessment

arrangements

LAMDA:

A LAMDA exam will last between 10 minutes for the lower grades and up to

30 minutes for the higher grades. The selected pieces are performed first and the question and answer session follows.

Interpretation - 40% of the overall mark covers how well a pupil understands and creatively imagines the piece they are working on. Also how well the

poem they are reciting, or the character they are playing, comes across to

the examiner.

Technique - 40% of the overall mark covers breathing, voice production,

clear diction, eye contact and physical control, including the use of movement and gesture.

Knowledge - 20% of the overall mark covers how well the pupil comes over

in the ‘interview’ part of the exam. From the first Introductory Grade the examiner will spend a part of the exam engaging a pupil in a question and

answer session. The questions will depend on the age, discipline and Grade of the examinee. There is no written component in any of these exams,

including Grade 8.

GCSE:

Unit 1: Devising (40%) – pupils will be given a stimulus from which to devise

an extended performance piece. Whilst the performance will be assessed, most of the marking will be based on a submitted portfolio which journals

the devising process; this can be in written or recorded form.

Unit 2: Performance from Text (20%) – pupils will work on a published script in-depth, being assessed on their performance of two key extracts from this

text.

Unit 3: Written Exam (40%) – a 90-minute paper in which pupils will answer

questions on a set performance text, as well as analysing and evaluating a live

theatre performance they have seen during the course.

Textbooks, websites and

other relevant material

http://www.lamda.org.uk/examinations

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

Any other information

LAMDA exams are accredited and the higher grades (6, 7, 8) count toward points

on UCAS applications.

It may be possible for pupils to prepare for and enter LAMDA examinations through enrichment without selecting Drama as one of their three preferences courses.

18

Subject Food Preparation and Nutrition

Introduction

The global food and drink industry is thriving. It is the largest manufacturing sector in the UK with many career opportunities. If you have considered being a Chef, Home

Economist, Nutritional Analyst, Food Scientist, Nutritional Advisor, Dietician, Product Developer, Consumer Advisor, Food Stylist, Sensory Analyst or Food

Buyer, GCSE Food Technology is the subject for you. GCSE Food Technology is an excellent preparation for A Level Food Technology.

Why study Food

Tech?

This new GCSE in Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough

understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students' practical

cookery skills to give them a strong understanding of nutrition.

Exam Board and

Specification AQA

Key areas of

content

The topics are: Food, nutrition and health

Food science Food safety

Food choice

Food provenance. The range of food and ingredients studied should reflect the recommended

guidelines for a healthy diet based on the main food commodity groups. Food groups include:

bread, cereals, flour, oats, rice, potatoes and pasta fruit and vegetables (fresh, frozen, dried, canned and juiced)

milk, cheese and yoghurt meat, fish, eggs, soya, tofu, beans, nuts and seeds

butter, oil, margarine, sugar and syrup.

Assessment

arrangements

50% Practical Assessment

Task 1: Food investigation (15%) a report on your understanding of the scientific principles that underpin the

preparation and cooking of food.

Task 2: Food preparation assessment (35%)

plan, prepare, cook and present a three course menu within 3 hours.

Written or electronic portfolio including photographic evidence.

Any other information

You will carry out weekly practical lesson that you would need to bring in ingredients for along with a container to take your food home in.

19

Subject French

Introduction

Learning at language at GCSE is a very rewarding and fulfilling experience. You will

study topics in greater depth, building on your knowledge from your GCSE Foundation Year. As you progress linguistically, you will be able :

To develop language skills in a variety of contexts

To cope with a greater degree of unpredictability

To deal with a widening range of potential problems

To understand and use more accurately a widening range of vocabulary and

structures

To understand issues and opinions

To discuss issues and give opinions

To give full descriptions and accounts

Why study MFL?

It greatly enhances your communication and presentation skills

Learning a language provides you with the chance to meet new people,

travel, try new food, understand different countries and cultures

MFL is an academically rigorous subject and one which is well respected by

the UK’s leading universities. It is seen as a facilitating subject; leaving open a

wide range of courses to you for study at university.

In an increasingly globalised world, modern linguists stand out against

competitors in the job market

Possible career paths range from solicitors to retail buyers; language skills are

in demand and can be used in almost any career

Exam Board and

Specification Edexcel – French GCSE

Key areas of

content

Identity and culture

Local area, holiday and travel

School

Future aspirations, study and work

International and global dimension.

Assessment

arrangements

25% Listening Exam

25% Speaking Exam

25% Reading Exam

25% Writing Exam

Textbooks, websites and

other relevant

material

http://www.bbc.co.uk/schools/gcsebitesize/french/ Edexcel GCSE French, Clive Bell, Pearson Education

Due to the introduction of literary texts in the exams, we suggest novels such as:

Le Petit Prince

Le Petit Nicolas (series)

Les Fables de la Fontaine

Chair de poule (series)

20

Subject Geography

Introduction

Geography is the study of the earth, its lands, features, inhabitants and phenomena. The course aims to explore our environments as well as our relationships with the

world and one another. It will improve your understanding of the complex and fascinating world in which we live, including current events such as flooding,

earthquakes, migration and development.

Why study Geography?

A balance of physical, human and environmental topics offer an interesting

and wide ranging curriculum.

Many opportunities for learning outside of the classroom, with visits in and

around London as well as other areas in the country such as Wales and the Lake District.

Well regarded subject – universities really value the skills and knowledge you gain from learning Geography.

Geography study can lead to a range of careers such as explorer, town

planner, meteorologist, volcanologist, park ranger or cartographer.

Exam Board and Specification

OCR Geography B GCSE

Key areas of content

Global hazards

Changing Climate

Distinctive Landscapes

Sustaining Ecosystems

Urban Futures

Dynamic Development

Resource Reliance

Fieldwork

Geographical Skills

Decision making exercise

Assessment

arrangements

Paper 1: Our Natural World

Paper 2: People and Society

Paper 3: Geographical Exploration

Textbooks, websites and

other relevant material

GCSE Geography OCR B – OUP

Oxford Student Atlas The Wider World – David Waugh

www.rgs.org www.nationalgeographic.com

Any other information

Pupils will complete two pieces of fieldwork, in two contrasting environments, one focussing on human geography and the other focusing on physical geography. One of

these field trips will be residential and take place over a period of 2-4 days.

21

Subject German

Introduction

Learning at language at GCSE is a very rewarding and fulfilling experience. You will

study topics in greater depth, building on your knowledge from your GCSE Foundation Year. As you progress linguistically, you will be able :

To develop language skills in a variety of contexts

To cope with a greater degree of unpredictability

To deal with a widening range of potential problems

To understand and use more accurately a widening range of vocabulary and

structures

To understand issues and opinions

To discuss issues and give opinions

To give full descriptions and accounts

Why study MFL?

It greatly enhances your communication and presentation skills

Learning a language provides you with the chance to meet new people,

travel, try new food, understand different countries and cultures

MFL is an academically rigorous subject and one which is well respected by

the UK’s leading universities. It is seen as a facilitating subject; leaving open a wide range of courses to you for study at university.

In an increasingly globalised world, modern linguists stand out against competitors in the job market

Possible career paths range from solicitors to retail buyers; language skills are

in demand and can be used in almost any career

Exam Board and Specification

Edexcel German

Key areas of content

Identity and culture

Local area, holiday and travel

School

Future aspirations, study and work

International and global dimension.

Assessment arrangements

25% Listening Exam

25% Speaking Exam

25% Reading Exam

25% Writing Exam

Textbooks, websites and

other relevant material

http://www.bbc.co.uk/schools/gcsebitesize/german/

Edexcel GCSE German, Pearson Education(online) Due to the introduction of literary texts in the exams, we suggest novels such as:

Gänsehaut

Percy Jackson (series)

Gregs Tagebuch (series)

5 Yetis suchen ein Zuhause

Die Rache der Superhelden

Farm der Tiere

22

Subject History

Introduction

The aims of GCSE History are:

To develop critical and analytical skills in History by giving a broad idea of the events which have influenced the 20th century.

To understand the issues of war, empire, discrimination and community.

To develop the ability to analyse and evaluate primary and secondary evidence.

The new GCSE History specifications have to be:

from three eras: Medieval (500-1500), Early Modern (1450-1750) and Modern (1700-present day)

on three time scales: short (depth study), medium (period study) and long

(thematic study)

on three geographical contexts: a locality (the historic environment);

British; and European and / or wider world settings

The work is thought-provoking and will enable students to develop their own ideas and opinions. Students of all abilities benefit from the course and it is an ideal

introduction to AS and A level.

Why study

History?

It is interesting! Extremely enjoyable and enables you to learn about the past

–that is, to understand the past and, through it, come to a far better understanding of the present.

History also offers students the opportunity to acquire and improve on many

key skills such as written and verbal communication skills, analytical thinking and research skills.

Colleges, universities and employers regard History very highly.

It will be a good subject to do if you are thinking of a career in law, journalism,

teaching, management, consultancy, banking and finance, advertising, media and

publishing and government or politics.

There will be an optional trip to Berlin for students at the end of Year 10.n

Students are given the opportunity to visit sights such as the Reichstag, Sachsenhausen concentration camp, Checkpoint Charlie and the

Brandenburg Gate.

Exam Board and Specification

Edexcel

Key areas of

content

Medicine in Britain and the British sector of Western Front (surgery and

modern warfare).

Superpower relations and the Cold War (1941-91)

Weimar and Nazi Germany (1918-39)

Henry VIII/Elizabeth I (TBC)

23

Assessment

arrangements

Pupils are examined at the end of Year 11.

Paper 1 = 30%

Paper 2 = 40%

Paper 3 = 30%

Textbooks,

websites and other relevant

material

Textbooks/revision guides:

Revise Edexcel: Edexcel GCSE History A: the Making of the Modern World Revision Guide (REVISE Edexcel History) by Rob Bircher.

Revise Edexcel: Edexcel GCSE History Specification a Modern World History

Revision Workbook Extend by Mr Steve Waugh.

Edexcel GCSE Modern World History Revision Guide 2nd edition by Ben

Walsh and Steve Waugh.

GCSE History Modern World History: The Revision Guide by CGP Books.

Edexcel GCSE Modern World History by Ben Walsh and Christopher

Culpin. (textbook we will use in school).

Medicine through time, c1250–present.

Early Elizabethan England, 1558–88.

Websites/revision apps: www.bbc.co.uk/schools/gcsebitesize/history/

www.johndclare.net/ https://www.hoddereducation.co.uk/MyRevisionApp

https://itunes.apple.com/gb/app/gcse-history/id536617847?mt=8

Films/documentaries:

World War One:

All Quiet on the Western Front.

The Great War.

The Last Voices of World War One.

The Somme: from Defeat to Victory. Nazi Germany:

Auschwitz: The Nazis and the Final Solution

Downfall

The Boy in the Striped Pyjamas

The Nazis – A Warning from History.

The Pianist

International Relations: 1919-55:

Dr. Strangelove

The Gathering Storm

Vietnam War:

Apocalypse Now

Good Morning, Vietnam

Hearts and Minds

The Vietnam War

24

Subject Music

Introduction

GCSE Music offers a solid foundation for progression to other music studies, including A-level music, and often to a Music related career.

There is a strong weighting on the practical aspect of music (performance and composition), as well as listening and appraising. It produces all -round musicians,

focusing on:

How to grow as musicians

How to listen to and appraise different musical styles and genres

The importance of evaluating, writing, analysing and refining ideas

How to create and perform music as individuals and in groups.

Why study Music?

Music GCSE can lead to a music related career (performance, production, teaching,

management). It also teaches valuable transferable skills:

Self-confidence

Concentration/Practice

Creativity

Evaluation

Teamwork

Exam Board and

Specification Edexcel – GCSE Music

Key areas of content

Component 1: Performing (30%)

Pupils are required to perform two different pieces of music using either

their voice or an instrument of their choice, of at least four minutes’

combined duration.

One solo and one ensemble (group) performance

Internally marked and externally moderated.

Component 2: Composing (30%)

Students compose two compositions, of at least three minutes’ combined

duration.

One composition to a brief set by Pearson (at least one minute in duration)

and one free composition set by the student (at least one minute in duration).

Internally marked and externally moderated.

25

Component 3: Appraising (40%)

The paper is made up of two sections and is out of a total of 80 marks. Section A – Areas of study, dictation, and unfamiliar pieces (68 marks)

Six questions related to six of the eight set works.

One short melody/rhythm completion exercise.

One question on an unfamiliar piece (skeleton score provided) with

questions on its musical elements, musical contexts and musical language.

Section B – Extended response comparison between a set work and one unfamiliar piece (12 marks)

One question that asks students to compare and/or evaluate the musical

elements, musical contexts and musical language of one set work with one unfamiliar piece of music.

A CD with the music extracts will be played to all students at the same time

and will repeat the extracts a set number of times. Area of study Set works

GCSE Music contains four areas of study, with two set works in each. The areas of study are:

1. Instrumental Music (1700–1820)

J S Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major

L van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor

‘Pathétique’ 2. Vocal Music

H Purcell: Music for a While

Queen: Killer Queen (from the album ‘Sheer Heart Attack’)

3. Music for Stage and Screen

S Schwartz: Defying Gravity (from the album of the cast recording of

Wicked)

J Williams: Main title/rebel blockade runner (from the soundtrack to Star

Wars Episode IV: A New Hope)

4. Fusions

Afro Celt Sound System: Release (from the album ‘Volume 2: Release’)

Esperanza Spalding: Samba Em Preludio (from the album ‘Esperanza’)

Assessment

arrangements

30% – Performing (coursework recording)

30% – Composition (coursework in controlled conditions)

40% – Appraising (listening examination)

Textbooks,

websites and other relevant

material

Further information: http://qualifications.pearson.com/en/qualifications/edexcel-

gcses/music-2016.html Listening: set works (see above)

26

Subject Physical Education

Introduction

Love sport, play sport and compete outside of school? Achieving a level 6 or above in

Science and English? Then GCSE PE may well be for you! Your year 7, 8 & 9 PE lessons will have given you a taste of what GCSE PE is all about: How the body works and the

Physical, Mental and Social factors that impact lifestyle, performers and the wider sporting environment. This course is made up of both theoretical (60%) and practical (40%)

elements, and it is far more than just kicking, throwing and jumping!

Why study

GCSE PE?

Gain a GCSE in a subject you excel in

Further Education (Teacher, Coach, Lecturer, Research)

Sports Industry (Sports Journalism, Marketing, Governing bodies, Strength &

conditioning coach)

Health services (Physiotherapy, physiologist, Nutritionist, Dietician)

Leisure industry (Personal trainer, Fitness instructor)

To build a knowledge and understanding of the body that promotes lifelong

engagement in physical activity and a healthy lifestyle.

Exam Board and

Specification

OCR Physical Education - linear specification

Key areas of

content

Applied anatomy and physiology and Physical training

Topic 1.1a: The structure and function of the skeletal system Topic 1.1b: The structure and function of the muscular system

Topic 1.1c: Movement analysis Topic 1.1d: The cardiovascular and respiratory systems

Topic 1.1e: Effects of exercise on the body systems Topic 1.2: Physical training

Topic 1.2a: Components of fitness Topic 1.2b: Applying the principles of training

Topic 1.2c: Preventing injury in physical activity and training

Socio-cultural influences, Sports psychology and Health, fitness and well-being Topic 2.1a: Engagement patterns of different social groups in physical activities and sports

Topic 2.1b: Commercialisation of physical activity and sport Topic 2.1c: Ethical and socio-cultural issues in physical activity and sport

Topic 2.2: Sports psychology Topic 2.3: Health, fitness and well-being

Analysing and evaluating performance task and Practical (coursework and practical grading’s

27

Assessment arrangemen

ts

Specification for Sept 2016 delivery:

Theoretical assessment – 60% of final mark:

30% Written exam paper 1(60marks) – Applied anatomy & physiology and Physical

training.

30% Written exam paper 2 (60marks) – Socio-cultural influences, Sports psychology and Health , fitness & well-being

Practical assessment (Non-exam based) – 40% of final mark:

Assessed in 3 activities as a performer – 1 from a team sport, 1 from an individual sport and 1 of your choice from the practical performance activity list.

60 marks in total, 20 per activity

Analysing and Evaluating Performance Task (AEP) – 20 marks

Practical assessments will take place internally throughout the course with a final

external moderation day taking place in the Spring/Summer of 2018

Textbooks,

websites and other

relevant material

New materials for new specifications to be finalised – release date tbc

Specification and sample materials: http://www.ocr.org.uk/qualifications/gcse-physical-education-j587-from-2016/

Any other information

This is a highly scientific course that will require a sound understanding of scientific concepts and the use of advanced English language and comprehension. Before selecting

as a preference, it is wise to decide whether your Science and English grades wil l give you

a sound platform to be successful in the exam, as well as the coursework piece.

Due to GCSE PE now being 60% theory, there will be 2 theory lessons and 1 practical lesson. Pupils can only be graded in activities as a player/performer so it is essential that

pupils are playing sport in and outside of school for teams/clubs.

There will be occasions where video evidence will need to be produced if a pupil participates in an activity not available within school.

28

Subject Product Design

Introduction

Product Design is an exciting practical subject which involves designing, making,

testing and marketing new products such as furniture, jewellery, electronic devices, interior decorations and functional objects. Pupils develop decision-making skills

through individual and collaborative working, and are taught how to operate a design workshop. Pupils study designers work for inspiration, and will visit design studios,

museums and galleries in London.

Why study Product Design?

To learn how to work with the latest design technology in order to acquire a

broad range of transferable skills.

To gain access to a very wide range of job opportunities, apprenticeships and higher education courses in the design fields. Potential careers include

architecture, product design, graphic communication, PR and marketing.

Provides opportunities to develop your skills and talents and explore your own ideas in a very hands-on way.

A qualification in product design will give you lifelong skills in designing and

making using a range of materials.

Creativity and problem solving are highly valued qualities sought after by

potential employers.

Exam Board and Specification

AQA GCSE in Design and Technology: Resistant Materials Technology

Key areas of

content

Analysing existing products in the current markets.

Researching designers work from a range of historical periods and cultures.

Carrying out research in studios, galleries, shops and museums.

Ethical design and manufacture, with a view to producing sustainable

products.

Design and make own products using wood, metal or plastics.

Apply systems and control, computer-aided design/computer-aided

manufacturing (CAD/CAM), digital media, electronics and new technologies.

Operating a laser cutter, vacuum former, hand and machine tools, 3D printer and large format printers plus associated health and safety issues.

Assessment arrangements

Unit 1 Creative Design and Make coursework, set and marked internally with a mark out of 100. 60% of total GCSE.

Unit 2 Knowledge and Understanding of Resistant Materials

Technology timed exam of one hour 30 minutes set and marked by the exam board in June. Mark out of 80. 40% of total GCSE.

29

Textbooks,

websites and other relevant

material

What is design today? Marcus, George H

Phone book: A handy guide to the worlds favourite invention Thompson,

Henrietta

Product design Erlhoff, Michael

Metals Lefteri, Chris

Objects of Design from the Museum of Modern Art Antonelli, Paola

Collapsibles: A design album of space-saving objects Mollerup, Per

1000 Lights 1878 - 1959 Fiell, Charlotte

Industrial design A to Z Fiell, Charlotte

Product design and development Ulrich, Karl T

The dream factory: Alessi since 1921 Alessi, Alberto

20th century design McDermott, Catherine

The Conran Directory of Design Conran, Octopus

Bauhaus Source Book Rowland, A (1990) Phaidon

An Illustrated History of Jewellery, Newton, H (1981) Thames and Hudson

Websites:

http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/ https://designmuseum.org/

Any other information

Pupils have access to a fantastically well- resourced design workshop including a

specialist design library, a suite of mac books, CS6 art and design software, a wide range of brand new hand and machine tools, a brazing hearth, a large format printer,

a 3D printer and a laser cutter.

Subject Religious Studies (Philosophy and Ethics)

Introduction

Religious Studies GCSE follows the study of the religious philosophy and ethics in

relation to issues that affect modern life. Pupils studying this subject will take an enquiring, critical and reflective approach to the study of religion, exploring different

beliefs, cultures and fundamental questions, and relating these studies to their own values and the wider world. RS has an important role to play in preparing students

for adult life. It encourages students to develop their sense of identity and belonging.

RS allows students to develop respect for and sensitivity to others, particularly those

with different ideas from their own. It promotes discernment and helps overcome prejudice

30

Why study

Religious Studies?

Develops an individual’s understanding of the world in which they live and

specific issues that affect society.

Enables pupils to further develop their critical thinking and skills of analysis

and evaluation.

Pupils gain a valuable insight into current ethical issues such as genetic research

Studying Religious Studies provides a good background understanding for

studying Philosophy, Government and Politics and Sociology at A Level.

Studying Religious Studies will be useful in a range of careers from broadcast

journalist, social worker to the medical profession.

Exam Board and

Specification AQA Religious Studies A

Key areas of

content

AQA Religious Studies consists of two components.

Component 1: The study of religions: beliefs teachings and practices.

Pupils will study both Christianity and Islam, with a focus on studying the key

beliefs, teachings and practices in depth. These include the nature of God, worship, duties and festivals, as well as the role of religion in the worldwide

community. Component 2: Thematic studies

Pupils will study a total of four philosophical and ethical studies themes.

Relationships and families- sex, marriage and divorce, families and gender

equality.

Religion and Life- The origins and value of the universe, relationship between

science and religion, environmental ethics, the origin and value of human life, the sanctity of life, abortion, euthanasia and beliefs about death and the

afterlife.

The existence of God and revelation- Philosophical arguments for the

existence of God, the Design argument, the First cause argument, the

argument from miracles, evil and suffering, arguments from science, the nature of God.

Religion, peace and conflict- religion, violence, terrorism and war, holy war, pacifism, Just War theory, religion and belief in 21st century conflict.

Assessment arrangements

Each component is assessed through a 1hr 45minute examination.

Each unit is worth 96 marks, plus 5 marks for spelling, punctuation and

grammar.

Textbooks,

websites and

other relevant material

Religion and Life: Christianity and Islam by Gordon Reid and Sarah Tyler (Pearson)]

Religion and Life by Victor Watton (Hodder Education)

31

Subject Spanish

Introduction

Learning at language at GCSE is a very rewarding and fulfilling experience. You will study topics in greater depth, building on your knowledge from your GCSE

Foundation Year. As you progress linguistically, you will be able :

To develop language skills in a variety of contexts

To cope with a greater degree of unpredictability

To deal with a widening range of potential problems

To understand and use more accurately a widening range of vocabulary and structures

To understand issues and opinions

To discuss issues and give opinions

To give full descriptions and accounts

Why study MFL?

It greatly enhances your communication and presentation skills

Learning a language provides you with the chance to meet new people,

travel, try new food, understand different countries and cultures

MFL is an academically rigorous subject and one which is well respected by the UK’s leading universities. It is seen as a facilitating subject; leaving open a

wide range of courses to you for study at university.

In an increasingly globalised world, modern linguists stand out against

competitors in the job market

Possible career paths range from solicitors to retail buyers; language skills are

in demand and can be used in almost any career

Exam Board and Specification

Edexcel Spanish

Key areas of

content

Identity and culture

Local area, holiday and travel

School

Future aspirations, study and work

International and global dimension.

Assessment

arrangements

25% Listening Exam

25% Speaking Exam

25% Reading Exam

25% Writing Exam

Textbooks,

websites and other relevant

material

http://www.bbc.co.uk/schools/gcsebitesize/spanish/

Edexcel GCSE Spanish, Pearson Education (online)

Due to the introduction of literary texts in the exams, we suggest novels such as:

Gran Angular (series)

Diario de Greg (series)

El Barco de Vapor

Twilight Saga (series)

32

NOTES AND QUESTIONS