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WELCOME

Dear Students and Parents,

Welcome to the 2017 GCSE Option Guide. Throughout Years 7, 8 and 9 you have been developing the skills and personal qualities to help make you successful and active independent learners. It is time now to start looking towards the exciting challenges of GCSE, and the wide range of subjects that you will have the opportunity to study in Years 10 and 11, both core and optional.

We will give you strong support so that you feel motivated and well-prepared, both emotionally and academically, by the summer of Year 11. These two years will be an excellent foundation for you’re A-level studies and the vast range of opportunities beyond Park School.

I hope you will find this GCSE Options Guide to be helpful and informative. Please study this document carefully and talk to your subject teachers, your Form Tutor, Mrs Lesser and myself, so that you feel confident in your choices.

We look forward to watching you develop and grow in confidence over the next two years.

Androulla Nicholas

Head Teacher

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Contents Introduction Page 3

Choosing your GCSEs Page 4

The Subjects Page 5

Art Page 6

Business Studies Page 7

Computer Science Page 8

English Language and English Literature Pages 9 - 10

Geography Pages 11 - 12

History Pages 13 - 14

IT Page 15

Mathematics Page 16

MFL – French Pages 17 - 18

MFL – Spanish Page 18

Music Page 19

Physical Education Page 20

Religious Studies Page 21

Science Pages 22 - 23

Assessment of GCSEs from September 2017 Pages 24 - 25

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INTRODUCTION This document is designed to help students make a choice of subjects to be studied over the next two years for your GCSEs. You will consider the subjects you enjoy and do well in, those needed for a chosen career, plus the compulsory subjects seen as necessary for any broad and balanced educatoin.

Students have been following a speical Options Programme during PHSEC where you will have been made aware of the implications of subject choice for further studies and careers.

The aim of the programme is to assist Year 9 with the task of making their option choices for GCSE.

Students will begin to think about the world of work and how it relates to them. As part of this process they will be required to do a day of community experience around the school, the aim of which is to give them an insight into a particular area of work by observing, listening, asking questions and working. Students will be required to evaluate this experience and look at what skills are required for particular jobs and to consider their own skills and qualities.

Students will be encouraged to analyse their strengths and weaknesses with the aim of developing greater self-awareness, in preparation for making their GCSE choices. To help students more specifically with this we will run a GCSE Options Convention in March before the Year 9 report meeting where students, with their parents are given sufficient time to hear small presentations from each of the ‘options’ on offer together with the opportunity to ask questions and seek advice. This will be followed by sessions in PSHEC where students will be able to discuss in small groups, any issues arising from the presentations. Mrs Nicholas will also run sessions where she will be able to offer advice and guidance, encouraging students to discuss the best possible choices, which meet their strengths and aspirations.

We hope the programme will help students to make the GCSE choices that really suit their needs and interests whilst helping them to approach the demands of Year 10 with more confidence.

Parental involvement: It would be useful if you could begin a dialogue with your child, exploring the different subjects in the Options Document and discussing which ones would most meet their interests and skills.

Park School students generally take ten subjects at GCSE. All GCSE courses require two years preparation.

The programme for Park School students entering Year 10 will comprise of three areas of study/activity:

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• Examined subjects to be studied at GCSE; • Games • PHSEC

CHOOSING YOUR GCSES The Subjects

The intention is that you should try to ensure you take a good balance of subjects. The list below provides the opportunity for you to enjoy a wide choice. It is generally possible for you to get your four main preferences, sometimes negotiation is necessary.

Compulsory Subjects

The following subjects are compulsory:

• English Language • English Literature • Mathematics • A modern language, French or Spanish • Science [double award]

Optional Subjects [choice of 4]

• Art & Design • Business Studies • Computer Science • Geography • History • ICT • MFL – French • MFL – Spanish • Music • Physical Education • Separate Science: Biology, Chemistry, Physics

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THE SUBJECTS

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Art & Design Optional

Exam Board: Edexcel

Overview

Art and Design equips students with the skills to enjoy, produce and engage with the visual arts; the subject provides the opportunity for students to explore both contemporary and historical sources of art, craft and design first hand through, visiting museums, galleries, art shows, as well as experiencing audio-visual productions, including still and moving imagery.

Students take an individual approach to their art, craft and design making; they develop the skill of selecting their best and most appropriate work for refinement and apply a creative approach to problem solving. They also consider and develop original ideas from initiation to realisation, analyse critically their own work and the work of others and are encouraged to express individual thoughts and choices confidently as well as take risks, experiment and learn from mistakes.

Assessment of work

Students’ produce a personal portfolio. This work must comprise supporting studies and personal response(s). Students’ work must show evidence of all four Assessment Objectives; the ability to research; the ability to develop design ideas from looking at the work of artists and designers; the ability to experiment, review, and refine their own work; and the realisation of ideas.

All work is internally set and is internally marked using a specified assessment grid and internally standardised. A sample of work is externally moderated by a visiting moderator. This is weighted as 60% of the GCSE grade.

The Externally Set Assignment (ESA) paper is released on 2 January each year and given to students as soon as it is released.

● Students’ work must comprise preparatory studies and personal response(s).

● Preparatory studies will comprise a por olio of development work based on the ESA broad-based thematic starting point.

● During the 10-hour period of sustained focus under examination conditions, students will work unaided to produce personal response(s), with reference to their preparatory studies, in response to the set theme

● Students’ work must show evidence of all four Assessment Objectives.

● All work is internally marked and internally standardised.

● A sample of work is externally moderated by a visi ng moderator.

This is weighted as 40% of the GCSE grade.

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BUSINESS STUDIES Optional

Exam Board: AQA

Overview

The GCSE course in Business Studies is designed to help students gain an understanding and skills required for running a business, such as managing money, advertising and employing staff. Through the study of Business, students will be able to develop as effective and independent learners, apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks. The topics covered are: Business in the real world; Influences on business; Business operations;; Human resources; Marketing and Finance Assessment of work

Assessment is by examination taken at the end of Year 11.

There are two exam papers.

Paper 1: Influences and HRM on business activity

Written exam, I hour 45 minutes

Style of Questions

Section A Has multiple choice questions and short answer questions worth 20 marks. Section B Has one case study/data response stimuli with questions worth approximately 34 marks. Section C Has one case study/data response stimuli with questions worth approximately 36 marks.

Paper 2: Influences of marketing and finance on business activity.

Written exam, 1 hour 45 minutes.

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Computer Science

Optional Exam Board: OCR

Overview

The GCSE course in Computer Science is a practical subject where learners can apply the knowledge and skills learned in the classroom to real-world problems. It is an intensely creative subject that involves invention and excitement. The subject is relevant to the modern and changing world of computing. Computer Science GCSE will value computational thinking, helping learners to develop the skills to solve problems and design systems that do so. Assessment of work Assessment is by examination taken at the end of Year 11. Component 1 Computer Systems

Component 01 focuses on Computer Systems. It is an examined unit and makes up 40% of the assessment total.

Component 2 Computational Thinking, Algorithms and Programming

Component 02 is a new written exam, focused on computational thinking and algorithms. Students will be tested on the elements of computational thinking and logic. They are principally assessed as to their ability to write, correct and improve algorithms. It is an examined unit and makes up 40% of the assessment total.

Component 3 Programming Project (non-exam assessment)

This component is the non-exam assessment where candidates will be challenged by a range of exciting and engaging tasks to apply the knowledge and skills they have learned. Students will spend twenty hours of class time on a project, where they will be developing programming techniques and focusing on analysis, design, development and testing and evaluating conclusions.

This project makes up 20% of the assessment total.

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ENGLISH LANGUAGE AND ENGLISH LITERATURE

Compulsory Exam Board: OCR

English Language Overview The GCSE course in English Language enables students to develop their understanding of the spoken word and the capacity to participate effectively in a variety of speaking and listening activities; develop the ability to read, understand and respond to material from a variety of sources, and to recognise and appreciate themes and attitudes and the ways in which writers achieve their effects; as well as develop the ability to construct and convey meaning in written language, matching style to audience and purpose. The syllabus is designed to encourage students to:

• Develop independent and critical thinking • Engage with the richness of our language and literary heritage • Experiment in writing across a range of contexts and styles.

These skills are taught and honed by accessing an exploration of communication, culture and creativity through exciting 19th, 20th and 21st century texts. Assessment of work Assessment is by examination taken at the end of Year 11. There are six assessment objectives for in English Language: Communicating information and ideas and Exploring effects and impact. During assessment, students need to demonstrate the following:

• Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts.

• Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.

• Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.

• Evaluate texts critically and support this with appropriate textual references. • Communicate clearly, effectively and imaginatively, selecting and adapting tone,

style and register for different forms, purposes and audiences. • Organise information and ideas, using structural and grammatical features to

support coherence and cohesion of texts.

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• Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

• Demonstrate presentation skills in a formal setting. • Listen and respond appropriately to spoken language, including to questions and

feedback to presentations. • Use spoken Standard English effectively in speeches and presentations.

To ensure that these skills are cultivated, a range of different activities are utilised within lessons such as discussions, group tasks, peer assessment, formative marking and exam preparation.

Forms of Assessment

Component 1 Communicating information and ideas (01)

50% of total GCSE assessed by a 2 hour written examination worth 80 marks.

• Communicating information and ideas which on reading and writing non-fiction texts.

• Learners read and compare non-fiction texts: one 19th century non-fiction text and one 20th or 21st century no- fiction text.

• Learners write one piece of original non-fiction.

Component 2 Exploring effects and impact (02)

50% of total GCSE assessed by a 2 hour written examination worth 80 marks.

• Exploring effects and impact focuses on reading literary prose texts and creative writing.

• Students read and respond to literary prose texts, one text may be literary non-fiction.

• Both texts are 20th or 21st century literary prose. • Students write one piece of original, creative writing.

Assessment of Spoken English

Component 3 Spoken language endorsement (03)

Non-exam assessment This is a compulsory requirement of the course

Students will demonstrate the ability to use spoken language in order to:

• Focus on speaking and listening skills. • Present information and ideas in a spoken presentation and listen and respond to

others appropriately.

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Assessment of Spoken English This is a compulsory requirement of the course of study. It will appear on all student’s certificates as a separately reported grade alongside the overall grade issued. Students will be required to demonstrate:

• Presentation skills in a formal setting • Listen and respond appropriately to spoken language, including to questions and

feedback to presentations. • Use spoken Standard English effectively in speeches and presentations

English Literature Overview The GCSE course in English Literature has been designed to encourage students to engage critically with and explore a variety of texts across the major genres including modern texts as well as classic literature. 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.

During assessment, students need to demonstrate the following:

The ability to read understand, and respond to texts. Students should be able to:

• Maintain a critical style and develop an informed personal response. • Use textual references, including quotations, to support and illustrate

interpretations. • Analyse the language, form and structure used by a writer to create meanings and

effects, using relevant subject terminology where appropriate. • Show understanding of the relationships between texts and the contexts in which

they were written. • Use a range of vocabulary and sentence structures for clarity, purpose and effect,

with accurate spelling and punctuation.

To ensure that these skills are cultivated, a range of different activities are utilised within lessons such as discussions, group tasks, peer assessment, formative marking and exam preparation.

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Assessment of work

Assessment is by examination at the end of year 11. This qualification consists of two examined components. Both are closed text examinations of two hours long, each worth 50% of the mark.

Component 1 Exploring modern and literary heritage texts (01)

This component is worth 80 marks: 40 marks for Section A and 40 marks for Section B.

Section A: Modern prose or drama (25% of total GCSE (9–1))

Learners study one modern prose or drama set text (An Inspector Calls by J B Priestly).

Learners respond to one extended response-style question on their studied text, which is split into two parts:

a) A comparison of an extract from the studied text with a modern, same-genre unseen extract

AND

b) A related question on the same studied text.

Section B: set text (Pride and Prejudice by Jane Austen).

Learners respond to one extended response-style question on their studied text, from a choice of two:

An extract-based question, making links to the whole text

OR

A discursive question.

Component 2 Exploring poetry and Shakespeare (02)

This component is worth 80 marks: 40 marks for Section A and 40 marks for Section B.

Section A: Poetry across me (25% of total GCSE (9–1))

Learners study one themed poetry cluster from the OCR Poetry Anthology.

Learners respond to one extended response-style question on their studied poetry cluster, which is split into two parts:

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a) A comparison of a named poem from the OCR Poetry Anthology with an unseen poem

AND

b) A related question on a different poem (own choice) from the OCR Poetry Anthology.

OR

A discursive question.

Section B: Shakespeare (25% of total GCSE (9–1)) Learners study one Shakespeare set play (Romeo and Juliet).

Learners respond to one extended response-style question on their studied play, from a choice of two:

An extract-based question, making links to the whole text.

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Geography Optional

Exam Board: AQA

Overview The GCSE course in Geography places an emphasis on the geography of the United Kingdom, the teaching of major global issues such as climate change, flooding and resource management as well as population growth. You will be required to go on a field trip which also forms part of the examination. This subject spans our planet from its intensely hot centre to its cool surface. The great forces of plate movements, oceans and rivers are studied, as it human physical and economic survival. Any pupil with a sense of wonder and curiosity about their surroundings would benefit from this varied course. The skills gained combine well with all other subjects.

Assessment of work

Assessment is by examination taken at the end of Year 11.

There is only one level exam; each component will have ques ons which suit all abili es. This includes mul ple – choice ques ons, short open, open response, mathema cal calcula ons, plus 8 and 12 mark extended wri ng ques ons.

Paper 1 Living with the Physical Environment. Exam 1 ½ Hours. 35%

Sec on A The challenge of Natural Hazards. This will include the study of tectonic hazards, tropical storms, extreme weather in the UK and the challenge of climate change.

Sec on B The Living World. This will include the study of Ecosystems, a local ecosystem in the UK, the Tropical Rainforest and a study of either a cold environment or a hot one.

Sec on C Physical Landscapes in the UK. This will include the study of coasts and rivers systems in the UK which will entail fieldwork. There is also a study of either a coastal management scheme, a flood management scheme or how tourism in a locality is managed.

Paper 2 Challenges of the Human Environment. Exam 1 ½ Hours. 35%

Sec on A Urban Issues and Challenges. An in-depth study of a major city in a LIC or NEE and one in the UK. This will include studying the economic and environmental challenges caused by its growth, migra on and urban regenera on. Opportunity to do fieldwork on this topic in the UK.

Sec on B The Changing Economic World This will include the study of unequal development between and within countries. There will be an in-depth study of a LIC or NEE regarding its trade, aid and debt. The future of the UK’s economic growth and industrial sustainability. Opportunity to do fieldwork on this topic in the UK.

Sec on C The challenge of Resource management. In this sec on, we will look at the

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global and UK distribu on of food, water and energy. We look at schemes to manage these resources on both a local and global scale.

Paper 3 Geographical Applica ons Exam 1 ¼ Hours. 30%

Sec on A Issue Evalua on: This is a synop c paper. Pre-released material Books will be given before the exam. The theme of the issue will arise from what has been studied in Paper 1 and 2.

Sec on B Fieldwork: Compulsory ques ons based on candidates ‘enquiry’ or fieldwork

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History

Optional

Exam Board: AQA

Overview The GCSE course in History provides an interesting, lively and relevant background to issues that are still central to our lives today. Developing written communication skills plays a major part of the course through informed discussion, question and answer sessions and writing with confidence. These skills combine well with all other subjects. By the end of the course students will have had opportunities to acquire important skills: the ability to research and organise material; the ability to think and analyse independently; the ability to draw on relevant evidence to create and deliver powerful arguments. These are valuable skills for everyone, whatever their future career path. If you have enjoyed history so far and are prepared to work hard then you are likely to do well in this subject.

Assessment of work

Assessment is by examination taken at the end of Year 11.

Paper 1: Understanding the modern world (Examination: 1 hour 45 minutes)

Germany, 1890–1945: Democracy and dictatorship This period study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism. Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change.

Conflict and tension, 1918–1939 This wider world depth study enables students to understand the complex and diverse interests of different individuals and states including the Great Powers. It looks at concepts such as national self-determination, ideas of internationalism and the challenges of revising the Versailles peace settlement. It focuses on the causes of the Second World War and seeks to show how and why conflict occurred and why it proved difficult to resolve the issues which caused it.

Paper 2: Shaping the nation (Examination: 1hour 45 minutes)

Britain: Power and the people: c1170 to the present day This thematic study will enable students to gain an understanding of the development of the relationship between the citizen and the state in Britain over a long period of time. It considers the causes, scale, nature and consequences of protest to that relationship. By

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charting the journey from feudalism and serfdom to democracy and equality, it reveals how, in different periods, the state responds to challenges to its authority and their impact. It allows students to construct an understanding of the rights and responsibilities of the British citizen.

Elizabethan England, c1568–1603 This British depth study option allows students to study in depth a specified period, the last 35 years of Elizabeth I's reign. The study will focus on major events of Elizabeth I’s reign considered from economic, religious, political, social and cultural standpoints, and arising contemporary and historical controversies.

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IT Optional

Exam Board: ECDL

Overview

The European Computer Driving Licence (ECDL) is an internationally recognised IT qualification designed to give students the skills to use a computer confidently and effectively. The online course can help to improve your understanding and efficient use of computers and equips students with the skills to use a computer confidently and effectively, building on existing knowledge and motivating further learning. ECDL is a fun, fast-paced course that gives you IT skills for life beyond school. Based completely online, it is recognised as proof of digital literacy by businesses, colleges and universities across the world. The course has four core units: Word Processing software, Spreadsheet software, Presentation software and Improving productivity using IT. The last unit develops problem-solving abilities so you can apply your new IT skills to a wide range of projects.

Assessment

You will be awarded the ‘BCS Level 2 ECDL Certificate in IT Application Skills’, which is welcomed by employers worldwide as proof of digital literacy. It also looks excellent on university or college applications. Everything is done on screen – there are no papers to hand in. There are four online assessments, one per unit. These are between 45 minutes and an hour long. You must pass each unit to gain the qualification.

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Mathematics

Compulsory Exam Board: OCR

Overview The GCSE course in Mathematics focuses on three Assessment objectives:

AO1 Use and apply standard techniques

Students should be able to: accurately recall fact, terminology and interpret notation correctly; to accurately carry out routine procedures or set task requiring multi-step solutions.

AO2 Reason, interpret and communicate mathematically

Students should be able to: make deductions, inferences and draw conclusions from mathematical information; construct chains of reasoning to achieve a given result; interpret and communicate information accurately; present arguments and proofs, assess the validity of an argument and critically evaluate a given way of presenting information.

AO3 Solve problems with mathematics in other contexts Students should be able to: translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes and make use connections between different parts of mathematics; interpret results in the context of the given problem; evaluate methods used and results obtained; evaluate solutions to identify how they may have been affected by assumptions made. Assessment of work

Assessment is by examination take at the end of Year 11.

For Maths, students are able to take a differentiated paper, either, Foundation or Higher Tier. For both levels, there are there papers, which carry an equal weighting of one third of the marks for the tier.

Each paper has a duration of 1 hour 30 minutes.

Use of calculators: students are not permitted to use a calculator for Paper 2 on the Foundation tier or Paper 5 on the Higher tier. Calculators are permitted when completing Paper 1 and Paper 3 on the Foundation tier or Paper 4 and Paper 6 on the Higher tier.

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Modern Foreign Languages

Compulsory Optional

Either French or Spanish is compulsory - you may also choose a second language as one of your options

Why learn a foreign language?

Learning a foreign language is exciting and worthwhile; it will help you change your way of seeing the world. It will give you an insight into the background and civilisation of European nations, which have gone through important historical changes.

In today’s society, many businesses consider knowledge of another language as a strength. In addition, learning a foreign language at this level is also advantageous for your upcoming university applications. For some competitive courses at best universities, a language to at least GCSE level is a requirement. These skills are also valuable when applying for jobs, visiting a foreign country or studying abroad.

There will be written homework every week along with regular vocabulary learning and revision of work done in class for internal assessment tests. There are many fun ways of improving your language skills outside of class, for example, subscribing to language magazines, borrowing films from libraries and accessing French or Spanish TV and music via the internet.

For both French and Spanish students are able to take a differentiated paper; either, Foundation or Higher tier.

French Exam Board: Edexcel Overview French is commonly spoken in the world; it is also the official working language of prestigious organisations for instance the International Olympic Committee, NATO and the United Nations. The GCSE course in French will build on the work you have experienced at Key Stage 3. You will develop valuable communication skills in conjunction with the aptitude to listen and read in French. You will also be capable to produce accurate and comprehensive written work and discover different cultures besides life in other countries.

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Topics/units covered/Assessment Themes Identity and Culture Local, national, international and global areas of interest Current and future study and employment

Topics Family and friends Free time, food, cinema and TV Technology and social media Social and global issues Travel and tourism School and career

Assessment of work

Assessment is by examination at the end of Year 11.

You will be assessed at Foundation or Higher tier in the following skills: speaking, listening, reading and writing, each covering 25% of the GCSE French qualification. Spanish Exam Board: Edexcel

Overview The GCSE course in Spanish will enable students to develop and use their knowledge and understanding of Spanish grammar progressively through the course of study. The five themes are: Identity and Culture Local area, holiday and travel School Future aspirations, study and work International and global dimension

Assessment of work

Assessment is by examination at the end of Year 11.

You will be assessed at Foundation or Higher tier in the following skills: speaking, listening, reading and writing, each covering 25% of the GCSE French qualification.

Unit 1: Listening and Understanding in Spanish 25% of total mark Unit 2: Speaking in Spanish 25% of total mark Unit 3: Reading and Understanding in Spanish 25% of total mark Unit 4: Writing in Spanish 25% of total mark

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MUSIC

Optional

Exam board: AQA

Overview The GCSE course in Music looks at a wide variety of musical styles and helps develop your composing and performance skills. By the end of Year 11, you will have a much greater appreciation of the history of music and how music ‘works’. You will also be a much more skilled composer and performer. Assessment of work

Assessment is by examination at the end of Year 11.

There are 3 elements of GCSE Music - Performing, Composing and Understanding Music Performing (30%) You will be developing your instrumental or vocal skills throughout your study, largely through private practice and performance opportunities. By the end of Year 10 you should aim to be at least a Grade 4 standard. Your coursework portfolio will consist of your best solo and group performances. Composing (30%) If you like making your own music then you will enjoy this part of the course. You have to submit two compositions. GCSE composing can be done using our music technology equipment or at your instrument. Preparing compositions is a lengthy process and you will work at each one over a long period of time, which requires patience. Understanding Music (40%) In the summer term of Year 11, a written paper requires you to recognise different features of music. You will also be studying some set pieces of music, which you will be asked about. To prepare for this, you will be building your awareness of styles, musical language and theory. Foundation Skills To take GCSE Music you will need to already have some well-established instrumental or vocal skills. By the start of Year 10, instrumentalists should be around a Grade 3 standard and vocalists should have been attending vocal lessons for at least a term. Throughout Year 10 and 11, you will need to maintain either vocal or instrumental lessons to support your GCSE work. It is also recommended that you start Year 10 with an understanding of music theory to a Grade 3 level. Good keyboard skills are also essential.

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Physical Education

Optional Exam board: OCR

Overview The GCSE course in Physical Education has been designed to allow students to study Physical Education in an academic setting, allowing them to critically analyse and evaluate physical performance and apply their experience of practical activities in developing their knowledge and understanding of the subject. The course will prepare students for the further study of PE or Sports Science courses as well as other related subjects such as psychology, sociology and biology. This course is mainly theoretically based and students are expected to perform their three practical sports in external clubs.

Assessment of work

Assessment is by examination at the end of Year 11.

Component 1: Physical factors affecting performance 30% 1 hour paper

Applied anatomy and training Physical training

Component 2: Socio-cultural issues and sports psychology 30% 1 hour paper

Socio-cultural influences Sports psychology Health, fitness and well-being

Component 3: Performance in physical education 40%

Perform three practical activities, one individual, one team and

one from either list

Evaluating and analysing performance (theory based)

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Religious Studies Optional

Exam board: AQA

Overview The GCSE course in Religious Studies allows students to consider different beliefs and attitudes to religious and non-religious issues in contemporary British society. They should be aware that the religious traditions of Great Britain are, in the main, Christian, and that religious traditions in Great Britain are diverse. They include Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as other religious and non-religious beliefs such as atheism and humanism. This knowledge may be applied throughout the assessment of the subject content.

Students will follow Route A: Students must answer questions on two specified religions in Component 1A, and Four themes, from a choice of six religious, philosophical and ethical studies themes in Component 2A.

The Religions offered are:

• Buddhism • Christianity • Catholic Christianity • Hinduism • Islam • Judaism • Sikhism

Assessment of work

Assessment is by examination at the end of Year 11.

The GCSE is assessed through two written exams, one for each component both lasting 1 hour and 45 minutes, both carry equal marks.

For each exam, the following will apply.

• Students must answer questions on two specified religions (Christianity and Catholic Christianity are prohibited combinations).

• Two compulsory five-part questions will be set on each religion. • Each five-part question is worth 24 marks, with 12 marks for AO1 and 12 marks for

AO2. • The structure of the five-part questions will be identical across all religions; marks

will be allocated as follows: 1, 2, 4, 5 and 12. • In each five-part question, AO1 is tested in the first four questions; AO2 is assessed

through the 12 mark question.

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Science

Compulsory Optional

Exam Board: Edexcel

Students have the opportunity to choose whether to study Combined Science [Double Award] or Separate Science [Biology, Chemistry and Physics]. It is compulsory that students study GCSE Combined Science which will give them two GCSE grades.

Students wishing to study any Science subject beyond GCSE are advised to study GCSE Separate Science which will give them three GCSE grades. In order to study GCSE Separate Science, students must choose this as an option.

The course that students will follow will be decided on an individual basis and largely dependent on their end of year tests in Year 9.

Overview

GCSE study in the sciences provides the foundation for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity. All students should learn essential aspects of the knowledge, methods, processes and uses of science. They should gain appreciation of how the complex and diverse phenomena of the natural world can be described in terms of key ideas that relate to the three sciences and that are both inter-linked and of universal application.

Both GCSE courses cover the same main topics as listed below. Separate Science students will go into more depth within each topic compared to the Combined Science students.

Biology: Key concepts in Biology / Cells and control / Genetics, Natural selection and genetic modification / Health, disease and the development of medicines / Plant structures and their functions / Animal coordination, control and homeostasis / Exchange and transport in animals / Ecosystems and material cycles.

Chemistry: Key concepts in Chemistry / Atomic Structure / States of matter and mixtures / Chemical changes / Extracting metals and equilibria / Groups in the periodic table / Rates of reaction and energy changes / Fuels and Earth science / Hydrocarbons / Polymers.

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Physics: Key concepts of Physics / Motion and forces / Conservation of energy / Waves / Light and the electromagnetic spectrum / Radioactivity / Astronomy / Energy - Forces doing work / Forces and their effects / Electricity and circuits / Static electricity / Magnetism and the motor effect / Electromagnetic induction / Particle model / Forces and matter.

Assessment of work

Assessment is by examination at the end of Year 11. These will include questions based on core practical’s students must complete during the GCSE course and key mathematical skills.

GCSE Combined Science (Double Award)

Six papers: Two Biology, two Chemistry and two Physics. Each will assess different topics.

Duration: Each paper will be 1 hour 10 minutes.

Weighting: The papers are equally weighted. Each is worth 16.7% of the grade and has 70 marks to total 390 marks.

Question types: Multiple choice, structured, closed, short answer and open response.

There are 16 required practicals.

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

Six papers: Two Biology, two Chemistry and two Physics. Each paper will assess knowledge and understanding in greater depth.

Duration: Each paper will be 1 hour 45 minutes.

Weighting: The papers are equally weighted. Each of the two papers per subject are worth 50% of the grade and have 100 marks available to them to total 200 marks per GCSE Separate Science subject.

Question types: Multiple choice, structured, closed short answer and open response.

There are 24 required practicals (8 practicals per GCSE Separate Science subject).

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Assessment of GCSEs from September 2017 All GCSE’s examined for the 2017 – 2019 cycle will be graded 1 – 9.

Below is a simple chart to help you understand the correlation with the old system.

Old GCSE Grades New GCSE Grades U/G F

1

E 2D 3C 4B 5

6 A 7A* 8

9

Examination boards actually set the exams, but it is the Government through a government department , the Department for Education [DfE] which has ultimate control over the style and content of the exams.

For the majority of subjects there is no longer course work or controlled assessments, assessment is based on examinations after two years of study.

Certain GCSE subjects have a form of internal assessment which forms part of the examination.

Art: Production of a personal portfolio over two years.

Two-day art exam

The work is assessed by the subject teacher and a sample of work is externally moderated by a moderator from the exam board.

Computer Science Students spend twenty hours of class time working on a project which makes up 20% of their assessment total. The work is assessed by the subject teacher and a sample of work is externally moderated by a moderator from the exam board.

IT This is an online course made up of four units which are externally assessed.

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Music A portfolio of either instrumental or vocal performance contributes to 30% of your overall mark. The work is assessed by the subject teacher and a sample of work is externally moderated by a moderator from the exam board.

PE You are required to perform three practical activities, one individual, one team and one from either. This is worth 40% of the mark. The work is assessed by the subject teacher and externally moderated by a moderator from the exam board.

If you have any queries or concerns please do not hesitate to contact either Mrs Nicholas

anicholas@parskchool.org.uk or Mrs Lesser dlesser@parkschool.org.uk

We hope you enjoy reading this guide and you have the confidence to make the choices

that best suit your interests, skills and aspirations.

Androulla Nicholas