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GCSE

OPTIONS BOOKLET

2017-2019

2

GCSE OPTIONS BOOKLET 2017 - 2019

CONTENTS

CURRICULUM 2017- 2019 3-4

ART & DESIGN (Edexcel) 5-6

CLASSICAL CIVILISATION (OCR) 7

COMPUTER SCIENCE (OCR) 8

DANCE (AQA) 9-10

DRAMA (WJEC) 11-12

ENGLISH IGCSE (CIE) 13

ENGLISH LITERATURE (AQA) 14

GEOGRAPHY (OCR) 15

HISTORY (CIE) IGCSE 16

LATIN (OCR) 17

MATHEMATICS IGCSE (Edexcel) 18

MODERN LANGUAGES IGCSE/GCSE (French, German, Spanish)

(Edexcel)

19-20

MUSIC (AQA) 21-22

PHILOSOPHY & THEOLOGY (OCR) 23

PHYSICAL EDUCATION (AQA) 24-26

PRODUCT DESIGN (OCR) 27-28

SCIENCE IGCSE (Edexcel) 29

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A note on the GCSE CURRICULUM 2017 – 2019

The GCSE curricula are undergoing a national programme of reform with new

specifications being introduced on the dates shown in the table below. The new GCSEs

will be using numerical grades (1-9) rather than (G to A*). Recently the decision has

been taken to align the IGCSE specifications with the new GCSEs so in the future they

will also be graded 1-9.

Date of

introduction

GCSE subjects

Sept 2015 English Language. English Literature and Mathematics

Sept 2016 Art, Biology, Chemistry, Computer Science, Dance, Double

Science, Drama, Geography, History, MFL (French,

German, Spanish), Music, PE and RS

Sept 2017 Classical Civilisation, Design Technology, Economics, ICT.

More information about the changes will be given at the talk on the Options Evening;

this will be on Tuesday 24th January 2017 where you and your daughters will be given

help and advice from the staff in order to finalise their GCSE choices.

We hope that the year 9 parents’ evening on the 6th December was helpful in assisting

your daughters in evaluating their academic strengths. We have briefed them on

making GCSE option choices this term and we hope that you will have time to discuss

their choices further with them using this booklet over the holiday.

Choosing your GCSEs is an exciting time and both Mrs Hathway and myself are only

too happy to provide any broader advice on GCSE choices. We will be holding “drop

in” advice sessions for pupils in January.

The final subject choices should be submitted online by Wednesday 1st February 2017

Dr Sarah Lindfield

Deputy Head - Academic

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GCSE CURRICULUM 2017 – 2019

All pupils will study a common core of seven subjects:

CORE

English (IGCSE)

English Literature (GCSE)

Mathematics (IGCSE)

Biology, Chemistry and Physics (IGCSE)*

A Modern Foreign Language (French, German or Spanish) IGCSE or GCSE

( *girls may opt for Science and Additional Science in Year 11 on the advice of the

Head of Science)

And a further three option subjects:

OPTIONS

Art, Classics, Computing, Design Technology, Drama, Geography, History, French,

German, Spanish, Latin, Music, Physical Education, Religious Studies.

ADDITIONAL SUBJECTS

PSHE and PE are taught to all pupils.

Dance is available as an 11th GCSE option as an alternative to core PE.

AS level Thinking Skills will be offered to pupils whose performance in the Year 9

examinations indicates that they would benefit from additional challenge in Year 10.

OPTIONS PROCESS

Please select options via the online form at https://bromleyhigh.fireflycloud.net/gcse-

options-2017-2019 by 1st February 2017 at the latest.

https://bromleyhigh.fireflycloud.net/gcse-options-2017-2019

https://bromleyhigh.fireflycloud.net/gcse-options-2017-2019

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ART & DESIGN (Edexcel)

Course Description In Year 10 pupils are encouraged to produce work in response to a given theme through

projects exploring Painting, Drawing, Printmaking, Photography, Textiles, Sculpture and

Film. Pupils will be introduced to artists and designers from different countries and cultures,

past and present, which will provide inspiration for their own work and will be encouraged

to seek out their own. The studies produced and discoveries made are presented in

sketchbooks and developed into final pieces outside the sketchbook. Towards the end of the

year pupils have ‘free reign’ to develop a piece of work in any media of their choice.

In Year 11 pupils are given the freedom to write their own brief choosing their own media

appropriate to the ideas they wish to communicate.

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Assessment

Paper title Method of assessment Weighting

2 pieces of coursework

completed in class and in

homework tasks over Years 10

& 11

Coursework

(Personal Portfolio)

60%

Externally set assignment: 8

week preparatory period

Examination (10 hours)

(Externally set examination)

40%

Candidates are given several weeks to develop and plan their own examination project, using

any medium in response to a set ‘theme’ (i.e. ‘Time’, ‘Movement’, ‘Forces’). The final piece

itself must be made in 10 hours spread over a number of days.

The culmination and highlight of the course is the exhibition in which the best work of the

pupils is put on view for assessment by the Art & Design tutors and the external examiner, as

well as to be appreciated by pupils’ families and friends.

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CLASSICAL CIVILISATION (“Classics”) OCR

This is a revised GCSE course created for first teaching in 2017 and it involves the study of a

wide variety of ancient Roman and Greek materials. For the final examination, the Classics

Department have elected to study Myth and Religion and the Homeric world from the choices

below.

Content Overview Assessment Overview

Component Group 1: Thematic Study

Learners must study one component in this

component group, chosen from:

Myth and religion (11)

Women in the ancient world (12)

Both of these components involve a comparative

study of ancient Greece and Rome, and combine

literary and visual/material sources.

Thematic Study

90 Marks

1 hour 30 minutes

Written paper

50% Of total

GCSE (9-1)

Component Group 2: Literature and Culture

Learners must study one component in this

component group, chosen from:

The Homeric world (21)

Roman city life (22)

War and warfare (23)

All of these components contain two elements;

one in-depth cultural study and one study of

related literature.

Literature and

Culture

90 Marks

1 hour 30 minutes

Written paper

50% Of total

GCSE (9-1)

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COMPUTER SCIENCE (OCR)

Course Description

The OCR computer science course we offer is both engaging and contemporary, where

companies like Microsoft, Google and Cisco, organisations like Computing At School (CAS),

plus teachers and academics have been consulted in the creation of the syllabus content. There

is a focus on cyber security – looking at phishing, malware, firewalls and people as the ‘weak

point’ in secure systems, which students will study for the first time at this level. A greater

emphasis is now placed on ‘computational thinking’ and pupils can use Codio’s (specialist

education technology company) cloud based programming and course content platform to

aid their learning of the theory and apply it in real life situations, in any computing language.

We specialise in Vb.net programming, whilst offering a range of other programming

languages for pupils to gain exposure to.

We aim to encourage mental versatility – students use their new-found programming skills

on an independent coding project by solving a real-world problem of their choice.

Assessment


Component 01 – Computer Systems Examination 40%

Component 02 – Computational

Thinking, Algorithms and

Programming

Examination 40%

Component 03 – Programming Project Non-exam assessment 20%

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DANCE (AQA)

Course Description

This course will enable candidates to develop skills, knowledge and understanding of dance

as choreographer, performer and critic through:

• applying and adapting a wide range of skills and techniques effectively in performing

and choreographing dance, including the ability to improve

• creating dances for a range of purposes and in response to different stimuli

• developing the ability to analyse, evaluate and appreciate dance

Candidates will also appreciate the contribution of dance to their personal and social health,

fitness and wellbeing and be aware of the range of opportunities and pathways available in

dance.

Candidates will have the opportunity to perform at different times and events throughout

school the year.

Assessment


Component 1

Performance

and

choreography

Internally marked and externally moderated

Performance

Set phrases through a solo performance (approximately one

minute in duration)

Duet/trio performance (three and a half minutes in

duration)

Choreography

30%

10

Solo or group choreography

30%

Component 2:

Dance

appreciation

Written exam (1hr 30min)

Knowledge and understanding of choreographic

processes and performing skills

Critical appreciation of own work

Critical appreciation of professional works –

candidates will study six different works from a

dance anthology set by the board.

40%

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DRAMA (WJEC)

Course Description

The candidates should develop knowledge and understanding of

different genres and performance styles ;

the ways in which meaning is communicated through drama;

a range of staging and performance conventions;

drama terminology and how to use it appropriately;

how plays are constructed and realised through the study of at least one substantial

published play;

how to create, interpret and communicate a role or character; drama within its social,

cultural and historical context.

This will be achieved through

workshop style lessons studying practical techniques;

written evaluation of one’s own and others’ work;

theatre trips (candidates should budget for 5 trips over the course of 2 years);

formal performances to family and friends (at least 2 per year);

the study of a set text (currently Face by Benjamin Zephaniah);

This course will be of interest to pupils who wish to learn more about acting, costume, make-

up, set design and the technical elements of drama as a whole. The course provides an

excellent foundation for those who wish to develop their interpersonal skills and who may

also wish to balance their studies with a practical based subject.

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Component 1: Devising Theatre

Non-exam assessment: internally assessed, externally moderated

40% of qualification

Learners will be assessed on either acting or design.

Learners participate in the creation, development and performance of a piece of devised

theatre using either the techniques of an influential theatre practitioner or a genre, in

response to a stimulus set by WJEC. Learners must produce:

a realisation of their piece of devised theatre

supporting evidence

an evaluation of the final performance or design.

Component 2: Performing from a Text

Non-exam assessment: externally assessed by a visiting examiner


Learners will be assessed on either acting or design.

Learners study two extracts from the same performance text chosen by the centre.

Learners participate in one performance using sections of text from both extracts.

Component 3: Interpreting Theatre

Written examination: 1 hour 30 minutes


Section A: Set Text

A series of questions on one set text from a choice of five:

Section B: Live Theatre Review

One question requiring analysis and evaluation of a given aspect of a live theatre

production seen during the course.

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ENGLISH LANGUAGE (CIE IGCSE)

Course Description

The Cambridge IGCSE consists of two components. The first component is a two hour

examination where pupils answer three questions on two passages of differing text types but

on a similar topic. Pupils must display a variety of skills including: the ability to understand

and explicit meaning, to be able to analyse, evaluate and develop facts, ideas and opinions

and to sequence them, to use a range of vocabulary and to articulate experience and express

what can be thought, felt or imagined. Pupils must also be able to demonstrate how writers

achieve effects and be able to summarise key points. The second component consists of a

coursework portfolio where pupils will submit three assignments. The assignments should

cover a range of writing styles including writing to argue, analyse and inform, descriptive

and/or narrative writing and a response to a text.

Assessment


Paper 2 (Reading passages) Examination 50%

Component 4 (Extended coursework) Controlled Assessment 50%

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GCSE ENGLISH LITERATURE (AQA)

Course Description

The AQA English Literature course involves the study of one Shakespeare play, one 19th

century novel, one modern prose text or modern drama (post 1914) and a cluster of poetry

taken from the AQA poetry anthology, Poems Past and Present. There is a choice of two clusters

each containing 15 poems which are linked thematically and written between 1789 and the

present day. The titles for the two clusters are ‘Love and Relationships’ and ‘Power and

Conflict.’ Pupils will also be required to answer a question on an unseen poem hence the skill

of poetry analysis is foregrounded.

Assessment

No texts are allowed.

Paper title/content Method of assessment Weighting

Paper 1 - Shakespeare and 19th century

novel

Examination 40%

Paper 2 - Modern texts and poetry Examination 60%

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GEOGRAPHY

OCR GEOGRAPHY B (Geography for Enquiring Minds) This specification includes inspiring content throughout eight topic areas, encapsulating both

the geography of the UK and the rest of the world, brought to life by engaging enquiry

questions.

Course Description

However, based on the information that we have so far we can tell you that we are planning

on continuing with OCR and we can give some idea as to what that course will contain.

The course is delivered and assessed through 3 main components.

Our Natural World – Global Hazards, Changing Climate, Distinctive Landscapes, Sustaining

Ecosystems and Field work/Geographical Skills.

People and Society – Urban Futures, Dynamic Development, UK in the 21st Century, Resource

Reliance and Field work/Geographical Skills.

Geographical exploration – Synoptic Assessment of topics linked to components Our Natural

World and People in Society, Geographical Skills, Decision making exercise.

Field work

Physical and human field work is a compulsory requirement of the course. All Bromley High

geographers participate in a residential visit during the course. We currently use study

centres operated by the Field Studies Council.

Assessment


Component 1 - Our Natural World Examination 1 hour 15 mins 35%

Component 2 – People and Society Examination 1 hour 15 mins 35%

Component 3 – Geographical Exploration Examination 1 hour 30 mins 30%

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HISTORY (CIE) IGCSE- The 20th Century: International Relations

Course description

This is a 20th Century Course in which pupils study the following:

a) International Relations 1919 – 1989; The legacy of World War One, The causes of

World War Two and The Cold War 1945-1989.

This involves investigating such questions as:

Why had international peace collapsed by 1939?

Who was to blame for the Cold War in Europe, 1945-1949?

Who won the Cuban Missile Crisis?

Why did the USA fail in Vietnam?

b) Depth Study: Weimar and Nazi Germany, 1918 – 1945.

c) Coursework: The Civil Rights Movement, 1945-1970.

Assessment


Paper 1 – International Relations and

Germany Depth Study

Examination: 2 hours

(60 marks)

40%

Paper 2 – Source Evaluation of an

International topic

Examination: 2 hours

(50 marks)

33%

Paper 3 – The Civil Rights Movement Coursework

(40 marks)

27%

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LATIN (WJEC)

Course description

This course offers the opportunity to study the language and literature of ancient Rome.

Candidates experience elements of the culture, language, social and political life of Roman

civilisation which has inspired many later generations. Analytical skills and intellectual

flexibility are developed throughout.

Year 10: The Cambridge Latin Course completes all the language work necessary for GCSE

by means of stories set in Roman Britain (Bath and Chester) and Imperial Rome. Background

topics such as domestic life and social life and entertainment are also covered. We study the

literature and sources for paper 2 in year 10.

Year 11: The GCSE examination involves reading short extracts from major Roman authors

such as Ovid and Virgil. The works studied are witty, romantic, sometimes sad, and

sometimes rather rude! In year 11, we chose which topic to study for paper 3 – either literature

or a prescribed topic of Roman Civilisation.

Candidates learn how to develop a sensitive and analytical approach to language generally,

including an awareness of the relationship between Latin and the languages of today; an

appreciation of different cultures; how to read and appreciate Latin literature in its cultural

context and in its original language and how to communicate clearly and effectively.

Assessment

Examinations are taken at the end of Year 11, as follows:


Paper 1- Latin Language

(comprehension and translation)

Examination 50%

Paper 2 – Latin Literature and Sources

(chariot racing)

Open book examination 30%

Paper 3 – Latin Literature or Roman

Civilisation

Open book examination 20%

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MATHEMATICS Edexcel IGCSE (Specification A)

Course description

In the continued study of Mathematics, candidates develop their knowledge and

understanding of Mathematical concepts and techniques; acquire a foundation of

Mathematical skills for further study in the subject or related areas; enjoy using and applying

Mathematical techniques and concepts, and become confident to use Mathematics to solve

problems; and appreciate the importance of Mathematics in society, employment and study.

Pupils will study topics in the broad areas of number, algebra, geometry, and statistics.

Numerical topics build on learning from earlier years. In algebra, girls will learn how to

manipulate algebraic expressions and to set up and solve problems using algebraic

techniques. In geometry, girls will expand their knowledge of transformations and shape and

space. In statistics, girls will learn how to use different statistical measures and diagrams to

represent a set of data.

All pupils will take the Higher IGCSE examination during Year 11.

Set 5 pupils will take the Foundation IGCSE at the end of Year 10. They will then continue to

take the Higher IGCSE at the end of Year 11.

Assessment


Paper 1 Examination 50%

Paper 2 Examination 50%

Calculators can be used in both examinations

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MODERN FOREIGN LANGUAGES: FRENCH/GERMAN/SPANISH AQA GCSE

Course Description

All pupils are prepared for the GCSE course in all languages. This course is designed to

develop effective communication skills – understanding what is heard and read and

expressing clear and accurate information when speaking and writing.

This is a practical as well as academic course, at the end of which, pupils should be able to

cope with most everyday situations – ordering a meal, booking a room in a hotel, travelling

by train or shopping. The specification also covers wider issues such as the environment,

health and the world of work and education. A wide and relevant vocabulary is taught whilst

providing a thorough grounding in the grammar.

In Year 11, pupils have 20 minutes conversation lessons with the Foreign Language Assistant

once a week in groups of three or four.

Internal examinations at the end of Year 10 and in January for Year 11 assess the progress

made in all four skills. All pupils will take either Foundation or Higher tier papers at the end

of Year 11.

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Assessment

GCSE


Unit 1 – listening Examination Year 11 25%

Unit 3 – reading Examination Year 11 25%

Unit 2 – speaking Examination Year 11 25%

Unit 4 – writing Examination Year 11 25%

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GCSE MUSIC (EDEXCEL)

Course description The three units consist of two performances, two compositions, and a written listening and

appraising examination. Pupils learn about musical language and explore the elements

underlying the organisation of sound, through listening to music, performing, composing and

appraising. This specification encourages:

Understanding and appreciation of a range of different kinds of music.

The development of musical interests and skills including the ability to make music

individually and in groups and to use music technology.

Evaluation of their own and others' music.

Critical and creative thinking, aesthetic sensitivity, emotional awareness, cultural

understanding, self-discipline, self-confidence, and self-motivation.

Pupils need to be of a minimum Grade 3 standard (or equivalent) on an instrument or voice

at the start of Year 10.

Assessment:

Performance A solo and an ensemble performance on an instrument or voice. (At least one

performance will be recorded each term and the best will be submitted in May of Year 11).

Composition Pupils study a wide variety of compositions, styles, and techniques using both

written notation and music technology. They then compose two pieces which can be for any

instrument or combination of instruments and in any style. Final submissions are completed

under controlled conditions.

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Appraising Pupils study set works taken from four areas of study; Instrumental Music, Vocal

Music, Music for Stage and Screen and Fusions. Assessment is through a combined written

and listening exam taken in June of Year 11.


Component 1 – Performing Coursework 30%

Component 2 – Composing Coursework 30%

Component 3 - Appraising Examination 40%

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PHILOSOPHY & THEOLOGY (OCR)

Course Description

This GCSE specification does not assume faith, and is designed to be accessible to students of

any religious persuasion or none. Religious Studies is a subject which requires the ability to

examine important questions with an open mind, to weigh up arguments and reach reasoned

conclusions. Skills such as these are relevant, not only to life as a whole, but are also relevant

to many jobs. The course offers the opportunity to explore and discuss some of the key issues

that face us today thereby becoming better informed, an independent thinker, a good listener

and a convincing debater. The course also allows the chance to step into the shoes of people

from a different culture and religion.

OCR Religious Studies 9-1 (J625)

Beliefs and teachings & Practices (01–06)

Learners are required to study the following two religions:

Christianity (J625/01)

Buddhism (J625/05)

Religion, philosophy and ethics in the modern world from a religious perspective (07–

12)

Learners are required to study this component from Christian (J625/07) perspective and the

four themes to be studied are:

Relationships and families

The existence of God, gods and the ultimate reality

Religion, peace and conflict

Dialogue between religious and non-religious beliefs and attitudes

The 2 papers on Beliefs and Practices section will carry 25% of the total marks and the

papers will be 1 hour each.

The Religion, Philosophy and Ethics in the Modern World from a Religious Perspective

paper will carry 50% of the total marks and will be 2 hours.

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PHYSICAL EDUCATION AQA

60% Theory

Mixture of multiple choice/objective test questions, short answer questions and

extended answer questions.

40% Practical

Three different physical activities in the role of player/performer

One in a team activity, one in an individual activity and a third in either a team or

in an individual activity.

Analysis and evaluation of performance to bring about improvement in one

activity

This can include sports that you take part in outside of school

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Theory:

Paper Theory topics: Weighting Time

Paper 1:

The human body

and movement in

physical

activity and sport

Applied anatomy and

physiology

Movement analysis

Physical training

Use of data

30% 1 hr 15 min

Paper 2:

Socio-cultural

influences and well-

being

in physical activity and

sport

Sports psychology

Socio-cultural influences

Health, fitness and well-being

Use of data

30% 1 hr 15 min

Practical:

Sports available to be assessed in:

Team

Sports

1. Association football

2. Badminton (Cannot be assessed with singles badminton.)

3. Basketball

4. Camogie (Cannot be assessed with hurling.)

5. Cricket

6. Dance (Can only be used for one activity.)

7. Gaelic football

8. Handball

9. Hockey (Must be field hockey. Cannot be assessed as ice hockey or

roller hockey.)

10. Hurling (Cannot be assessed with camogie.)

11. Lacrosse

12. Netball

13. Rowing (Cannot be assessed with sculling, canoeing or kayaking.)

14. Rugby League (Cannot be assessed with Rugby Union or rugby

sevens. Cannot be tag rugby.)

15. Rugby Union (Can be assessed as sevens or fifteen-a-side. Cannot be

assessed with Rugby League and cannot be tag)

16. Squash (Cannot be assessed with singles squash.)

17. Table tennis (Cannot be assessed with singles table tennis.)

18. Tennis (Cannot be assessed with singles tennis.)

19. Volleyball

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Individual 1. Amateur boxing

2. Athletics

3. Badminton (Cannot be assessed with doubles badminton.)

4. Canoeing/kayaking (slalom) (Cannot be assessed in both canoeing

and kayaking. Cannot be assessed with canoeing/kayaking sprint,

rowing or sculling.)

5. Canoeing/kayaking (sprint) (Cannot be assessed in both canoeing

and kayaking. Cannot be assessed with canoeing/kayaking slalom,

rowing or sculling.)

6. Cycling Track or road cycling only. (Cannot be assessed in track

cycling and in road cycling.)

7. Dance (Can only be used for one activity.)

8. Diving Platform diving only.

9. Golf

10. Gymnastics (artistic) Floor routines and apparatus only. (Cannot be

rhythmic gymnastics.)

11. Equestrian - must perform in fully competitive situation (Dressage

test, show class individual, show jumping, working hunter class

event)

12. Rock climbing (Can be indoor or outdoor climbing.)

13. Sculling (Cannot be assessed with rowing, canoeing or kayaking.)

14. Skiing Outdoor/indoor on snow. (Cannot be assessed with

snowboarding. Must not be on dry slopes.)

15. Snowboarding Outdoor/indoor on snow. (Cannot be assessed with

skiing. Must not be on dry slopes.)

16. Squash (Cannot be assessed with doubles squash.)

17. Swimming (Cannot be synchronised swimming. Cannot be personal

survival. Cannot be lifesaving.)

18. Table tennis (Cannot be assessed with doubles table tennis.)

19. Tennis (Cannot be assessed with doubles tennis.)

20. Trampolining

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GCSE Product Design (OCR)

Course Description

The new Product Design GCSE course offers for the first time a truly cutting edge and leading

qualification for the 21st century. Designed to develop the skill set required for the modern

world, students will study across five areas of learning; exploration; design thinking; design

communication; prototyping ideas; and evaluating products. No longer is the focus of study

on the delivery of material and process knowledge for a manufacturing career, but on the

broad creative skills needed for all careers and industries, from archaeology to medicine.

Students will develop the skill set needed to research and explore modern industries,

formulate ideas and identify opportunities, respond creatively to broad challenges, and create

solutions through human centred design approaches. The learning that takes place during the

course will enhance every students ability to engage with any future careers, and the ever

advancing technologies that power them, from marketing through social media to artificial

intelligent robotics. Throughout the course, students will be given the chance to respond to

global issues including social and environmental developments, and generate real solutions

to these. This could include methods of developing farming in the 3rd world countries to

products that reduce child mortality rates in 1st world countries

Year 10 will involve the development of all of the core skills and knowledge for the GCSE,

including working with computers and cloud based software to develop e-portfolios of work,

learning and applying programming for functional computer control, computer aided design

and manufacture, and as a tool to develop communication skills in industry leading software.

The physical manipulation of materials and use of tools and equipment is still part of the

course, but with a greater emphasis on design thinking, practical tasks are designed to

generate quick testable solutions rather than bespoke items of furniture.

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The Year 11 course will see the release of the design challenge context, a broad title under

which students will be given the opportunity to explore, design and iterate ideas that form a

solution to a real problem. Known as the “Non Exam Assessment” (formerly the coursework

element), students will be given a restricted 40 hours of lesson time within which to develop

a design challenge proposal, from their own brief through to a functional prototype as proof

of concept. This will be worth 50% of the course final mark and is all produced as an e-

portfolio using a computer or Ipad.

The Exam Assessment (end of Year exam), will make up the remaining 50% of the GCSE

course, and will ask students to respond to questions relating to core knowledge on design

thinking, and a series of “deeper” learning questions, which will relate to topics chosen by

the student themselves. In this way students interested in a specific field of design, such as

architecture, interior design, product, electronics or robotics and automation, will be able to

study one of these fields in more detail and deepen their learning. This will include for all

students an emphasis of the study and application of mathematics and science to support

design thinking. Those studying computer science will benefit especially from the cross

curricular links of programming and microcontrollers in this course , whilst those unsure of

future careers will be able to study this GCSE as a facilitator and developer of skills to access

learning for a lifetime, including independent learning online and the use of digital

technologies to excel in all areas of further study.

GCSE Assessment (all completed in Year 11)

50% Non Examination Assessment (NEA) for a context chosen by the student, submitted as

an E-Portfolio

50% Examination Assessment on core design thinking skills and a student selected deeper

learning body of knowledge (chosen from specific sub areas of design including electronics,

robotics, systems design, graphics and architecture)

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SCIENCE (Edexcel IGCSE)

Course description

This course aims to

provide pupils with a science base for further

study in a modern technological society

prepare pupils to become a confident citizens

with informed interests in matters of scientific

importance

enable pupils to recognise the usefulness and

limitations of the scientific method and to

appreciate its application to everyday life

develop an understanding of scientific

concepts together with the skills to

communicate, apply and investigate them.

Triple Science will result in the award of three separate IGCSE grades in Biology, Chemistry

and Physics. On the basis of assessment in the first two years of the course, some candidates

may be prepared for Dual Science in Year 11 leading to two IGCSE grades. Dual Science is

pupils will only sit Paper 1 in each Science discipline

Assessment

Biology

Paper 1 (2 hours) Examination 66%

Paper 2 (1 hour) Examination 33%

Chemistry



Physics



There is no controlled assessment or coursework

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