GCSE HANDBOOK

*Please note: The courses and activities offered in this brochure, and their content, may be subject to change.

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The aim of this booklet is to provide the information necessary for you as parents and pupils to make a sensible choice of GCSE subjects.

Please do not hesitate to contact the subject teachers, the relevant tutor or me, should you wish to discuss the choices available or to require further information.

Mr N J O’DonnellHead of Curriculum Planningnjo@queenscollege.org.uk

INTRODUCTION

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Pupils moving into Year 10 in September will be following courses leading to the General Certificate of Secondary Education (GCSE) to be examined in the summer of 2020.

The curriculum we offer is outlined below.

1. All pupils will follow courses in the following core subjects. Each subject has its own sets.

ENGLISH (6 periods in Year 10, 5 periods in Year 11). The top sets are usually able to take English Literature

as an extra GCSE.

MATHEMATICS (5 periods) The top set or sets will have the opportunity to enter

for the AQA Certificate in Further Mathematics.

MODERN AND CLASSICAL LANGUAGES (4 periods) All pupils must choose a language to continue through

to GCSE from the languages that they are currently studying (French, Spanish, German, Mandarin Chinese, Latin).

SCIENCE (9 periods) This course will lead to three separate GCSEs in

Physics, Chemistry and Biology for the pupils who are most able in science. Other groups will cover elements of all 3 Sciences and obtain two GCSEs as a Double Award Science.

PSHME (1 period) Over the two years there will be a series of 10 mini-

courses covering moral and health issues as well as study skills, financial issues and careers.

PE and GAMES (3 periods in Yr 10, 4 periods in Yr 11)

2. In addition, pupils will be asked to choose 3 optional subjects (each 4 periods) from the following list:

• 2nd Language • Art • Business Studies • Computer Science • Design Technology • Drama • Ethics and Philosophy • Food & Nutrition • Geography • History • Music • Physical Education

* Please note that if an insufficient number of pupils opt for a subject, or a particular combination is not possible, we will ask for a reserve option.

GCSE COURSES

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It is important that pupils who wish to continue with additional support in the Learning Development department make sensible subject choices for GCSE. They should bear in mind that a full quota of options (3 additional subjects) will leave no space within the timetable for Learning Development lessons. Therefore, they should consider choosing only 2 options or dropping a language. This will follow discussion with their tutor, the Learning Development department and Mrs Pawley, Director of Studies.

Pupils who study English as an Additional Language (EAL) will normally have 10 EAL lessons instead of English and a foreign language.

Details of the subjects we offer can be found in the subsequent pages of this booklet. Parents will have an opportunity to discuss options at the Year 9 Options Evening in February; if you wish to discuss them at another time, please feel free to get in touch with your son/daughter’s tutor, Houseparent or the Head of Curriculum Planning.

After the Options Evening, pupils will be asked to make their 3 provisional choices and language choice. Once choices have been made, the option blocks will be built, taking into consideration the requests of all pupils. Every effort will be made to meet the requests of as many pupils as possible although, inevitably, some combinations may not be possible. In the event that your son or daughter’s choices cannot be accommodated, we will contact you to discuss other suitable option choices.

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AQA

MATHEMATICS AND FURTHER MATHEMATICSSyllabusAQA GCSE MathematicsSpecification Code: 8300

Tier of EntryMost pupils are entered at Higher level. Pupils will be entered for the Foundation level qualification if they are judged to be likely to gain a higher grade from this.

Grades availableHigher: 9, 8, 7, 6, 5, 4Foundation: 5, 4, 3, 2, 1

ResourcesPupils will use the textbook ‘GCSE Revision and Practice’ (David Rayner) in class, and this will be supplemented by a variety of worksheets for further practice and homework. Pupils will also have access to online lessons via MyMaths.

The CourseGCSE Mathematics is split into the broad topics of:• Number• Algebra• Ratio, proportion and rates of change• Geometry and measures• Probability• Statistics

At the end of Year11 all pupils will take three papers of equal weighting. Paper 1 is non-calculator. Papers contain a mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a pupil progresses through the paper.

UKMT Maths The top set(s) will be entered for the UKMT Intermediate Maths Challenge, and pupils achieving top results in this will be invited to take the follow-on papers (Olympiads and Kangaroos).

The Further Mathematics Support Programme (FMSP) runs a Year 10 team event, and top pupils will be invited to join the Queen’s team.

Further Mathematics GCSEThe course that is referred to as ‘Further Maths GCSE’ is currently the ‘AQA Level 2 Certificate in Further Mathematics’. Top set(s) will cover this course (or an equivalent if this becomes unavailable in the GCSE changes) in parallel with their GCSE course. It is a demanding extra qualification which is good preparation for A Level Mathematics and Further Mathematics. The pupils and their parents will then make the final decision as to whether they sit the exams. The exams also take place in the summer of Year 11.

SupportWe run lunchtime support sessions throughout the year for pupils to drop-in and get help if they need it.

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AQA

ENGLISH LANGUAGEAND LITERATURE

• The 19th-century novel

How it’s assessed• written exam: 1¾ hours; 64 marks; 40% of GCSE.

QuestionsSection A Shakespeare: pupils will answer one question on their play of choice. They will be required

to write in detail about an extract from the play and then to write about the play as a whole.

Section B The 19th-century novel: pupils will answer one question on their novel of choice. They will be

required to write in detail about an extract from the novel and then to write about the novel as a whole.

Paper 2: Modern texts and poetry

What’s assessed• Modern prose or drama texts• The poetry anthology• Unseen poetry

How it’s assessed• written exam: 2¼ hours; 96 marks; 60% of GCSE.

QuestionsSection A Modern texts: pupils will answer one essay question from a choice of two on their studied modern

prose or drama text.Section B Poetry: pupils will answer one comparative question on one named poem printed on the paper

and one other poem from their chosen anthology cluster.

Section C Unseen poetry: pupils will answer one question on one unseen poem and one question

comparing this poem with a second unseen poem.

English Language GCSEPaper 1: Explorations in Creative Reading and Writing

What’s assessedSection A Reading: one literature fiction text Section B Writing: descriptive or narrative writing

How it’s assessed• written exam: 1¾ hours; 80 marks; 50% of GCSE. Non-examination assessment: Spoken Language• presenting• responding to questions and feedback• use of Standard English• teacher set throughout course• marked by teacher• separate endorsement (0% weighting of GCSE)

Paper 2: Writers’ Viewpoints and Perspectives

What’s assessedSection A Reading: one non-fiction text; one literary non-fiction textSection B Writing: writing to present a viewpoint

How it’s assessed• written exam: 1¾ hours; 80 marks; 50% of GCSE. Non-examination assessment: Spoken LanguageSame as Paper 1.

English Literature GCSEPaper 1: Shakespeare and the 19th-century novel

What’s assessed• Shakespeare plays

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AQA

BIOLOGYPupils will follow the AQA separate science GCSE Biology. This is a linear course in which pupils are examined externally on the whole course at the end of Year 11 by sitting two 1¾ hour papers. There is no coursework assessment.

The course covers a wealth of exciting and interesting topics which prepare pupils for A Level and provide a sound foundation of biological understanding for life, for example:

• The digestive system and enzymes• Ecology and the environment• Energy flow in an ecosystem• Climate change• The brain and nervous system• DNA, genetics and genetic disorders• Photosynthesis and transpiration• Cell biology and biological molecules• Homeostasis and the kidney• The circulatory system • Immunology• The respiratory system• Evolution and speciation• Differentiation and stem cells• Human diseases

Biology is an exciting and relevant subject to study in the 21st century. Pupils will experience a wide range of practicals and make full use of our excellent facilities. Anyone considering taking Biology in the Sixth Form should aim to take the separate science GCSE in Biology. However, pupils taking the Dual Award in Science can study Biology at A Level but should be aiming for a level 7–9 at GCSE.

Practical SkillsPractical work is at the heart of the GCSE and helps to enhance pupils’ investigative thinking and consolidate their understanding of key scientific concepts. Developing practical skills will enable pupils to access the 15% of marks on the GCSE exam based on experimental design and evaluation.

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AQA

CHEMISTRYThe AQA Chemistry GCSE is a new specification. The two exams are terminal – they all happen at the end of Year 11 and there is no coursework. There are core practicals which have to be completed. The exam papers include some assessment of investigative and experimental skills, asking questions about the design of experiments for example. The exams come in two tiers: Foundation and Higher. The course covers all the foundational concepts and applications in Chemistry and provides an excellent grounding to the A Level sciences.

Practical experimental work is central to our approach.We learn through doing, handling and seeing, not simply being told about something. In Chemistry, we seek to make sense of the visible in terms of the invisible; here IT helps us out greatly here as we can show animations and computer models of particles too small to see.

We have already started the course in Year 9, so the work done in Year 9 is examined at the end of Year 11.

Conceptual understanding is built from particle theory and atomic structure to bonding and the Periodic Table. These core ideas are applied and developed in the topics: • Chemical reactions • Air and water• Acids bases and salts• Metals• Rates of reaction • Crude oil and its products• Organic chemistry• Energy changes• Equilibrium• Electrolysis and forensics• Life cycle assessment and recycling

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AQA

PHYSICSAt GCSE, pupils will follow the AQA (8463) specification GCSE. This is a linear course which is assessed by two exams at the end of Year 11 and with a practical endorsed element. Full details of the course and specimen papers may be found on the AQA website.

The topics studied cover a wide range of ideas from basic mechanics to the properties of waves and the origins of the universe and at a depth that enables pupils to readily access Physics at A Level.

We begin studying the GCSE at the beginning of Year 9 with the most basic ideas and these are revisited regularly throughout the course at an increasing level of detail. We begin with the Electromagnetic Spectrum and Heat transfer as these are the easiest concepts to learn and provide a good foundational level to start thinking about how physics models the real world.

During a pupil’s time in Physics they will be introduced to many other ideas and concepts that help to explain the world around them. The use of practical work and hands-on experience features prominently as both a strategy to introduce and teach the principles of Physics as well as giving pupils the ability and opportunity to test ideas for themselves.

There is also the opportunity to study Astronomy. Once a month we visit Sidmouth Observatory and have the opportunity to use their telescopes. In the past, some GCSE pupils helped Italian Astronomers image the initial breakup of comet Hergenrother with the use of Faulkes Telescope.

For the last two years, GCSE pupils have also had the opportunity to visit the Large Hadron Collider at CERN along with the Sixth Form, which we do every two years. Pupils have also had the opportunity to see the development of the Bloodhound Project which is the latest attempt by Richard Noble and his team to break the land speed record.

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AQA

SCIENCE DOUBLE AWARD TRILOGY

AQA Double award: combined science – trilogy GCSE 8464

Science is a core subject. All pupils study all three sciences in Years 10 and 11 and are taught by a subject specialist in each. The year group is put into sets (based on end of Year 9 exam results in Biology, Chemistry and Physics) and the top 50% (approximately) study separate sciences: Chemistry, Biology and Physics. The remainder take Double Award Science. All pupils get the same time allocation for Science lessons, so the pupils doing Double Award have to cover less content in the same time, which leads to a greater understanding of the work they do cover, leading to higher grades.

The Double Award is graded 99-11 and counts as two GCSE equivalents. There are six 1¼ hour exam papers – two each for Biology, Chemistry and Physics.

The AQA combined Science trilogy is a new GCSE Double Award course. All the exams are terminal – they all happen at the end of Year 11 and there is no coursework. There are a number of required practicals. The exams for Double Award come in Foundation and Higher tiers. The course covers the foundational concepts and applications in Biology, Chemistry and Physics providing a sufficient grounding for the A Level Sciences. We are more than happy to take successful pupils from Double Award Higher tier into A Level Biology, Chemistry and Physics.

The Double Award is comprised of approximately two thirds of the separate Biology, Chemistry and Physics courses.

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OptionsThe study of at least one language to GCSE is a requirement at Queen’s. The five languages offered are French, Spanish, German, (Mandarin) Chinese and Latin. Pupils may opt to continue to study one or two languages.

AimsLearning languages can often be a very enjoyable experience – even if a pupil finds it challenging – and we aim to make the journey to GCSE as pleasant as possible. Along the way, we hope that each pupil will acquire confidence, not only in understanding the language in a variety of contexts, but also in communicating effectively in the language. More widely, we hope to develop pupils’ awareness and understanding of those countries and communities where their chosen language is spoken.

LessonsThe language lessons occur four times a week, backed up by two allocations of homework. Those pupils who wish to do two languages will do one at the same time as everyone else, but will do a further four periods of their second language in an option block.

French and Spanish pupils are put into sets for Years 10 and 11. This ensures that pupils receive teaching which is appropriate to their abilities, and they can progress at a rate with which they are comfortable.

We make extensive use of modern text books, supplementing them with other resources – some printed, some online – to provide variety and interest. These resources are chosen to ensure that pupils are trained successfully in the key language skills of Listening, Reading, Writing and Speaking.

Lessons will normally feel as they did at Key Stage 3, but there is a noticeable rise in the challenges offered by comprehensions, and the level of teacher expectations – improved accuracy, fluency, etc – increases similarly over the two-year course.

TopicsPupils will often revisit topics which were introduced when they studied the language at Key Stage 3, such as life at home, leisure, holidays, school and healthy living. However, these topics are explored in greater depth and newer topics are also introduced, for example relationships, social issues, new technology, environmental issues and the world of work.

AQA

MODERN & CLASSICAL LANGUAGES FRENCH, SPANISH, GERMAN, CHINESE AND LATIN

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AssessmentAll skills are tested at the end of Year 11 in four separate exams. For Listening and Reading, the sort of exam questions are similar to those which pupils have undertaken previously, such as true/false, mix and match, multiple-choice, ticking boxes, along with short, written answers in English and the target language. Therefore, they will have a familiar feel, even if they are somewhat harder than at Key Stage 3.

Writing and Speaking skills are tested at the end of Year 11. Candidates sit a written paper in which they write two essays in, and a translation into, the target language. They also have a 10-12 minute ‘oral’ in which they do a role play, describe a photo, and answer questions on topics they have studied.

Overseas TripsTo back up the language that pupils learn in the classroom, trips to France and Spain are offered. Spanish pupils can travel to Spain as part of the school’s annual study visit while French pupils may be offered a similar opportunity (yet to be arranged).

ValueModern Languages have the obvious benefit of helping people understand and make themselves understood when they travel abroad, but by studying a language, pupils gain several other benefits.

Many young people who have studied languages say that it gave them a greater understanding and control of their own language; that it helped their self-confidence; that it made them more employable in many walks of life; that it gave them access to better-paid jobs – and, especially, that

languages took them to places they would never have been able to go otherwise.

Languages are for everyone to enjoy. They may not be the easiest subject you do, but they are certainly worth the hard work in the end.

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PEARSON EDEXCEL

ARTAims• Creative and imaginative powers and the practical skills

for communicating and expressing ideas, feelings and meanings in art, craft and design

• Investigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical skills

• An understanding of codes and conventions of art, craft and design and awareness of the contexts in which they operate

• Knowledge and understanding of art, craft and design in contemporary societies and in other times and cultures

Internal AssessmentCoursework 60%Controlled test 40%

PapersCoursework – 3 Units 60%Externally set assignment 40%

The two coursework units and the externally set assignment will be internally assessed and then externally moderated. Coursework will be produced continuously and the controlled test is started at the end of the fifth term.

The option we take is the Unendorsed. This is a general course and the areas we may cover are:

• Painting • Drawing • Printmaking• Graphics • Textiles • Three-dimensional work• Critical studies

The Unendorsed option has been chosen because it leaves pupils free to interpret the controlled test in any of the areas covered. This will vary according to the skills and interest of the pupil.

All coursework should be completed by the end of the Spring term in the second year. Coursework units consist of preparatory work, experimentation, contextual studies, development and a conclusion. The controlled test covers a period of 10 weeks, during which the pupil produces preparatory studies. The final test is done in a ten-hour period over two days.

At the end of the course the two units of coursework and the controlled test are assessed and then externally moderated. An exhibition of all examination work is mounted, to which all pupils, parents and visitors are invited.

Knowledge, understanding and skillsThis GCSE specification requires pupils to develop practical and theoretical knowledge and understanding of:

• How ideas, feelings and meanings are conveyed in images and artefact

• A range of art, craft and design processes in two and/or three dimensions including, where appropriate, information and communication technology

• How images and artefacts relate to their social, historical and cultural context

• A variety of approaches, methods and intentions and the contribution of contemporary practitioners and others from different times and cultures to continuity and change in art, craft and design

The most essential requirement for GCSE is a real enthusiasm for Art. The course will encourage an adventurous and enquiring approach to Art and Design and offers great opportunities to work in a wide range of media. The course is open to pupils of all abilities. Drawing forms the basis of all artwork and each coursework unit and the externally set assignment require a work journal or critical studies book. Any pupils who approach their work in a creative and imaginative way are likely to succeed.

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PEARSON EDEXCEL

iGCSE BUSINESS STUDIESWhat do I need to know, or be able to do, before taking this course?You will not have studied Business before taking this course, but that does not matter. You might have an interest in business, and may want to start your own business one day. You may have an enquiring mind and be interested in learning about the world around you, how businesses are set up, and what it is that makes someone a great entrepreneur.

What will I learn?While studying this course, you will learn a lot of new things. You will be introduced to the world of business and will look at what makes someone a successful business person. You will find out how to develop an idea and spot an opportunity, and turn that into a successful business. You will understand how to make a business effective and manage money well. You will also see how the world around us affects businesses and all the people involved. IT will be used where appropriate.

Throughout the two years, you will study the following five topics: Business Activity and Influences on Business, People in Business, Business Finance, Marketing and Business Operation.

Is iGCSE Business right for me?The course is designed to be active and enjoyable and develop business skills such as:• Being creative• Problem-solving (including numbers)• Aiming high• Staying positive• Listening and understanding• Presenting• Working in a team• Leading• Making decisions

How will I be assessed?The course will be assessed at the end of the two years in two 90-minute examinations. You will be given a business context at the start of the exam paper and then questions will be a mixture of multiple-choice, short answer and extended answer questions.

What can I do after I’ve completed the course?Business courses can help you prepare for further and higher education. They prepare you for AS or A2 Levels in many different subjects. You will become skilled in making decisions, being creative, solving problems, understanding finance, dealing with data, communicating, and working as part of team. Even if you do not want to go on to study Business further you will have benefited from studying iGCSE Business, because many jobs you do will involve working for a business. However, iGCSE Business could lead to work in a business-related profession such as accountancy, law, marketing or the leisure and tourism industry.

Next stepsIf you want to find out more about the skills you might learn or should develop when studying this course, watch BBC programmes like ‘The Apprentice’ and ‘Dragons Den’. You could also look at the following websites to discover the types of things you might learn:www.bbc.co.uk/schools/gcsebitesize/businesswww.businessstudiesonline.co.ukwww.bized.co.uk www.thetimes100.co.uk

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AQA

COMPUTER SCIENCEThis qualification is linear, meaning that pupils will sit all their exams and submit all their non-exam assessment at the end of the course.

Subject content1. Fundamentals of algorithms2. Programming• Fundamentals of data representation• Computer systems• Fundamentals of computer networks• Fundamentals of cyber security• Ethical, legal and environmental impacts of digital

technology on wider society, including issues of privacy• Aspects of software development• Non-exam assessment

Assessed by two papersPaper 1: Computational thinking and problem solving

What’s assessedComputational thinking, problem solving, code tracing and applied computing as well as theoretical knowledge of computer science from Subject content 1–4 above.

How it’s assessed• Written exam set in practically based scenarios:

1 hour 30 minutes• 80 marks• 40% of GCSE

Made up of a mix of multiple choice, short-answer and longer-answer questions assessing a pupil’s practical problem solving and computational thinking skills.

Paper 2: Written Assessment

What’s assessedTheoretical knowledge from Subject content 3–7 left.

How it’s assessed• Written exam: 1 hour 30 minutes• 80 marks• 40% of GCSE

This includes again a mix of multiple choice, short-answer, longer-answer and extended response questions assessing a pupil’s theoretical knowledge.

Non Examined AssessmentThe non-exam assessment (NEA) assesses a pupil’s ability to use the knowledge and skills gained through the course to solve a practical programming problem. Pupils will be expected to follow a systematic approach to problem solving, consistent with the skills described in Section 8 of the Subject content above left.

How it’s assessed• Report: detailing 20 hours of NEA work• 80 marks• 20% of GCSE

TasksThe development of a computer program along with the computer programming code itself which has been designed, written and tested by a pupil to solve a problem. Pupils will produce an original report outlining this development.

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AQA

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

The course allows pupils to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

This qualification is linear, meaning that pupils will sit all their exams and submit all their non-exam assessment at the end of the course.

Paper 1

What’s assessed?• Core technical principles• Specialist technical principles• Designing and making principles

How it’s assessed• Written exam: 2 hours• 100 marks• 50% of GCSE

Coursework

What’s assessedPractical application of:• Core technical principles• Specialist technical principles• Designing and making principles

How it’s assessed• Non-exam assessment (NEA): 30–35 hours approx• 100 marks• 50% of GCSE

Task(s)• Substantial design and make task• Assessment criteria: • Investigating • Designing • Making • Analysing and Evaluating

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EDUQAS

DRAMASummary of assessment

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 Eduqas. Learners must produce: • a realisation of their piece of devised theatre • a portfolio of 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 20% of qualification.

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 TheatreWritten examination: 1 hour 30 minutes (40% of qualification).

Section A: Set Text A series of questions on one set text from a choice of five: 1. The Tempest, William Shakespeare 2. The Caucasian Chalk Circle, Bertolt Brecht 3. Hard to Swallow, Mark Wheeller 4. War Horse, Michael Morpurgo, adapted by Nick Stafford 5. DNA, Dennis Kelly

Section B: Live Theatre Review One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

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OCR

ETHICS, PHILOSOPHY AND RELIGIONPaper 1 – Beliefs and teachings & Practices

There are two 1-hour papers, each worth 25%.

Learners are required to study two religions from:

• Christianity • Islam • Judaism • Buddhism • Hinduism

Assessment Two 1-hour exams.

Paper 2 – Religion, philosophy and ethics in the modern world from a religious perspective

This is a 2-hour paper, worth 50%.

Four themes to be studied:

• 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

AssessmentOne 2-hour exam.

“There is always some madness in love. But there is also always some reason in madness.”

Nietzche

“When the rich wage war, it is the poor who die.” Sartre

“If a lion could talk, we could not understand him.” Wittgenstein

“War does not determine who is right; only who is left” Russell

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Careers associated with a food qualificationThe opportunities to work in the food industry are endless. A food qualification can lead to Further Education or employment in a wide variety of areas, such as:

• Product Development • Nutrition/Dietitian• Sports Science• Food Marketing/Production • Environmental Health• Hotel Management • Catering

What will you study?Food Preparation and Nutrition is a creative and academic subject; you will be learning through making. You will be given the opportunity to develop and practise a wide range of skills, along with having a greater understanding of nutrition, the science behind food as a material and wider environmental aspects associated with food. The GCSE course promotes independent thinking, forward planning and organisational skills. Through making, the course embraces and emphasises understanding of and enjoyment of British and International cuisines.

What are the main topics?• Food Preparation Skills• Food Nutrition and Health• Food Safety• Food Science• Food Provenance• Food Choice

How is the GCSE assessed?• 50% Examination• 50% Non-examination assessment (coursework)

How might it be useful in the future?As well as learning many practical and life skills, GCSE Food involves developing skills such as: research, investigation, problem solving and evaluation. The food industry continues to expand and there are a wealth of food-associated careers. The course provides excellent progression to post-16 courses.

What do Year 11 pupils say about GCSE Food?

“I want a career based around sport. I am learning about nutrition which means I know how to plan a healthy, balanced diet.”

“Food and nutrition is a subject I enjoy. Learning about food is very interesting. I am finding the coursework very rewarding and have learnt new practical and investigational skills.”

“I decided to choose GCSE Food and Nutrition as I like learning about the nutrients. It has given me the chance to prepare and cook lots of different dishes.”

AQA

FOOD PREPARATION AND NUTRITION

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AQA

GEOGRAPHYGeography is broadly concerned with the study of the physical and human environments of the world. If you are curious about the world in which you live and have an interest in the environment ,then you will find Geography a stimulating and fascinating subject to study. Geography is a very fair subject in that the level of success achieved closely reflects the amount of commitment and dedication that a pupil shows. If you have enjoyed the subject so far and feel that you have coped with its demands, then you should do well at GCSE.

There will be 2 field days during the course. An urban day in Bristol in the summer term of Year 10 and a physical day investigating rivers and coasts at the start of Year 11. (A foreign trip will also take place to Iceland every other year).

Geography is an extremely popular subject at GCSE and a good number of pupils progress to succeed at AS and A Level.

Paper 1Paper 1 involves the study of the physical environment. This includes the challenge of natural hazards, physical landscapes of the UK (glacial, coastal and river landscapes) and a consideration of the impact we have on the ‘living world’.

Paper 2Paper 2 involves the study of the human environment. This includes the issues and challenges in urban areas, the changing economic world and the increasing challenges of resource management (water, energy and mineral resources).

In teaching these topics, we make use of a wide variety of resources including maps, photographs, IT and videos. Throughout the course we will study geographical skills, eg. Ordnance Survey mapwork, photograph interpretation and the drawing of graphs and maps. All pupils have their own textbooks and each classroom has a set of recent atlases. Wherever possible, topics are studied through practical enquiries and the nature of the subject enables us to make use of a variety of teaching strategies. Central to our work is the application of theory to the real world through the use of case studies.

Paper 3 ensures pupils have the opportunity to experience geographical fieldwork without having to produce a lengthy project or controlled assessment. Field trips will be undertaken in both physical and human environments and pre-release material will be provided before the exam to assess pupils’ investigation skills.

ExaminationLiving with the Physical Environment Challenges on the Human EnvironmentGeographical applications

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CAMBRIDGE

iGCSE HISTORYPaper 12-hour written examination, externally marked, 40% of total.

Candidates answer 3 questions in all (2 on core content, 1 on depth study) covering the following:

20th Century: International Relations since 1919.

The core content• Were the peace treaties of 1919–23 fair?• To what extent was the League of Nations a success?• Why had international peace collapsed by 1939?• Who was to blame for the Cold War?• How effectively did the USA contain the spread of

Communism?• How secure was the USSR’s control over Eastern

Europe?• The Gulf War c.1970-c.2000

The Depth StudyGerman 1918–45. This unit focuses upon the Weimar Republic and its downfall, the rise of Hitler and the Nazis, and life in Hitler’s Germany.

Paper 22-hour written examination, externally marked, 33% of total.

Candidates answer six questions based on a range of sources. The question paper will focus on one of the above core content topics. The topic is pre-released by the exam board each year.

CourseworkA 2,000 word internally marked and externally moderated essay. Worth 27% of the total mark.• Russia 1905-41

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PEARSON EDEXCEL

MUSICMusic is an exciting GCSE option that allows pupils to explore one of the most high profile art forms of all time. Through the study of performance, composition and eight varied and exciting set works, pupils develop a deep understanding of how music is constructed and conveyed, giving them access to a lifetime of musical fulfilment and enjoyment.

Music is a multi-skill developing discipline; not only do pupils improve their own musical skills and understanding but such transferable skills as problem solving, analysis, self-management and communication. In addition the nature of the course makes it just as academic as any other GCSE option.

Course requirementsThe Performing element of the course requires a standard of at least Grade 4 in order to achieve the best marks possible so individual instrumental tuition is desirable. The pupils must also commit to at least one ensemble music group in order to improve musical awareness and provide options for the ensemble requirement of performance unit. Pupils are advised to speak to Mr Jenkins if unsure about their suitability for the course.

Of the three modules that make up the qualification, both the Performing and Composition units are coursework based and are internally marked and externally moderated. The Listening exam is the single exam-based module of the GCSE.

1. Performing Music 30% of the qualification Pupils perform for at least four minutes’ combined

duration.

Solo performance: this must be of at least one minute in duration, and may comprise one or more pieces.

Ensemble performance: this must be of at least one minute in duration, and may comprise one or more pieces.

2. Composing 30% of the qualification Pupils compose two compositions, of at least three

minutes’ combined duration.

One composition to a brief set by Edexcel, of at least one minute in duration.

One free composition set by the pupil, of at least one minute in duration.

3. Appraising 40% of the qualification A written examination of 1 hour and 45 minutes with

an emphasis on eight set works which are studied over the two-year course together with some questions on unfamiliar music.

The paper is made up of two sections:

Section A Areas of study, dictation, and unfamiliar pieces.

• Six questions related to six of the eight set works • One short melody or 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 An extended response comparison between a set work

and one unfamiliar piece.

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Specification at a glanceThis qualification is linear, meaning that pupils will sit all their exams and submit all their non-exam assessment at the end of the course.

Subject content• Applied anatomy and physiology • Movement analysis • Physical training • Use of data • Sports psychology • Socio-cultural influences • Health, fitness and well-being

Assessments

Paper 1: The human body and movement in physical activity and sport

What’s assessed• Applied anatomy and physiology• Movement analysis• Physical training• Use of data

How it’s assessed• Written exam: 1 hour 15 minutes• 78 marks• 30% of GCSE

QuestionsA mixture of multiple choice or objective test questions, short-answer questions and extended-answer questions.

Paper 2: Socio-cultural influences and well-being in physical activity and sport

What’s assessed• Sports psychology• Socio-cultural influences• Health, fitness and well-being• Use of data

How it’s assessed• Written exam: 1 hour 15 minutes• 78 marks• 30% of GCSE

QuestionsA mixture of multiple choice or objective test questions, short-answer questions and extended-answer questions. Non-exam assessment: Practical performance in physical activity and sport

What’s assessed• Practical performance in three different physical

activities in the role of player or 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

• 40% of GCSE

If you would like to take this GCSE, you will be expected to have a keen interest in sport and be a high level practical performer.

AQA

PHYSICAL EDUCATION

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The main focus of the sessions will be to prepare pupils for life after school, to ensure that they are ready to face the challenges that will come their way. We hope to encourage pupils to form opinions, consider the wider impact of their actions, and respect the views and choices of others.

It is particularly important in today’s society that pupils have an idea of what is available to them, so that they learn to take control of their lives and make the right choices.

In Years 10 and 11, pupils will participate in one PSHME lesson a week. This will be led, on a rotating timetable, by a variety of specialist teachers. Pupils will be taught in a small group situation and spend 5 weeks learning about a specific topic before moving on to the next area. Pupils will be taught a body of knowledge from which they can develop positive attitudes and personal skills.

The topics that pupils will cover are:

• Mental health• Sex education• Drugs, their effects and the law• Bodily health• Ethics and morals• Current affairs• Career guidance• Financial literacy• First Aid• Study skills• Model United Nations• Britishness

PERSONAL, SOCIAL, HEALTH AND MORAL EDUCATION

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The Cambridge iGCSE English as a Second Language exam is accepted by universities and employers as proof of ability to understand and communicate in English. It is aimed at pupils whose first language is not English, but who use it as a language of study. Successful English as a Second Language candidates have better educational or employment prospects and gain lifelong skills, including:

• better communicative ability in English• improved ability to understand a range of social

registers and styles• a greater awareness of the nature of language and

language-learning skills• a greater international perspective• a sound foundation for progression to employment

or further study at A Level

The skills incorporated in the exam are transferable and beneficial to pupils’ work in subject areas while also developing their independent language strategies. These skills are note-taking, summary-writing, reading comprehension, composition writing, listening and speaking. The topics included are of international relevance and cover a range of contemporary issues.

Examinations

Core Eligible for Grades C-GReading and Writing 70%Listening 15%Oral 15%

Extended Eligible for Grades A*-EReading and Writing 70%Listening 15%Oral 15%

Welcome to your new life as a bilingual citizen of the world!

Having chosen to study in England, you are choosing a whole new future for yourself, which is exciting, challenging and an adventure! There are many positive points to being bilingual.

• You use and develop more brainpower, which has been proven to keep you younger longer!

• You are in touch with two worlds, which is richer and more interesting, giving you twice the opportunities, even twice the fun!

• You are a bridge. You can communicate with two (or more) different communities and be pivotal to these connections.

• You can learn and teach tolerance, consideration and respect. These are increasingly important qualities in today’s globalised society.

• Your extra language(s) will open up a wider world of jobs, opportunities and experiences.

Your bilingualism is a wonderful gift and an opportunity. Use it to make your future bright!

CAMBRIDGE INTERNATIONAL EXAMINATIONS

ENGLISH AS A SECOND LANGUAGE

www.queenscollege.org.uk academic@queenscollege.org.uk

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