To start Y9 in 2016 - 2017

GCSE Options Booklet

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TABLE OF CONTENTS

Introduction 3 The English Baccalaureate 3 The Key Stage 4 Curriculum 4 English Language 7 English Literature 8 Mathematics 9 Science 10 Religious Studies 14 French 16 Latin 17 Spanish 18 Art & Design 19 Business Studies 22 Classical Civilisation 23 Design & Technology 24 Economics 26 Geography 27 History 31 Food Preparation and Nutrition 36 Music 37 Physical Education 38 Drama 41 Computer Science 44

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Introduction As a member of Year 8, you have some important decisions to make over the next few weeks. This is likely to be the first time that you will have had any choice over the curriculum you follow. Most of your time will still be spent in ‘core’ subjects which are studied by everyone, but you will be able to choose four subjects to study in addition to the core. These choices may have implications for future courses and employment opportunities. Very few people have a clear idea of what career to follow at your age and, even if they do, plans often change! For this reason, it is wise to keep your options open as far as possible. When deciding on your choices, you should take account of what you are good at, what you are interested in and what you think may help you in the future. Try not to be influenced by what your friends are doing or whether you like the teacher of a particular subject or not. It is important to think through your choices carefully and discuss them at home and with your teachers. If you would like more information about a subject, you could ask for advice at school or check the website of the appropriate examination board. Equally, it may be wise to ask your teacher’s opinion on your suitability for a particular subject, if you are in any doubt. We will work together with you and your parents to try to ensure that your journey through Key Stage 4 is stimulating, rewarding and prepares you well for life after GCSE!

The English Baccalaureate You may have heard about the ‘English Baccalaureate’ (EBacc) in the news. The EBacc is not currently regarded as a qualification, but you should consider trying to satisfy its requirements unless there are strong reasons for not doing so. Many schools are restricting GCSE choices to ensure that all students follow courses that will lead to the award of the EBacc, and the government are trying to make schools make it compulsory. At WCGS, we have decided not to do this because we feel it would restrict your choices too much and believe that taking a breadth of courses is important. However, it is important that you are aware that employers and/or universities may decide to take account of it in the future. The requirements of the English Baccalaureate can be fulfilled by meeting the five conditions below:

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Achieving grade C or above in GCSE English Language;

Achieving grade C or above in GCSE Mathematics;

Achieving grade C or above in two separate sciences OR grade CC or above in dual award Science;

Achieving grade C or above in GCSE French, GCSE Spanish or GCSE Latin, and

Achieving grade C or above in GCSE Geography or GCSE History. The first four conditions should be met by following the core curriculum so to prepare for the EBacc, you just need to choose Geography or History. It must be stressed that this is not compulsory.

The Key Stage 4 Curriculum Compulsory Subjects The following subjects, leading to examinations, are studied by all pupils:

ENGLISH LANGUAGE

ENGLISH LITERATURE

MATHEMATICS

SCIENCE All three separate sciences – Biology, Chemistry and Physics – are studied.

RELIGIOUS STUDIES

In addition, the following subjects will be studied by all pupils but will not be examined at GCSE:

WELLBEING

GAMES

PHYSICAL EDUCATION Optional PE leads to the award of a GCSE but all pupils will have one lesson of PE in the gym each week.

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Optional Subjects All pupils will study four of the following options, within criteria laid out below:

ART & DESIGN

BUSINESS STUDIES

CLASSICAL CIVILISATION

COMPUTER SCIENCE

DESIGN TECHNOLOGY – Electronic Products

DESIGN TECHNOLOGY – Resistant materials

DRAMA

ECONOMICS

FRENCH

GEOGRAPHY

HISTORY

FOOD, PREPARATION AND NUTRITION

LATIN

MUSIC

PHYSICAL EDUCATION

SPANISH Notes 1. Business Studies and Economics may not be combined. 2. Only one of the Design Technology options may be chosen. 3. Numbers in some subjects are limited. At WCGS we believe that the breadth of curriculum is important, and that students can keep their options open for 6th form study and later life by choosing a variety of types of subjects. The options form will be divided into three sections, with students making at least one choice from each; the fourth option is a free choice. The three sections are:

Language Option (French, Latin, Spanish)

Creative Option (Art, DT, Food, Preparation and Nutrition, Music, PE, Drama, Computer Science)

Additional Option (Business Studies, Classics, Economics, Geography, History)

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Curriculum Reform Large changes to GCSEs have been announced by the government, designed to make them more rigorous and ensure that different exam boards offer qualifications of similar challenge to each other. These reforms involve every subject changing, divided in three phrases. Your son will study for the new GCSEs in all subjects, although for some subjects they will be the first year group to take the new specifications, some of which are only available in a draft format (if at all). For now all subject leaders are investigating the best specification for the boys at WCGS to follow, with some confident about their choice, some waiting for further information from the exam boards, and some waiting for further information from central government to be passed to exam boards before the exam boards can decide what they are offering. WCGS has been in exactly this position before, and we will ensure all students receive an outstanding education whatever confusion exists at a national level.

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COMPULSORY SUBJECTS English Language

Examination Board: OCR Modes of Assessment: Examinations (x 2): 100% The work in English lessons in Year 10 and Year 11 leads to two separate GCSEs in ENGLISH LANGUAGE and ENGLISH LITERATURE.

Unit Details

Paper 1 Communicating information and ideas

2 hours Section A (Reading): Students answer four questions about two

unseen non-fiction texts Section B (Writing): Students complete one extended non-fiction

writing task

Paper 2 Exploring effects and impact

2 hours

Section A (Reading): Students answer four questions about two unseen fiction or literary non-fiction texts

Section B (Writing): Students complete one extended creative writing task

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English Literature

Examination Board: Edexcel Modes of Assessment: Examinations (x 2): 100% The work in English lessons in Year 10 and Year 11 leads to two separate GCSEs in ENGLISH LANGUAGE and ENGLISH LITERATURE.

Unit Details

Paper 1 Shakespeare and Post-1914 Literature 1 hour 45 minutes Closed book: no texts are allowed in the examination Section A (Macbeth by William Shakespeare): Students answer

one extract-based question and one ‘whole text’ question Section B (An Inspector Calls by J B Priestley): Students answer

one question

Paper 2 19th-century Novel and Poetry since 1789

2 hours

Closed book: no texts are allowed in the examination Section A (Dr Jekyll and Mr Hyde by R L Stevenson): Students

answer one extract-based question and one ‘whole text’ question

Section B (Poetry): Students answer one question comparing two taught poems, and one question comparing two unseen poems

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Mathematics

Examination Board:

Edexcel GCSE

Modes of Assessment:

Examination (x3) 100%

All pupils are entered for GCSE Mathematics. Currently, all students in set 1 and most in set 2 are entered for the exam in Year 10, before progressing to a more challenging Mathematics qualification in Year 11, currently AS Mathematics. Students in set 3 and set 4 take the AQA Further Mathematics alongside their GCSE as extension. In the Mathematics course, we aim to lead pupils to an appreciation that mathematics can be intellectually stimulating and enjoyable, as well as useful. While demonstrating the power of mathematics as a precise means of communication and as an essential tool for everyday life, we also aim to give pupils experience of how fascinating mathematics can be in its own right, irrespective of its utilitarian value. We teach Mathematics as a subject for enjoyment and challenge, rather than merely teaching to the test, and many topics are approached through investigation. In the KS4 course we include a number of topics in addition to those required by the GCSE syllabus, such as calculus, matrices and a variety of other enrichment topics. Some of these, together with the extension exams, will enable students to cope better with the transition to A Level, which almost all students at WCGS opt to take. All students also take part in the UKMT Maths Challenges and we organise a trip for students in Year 10.

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Science

Examination Board: Edexcel Mode of Assessment: Examination 100%

All pupils will study the academically rigorous Edexcel GCSE in Biology, Chemistry and Physics. These courses are taken over three years, rather than two, to allow opportunities for greater enrichment and exploration of the content. Biology Students will study Biology in ways that will help them to develop curiosity about the natural world, give them an insight into how science works and enable them to appreciate its relevance to their everyday lives. The GCSE in Biology requires students to develop the skills, knowledge and understanding of working scientifically, which will be assessed through examination and the completion of the eight core practicals. The examinations are structured in the following way: Paper 1 (*Paper code: 1BI0/1F, 1BI0/1H) Written examination: 1 hour and 45 minutes 50% of the qualification 100 marks Content overview Topic 1 – Key concepts in biology Topic 2 – Cells and control Topic 3 – Genetics Topic 4 – Natural selection and genetic modification Topic 5 – Health, disease and the development of medicines

Paper 2 (Paper code: 1BI0/2F, 1BI0/2H) Written examination: 1 hour 45 minutes 50% of the qualification 100 marks Content overview Topic 1 – Key concepts in biology Topic 6 – Plant structures and their functions Topic 7 – Animal coordination, control and homeostasis Topic 8 – Exchange and transport in animals Topic 9 – Ecosystems and material cycles

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Assessment overview A mixture of different question styles, including multiple-choice questions, short answer questions, calculations and extended open response questions.

Aims of Chemistry

To develop students’ understanding of the unifying patterns and themes

of chemistry;

To further students’ appreciation of the practical nature of chemistry and

develop experimental and investigative skills based on correct and safe

laboratory techniques;

*IGCSE examinations taken in state-maintained schools are known officially as ‘level 2

certificates’ but their equivalence to IGCSE is universally recognized.

To develop students’ ability to form hypotheses and design experiments

to test them;

To develop a logical approach to problem-solving in a wider context;

To develop an understanding of the widespread importance of chemistry

and the way materials are used in the world;

To show how the work of the chemist has social, industrial,

technological, environmental and economic consequences for the

community.

Assessment overview: Students will complete two written papers at the end of Y11. Paper one and two will contain a mixture of different question styles, including multiple-choice questions, short answer questions, calculations and extended open response questions. Both written examinations: 1 hour and 45 minutes, 50% of the qualification, 100 marks Paper 1 (Paper code: 1CH0/1F and 1CH0/1H) Content overview: Topic 0 – Formulae, equations and hazards Topic 1 – Overarching concepts in chemistry: atomic structure, the periodic table, ionic bonding, covalent bonding, types of substance, calculations involving masses Topic 2 – States of matter

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Topic 3 – Methods of separating and purifying substances Topic 4 – Acids Topic 5 – Obtaining and using metals Topic 6 – Electrolytic processes Topic 7 – Reversible reactions and equilibria Topic 8 – Transition metals, alloys and corrosion Topic 9 – Quantitative analysis Topic 10 – Dynamic equilibria and calculations involving volumes of gases Topic 11 – Chemical cells and fuel cells Paper 2 (Paper code: 1CH0/2F and 1CH0/2H) Content overview: Topic 0 – Formulae, equations and hazards Topic 1 – Overarching concepts in chemistry: atomic structure, the periodic table, ionic bonding, covalent bonding, types of substance, calculations involving masses Topic 12 – Groups 1, 7 and 0 Topic 13 – Rates of reaction Topic 14 – Fuels Topic 15 – Heat energy changes in chemical reactions Topic 16 – Earth and atmospheric science Topic 17 – Qualitative analysis: tests for ions Topic 18 – Hydrocarbons Topic 19 – Polymers Topic 20 – Alcohols and carboxylic acids Topic 21 – Bulk and surface properties of matter including nanoparticles

Physics

The Edexcel GCSE offers students the opportunity to develop their

understanding of Physics and apply it to a variety of contexts.

Physics is a practical subject; experiments and the scientific method form

an integral part of the course. Students will develop their skills at

forming hypotheses, conducting experiments, and analysing their results

clearly using appropriate scientific terms and conventions.

The GCSE aims to enthuse students’ interest and fascination in the world

around them and provide an excellent foundation for studying the

subject at A level.

The examinations are structured in the following way:

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Paper 1

Written examination: 1 hour and 45 minutes, 50% of the qualification, 100 marks Content overview:

Topic 1 – Overarching concepts of physics: motion, forces and conservation of energy Topic 2 – Waves Topic 3 – Light and the electromagnetic spectrum Topic 4 – Particle model –1 Topic 5 – Radioactivity Topic 6 – Astronomy

Paper 2

Written examination: 1 hour 45 minutes, 50% of the qualification, 100 marks Content overview:

Topic 1 – Overarching concepts of physics: motion, forces and conservation of energy Topic 7 – Energy - Forces doing work Topic 8 – Forces and their effects Topic 9 – Electricity and circuits Topic 10 – Static electricity Topic 11 – Magnetism and the motor effect Topic 12 – Electromagnetic induction Topic 13 – Particle model – 2 Topic 14 – Forces and matter

Religious Studies

Examination Board:

Currently AQA but may change to Edexcel; only a draft specification available yet

Specification B

Modes of Assessment:

Examination 100%

In Year 9 Religious Studies students follow an enrichment course primarily designed to develop the evaluative skills they will need to achieve top grades at

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GCSE. It also allows an opportunity for students to explore more challenging philosophical questions about religion and ethics not addressed in the GCSE course. This will stretch and challenge them, and help maintain a passionate engagement with the subject. Topics include: arguments for and against the existence of God; the interplay of reason and faith; the relationship between religion and science; the problem of evil; the dangers of cults, and the difference between cults and religions. In the Summer Term we will prepare for the GCSE course with an introduction to Buddhism. Throughout Years 10 and 11 students investigate a number of ethical issues that face us in the modern world. Each year group chooses those that most interest them, and the options include; Religion and Planet Earth – views about the origins of life, the nature of Planet Earth, work being done to care for the world, problems caused by pollution, the effect of the modern lifestyle, the use and abuse of natural resources and climate change. Religion and Prejudice – types, causes and effects of prejudice, concepts of tolerance, harmony and justice, key people who have fought against prejudice and discrimination. Religion and Early Life – when does life begin?, sanctity of life, quality of life, abortion, adoption and fostering. Religion, War and Peace – concepts of peace and justice, causes of war, ‘Just War’ and ‘Holy War’, pacifism, victims of war, organisations which help in wars, peacekeeping forces, terrorism and nuclear weapons. Religious Attitudes to Matters of Life – genetic engineering, cloning, embryology, transplant surgery, fertility treatments and their implications. Religious Attitudes to the Elderly and Death – senior citizenship, role of the family and community, euthanasia, use of life support machines, definitions of death and beliefs about life after death. Religious Attitudes to Crime and Punishment – concepts of law and order, causes, types and effects of crime, aims of punishment, capital punishment and alternatives to prison. Religious Attitudes to World Poverty – concepts of justice and compassion, understanding poverty in LEDCs, global interdependence and world trade, ways

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of caring for the poor, sustainable development and emergency and long term aid. Students will learn a range of different religious and non-religious perspectives on these issues, with particular attention to Christian and Buddhist views. Knowledge of any religious tradition will be credited in the final exams, but focusing on these two provides an insight into some distinct and contrasting outlooks. Whilst Christianity has a belief in one God and an afterlife in heaven or hell, Buddhism has no concept of an ultimate being and instead has beliefs in karma and rebirth, and a unique interest in the psychological roots of suffering or wellbeing. Although Christianity is the predominant faith practised in this country and has had the biggest impact on its history, laws and culture, aspects of Buddhist ideas and philosophies inform the outlook of a rapidly growing number of people. Students are taught to approach both religions with an enquiring mind and to look at the impact of religions on the life of a believer in contemporary society. Students will need to show insights into these beliefs, as well as evaluating them in relation to their own opinions. The expectation is that all students will follow the course throughout years 10 and 11, culminating in two examination papers at the end of that time. There are NO coursework requirements. Parents are reminded that they have the right to withdraw their child from RS. Further information can be found on the AQA website at:

http://web.aqa.org.uk/qual/newgcses/his_rel/new/rel_studies_b_overview.php?id=10&prev=10

Ancient & Modern Foreign Languages

(Please note that you must study at least one language: you may choose one or both of the others as an option.)

French

Examination Board:

Edexcel (may change)

Specification 2FR01

Modes of Assessment:

Examination 40%

Controlled Assessment 60%

The French GCSE course aims:

To develop pupils’ knowledge and understanding of countries and communities where French is spoken;

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To develop positive attitudes to the learning of the language;

To develop the ability to communicate effectively in French through both the spoken and written word, using a range of vocabulary and structures;

To develop a good knowledge and understanding of the French grammar and vocabulary and the ability to apply it in a variety of relevant contexts;

To provide a suitable foundation to enable pupils to further French study at AS and A2 levels and/or practical, professional use of the language.

The French GCSE course combines an emphasis on communication skills with reward for practical knowledge and understanding of language structures and grammar. Rather than develop language within numerous topic areas, students will be encouraged to adapt and apply the language to different contexts and situations. All papers are designed to match the language experience and maturity of candidates at Key Stage 4 and will draw on some of the language knowledge developed at Key Stage 3 or during initial exposure to the language. The specification provides student-focused papers for listening and responding, speaking, reading, and responding and writing. All candidates will be required to demonstrate their ability to understand and respond to spoken and written language, communicate in speech or in writing, showing knowledge of and applying accurately the grammar and structures prescribed in the specification. Latin

Examination Board:

WJEC

Specification: WJEC Eduqas GCSE Latin

Modes of Assessment:

Examination 100%

Why Study Latin?

it is an academically rigorous subject that is highly regarded by universities and employers;

it helps to develop a deeper understanding of grammar and writing style;

it can provide an introduction to the ancient world and an appreciation of its enduring influence today;

it is very precise and logical and so can help to develop skills of accuracy;

it sheds light on the meaning of words in English and other European languages;

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it can provide the key to understanding many terms commonly used in law, medicine, science and other fields to this day.

Latin can be tough but it helps to develop a part of the intellect that is not always catered for in other subjects. What is the course like? GCSE Latin is made up of 3 units: Unit 1: This paper will be in two sections. Section A has a range of short comprehension questions testing understanding of the storyline and translation of a passage from Latin into English, with a gradation of difficulty. For Section B students choose either translation from English into Latin or the permitted alternative, i.e. recognise, analyse and explain items of syntax and accidence. Unit 2: A prescription of Latin literature, both prose and verse, on a theme together with prescribed ancient source materials on the same theme. A choice of one of two themes is offered. This is an open-book assessment. Unit 3: A prescription of Latin literature forming a narrative, accompanied by adjacent passage(s) in English. A choice of one of two narratives (one verse, one prose) is offered. This is an open-book assessment.

Spanish

Examination Board:

Edexcel (may change)

Specification 2SP01

Modes of Assessment:

Examination 40%

Controlled Assessment 60%

The Spanish GCSE course aims:

To develop pupils’ knowledge and understanding of countries and communities where Spanish is spoken

To develop positive attitudes to the learning of the language

To develop the ability to communicate effectively in Spanish through both the spoken and written word, using a range of vocabulary and structures

To develop a good knowledge and understanding of the Spanish grammar and vocabulary and the ability to apply it in a variety of relevant contexts

To provide a suitable foundation to enable pupils to further Spanish study at AS and A2 levels and/or practical, professional use of the language

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The Spanish GCSE course combines an emphasis on communication skills with reward for practical knowledge and understanding of language structures and grammar. Rather than develop language within numerous topic areas, students will be encouraged to adapt and apply the language to different contexts and situations. All papers are designed to match the language experience and maturity of candidates at Key Stage 4 and will draw on some of the language knowledge developed at Key Stage 3 or during initial exposure to the language. The specification provides student-focused papers for listening and responding, speaking, reading, and responding and writing. All candidates will be required to demonstrate their ability to understand and respond to spoken and written language, communicate in speech or in writing, showing knowledge of and applying accurately the grammar and structures prescribed in the specification.

OPTIONAL SUBJECTS Art & Design Examination Board:

Currently Edexcel Changing to OCR J170

Modes of Assessment:

Portfolio 60% of GCSE Externally Set Task 40%

The primary aim of the course is to encourage and develop a critical awareness of visual culture, developing the creative skills, self-awareness, confidence, and independence to construct personalised artworks in response to the world around you. Why choose Art & Design?

You may want to learn to master a particular artistic media, from oil paint or origami to photography or the humble pencil sketch.

You may have an active imagination and be creative, willing to experiment and take risks.

You might be interested in images and objects, whether they are on a computer screen, a gallery floor or painted on the side of a house!

You might enjoy studying a subject that does not require you to revise for exams.

You might enjoy learning outside of the classroom.

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You may be considering career opportunities in the creative industries (see below).

What skills will I learn? Art and Design teaches you two skill sets – specific and transferable. Specific skills include:

Digital manipulation using industry standard software Adobe Creative Suite

Handling oil paint as well as watercolours and acrylic media

Model-making using both ceramic and alternative building materials

Knowledge of global architectural, artistic, and cultural aesthetics

A deep understanding of the formal elements of successful design

An understanding of historical and social change and how artists have contributed and responded

Transferable skills include:

Fine motor skills (extremely desirable to medical/veterinary schools)

Creative thinking and innovative problem solving

Self-control and independence, as well as empathy for those from alternative societies

Analytical methodologies – ways of seeing!

What follows is taken from the old specificiation:

Year 9 is an opportunity for experimentation, during which you will use a wide breadth of materials and artistic media to hone your practical skills and discover where your passions lie. In Year 10 you will continue to do this, but will be expected to think deeply about why you are making artwork, and how it can be thematically linked to the work of other artists. By Year 11 you will be skilled in a number of art-making methods, deploying these skills to investigate a theme suggested by the exam board, using your own, inventive concepts to demonstrate your ability to create artwork as a result of intelligent development. Recent highlights of the GCSE course at Wallington County Grammar School have included:

A private audience with one of Britain’s most talented portrait painters, Jonathon Yeo

Drawing workshops hosted in the eclectic Wallace Collection

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Living like a university student at Clare College in Cambridge while studying local architecture and printmaking in the studio once patronised by Picasso

Learning to fuse coloured shards of glass to construct complex transparent artworks

Visiting the Saatchi Gallery to explore the almost inexhaustible possibilities of working with paper and making historical links by viewing pieces made by Russian artists under communist rule

Being guests of the indefatigable Lady Bessborough at her private sculpture park in the Wiltshire countryside

What jobs might I do? A recent government report (14/1/2014) measured the UK’s creative industries, finding that the sector was the country’s fastest growing in the last 12 months, growing over 10%. Over this period the creative industries contributed £71.4 billion to the UK’s economy – over £8 million an hour! The creative industries include jobs in advertising and marketing, architecture, product, graphic, software, and fashion design, film, TV, video, radio and photography, publishing, museums, galleries and the visual arts. If you want to work in one of these areas, studying Art and Design is either compulsory (architecture or graphic design for example), or highly recommended (film or museum work for example). Many of the world’s best artists, designers and architects live and work in the UK, including Norman Foster (architect), David Hockney (artist), and Ian Callum (car designer). Whether you are passionate about following in the footsteps of Britain’s best creative minds, or whether you simply want to find out more about the world around you before beginning a career elsewhere, Art and Design is a challenging, and therefore fulfilling option.

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Business Studies

Examination Board:

Currently OCR

Specification J253

Modes of Assessment:

Examination 100%

Business Studies concerns the business aspects of organisations within their economic, political and social contexts. It involves the investigation of how enterprise adds value by organising the production of goods and services. The course will suit pupils who have an interest in current affairs, as much of the material will be studied through a variety of real business scenarios. The use of case study materials also requires that candidates use a range of methods to analyse and evaluate this evidence and thus make reasoned judgements in the context of the global economy. A holistic understanding of business and business studies will be encouraged with emphasis on the integrated nature of business problems and solutions. Students enjoy studying Business Studies as it allows them to gain an insight into related sectors such as economics and accounting and prepare them to make informed decisions about further learning opportunities and career choices. Students who opt to study Business Studies cannot also opt to study Economics. Further information can be found on the OCR website http://www.ocr.org.uk/qualifications/gcsefor2009/business_studies/index.html

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Classical Civilisation Examination Board:

OCR

Specification J280

Modes of Assessment: Examination 75% Controlled Assessment 25%

What is Classical Civilisation? This is the study of the ancient world - basically Greece and Rome from around 1000 BCE up to 500 CE – focusing on history, life, politics, society and culture and the study of ancient literature, myths, drama and poetry. No knowledge of Greek or Latin will be required as all the texts and topics will be studied in English. What topics will I study? Classical Civilisation at GCSE will examine such topics as life and religion in ancient Athens, Homer’s Odyssey, Aristophanes’ comedy the Lysistrata and an archaeological study of the Roman remains of Pompeii during a school excursion. An introduction to Ancient Greek and Roman history from 1500 BCE until 500 CE will also be taught in year nine. The course will address such questions as:

How can we use literary and archaeological evidence to find out how an Athenian citizen entertained himself on a weekend?

To what extent are the gods responsible for human suffering in the Odyssey?

How typical was Aristophanes’ controversial presentation of women?

What can we learn about Roman life from the petrified remains of the civilisation of Pompeii?

Will this link with my other studies – and will it prepare me for the modern world? This course will encourage a modern approach to an established and well respected academic subject. It will expand on the Classics course taught in Year 7 and will tackle issues of society, politics and morality that bear much relevance to today’s world. The subject will combine well with History as well as English Literature. It will encourage the development of skills in literary and source analysis as well as the study of archaeological evidence. These skills can be applied in a range of professions such as law, business management, journalism and even teaching. It should be chosen by candidates who have a passionate interest in the ancient world and are keen to learn more independently.

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Design & Technology

There are two GCSE subjects to choose from the Technology curriculum. In both courses you will learn to use ICT CAD packages including: Solidworks (used by architects, professional engineers and university students), Techsoft 2D Design, Circuit Wizard (Circuit, PCB & Microcontroller programming suite). D&T Electronic Products (AQA) Design in electronics is the future. This course teaches students to design and make quality electronic products with creativity, originality and flair using a wide range of electronic components, new technologies and modern electronic devices. This Includes: Amplifiers, programming microprocessors, timers, sensors, counters, switches, etc. The packaging of electronic circuits (PCBs) involves individually designed cases made from a range of resistant materials including plastics, woods and metals. This innovative work including projects with a very high ICT: CAD/CAM content used as tools for designing and making, including using software to model circuits and operate our laser-cutter. Assessment:

D&T: Resistant Materials (AQA)

This course equips students with the skills to design and make products with creativity and originality, using a range of resistant and compliant materials and techniques; from initial graphic design, then computer modeling, through to using tools and equipment to realize three dimensional outcomes in the form of working prototypes. Students will be enthused and challenged by a range of practical opportunities including forming and joining resistant and compliant materials, ie; woods, plastics, metals, components, card & ‘smart (or new)’ materials including: thermo-chromic and photo-chromic materials, and make effective use of CAD/CAM facilities.

Written exam Paper 2 hours

40% Students answer all questions based on electronic theory.

Plus

Design and Making Approx 45 hours

60% Design & make an

electronic product that is commercially viable.

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Labelling and operating instructions are a part of the complete design proposal and these are used to supplement the making experience and help create products which can be evaluated for their commercial viability. This includes the need to consider sustainability and environmental impact.

Assessment:

Both specifications provide an excellent route into GCE A-Level D&T: Product Design as well as a wide range of University courses in the fields of design; manufacturing & engineering.

Written exam Paper 2 hours

40% Candidates answer all

questions in two sections

Plus

Design and Making Approx 45 hours

60% Design & make activity

selected from a range of exam board set tasks

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Economics Examination Board:

OCR

Specification J320

Modes of Assessment:

Examination 100%

Economics is concerned with the allocation of scarce resources, how the UK economy works, globalisation and issues of sustainability. It emphasises the dynamic nature of economic activity and the importance of economic issues which will help to prepare candidates to play a full part in society. An essential part of this understanding is the ability to analyse and interpret data and evaluate economic behaviour in a range of local, national and global contexts, whilst at the same time understanding the perspectives of different economic stakeholders. The course will suit pupils who have an interest in current affairs, as much of the material will be studied through a variety of real-world scenarios. It is an academically challenging subject at GCSE as much of the course is theory based. Some language has very specific meaning in the subject. Many students at Wallington continue to study the subject at A level and degree level. It is strongly recommended that all pupils should take the subject at GCSE if they are considering studying Economics at AS or A2 level in the 6th Form. Further information can be found on the OCR website http://www.ocr.org.uk/qualifications/gcsefor2009/economics/ Students who opt to study Economics cannot also opt to study Business Studies.

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Geography

Examination Board:

Edexcel

Specification B

Modes of Assessment:

Examination 75%

Controlled Assessment 25%

What is GCSE Geography all about? The world in which we live is a dynamic one, and is more likely to change in the next fifty years than it has ever done before. Never more than now has the link between the physical world in which we live, and the actions of humans, been more relevant. Geography encourages you to consider the earth’s places, peoples, environments and societies, thus helping you to understand the complex relationship between people and the environment. It is a subject that considers the ‘now’ and the ‘future’ for all of us. Geography tackles the big issues: • environmental responsibility • our global interdependence • cultural understanding and tolerance • commerce, trade and industry. The transferable skills which Geography fosters are an asset in the complex world of employment today. Geography is about the future and encourages flexible thinking. The world in which we live is likely to change more in the next 50 years than it has ever done before. Geography explains why, and helps to prepare you for those changes. Geographical study fosters these qualities and provides a firm basis for life-long learning. What topics will I study? Within GCSE Geography, the syllabus concentrates on contemporary and relevant geographical issues. The course is divided into 4 units. Unit 1 and 2 cover the following: Unit 1 – Dynamic Planet (Exam 25%)

The Restless Earth: What is plate tectonics? How do people adapt to life in tectonic regions? Why are volcanoes and earthquakes hazardous? How does tectonic activity affect different parts of the world? How can we monitor and predict them?

Battle for the Biosphere The distribution of global biomes reflects climate as well as other factors. How does the biosphere acts as a life support system? How is the biosphere being degraded by humans?

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Management measures are being used to conserve the biosphere and make human use of it more sustainable.

Climate and Change: In what ways has climate changed in the past due to natural causes? How have people and ecosystems been affected by natural climate change in the past? The Earth’s climate today appears to be changing as a result of human activity, what are the uncertainties in the future? Any future climates are likely to present major challenges.

Water World The hydrological cycle regulates water supply. What are the many threats to maintaining a healthy hydrological system? How might changes to the hydrological system affect both humans and ecosystems? What are the strategies designed to manage water supply more sustainably?

River Processes What are the characteristic landforms and channel shapes which a river system develops from source to mouth? Are these characteristics result from processes of erosion, transport and deposition? River flooding has natural causes, but flooding may be made worse by human activities; how can we provide flood management which involves both traditional hard engineering and more modern, integrated and sustainable approaches?

Oceans on the edge Human activities are degrading and destroying marine ecosystems on a global scale. How does unsustainable use of marine ecosystems lead to the disruption of food webs and nutrient cycles? Why does this lead to extinction? The pressure to use marine ecosystems is growing therefore sustainable management is needed if the oceans are to be protected from further degradation.

Unit 2 People and Planet (Exam 25%)

Population Dynamics The world’s population was increasing but future growth rates are uncertain. How does population change and structure vary considerably between countries at different stages of development? Why have there been different policies attempt to manage population change? What policies do countries have to control and manage migration flows?

Consuming Resources How do geographers classify resources? Different theories exist about how far the world can cope with the current consumption of resources, what are these? How have changing patterns of resource supply and consumption have produced a world of ‘haves’ and ‘have nots’? The challenges for future resource consumption centre on achieving sustainability.

Globalisation What is the Clark Fisher Model? How are employment structures changing across developed and developing countries? What is the role of global institutions? What is the impact of globalisation on

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different groups of people? What changes have taken place in the flow of goods and capital?

Development Dilemmas How can countries develop in ways that bring different effects to different regions? How can ‘bottom-up’ schemes be designed to bring effects at a local scale? Top-down and bottom-up are both types of development schemes; how can they be more sustainable for the future?

Changing Economy of the UK How does the balance between employment sectors vary spatially? What are the positive and negative environmental impacts of changing employment? How do the impacts of employment change between urban and rural populations? In what ways can the impacts of employment change be managed more sustainably?

The Challenges of an Urban World What are Eco footprints? What are the stresses and strains on the urban world? What are the life-support systems of cities? How can cities reduce their consumption and waste generation? What strategies can cities use to improve their transport networks and make them more sustainable?

Unit 3 Making Geographical Decisions (Exam 25%)

This unit will assess students’ ability to make decisions about geographical issues and justify them. The unit includes the pressures (conflicts), players and options that are involved in making geographical decisions and which are related to sustainable development and environmental issues. The exam is taken at the end of the course where their geographical skills are tested.

Unit 4 Researching Geography (Controlled Assessment 25%)

For this unit students need to complete a fieldwork investigation and report. They must complete one of the tasks provided by Edexcel, on one of the following themes: coastal environments, river environments, rural/countryside environments, town/city environments.

Will I enjoy this course? Geography GCSE is taught in a variety of ways, with discrete topics taught in relevant and engaging ways, encouraging pupils to become independent learners. Lessons often involve class debate, group work, decision-making exercises, relevant use of information technology and practice of ICT skills, active learning and real-life scenario simulations. You will enjoy this course if you want to study a subject that: • is relevant to the world you live in, and to your future • encourages you to discuss current affairs and issues

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• focuses on the environment and sustainability • involves practical work outdoors • is studied through investigation, not just listening and reading • develops a full range of skills that will be useful in other subjects you study, your further education and in the world of work. How does it follow on from what I have learned before? You have already developed a range of relevant skills and knowledge from your study of Geography. These will be of great help in GCSE Geography. The GCSE course will take you further. It will introduce you to new skills, new places and new ideas. You will also be able to apply what you are learning and understand more about how people’s decisions shape the world we live in. Geography can also provide an excellent foundation for your future development, encouraging you to develop a balanced viewpoint, alongside a range of invaluable skills, relevant to whichever direction or career you choose to take your future. The specification and further information is on the website at: http://www.edexcel.com/quals/gcse/gcse09/geography/b/Pages/default.aspx

History

Examination Board:

Edexcel

Specification: 1HI0

Modes of Assessment:

Examination 100%

What topics will I study? The History GCSE consists of three examined papers:

a thematic study on Warfare and Society, c. 1250 to the present day, including a short local study on London and the Second World War;

a ‘period’ and ‘British depth’ study on Superpower relations and the Cold War, 1941-91 and Anglo-Saxon England and Norman England, c. 1060-88, and;

a ‘modern depth study’ on Russia and the Soviet Union, 1917-41 As an introduction to GCSE history, students will also study The Rise of Hitler: Germany under the Nazis, looking at questions such as: how did a man with such extreme ideas become democratically elected leader of Germany? How did he rule Germany – was it through fear, or through popularity? Why and how were the Jews persecuted and ultimately massacred under Nazi rule? This is studied at the beginning of Year 9; it is not part of the final GCSE qualification.

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What is the content of each course? Paper 1 : Thematic study and historical environment (1HI0/12) 12: Warfare in British Society, 1250 - present and London and the Second World War, 1939-45 Section A: London and the Second World War, 1939-45

Context of London in WW2: strategic importance; preparations for war, including shelters and evacuations;

Nature of attacks on London: impact of Blitz; types of bombs etc

Impact of Blitz on civilian life

London’s response to the Blitz, eg. ‘Dig for Victory’, use of public spaces etc Historical context of WW2: nature and purpose of the Blitz, government propaganda, censorship etc.

Section B: Warfare and British Society Focus on the nature of warfare, the experience of warfare and 2 case studies of the periods: c. 1250-1500; c. 1500-1700; c. 1700-1900; c. 1900-present day

Nature of warfare: composition of the army; roles of different types of soldier; impact and changes of tactics, strategy and weaponry

Experience of warfare: recruitment and training; impact on civilians; reporting of wars

Case studies: Battles of Falkirk (1298); Agincourt (1415); Naseby (1645); Waterloo (1815); Balaclava (1854); Western Front in WW1; Somme (1916); Iraq War (2003).

Assessment: Written examination, 1hr 15 mins. (30%) Paper 2: Period study and British depth study Period Study Options 26/27: Superpower relations and the Cold War, 1941-91

1. Origins of the Cold War, 1941-58

Early tensions between East and West (Grand alliance, ideological differences, satellite states)

Development of the cold war (Truman Doctrine; Marshal Plan; Comecon; Cominform; Berlin crisis)

Cold War intensifies (arms race and Warsaw pact; Hungarian uprising and Soviet invasion of Hungary.

2. Cold War crises, 1958-70

Berlin; Cuba Czechoslovakia

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3. The end of the Cold War, 1970-91

Attempts to reduce tension: Détente; arms talks; Reagan and Gorbachev; Treaties

Flashpoints: Afghanistan; Carter Doctrine; Olympic Games; Star Wars

Collapse of Soviet Union British depth Study Option B1: Anglo-Saxon England and Norman England, c. 1060-88

1. Anglo-Saxon England and the Norman Conquest, 1060-66

Anglo-Saxon Society: government; lordships; Witan and local government; legal system; economy; society; religion; towns and villages

Death of Edward the Confessor and the succession crisis: Godwins; Harold in Normandy; Tostig; Death of Edward the Confessor

Rival claimants to the throne: Motives and claims of William of Normandy, Harold Godwinson, Harald Hardrada and Edgar Aetheling; Witan and coronation of Harold; causes and significance of Gate Fulford and Stamford Bridge

The Norman invasion: Battle of Hastings; causes of William’s victory: leadership; makeup of troops; tactics

2. William I in power: securing the kingdom. 1066-87

Establishing control: submission of the Earls and establishment of earldoms; castles

Causes and outcomes of Anglo-Saxon resistance: Edwin and Morcar; Edgar Aetheling and rebellions of the North; Hereward the Wake

Legacy of resistance: Causes, key features and consequences of the Harrying of the North; changes in land ownership

Revolt of the earls, 1075: cause, key features and consequences 3. Norman England, 1066-88

Feudal system and the Church, including development of tenants-in-chief; roles of archbishops Lanfranc and Stigand; Normanisation of the Church

Norman Government: sheriffs and demesnes; forest laws; Domesday book and Anglo-Norman finance

Norman aristocracy, including role of Bishop Odo of Bayeux

William I and his sons: Robert of Normandy, William Rufus, Henry I.

Assessment: Written examination, 1hr 45 mins. (40%)

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Paper 3: Modern Depth Study Option 30: Russia and the Soviet Union, 1917-41

1. The revolutions of 1917

Long-term discontent and division in Russia; early threats to the Tsar; early growth of opposition; impact of WW1

Causes, key features and consequences of the Februray revolution; Events in Petrograd; Tsar’s abdication

Weakness and failures of the Provisional Government; Causes, key features and significance of the Kornilov revolt

Role of Lenin; April Theses; rise of Bolsheviks; July Days; Bolshevik revolution

2. The Bolsheviks in power, 1917-24

Consolidation of power; Civil War; role of terror in development of totalitariansist state; economic and social change, including War Communism and NEP, women, education and culture.

3. Stalin’s rise to power and dictatorship, 1924-41

Rise of Stalin and removal of opponents

Stalin’s use of terror: purges; NKVD; gulags; show trials

Propaganda and censorship

Development of the Cult of Stalin 4. Economic and social changes, 1924-41

Changes in agriculture and industry, including Collectivism and 5-Year Plans; Gosplan etc

Life in the USSR

Place of women and ethnic minorities Assessment: Written examination, 1hr 20 mins. (30%)

What skills will I learn – and how will this prepare me for later life? The broad range of topics studied will give you a much better understanding of British and global over a greater period of time and an opportunity to study things you have not studied before. In the process, you will gain a much better understanding of how people lived, thought and acted in the past. We seek to understand why events happen and what effects they have. We are interested in how the world has changed over time and what the significance of events and individuals is in bringing about that change. We learn skills of analysis and evaluation. We learn how to interpret and use source materials to build robust historical arguments. We learn how to write fluent and persuasive essays based on skilful use of reason and evidence. We also learn how to debate issues, to form and challenge opinions and formulate judgements.

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All of these help build skills that will be invaluable in later life. These include the ability to:

marshal an argument, be self-disciplined and independent intellectually

express yourself orally and in writing with coherence, clarity and fluency

gather, organise and deploy evidence, data and information

analyse and solve problems

exercise self-discipline, self-direction and initiative

work with others and have respect for others' reasoned views

work collaboratively and participate effectively in group discussions

show empathy and imaginative insight. Will there be any History trips? In previous years we have visited the Normandy battlefields and the Imperial War Museum; it is likely that these or similar trips will take place over the next three years.

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Food Preparation and Nutrition – New GCSE with WJEC (1 GCSE)

The WJEC Eduqas GCSE in Food Preparation and Nutrition equips pupils with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages pupils to cook and enables them to make informed decisions about food and nutrition. Component 1: Principles of Food Preparation and Nutrition Written paper: 1 hour 45 minutes 50% of GCSE This component will consist of two sections both containing compulsory questions and will assess six areas of content:

Areas of Content 1. Food commodities 2. Principles of nutrition 3. Diet and good health 4. The science of food 5. Where food comes from 6. Cooking and food preparation Section A: questions based on stimulus material. Section B: structured, short and extended response questions to assess content related to food preparation and nutrition. Component 2: Food Preparation and Nutrition in Action Non-examination assessment: internally assessed Assessment 1: 8 hours Assessment 2: 12 hours 50% of GCSE Assessment 1: The Food Investigation Assessment A scientific food investigation which will assess the learner's knowledge, skills and understanding in relation to scientific principles underlying the preparation and cooking of food. : Assessment 2: The Food Preparation Assessment Prepare, cook and present a menu which assesses the learner’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food. These assessments will be based on a choice of tasks released by WJEC annually.

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MUSIC

Examination Board:

Edexcel (may change)

Specification: 2MU01

Modes of Assessment:

Controlled Assessment 60%

Examination 40%

Studying Music at GCSE level will include:

Solo and group performing (30%)

Composing (30%)

Listening and Appraising (40%) GCSE Music will provide you with the opportunities to build on and develop your practical skills in both performance and composition as well as enhancing your appreciation and understanding of a range of musical genres. The course will build on the work you have undertaken in Years 7 and 8. Assessment will be by coursework and by end-of-course examination. The course will help you develop broader life skills and attributes, including critical and creative thinking, emotional awareness, cultural understanding, self-discipline, self-confidence and self-motivation. As with Drama, some people mistakenly see Music as a “soft option” – largely because they imagine that because much of the work is practical rather than written, it is somehow easier to achieve. It is not. Anyone choosing Music will be expected to participate in one of the School’s music groups and undertake individual lessons on their chosen instrument/voice. You must also expect to attend live music performances in the evening, and to take an active part in the musical life of the school, participating in concert performances and assemblies. The keyboard skills which you have acquired during Years 7 and 8 will enable you to complete the performance aspects of the GCSE course. However, you will need to commit to having private instrumental lessons for the duration of the course. You should aim to achieve a standard equivalent of Grade 4 by the end of Year 11.

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PHYSICAL EDUCATION

Examination Board:

AQA

Syllabus: 4890

Modes of Assessment:

Practical Component 40%

Examinations 60%

If you choose GCSE PE you will;

Develop knowledge, understanding, skills and values to develop and maintain your performance in physical activities and understand the benefits to health, fitness and well-being.

Develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance.

Understand how the physiological and psychological state affects performance in physical activity and sport.

Perform effectively in different physical activities by developing skills, techniques and the ability to select and use appropriate tactics/strategies.

Develop your ability to analyse and evaluate to improve performance in physical activity and sport.

Understand the contribution which physical activity and sport make to health, fitness and well-being.

Understand key socio-cultural influences which affect people’s involvement in physical activity and sport.

Should you choose GCSE PE?

Are you competent in 3 or more sports/activities?

Do you play competitively in at least one sport in or outside of school?

Are you passionate about improving your ability in a variety of sports?

Are you interested in health, fitness and physical training?

Are you interested in the physiological, psychological and social factors that surround sport?

If the answer to these questions is yes that GCSE PE is a good option for you. How is the course delivered and assessed? The course is split into two areas Practical (40%) and Theoretical (60%). Each week you will have one practical GCSE lesson and one classroom based theoretical GCSE lesson in addition to your core PE lesson and games afternoon.

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Practical Component – 40% In GCSE PE you will be assessed in your skill level and effectiveness in a fully competitive context in three different activities/sports. One must be a team activity, one an individual activity and the third assessment can be either a team or individual activity. The sports you can be assessed in are in the table below;

Team activity list Individual activity list

Association Football, Badminton, Basketball, Camogie, Cricket, Dance, Gaelic Football, Handball, Hockey, Hurling, Lacrosse, Rowing, Rugby League, Rugby Union, Squash, Table Tennis, Tennis, Volleyball

Amateur Boxing, Athletics, Badminton, Canoeing/Kayaking (slalom or sprint), Cycling, Dance, Diving, Golf, Gymnastics, Equestrian, Rock Climbing, Sculling, Skiing, Snowboarding, Squash, Swimming, Table Tennis, Tennis, Trampolining

In school, you will be assessed in a range of activities that we can practically cover during lessons. However, you can also be assessed in sporting activities not offered within school via video evidence. The teachers will work with you to establish which three activities will give you the highest chance of success.

Theory Component, Examinations – 60% At the end of year 11 you the theoretical component of the course will be assessed through two written examinations.

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

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

What’s assessed?

Applied anatomy and physiology

Movement analysis

Physical training

Use of data

What’s assessed?

Sports psychology

Socio-cultural influences

Health, fitness and well-being

Use of data

1 hour 15 minute exam 1 hour 15 minute exam

Out of 78 marks Out of 78 marks

30% of GCSE 30% of GCSE

The exam takes the form of a mixture of multiple choice/objective test questions, short answer questions and extended answer questions

What Careers can GCSE PE lead to? Here are just a few careers paths you could follow: Physiotherapist; Referee/Umpire; Sports Manager; Sports Medic; Fitness instructor; Personal Trainer; Dietician/Nutritionist; Coach; Teacher; Lecturer; Choreographer; Sports administrator; Sports Psychologist; Professional Sportsperson; Sports Journalist; Biomechanist; Sports Photographer; Marketing (Leisure or Sport); Healthcare professional; Massage Therapist Also, employers from different sectors (business, medicine, law, science, media) see a PE qualification as important to have because of the skills learnt through PE; teamwork, communication, respect, desire to succeed are all

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sought after skills that are developed through GCSE PE. Candidates will also gain invaluable knowledge and understanding that will enable them to lead a healthy life. Drama Examination Board:

OCR

2 x Performance examination 60% Written examination 40%

Modes of Assessment:

The Drama GCSE consists of a strong balance between practical exploration, performance and written analysis of your study across the three years. The exam is broken into three components: Devising, Performing from a Text, and a Written Examination. Course aims:

Develop a personal interest in the role Drama plays in our society and be inspired, moved and changed by studying a broad and challenging course of study

Work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas

Develop a range of practical and creative skills such as use of physical theatre, mask work, and how to incorporate music, props, costume and set into a performance

Consider and explore the impact of social, historical and cultural influences on drama texts and activities

Reflect on and evaluate your own work and the work of others

Develop confidence, self-awareness and negotiation skills

Actively engage in the process of dramatic study in order to develop as an effective and independent learner, and as a critical and reflective thinker with an enquiring mind

Drama GCSE is the right choice for any student who:

wants to develop fundamental employability skills, such as communication, creativity and organisation

wants to study a balanced GCSE course which will both challenge students and extend their thinking beyond the curriculum

may hope to take further study into Drama with the aim of working in the Arts Industry

is reliable and committed, dedicated to attending rehearsals and managing their time wisely

feels confident writing about drama and the different skills used in performance

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enjoys watching theatre and is keen to create new work.

What jobs might I do?

As well as studying Acting or other Drama-related subjects (e.g. Stage Management, Creative Writing, Film and Media, Physical Theatre, Set and Prop Construction) at either university or Drama school, Drama supports other subjects such as English Literature, History, Politics or Music.

Drama helps to provide essential qualities that employers value such as independence, team work, creativity and good presentation skills. It can be advantageous to those who want to pursue careers in:

the performing arts

teaching

marketing

media

journalism

sales

advertising

politics

business

medicine

Extra-curricular Opportunities

At Wallington, we are developing an exciting range of extra-curricular opportunities for those interested in Drama. We run two clubs for pupils in KS4 and KS5, one of which is called New Views, a play-writing programme which runs in conjunction with the National Theatre. Pupils are also invited to attend our KS4 Improvisation Club. GCSE Drama pupils will take part in a number of performances (on and behind the stage) for events such as:

Creative Arts Week

House Drama / House Music

Annual School Production

Annual Murder Mystery evening

Fashion and Talent Show

Pupils who select this subject will be given the opportunity to attend at least one play outside of school during each year of the course, and are invited to take part in workshops or see visiting productions, such as those provided by the Royal Academy of Dramatic Art.

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Why choose Drama?

Whether you have a passion for performing, you’re a budding play-wright, or you want to make sure that you have the great range of skills desirable for your future career; Drama will be a hugely enjoyable and highly demanding subject that will prove an invaluable experience for your future life.

Computing (Computer Science)

Examination Board:

OCR (provisional)

Written Controlled Assessment / Exam

& Practical Performance Examination

This carefully planned course gives students a real, in-depth understanding of how computer technology works.

It offers an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing.

Through this qualification, students can:

• Develop their understanding of current and emerging technologies and how they work

• Look at the use of algorithms in computer programs

• Become independent and discerning users of IT

• Acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts

• Develop computer programs to solve problems

• Evaluate the effectiveness of computer programs/solutions and the impact of computer technology in society.

Why choose GCSE Computing?

• It’s a great way to develop critical thinking, analysis and problem-solving skills, which can be transferred to further learning and to everyday life

• Students who want to go on to higher study and employment in the field of computer science will find it provides a superb stepping stone

• Exciting new resources: we’ve teamed up with partners such as Raspberry Pi and Computing At School to invigorate the curriculum and develop new resources

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• Computer Science is now part of the English Baccalaureate and is included as one of the qualifications that count towards new school performance measures. Any Computing specifications included in the EBacc have to be approved by BCS (The Chartered Institute for IT) – and our GCSE Computing has been.

The Units

Computer systems and programming. This is assessed by a written paper, which has a mixture of short- and long-answer questions, some of which require students to write program code.

THE UNITS

Computer systems and programming. This is assessed by a written paper, which has a mixture of short- and long-answer questions, some of which require students to write program code.

Practical investigation. This will be on a topic chosen from a set of options supplied by OCR (controlled assessment).

Programming project. Students create solutions to computing tasks chosen from a set of options supplied by OCR (controlled assessment).