ART AND DESIGN - Download as DOC by 6Ru726Y


									To the parents of Year Nine pupils

     Your child is being asked to make some important decisions in the Spring term
concerning the subjects (s) he will study next year. Some subjects are compulsory, but
there is a certain degree of choice where the others are concerned. A list of subjects is
given further on in this document. At the end of the document there is a form which
must be filled in and returned to me. To help me find the best fit possible, I ask that you
rank the subjects in order of importance and give as much information as possible so
that I know what to do if I cannot provide your child with all of his/her choices. I have
also given an example of how a helpful pupil might fill in the form.
     The fact that a subject is listed does not necessarily mean that the subject will
run. If the number of pupils choosing it is too small to be economic, then we shall have
to ask the pupils choosing it to opt for another subject.
     If you have already been through the process with another child, you need
to know that two years ago there was an important change. To comply with
government guidelines, we decided to run a four-hour combined course in ICT and
Business Studies. This is compulsory, and leads to a full GCSE.
     One thing which has not changed is that we still try to give as much advice and
guidance as possible. Your child has had/will have talks from various members of staff
including myself, and has been or will be shown round the Careers Room. In addition,
there are two opportunities for you to ask questions:
        Options Evening. On Wednesday 22nd February, at 7:00pm in the School Hall,
you are invited to meet Mr Morgan, Mr Thompson and myself. I shall talk about the
options process, and you will then be able to ask any questions you want. There is no
point in your child attending this meeting, as (s)he will have heard it all before.
          Parents' Evening. This will be on Tuesday 6th March, in the Sports Hall,
from 4:00pm to 7:00pm. There most definitely is a point to your child's attending this
meeting, as it will be the chance for you to ask about the desirability of particular option

Most important: the completed form should be returned to me within two days of
Parents' Evening, ie by Friday 9th March. To do the job properly, I need as much time as

A. C. Taylor, 10th January 2012.
Introduction for pupils

In July, you will have completed Key Stage 3 of the National Curriculum and will be
ready to embark on Key Stage 4. Soon you will be asked to make the choice of subjects
you wish to study in Years 10 and 11. This document offers a brief overview of what is
involved in the various subjects up to GCSE . It will also help you think about the
process of making your decision. You will be given assistance and will need to consult
your parents and give much thought to the topic before you choose.

One of our basic principles is to offer as free a choice as regulations permit, and then to
devise a timetable which will allow as many of you as possible to study your chosen
subjects. Hence the need for decisions at this stage. You might consider that you would
prefer to delay your choice of subjects until after this summer’s examinations. We
believe that this is an incorrect approach - you know your strengths and weaknesses
without the judgement provided by a single examination. Our experience shows that,
from the first provisional list of choices to the final selection, few pupils change their
mind radically. However, we have to construct a timetable before the final choices are
required. In other words, the final choices are made from blocks of subjects, which have
been put together to fit as many pupils’ choices as possible.

The Headmaster, Deputy Head and Head of Year supervise the process and vet the
choices, and we re-advise anyone whose selections go against any evidence that we may
have. We also need to keep an eye on numbers selecting subjects - if there are
insufficient numbers, we may have to withdraw a subject from the list, and if too many,
we may have to consider an individual’s aptitude for that particular subject.

Once the timetable line-up is settled it will not be changed, but it maybe possible for you
to change your choices within the framework.

Key Stage Four Curriculum

The basic structure of the Key Stage Four curriculum is determined by what is
prescribed in the National Curriculum. In the course of each fortnight, pupils will have:
        10 hours of Science (11 in year eleven)                     3 GCSEs
         6 hours of Maths (5 in year eleven)                        1
         6 hours of English (Language and Literature)               2
        20 hours of five-hour options                               4
         4 hours of BS / ICT                                        1
         3 hours of PE/Games
         1 hour of RE

Thus the majority of our pupils will take eleven GCSEs at the end of year eleven.

Everyone will study four of these, each one leading to a GCSE. They must be chosen
from the following list:

Art    French         German          Spanish          Chinese      History

Geography       Music Religious Studies         Sports Studies      Drama

Technology (Food)     Technology (Textiles)            Technology (Graphics)

Technology (Resistant Materials)

NB: only one of the Technology options may be studied. At least one language
must be chosen.

What criteria should you consider when you are making your choices ?

Although the core subjects provide a fundamental balance to the course, it is important
that you think through the choices carefully. Ask yourself a series of questions:

a.     Which subjects do I enjoy most?

       You will be most likely to succeed in subjects which give you a degree of

b.      What does the subject involve?

       The GCSE syllabus may involve different work from that undertaken in Years 7-
       9. You should know what the course involves before you start it.

c.     What are my chances of success?

       If you enjoy a subject, you are likely to succeed in it. However, you should also
       think carefully about how good you are at that subject.

d.      How do my choices fit together?

       You should consider whether your choices give you sufficient variety. Also try
       to play to your strengths.

e.      What do teachers and parents think of my choice?

       They have known you for a long time: it’s worth listening to them - if in doubt
       ask !

Your choices ideally, should be made in the light of future intentions, which may
include prospective career requirements or a Sixth Form course. However, remember
that your ideas, likes and dislikes, and career intentions may well change, so a most
important piece of advice is: beware of limiting your future choices: keep your
options open.

We are not only keen for you to do well in your GCSE courses, but we also feel strongly
that your educational development should be appropriately broad. Consequently we
require you to:

        continue with Religious Education

        continue with PE and Games

        undertake a fortnight’s Work Experience at the end of Year Eleven

Individual teachers will advise on their own subjects. The notes on subjects which
follow give you information about GCSE courses; ask subject teachers if you would like
to know more. Remember you cannot make informed choices without sensible thought
and consultation.

                             What action should I take now ?

             STUDY this booklet carefully.

             THINK about the questions mentioned earlier.

             SHOW your parents this document and DISCUSS the choices with them.

             CONSULT as appropriate:

                    your subject teachers;
                    your form tutor;
                    the Head of Year;
                    the Deputy Head (Mr L R Thompson)
                    people who are taking, or have taken, courses you are interested in;
                    people who have experience in the kinds of job which interest you.
                    the Careers Service, especially Mr Ainsworth
                    the Boarding Masters (if appropriate)

             DECIDE for yourself!

      You will have to make your provisional choices shortly after the Year 9 Parents


GCSE                             ArtandDesign
You have nearly completed your three year preliminary course and have experienced the use of
many Art and Design techniques and ideas. You must now choose whether or not you wish to
take Art and Design at GCSE level (Unendorsed AQA).

The GCSE course encourages you to build up an enquiring and inventive approach to art
and design and to develop the skills necessary to express it. You will develop a further
understanding of past and contemporary movements in art and design and be given the
opportunity to explore the creative traditions of other cultures.

As well as drawing from direct observation, students will be encouraged to experiment with a
                                            design, 3D sculpture, photography,
wide variety of media which may include graphic
painting, textiles and computer-generated imagery and a wide variety of
printmaking techniques. Students will study the work of artists, designers and craftspeople
in order to help with the development of their own ideas and to give them an understanding of the
place of art, craft and design in history and within society. The building up of a lively work journal
/ sketchbook full of ideas and experimentation is a central part of the course.

GCSE Art and Design consists of two     units of coursework (60% of the total marks) and an
externally set controlled test (ten hours in length and 40% of the total marks). The
coursework units are built up throughout the two year course through a series of ‘Themes’ or
‘Projects’ set internally.

There is an emphasis on the student evolving the skills necessary for the written, critical element of
the course which is very important. There is an opportunity to work closely with the teacher and
discuss with peers within lessons, tutorials and seminars to assist with the development of
original ideas. Students will also be encouraged to visit art galleries and museums, both
locally and in London, to extend their research and understanding of art outside of the classroom
and within its intended context and environment.

 For any student who enjoys drawing, creative experimentation, the challenge of making art and
the opportunity to cultivate a unique and individual approach to a subject, the course will be
rewarding. As it is one of the most demanding courses on offer, however, students must be willing
to work independently in and out of school time in order to fulfil the assessment criteria.

If you intend to take AS or A2 Art, or go to Art & Design College, or follow a creative
pathway/career this course is important for you. There is information within the Art Department
on the numerous and exciting courses offered at the many colleges throughout the country.

                                 Mandarin Chinese

Why study Chinese ?

China has an ancient civilisation, a population of 1.6 billion and one of the fastest
growing economies in the world. People with a knowledge of Chinese are going to be
very much in demand in the world of work. Also, the study of Chinese - with its
ideograms, its four tones and its ‘different’ grammar - is interesting and rewarding in
itself. Mandarin Chinese is an up and coming subject in Britain, and many schools are
now beginning to teach it. At Manwoods we have over five years experience in
developing this subject and exam results have been encouraging. Several students have
gone on to study Chinese at university.

Who can take GCSE Chinese ?

The course that we are now offering is based on what has already been studied in Key
Stage 3. This means that it is for students who have taken Chinese in years 8 and 9.

How is the course structured ?

This Edexcel course has a similar structure to the other MFL courses which we offer at
at GCSE. All four skills (Listening, Speaking, Reading and Writing) are tested with
controlled assessments in Speaking and Writing.

What opportunities will I have ?

We have a strong link with our partner school, Heng Shui High School, where a group
of sixth-formers teaches an English Summer School every year. This is generally
followed by a trip to Beijing. We also send a number of students on British Council
intensive language courses in China.

                Design and Technology: Food Technology

                                     Syllabus: AQA

Food Technology is a practical subject which requires the application of
knowledge and understanding when developing ideas, planning, producing food
products and evaluating them.

The syllabus looks at developing a working knowledge of a wide range of
materials, ingredients and standard food components which leads into
manufacturing and large scale production of food products.

The course is taught in units and involves developing skills through practical
experience and the understanding of functional properties of food through
experimental work. Design and making plays an important part in this course
and since September 2009, due to new directives, there is a greater emphasis
towards practical work.

The use of ICT is an integral part of the course through the application of CAD
and CAM.

The following areas are looked at in detail:

       The functional properties of food
       The nutritional properties of food
       The effects of preparing, combining and cooking different ingredients.
       The use of standard components in food processing
       The application of a wide range of food skills / methods and processes
       Labelling, packaging and product information
       Social, environmental and cultural issues
       The use, need and effects of additives and preservatives
       The safe storage of food and food products
       Manufacturing and large scale production of food products

The examination is assessed in two ways;

   1. Written Paper 40% of the total examination mark
      This is a two hour, untiered paper divided into two sections:
          Section A – the design section – which is supported by a pre-released
              preparation sheet to help candidates prepare for this section
             Section B – covers the rest of the specification.

   2. Controlled Assessment Task ) 60% of total exam mark
      (formerly known as coursework)

The tasks will be set by AQA and, except research, it must be completed under
the direct supervision of the teacher over a 45 hour span.

The controlled task consists of a major project comprising of a design folder
and a practical outcome. The practical outcome involves the candidate
designing, testing and producing a new food product aimed at a specific target


                             SYLLABUS – AQA

This is an interesting and dynamic course which explores fibres, fabrics and
their components through fashion and interior textiles design. The course
investigates textile products from concept, through design to manufacture and

Design and making plays an important part in this course and since September
2009, due to new directives, there is a greater emphasis towards practical work.

The following areas are the basis of the specification:
 Fibres and fabrics
 Colour, texture and surface design
 Finishes
 Components
 Design and market influences
 Product analysis
 Social, Cultural, Moral, Health and Safety issues – Fair Trade, The role of the
 Environmental effects: the disposal of chemicals used to manufacture
  products; the need to dispose of waste in a safe and environmentally friendly
 Processes and manufacture
 Production planning
 Information and Communication Technology.

The examination is assessed in two ways:

   3. Controlled Assessment Task 60% of the total examination mark
       (formally known as Coursework)
      The tasks will be set by AQA and, except research, must be completed
      under the direct supervision of the teacher over a 45 hour span.
      Candidates will produce a written folder and a three dimensional textile
      product of their final design.

   4. Written Paper 40% of the total examination mark.
      This is a two hour, untiered paper divided into two sections:
          Section A – the design section – which is supported by a pre-
           released preparation sheet to help candidates prepare for this
          Section B – covers the rest of the specification.

The course naturally leads onto the ‘A’ Level Design and Technology: Textiles
Technology course offered at 6th Form Level.

                   GCSE Design and Technology

1.     Design and Technology : Resistant Materials Technology
       AQA – Specification 4560

       This excellent course will give you the opportunity to develop your design and
       making skills using a wide range of materials including wood, metal and
       plastics. The course which is strongly practical has a strong emphasis on
       sustainable design, the use of CAD/CAM and product design.

       Teaching in year 10 is based around three practical projects which build up your
       confidence in using a wide range of materials, tools and machines.

       In year 11 you will undertake a project of your own choice, this will account for
       60% of your final GCSE. The remaining 40% is by examination. This course is
       accompanied by a course specific textbook with the back up of interactive on-
       line software. This course is an excellent preparation for our A’level Product
       Design Course.

     2. Design and Technology: Graphic Products
        AQA – Specification 4550

       This excellent course will give you the opportunity to develop your designing
       and making skills using a range of modelling materials, lightwoods and plastics.

       Teaching in year 10 is based around three practical focused modules which will
       develop your Graphical skills, CAD CAM skills and use of a wide range of tools
       and machines.

       In year 11 you will produce a single folder and practical work, this will account
       for 60% of your GCSE mark. The remaining 40% is by examination. This
       course is accompanied by an excellent course specific textbook, with the back up
       of interactive on line software. This course is an excellent preparation for our
       A’level Product Design Course.

                                   FRENCH AQA
1. The main aim of the GCSE syllabus is to make foreign language work more realistic,
by teaching you to speak and understand the sort of language you are likely to need in
order to communicate in practical situations in France.

2. You will be assessed by an examination in four different skills in separate papers:
Reading (20%), Listening (20%), Speaking (30%) and Writing (30%).

You must be entered in each of these 4 skills and for the reading and listening
examinations at either Higher or Foundation tier. There is a 40% overlap in the
questions set for each tier. Everyone will be entered for a combination of tiers which
will give them the opportunity to gain at least a grade C pass. Most of our candidates do
much better than this, with around 80% getting A or A* grades in French.

Here is a breakdown of the tests you will take, and of the main topics you will study.

LISTENING: Responses are in English or non-verbal.
The test is done in 1 session. Foundation = 30 mins; Higher = 40 mins.

SPEAKING: There are 2 controlled assessments. It is taped and marked by the teacher,
then sent to the Board. Both tasks will be in the form of a dialogue.

READING: The test is done in one session. Foundation = 30 mins; Higher = 50
mins. At the Foundation Tier questions must be answered in French and English about
brochures, small ads, signs, menus, timetables, weather reports, medicine containers, a
letter. At the Higher Tier, questions must be answered in French and English on longer
pieces of writing, such as newspaper articles and tourist brochures. You must be able to
recognise opinions and personal attitudes and draw conclusions.

WRITING: Students will complete two controlled assessment tasks that will be sent to
the Board.


All tests will be based on the following areas of ideas and vocabulary.

Area A: Lifestyle: Health; Relationships and choices
Area B: Leisure: Free time and the Media; Holidays
Area C: Home and Environment: Home and local area; Environment
Area D: Work and education: School / college; Future plans; Current and future

      There will also be an opportunity to take part in a Paris trip in March.

                                    GCSE DRAMA

Why study drama?

You may actually be considering a career in the performing arts.

Having an informed interest in the theatre and the performing arts and perhaps taking
part in amateur or community performances will give you a lifetime of pleasure,
whatever career you actually pursue.

The skills you learn in Drama lessons will help you to develop confidence, both in
dealing with people effectively and in presenting your ideas to others. For these reasons
Drama qualifications are valued by employers.

Who is this course for?

You do not have to be a ‘star’ actor to join this course but you need to be prepared to get
involved. Possibly you are more interested in aspects such as lighting, set-design and
stage-management. These interests are extremely valuable. You do need to be
committed, willing to cooperate with others and able to give and receive criticism in a
positive spirit. You also need to be organised and able to meet deadlines.

How is the course structured?

60% of the AQA Drama course is coursework based.

All practical performances worked on during the course will be assessed and marked
with up to15 marks given for preparation and 45 for the performance – there is a choice
of elements for moderation as well as acting; such as sound, lighting, costume, set or
property design and construction and physical theatre.

The best marks will be submitted at the end of the course and the final piece of practical
work will also be assessed by an external moderator.

40% of the AQA Drama course examination.
Students are expected to sit one 11/2 hour examination paper in addition to coursework.
There are three sections to this paper: The exam requires two essays each marked out of
Section A is compulsory; you must write on a piece of practical work completed during
the course using four specific areas of focus.
Section B is on a scripted play studied from a performance perspective.
Section C is writing on live theatre seen during the course – you may choose your
second question from either B or C.
Section A (20%)
Reading a set play (for September 2011, ‘The Crucible’ by Arthur Miller and ‘The
Mother Courage’ by Brecht) and deciding how a particular scene could be acted or
Section B or Section C (20%)
Visits to live performances will form part of the course – the aim is for students to see a
variety of productions). Notes prepared in class following a trip are used for practice
essays. Therefore it is very important to attend all the trips organised for the class to get
the maximum benefit form the course.


For your confidence:          Studying German will help you to get talking. As you use
the basic knowledge you have gained in the junior years, you will be surprised at how
quickly you can learn to express yourself in a huge new range of situations. Since much
of the work is orally based you will find that you are able to understand more and more
of what native-speakers say to you. Hopefully you will take part in our exchange
programme and learn even more about German culture and the German way of life.

For your brain:               German, with its three genders, mysterious cases and
funny word order rules, is often seen to be a difficult language. Getting to grips with
these challenges certainly requires concentration and hard work, but it can be done, even
by you. Getting the details right can bring a real sense of achievement - and good

For your studies:              Many British students of a whole range of subjects are
now able to participate in Erasmus programmes, studying for one term or longer at
European universities. Some students even gain a double qualification. German
universities and colleges have long had an excellent reputation and offer some excellent

For your career:              Germany, with its powerful economy, is a major player in
the European Union. It now also has a growing influence on the economic and cultural
development of the former communist countries of Central and Eastern Europe. For
business, for science and technology and for the arts, German is an important language.

For your leisure:             Germany offers a fascinating range of holiday destinations
as well as excellent winter sports facilities. Travel is far more enjoyable when you can
speak and understand the language.

For your grades:              These are not the be all and end all of education, but you
need them! The German Department has an excellent record in helping pupils to reach
their maximum academic potential. The programme described below will provide you
with feed-back as you progress through the course after completing various controlled
assessments. This will give you confidence and help banish last minute exam nerves.

The structure of the course is:

Unit 1 Listening – 20% of the final grade – 45 minute exam in the summer of Year 11.

Unit 2 Reading – 20% of the final grade – 50 minute exam in the summer of Year 11.

Unit 3 Speaking – 30% of the final grade – 2 controlled assessments completed in a
classroom setting during Year 10 and Year 11.

Unit 4 Writing – 30% of the final grade – 2 controlled assessments completed in a
classroom setting during Year 10 and Year 11.


                                      AQA. Syllabus A

                                         The Subject

GCSE Geography studies the world in all its variety and complexity, from volcanoes to rivers
and glaciers; towns, cities, tourism and environmental issues.

                                          The Course
Brain Work:-
The Geography course aims to make you think critically about the world, gaining knowledge
about a wide range of geographic topics and understanding how and why things happen as they
do. What, for example, does an erupting volcano do, why do they erupt where and when they
do, how do they affect people; what affects people’s choice of holiday destination and how do
tourists affect the places they visit.

You will learn how to gather information from a wide range of sources – including all the latest
ICT – bring these together and learn about the complex interactions that occur in the modern

Up close and Personal:-

In addition to learning in the class room, field work is very important in Geography, and
essential in your GCSE coursework. Previous fieldwork visits have taken place to Bluewater
and many more locally based trips.


Geography is a broad subject which makes its students think widely and deeply. This makes
them suited to a wider range of jobs and higher education courses than any other subject.
Geographers are found in almost all professions from TV weather person to commanding
officers in the Army; and the range of skills which one learns, together with your knowledge of
the modern world (and applied use of ICT) make people with experience of Geography sought
after by employers.

Getting Your Grade:-

The structure of the course is very clear, making for efficient learning and revision. The
coursework unit is based on local fieldwork and is an enjoyable and satisfying way of gaining
25% of the overall marks.

The examination is divided into three parts:-

Unit 1: This written paper examines topics of Physical Geography. These include volcanoes
and earthquakes, rocks and landscape, weather and climate, ecosystems, rivers, coasts and
glaciated areas. This paper lasts for 90 minutes and accounts for 37.5% of the overall marks.

Unit 2: This paper looks at population change and changing rural areas. It also covers issues
such as Globalisation, World development and Tourism. This paper also lasts 90 minutes and
accounts for 37.5% of total marks.

Unit 3: This is the coursework unit based on fieldwork in the local area. Other than this all the
assessed part of the coursework takes place in school under controlled conditions.


                             OCR Modern World History

Aims of the Course
GCSE History demands more than an ability to memorise facts. The course is based on
questions of “How” and “Why”. Students will develop an understanding of concepts
(such as Cause and Effect, Change and Continuity) that are involved in the subject.
Much emphasis will be given to the analysis of historic sources in their context and to
the production of reasoned, coherent argument, in written form.

Paper One
The paper is divided into 3 sections and will examine candidates’ understanding of the
basic “core content” – International Relations, 1919 – 1945. There will also be
questions based on Germany between 1919 - 1945.

Paper Two
This paper involves the detailed investigation of life in Britain before and during the
First World War. It is a source paper that asks candidates to use their knowledge to
interpret the sources.

Controlled Assessment
Two items of coursework will count towards the final mark. The work will simply be
an extension of the normal classwork and will be based on aspects of twentieth century

Core Content “International Relations” 1919 - 1945
The following topics will be studied as part of the course: The Peace Treaties of 1919 -
1923; The League of Nations, and the Causes of World War Two.

Germany 1919 - 1945
We study the effect of defeat in World War One on Germany and the consequences of
the Treaty of Versailles. The rise of the Nazi Party between 1919 - 1933 is covered in
depth and the reasons for Hitler’s assumption of power in 1933 are discussed. Time is
devoted to explaining Nazi policies between 1933 - 45 including : Re-armament; the
Economy; Education and treatment of the Jews.

The course will be assessed in three parts:

Paper One           2 hours           45% of overall marks
Paper Two           1 1/2 hours       30% of overall marks
Controlled Assessment                               25% of overall marks

The course should help pupils develop an understanding of the World and Current
Affairs as well as develop reasoning and communication skills.

Textbooks: Modern World History (B Walsh) and Weimar and Nazi Germany (S Lee)
A range of other texts
A wide range of videos

Music at GCSE follows the Edexcel specification and is open to everyone who enjoys
listening and playing music and who has a genuine interest in extending their musical
skills and experience.

Go to for full details of the course.

What would I be expected to do in music?
You would be involved in three core activities:

Performing includes playing, or singing individually, and
with others in an ensemble.
Composing includes using musical notation and music
technology. You will explore a range of compositional
starting points and investigate a range of techniques for
developing and manipulating ideas, and turn them into
completed pieces of music.
Listening and Appraising includes learning about
music from different times and cultures, and
understanding how musical styles have developed and
changed over time.

How is the work assessed?
We use the Edexcel specification whose assessment structure is:

Coursework:                                  Examination
Performing                     30%             Listening                           40%
1 x solo                                       1.5 hour paper based around 12
1 x ensemble                                   set works.
Composing                      30%
2 x compositions

What kind of music is studied?
All kinds. There are four Areas of Study:

[1] Western Classical Music 1600-1899        [2] Music in the 20th Century
[3] Popular music in context                 [4] World music

In each Area of Study there are three set works, and these form the basis of the final
written examination in Year 11. For each topic you would gain experience of
performing, composing and listening to music related to that topic.

Is music only for the select few?
No. The nature of the course allows for a wide range of abilities. However, we do
advise that you should [1] be able to read and understand basic music notation /
music theory and [2] be able to play a musical instrument.

Is it necessary to take instrument lessons?
Whilst it is possible to gain a C grade - or better - without taking instrument lessons,
we strongly advise you to study an instrument with a well qualified teacher, and to take
part in a musical group led by a teacher. In past years, those who have done so have
achieved the best grades.

What does the music GCSE course offer that extra-curricular music and
instrument tuition do not?
The GCSE course offers the opportunity to deepen your understanding and knowledge
of music, to learn how to apply these effectively in your performing and composing, to
extend and broaden your musical skills and horizons, to work with other keen
musicians, and to gain further experience of using music technology. The course
offers an excellent foundation for study of Music in the sixth form.

Is music a useful subject when considering my future career?
Absolutely! Music students learn to work with others, to concentrate, to think creatively
and logically, to express, present and evaluate their ideas, and to make critical
judgements. These skills are highly valued by employers. Universities regard music
as a good academic preparation for study of subjects such as Law and Philosophy,
and music A level combined with other, appropriate, subjects is acceptable for entry to
Medical School.

If you enjoy making music and want to develop your musical skills and knowledge then
this is the GCSE course for you.

                                 GCSE PHYSICAL

                                    OCR Syllabus
Why study Physical Education?
Do you like sport? Do you like learning new sports? Would you like to be rewarded for
playing the sports you enjoy both in and out of school time? If the answer is yes, then
you will enjoy GCSE Physical Education.
In this course you will learn about the principles and practices which lead to good
performance and a healthy, active lifestyle. You will also improve your knowledge and
performance in a range of practical activities.

The course will enhance your understanding of the world of PE and sport and help you
to understand that there are far more aspects to consider than just playing.

The qualification can lead to further study of Physical Education as an A level, or to
further studies in Leisure and Recreation or to a career within the sport and leisure
You will study:
   The healthy and active body;
   Exercise and training the body for an active, healthy lifestyle;
   Acquiring movement skills and motivation for involvement in physical activity.
   Opportunities and pathways for involvement in physical activity.
You will learn how to:
   Recall, select and communicate your knowledge and understanding of physical
   Apply skills, knowledge and understanding of physical activity;
   Analyse and evaluate physical activity and identify action to bring about

This will be 60% of your overall GCSE. You will be assessed in four practical activities
from a wide range of categories which includes: Association Football, Badminton,
Netball, Gymnastics, Hockey, Athletics, Rugby, Swimming, Fitness, Cricket, Tennis
and Rounders.
You will be tested on your ability to analyse a lifestyle task and your ability to analyse
Written papers
There are two papers, each one hour in length. Section A will be multiple choice and
section B will be short and extended answers. The written papers cover the four areas of
study highlighted above.

                           RELIGIOUS STUDIES GCSE
                                   OCR Examining Group

The Course

a.      General Aims
        To encourage the pupils in an enquiring, critical and sympathetic approach to the study
        of religion, especially in its individual and corporate expression in the contemporary
        world; to help candidates explore questions about the meaning of life and to consider
        such questions in relation to religious traditions; to enable pupils to reflect on religious
        responses to moral issues; to introduce candidates to the challenging and varied nature
        of religion, and to the ways in which this is reflected in experience, belief and practice.

b.      The Course to be studied

Religious Studies B Philosophy and Applied Ethics

J621 Full Course Number

There are four examination papers in this course each only 1 hour long and the content is
outlined below.

The GCSE Full Course is made up of all four units.

Unit B601: Philosophy1 (Deity, Religious and Spiritual Experience, End of Life).

       Belief about deity
       Religious and spiritual experience
       The end of life

Unit B602: Philosophy 2 (Good and Evil, Revelation, Science)

       Good and evil
       Religion, reason and revelation
       Religion and science

Unit B603: Ethics 1 (Relationships, Medical Ethics, Poverty and Wealth)

       Religion and human relationships
       Religion and medical ethics
       Religion, poverty and wealth

Unit B604: Ethics 2 (Peace and Justice, Equality, Media)

       Religion, peace and justice
       Religion and equality
       Religion and the media

Further information can be obtained from the Religious Studies Department.

Did you know..?

    Spanish is the main language in over 20 different countries around
the world. It is spoken by over 400 million people and the number is
growing all the time!

     Spanish is the second language of the USA. More than 25 million US
citizens are of Spanish speaking origin. The use of Spanish in the USA
dates from the 16th century!

                     Many of these countries are popular holiday
                     destinations. Think of the advantages a working
                     knowledge of Spanish would bring! The GCSE
                     course aims to enable you to get the most out of any travelling you
                     do. The topics range from talking about yourself, your school and
                     your family to social and environmental concerns. Even if you have
                     no plans for foreign travel in the near future a qualification in any
                     language is useful for gaining access to a wide variety of careers
                     and courses. Spanish is a language of great international
                     importance – not just for holidays!

You will, of course, need to work hard throughout the two years to build
up your topic vocabulary and practise the skills needed to obtain high
grades. There will be assessed pieces of written work in Year 10 and 11
which will count towards your final grade. Your listening and reading
comprehension will be assessed in a final exam at the end of year 11.

If you have a sense of adventure, want to learn more about other cultures
and would like to expand your Spanish vocabulary beyond “paella” and
“¡hasta la vista!” then this is the course for you!

                                       The photographs on this page show (from top to
                                       bottom) Chichen Itza Temple in Mexico, The
                                       Church of the Holy Family in Barcelona, The
                                       Guggenheim Museum in Bilbao and Machu
                                       Picchu Temple in Peru.

            Compulsory Subjects

The following subjects are compulsory:

                                BS and ICT




                                P.E. and Games

                                Religious Education

                      ENGLISH and ENGLISH LITERATURE

All pupils follow the AQA specifications for GCSE English Language and GCSE
English Literature.

The courses are modular for 2012 and 2013. There are controlled assessments, and
examinations in both subjects and Speaking and Listening coursework for GCSE
English Language.

Candidates are required to study pre-1914 and post 1914 poetry, prose and plays,
including one work by Shakespeare.


All pupils study mathematics to GCSE and follow the London Board Examination
course (1385).

At the end of Year 9 the pupils are divided into sets according to ability in this subject.
This setting is based on test results over the Years 7-9, and SAT results, and enables
pupils to be taught at a speed suitable for them. All pupils will enter the higher tier.
A variety of methods of teaching is used, giving pupils the opportunity to take the
subject as far as they wish. ICT is also used as an integral part of the course.

While being provided with the numeracy necessary for everyday life, through
investigations you will also be given the opportunity to discover that Mathematics is a
source of beauty, interest and excitement. It is the “Queen of Sciences” and an essential
tool in most disciplines. New discoveries are constantly being made, and more new
Mathematics has been invented since the War than in the previous 5000 years.


                         AQA EXAMINATION BOARD

The course is divided into three units

(i) ICT Systems in Business, (ii) Using ICT in Business and (iii) Investigating ICT in

It will be taught jointly by the Business Studies department and the ICT department.

(i) ICT Systems in Business
   This unit introduces students to the importance of business and communication
   systems which contribute to the success of a business, in achieving its objectives. In
   particular, students will consider how ICT systems affect the way people work and
   how they can potentially IMPROVE communication both internally and externally.
   Students will be encouraged to consider not only the benefits of ICT in the
   workplace, but also the potential risks relating to the health and safety of staff and the
   security of data.
The Unit is divided into three sections:-

   (a) Administration – this introduces students to the importance of administration and
       how it supports the main functions of business from its initial setting up to
       ensuring its continued survival and growth when faced with increasing
   (b) Human resources – This introduces students to the importance of people in
       helping businesses achieve their objectives. In particular the importance of
       recruiting, retaining and rewarding staff and providing a safe working
   (c) Communication – this provides students with an understanding of the structure
       and importance of communication systems in meeting the aims and objectives of

The unit will be assessed by an external written examination of 1 hour in length.

(ii) Using ICT in Business

This unit introduces students to a range of software applications used to support each
function of a business. It helps students to understand how a business can use software
to capture, store, retrieve and analyse data so as to meet requirements.
It involves the selection and use of appropriate software for Business Purposes and will
include, Word Processing, Spreadsheets, Databases, Graphics, Presentation Software
and Web Authoring.

The unit will be assessed by a computer based examination of 1 hour and 30 minutes in

(ii) Investigating ICT in Business

This unit is a controlled assessment and assesses the subject content of the Using ICT in
business Unit (i.e. see (ii) above).

The examination board will provide pre-released material that will require students to
undertake investigative research into the use of ICT in business and a practical exercise.

Up to eight hours is allocated for students to undertake research, and a further three to
four hours is spent writing up findings and producing necessary material.

The controlled assessment is marked by the centre and moderated by the examination

                       Physics, Chemistry, Biology

Pupils started GCSE Science at the beginning of year nine, the target being
that all pupils should obtain single GCSE’s in each of the three sciences.

The courses aim to give pupils opportunities to
   develop their interest in, and enthusiasm for, Science.
   develop a critical approach to scientific evidence and methods.
   acquire and apply skills, knowledge and understanding necessary for
      progressions to further learning.

                     RELIGIOUS EDUCATION

During Years Ten and Eleven the department follows a course which is
linked to the Kent syllabus for Religious Education. Pupils will be
expected to think analytically on a wide range of issues, of a philosophical,
ethical, spiritual, or religious nature. They will debate matters concerning
human relationships, and they will be confronted with questions which
touch on the very meaning and purpose of human life.

                           Girls Physical Education

The girls continue to consolidate and build upon the work and activities in which they
have participated during the previous 3 years. During Key Stage 4 the girls will
undertake more complex and demanding skills and will continue to apply their
knowledge of skills, techniques and performance. They will participate in physical
activities that focus on competing , performing, the promotion of health and a further
development of fitness. They will also have the opportunity to choose their games

Within their activities they will have experience in the role of the performer, coach
leader and official.

The areas covered will be:-
       Hockey, Netball, Athletics, Rounders, Badminton, Basketball, Cricket,
       Cross Country, Health Related Exercise, Trampolining, Lacrosse, Tennis.

                                      P.E. Boys

                           Key Stage 4 Years 10 and 11

Knowledge Skills and Understanding

During KS4 pupils will tackle complex and demanding activities applying their
knowledge of skills, techniques and effective performance. They will get involved in
physical activities that focus on: competing, performing, promoting health and
wellbeing and developing personal fitness. In year eleven, boys will have the
opportunity to choose their games option each term.

The above will be covered within:

Rugby, Hockey, Football, Badminton, Tennis, Cricket, Basketball, Table Tennis,


H R E – Health Related Exercise


Name of Pupil: ………………………………….                       Form: ……………………

Five-hour options:
1.     Choose a language (from French, Chinese, Spanish and German)


2.    Choose three more subjects from the list below. Write 1 next to the subject
      which is most important to you, then 2 and 3. These may include one more
      language (but not normally two). You may not choose more than one
      Technology option.

      Art                                           Music
      History                                       Geography
      French                                        Religious Studies
      Spanish                                       Drama
      German                                        Chinese
      Graphics                                      Resistant Materials
      Textiles                                      Food
      GCSE Physical Education

3.    Now make your contingency plans. If I cannot provide you with one of the
      subjects you have chosen above, what would you like me to do? The more
      information you can give me, the more likely it is that I can help you. If there is
      not enough space, continue overleaf.


4.    If there is anything else you would like me to know, please write it here. For
      example, if you really do not mind which of two subjects you do, say so.


Example to help you fill in your form:

Name of Pupil: …James Smith………………                   Form: ………9X……………

Five-hour options:
1.     Choose a language (from French, Chinese, Spanish and German) …French…..

2.     Choose three more subjects from the list below. Write 1 next to the subject
       which is most important to you, then 2 and 3. These may include one more
       language (but not normally two). You may not choose more than one
       Technology option.

      Art                                           Music
      History   (3)                                 Geography
      French                                        Religious Studies
      Spanish                                       Drama
      German    (1)                                 Chinese
      Graphics                                      Resistant Materials     (2)
      Textiles                                      Food
      GCSE Physical Education

3.    Now make your contingency plans. If I cannot provide you with one of the
      subjects you have chosen above, what would you like me to do? The more
      information you can give me, the more likely it is that I can help you. If there is
      not enough space, continue overleaf.

      I don’t really mind whether I do History or Geography. If I can’t do
      Resistant Materials, please let me do Graphics.


4.    If there is anything else you would like me to know, please write it here. For
      example, if you really do not mind which of two subjects you do, say so.



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