GCSE - Millfield Preparatory School · • Top Mathematics sets complete the IGCSE course in Year 10 and study ... • Information & Communication Technology (ICT) ... in Year 10

GCSESubject Options2015-2016

Millfield GCSE Subject Options 2015-2016 1

2 Introduction

6 Study Support

8 English Language & English Literature(Core Subject)

9 Mathematics (Core Subject)

10 Modern Foreign Languages (Core Subject)

12 Science (Core Subject)

13 Art & Design

14 Business Studies

15 Computer Science

16 Drama

18 Economics

19 English as an Additional Language (EAL)

20 Food & Nutrition

21 Foreign Language (Additional)

22 Geography

23 Classical Greek

24 History

25 Information & Communication Technology

26 Latin

27 Music

28 Music & Music Technology (BTEC)

29 Physical Education

30 Product Design

31 Religious Studies

Contents

Millfield GCSE Subject Options 2015-20162

Introduction

All Year 9 pupils at Millfield follow a broad and balanced curriculum designed to keep their options open and develop the essential skills that they need to learn and progress. As pupils move into Year 10 the core (or compulsory) curriculum is slimmed down and pupils are offered greater choice in the subjects that they study.

THE CORE CURRICULUMAll pupils in the Years 10 and 11 follow a core curriculum:

• English: leading to IGCSEs in English Language and English Literature. All pupils will follow the Language and Literature courses in Year 10; selected pupils may study just the Language course in Year 11. IGCSE English as a Second Language can also be timetabled, where appropriate, for pupils with English as an Additional Language (EAL).

• Mathematics: leading to IGCSE.

• One Modern Foreign Language: GCSE or IGCSE in some languages options in French, Spanish, German, Italian, Japanese and Chinese Mandarin are available (a language is not compulsory for band C pupils).

• Biology, Chemistry and Physics: most pupils will follow a programme of study leading to two GCSE qualifications (GCSE Science A and GCSE Additional Science). More able scientists may choose a programme of study leading to three GCSE qualifications (GCSE Biology, GCSE Chemistry and GCSE Physics). Some band C pupils will follow a science programme of study leading to a BTEC (level 2) qualification (equivalent to one GCSE).

• Positive Education: a programme enabling pupils to develop the skills to deal with the challenges of teenage life (for example relationships, adversity and decision making) and foster opportunities to develop their own character.

FLEXIBILITY – TAILORING THE GCSE CURRICULUMa) BANDING: pupils are banded based on their

overall academic ability across the curriculum using the attainment information available from Year 9. The four ability bands in Year 9 (a, b, c, cx) convert into three ability bands (A, B, C) in Years 10 and 11. The curriculum options available in each band vary and provisional details are shown below:

Band A:• Top Mathematics sets complete the IGCSE

course in Year 10 and study Additional Mathematics in Year 11

Bands A & B:• Pupils select up to four GCSE options

(plus the core subjects).• Separate GCSEs in Biology, Chemistry and

Physics are an option for able scientists

Bands B & C:• English may be taught by specialist Learning

Support Centre tutors

Band C:• Pupils select three or four GCSE options

(plus the core subjects); each GCSE option is allocated more curriculum time

• English and Mathematics receive extra curriculum time

• Pupils may be entered for a level 2 BTEC Science course

• Studying a language is optional; any language chosen must have been studied in Year 9.

• Study support is part of the core curriculum in band C

Depending on a pupil’s banding and their choices within that band, the number of GCSE courses (or equivalent) studied can vary between 6 and 12. Pupils are placed in the band which will offer them the best opportunity to progress in line with their potential and be successful.


b) SETTING: within each band pupils are setted by ability in English, Mathematics, Science and most Languages classes. Pupils’ setting is periodically reviewed and adjustments can be made where appropriate. Banding and setting supports pupils learning by allowing them to progress at the pace which is most appropriate to their needs.

c) DIFFERENTIATION WITHIN EACH CLASS: subject specialist teachers and small class sizes mean that all pupils are stretched and supported.

d) SUBJECT CHOICES: beyond the common (core) element of the curriculum, a wide range of option subjects is available (the provisional options are shown below). Depending on the band, pupils are invited to select four (bands A & B) or three/four (band C) subjects; not all subjects are available in every band and some subject combinations are not allowed.

• Art & Design• Business Studies• Computer Science 2

• Drama• Economics 2

• Food & Nutrition• Geography• Greek 1

• History• Information & Communication Technology (ICT)• Latin 2

• Modern Foreign Language• Music• Music (BTEC) 3

• Physical Education• Product Design• Religious Studies

Supporting notes:

i 1 band A only; 2 bands A & B only; 3 bands B & C only.

ii Pupils holding an Art or Music scholarship are required to nominate that subject.

iii Only one from Business Studies and Economics is allowed.

iv ICT is not an allowed option with Computer Science.

v Some combinations of Art & Design, Drama, Food & Nutrition, Music, Physical Education and Product Design are not allowed in bands A & B.

vi Only one from Music and Music (BTEC) is allowed; Music (BTEC) is considered as one GCSE for Sixth Form entry.

vii Languages:• The Modern Foreign Language option may

include Chinese Mandarin, French, German, Italian, Japanese or Spanish.

• Italian and Greek may* be taken as ‘beginner’ languages in Year 10 together with another language that has been previously studied; ‘beginners’ will be able linguists and must be capable of joining a ‘continuers’ group.

• Language choices in Years 10 and 11, other than Italian and Greek, including Latin, must have been studied to the level expected of pupils taking them to the end of Year 9 at Millfield*.

• Pupils choosing French or Spanish are normally expected to have studied these subjects from Year 7.

• We do not offer formal lessons on the Year 10/11 timetable for native speakers and/or pupils whose prior learning in a language would place them at or beyond GCSE/IGCSE standard (or the equivalent).

*Given pupils’ wide-ranging language experiences, please contact the Head of Languages with any queries.

Introduction


e) STUDY SUPPORT: where there is a recognised need, additional study support within the Learning Support Centre (LSC) can be timetabled into a pupil’s programme in bands A & B; study support is already part of the core curriculum in band C.

THE GCSE OPTIONS SCHEMEThe teaching of GCSE subjects has to fit into the school’s timetable. The subject combinations that we are able to offer are based upon our own research and our experience of the sorts of subject combinations which Millfield pupils traditionally choose. Although flexibility is a priority, it is important to note that not all combinations of subjects are possible, just as some are undesirable.

Though every attempt will be made to offer the courses shown, the school reserves the right to limit places if demand is too high or close courses if numbers are too low.

The GCSE blocking scheme for 2015 – 2017 will be finalised early in the summer term following the deadline for the submission of pupil choices. While we will make every effort to accommodate pupils’ choices, staffing and/or timetabling restrictions may require some pupils to make alternative choices. Once the GCSE blocking arrangements have been finalised, revised subject combinations must conform to this structure and any changes will be dependent upon the availability of space in the requested teaching sets.

ADVICE ON CHOOSING SUBJECTSIn general we seek to allow pupils to study the subjects they wish, provided we feel the combination is in the best interests of the pupil. We will seek to discourage combinations which we feel are inappropriate to the pupil concerned, or perhaps represent in themselves an inappropriate combination. When considering their choices, pupils should try to balance the following factors:

• Interest and enjoyment• Their ability in a subject and likely future

progress• Sensible combinations (which are likely to ensure

a broad education and keep options open)

We strongly recommend that pupils (and parents) discuss proposed choices with subject tutors and group tutors. It is sometimes too easy for a pupil’s choices to be determined by a single narrow consideration. In this connection it is worth remembering that:

• A choice of career at this stage is often premature and, experience suggests, unlikely to last. A large proportion of pupils change their minds about careers – if they have any firm ideas at all – many times before the end of their education.

• Pupils should avoid choosing a subject if, in the opinion of their tutors, they are unlikely to secure a good GCSE/IGCSE grade. GCSE/IGCSE grades are still – and are likely to remain – important evidence available to university admissions departments at the time they offer places.

Above all, the recommendation is that pupils study the subjects that they enjoy most, and at which they perform best. It is most likely that these are the subjects which would earn them the best grades, and that they will be among the subjects from which the pupils will eventually select their post-16 courses. Motivation, above all, is essential; for this reason it is very important that pupils are happy with the choices they make.

We will expect pupils to work hard in all of their subjects, compulsory or chosen, and follow all courses through to the end of Year 11. It is worth pointing out, even at this early stage, that pupils wishing to enter the Millfield Sixth Form to follow the standard academic programme currently require a minimum of six ‘pass’ grades at GCSE/IGCSE (i.e. grade C or above), with at least four at grade B or above.

Introduction


No document can successfully tell you how to weigh one subject against another or how to resolve competing priorities: you like subject A more, but you think subject B is more useful. For this, pupils need to talk to the people who know them well and they should be encouraged to consult widely with subject tutors, group tutors and houseparents. There is a great deal of experience available to help pupils to make the best possible choice.

TIMETABLE FOR CHOOSINGAt the start of the summer term we will require information about which subjects pupils wish to study in Year 10. A GCSE options pro forma will be made available to parents at the end of the spring term, together with a copy of the school’s GCSE Subject Options brochure.

The information provided will indicate the proposed banding for the pupil in Year 10 and set out the available option choices. It is important to note that banding decisions at this time remain provisional and may change based on further evidence, including the outcomes from the Year 9 Internals in the summer term. If there is doubt about the most appropriate Year 10 band for a current Year 9 pupil, multiple forms may be made available and parents/pupils will be asked to complete and return both.

The deadline for the return of the GCSE options form will be Friday 24 April 2015.

While we aim to be as flexible as possible, next year’s Year 10 subject blocks will be based, to some degree, on pupils’ choices at that time, so careful consideration is important. Failure to return GCSE choices information by the deadline may mean that a pupil’s requirements are not considered when the subject blocks are constructed. Similarly, changes requested after the submission of this pro forma cannot be guaranteed.

Should you require any further details at this time please contact your son/daughter’s group tutor in the first instance.

Introduction


OVERVIEWOur aim is to encourage our pupils with Specific Learning Difficulties (SpLD) to become independent learners. The environment in the Learning Support Centre (LSC) is friendly, supportive and well resourced.

APPROACHWe offer a tiered approach to Study Support dependent on a pupil’s needs. Many of our SpLD pupils are able to work fairly independently and may only need occasional access to the LSC to seek guidance and support. This support is available at our lunchtime workshops, which are staffed by both LSC Study Support and LSC English staff. Pupils may need additional help with anything from planning and structuring an essay to help with revision strategies or examination techniques prior to internal or external exams. These pupils will be monitored by the LSC and group tutors to ensure that they are receiving adequate support to meet their needs.

Selected SpLD pupils in bands A and B who need a greater level of assistance will be offered Study Support sessions in place of a GCSE option. All pupils in band C automatically receive Study Support sessions. These sessions will be taught by a qualified SpLD tutor with additional assistance being available from subject specialists in curriculum areas, such as Mathematics and Science dependent on staff availability.

Pupils will be placed into small groups; there are usually no more than eight pupils in an LSC class, with many groups being smaller than this. Pupils are grouped dependent on the curriculum they are following and the nature of their difficulties.

In exceptional cases pupils may be offered individual tuition, but only where the group support that is outlined above is insufficient to meet a pupil’s needs. This individual support will incur an additional charge.

Where appropriate, pupils are introduced to assistive technology to enable them to become independent in their learning and all pupils are shown how to

access these free tools on their iPads. Further training in voice recognition and computerised readers is also available.

COURSE OUTLINEThe key areas covered in Study Support sessions are:

Approaches to Learning:• Target setting• Learning styles• Multi-sensory learning• Organisation• Time management• Motivation

Writing Skills:• Research• Note taking• Planning – mind maps, writing frames etc.• Sequencing ideas• Drafting and redrafting• Editing

Reading Skills:• Reading for different purposes• Reading for meaning• Skimming and scanning• Subject specific text and vocabulary

Revision:• Planning – creating a timetable• Memory and learning• Multi-sensory revision techniques• Time management

Examination Technique:• Reading the exam paper• Types of questions• Time management• Managing stress

Study Support in the Learning Support Centre (LSC)


Study Support in the Learning Support Centre (LSC)

ENGLISH IN THE LSCIn the LSC pupils are taught in small groups that are set according to ability. They are helped to recognise and develop their preferred learning styles and to work using a variety of techniques and resources. Pupils are often given the opportunity to take part in workshops, see visiting authors and attend performances that are relevant to the texts they are studying.

LSC English tutors are knowledgeable about a wide variety of specific learning difficulties and tailor their teaching methods to suit the needs of the individuals in their classes. Pupils are taught using a range of multisensory approaches and encouraged to use a range of recording methods.

The English International GCSE courses (IGCSE) provide stimulating and thought provoking opportunities that encourage pupils to engage with literature and language. Teaching focuses on helping pupils develop skills in reading and writing, and enables pupils to become confident in their use and analysis of language and literature.

ENGLISH LANGUAGE IGCSE The English Language IGCSE course is designed to help pupils master essential reading and writing skills that will equip them well for life.

All LSC pupils are entered for English Language IGCSE and throughout this course they will study a diverse selection of fiction, non-fiction and poetry. They will develop analytical reading skills and gain insight into how language works and adapts in different contexts. Pupils also learn to write in different styles, for a wide range of purposes.

Pupils submit two written coursework pieces and three speaking and listening assessments, which account for up to 30% of their final exam.

ENGLISH LITERATURE IGCSEThroughout the English Literature IGCSE course pupils gain knowledge of literary texts and learn to read with insight. The course covers a variety of poetry, drama and modern novels. Pupils are assessed on their ability to read analytically and to express themselves clearly, with insight.

At the end of Year 10 pupils are assessed to determine whether they are best suited to take both the Language and Literature IGSCEs or to focus solely on the Language exam. This decision will be made in consultation with English tutors, parents and senior tutors.

English Language:Two written coursework assessments: 20% Three speaking and listening assessments: 10% One written examination: 70%

English Literature: Two written coursework assessments: 40% One written exam: 60%

For further information, please contact:Head of LSC/SENCo Mrs J Clarke [email protected]

Teacher i/c of LSC English Mrs J Szymkow [email protected]


COURSE CONTENT All pupils, except some of those studying English as an Additional Language, will take IGCSE English Language and most will also take English Literature in a combined course. English at GCSE involves the development of skills in the four strands of communication: reading, writing, speaking and listening.

This course will focus on:• Oral work in groups, pairs and individually• Reading widely including fiction and non-fiction,

poetry and plays• Writing for a broad range of purposes and in a

variety of modes

TEACHING, LEARNING AND ASSESSMENT At IGCSE level pupils will be taught for both Language and Literature within the same timetable and by the same teacher. Skills such as essay writing and analysis of various styles of writing form an important part of the course. The course is assessed through a combination of coursework and exams. In order to fulfil the reading requirements, pupils will study drama, prose fiction and a range of poetry, in addition to exercising their own creativity as writers. Assessment of discussions, debates and other methods of oral communication also forms part of the course.

English Language Coursework: 30% Terminal Examination: 70%

English Literature Coursework: 40% Terminal Examination: 60%

FURTHER INFORMATION As one of the core subjects, a good grade in English is an essential entry requirement for any subsequent higher education course. More importantly, we believe good basic skills in English are transferable far beyond the classroom. The ability to communicate effectively is an invaluable life skill. The IGCSE English course is more than just a qualification and its importance should not be underestimated. IGCSE English can be the first step towards further study in English; here at Millfield we offer English Literature at AS and A2 level.

The English Language specification number is: 4EA0 The English Literature specification number is: 4ET0

Full course details can be found at: www.edexcel.com

For further information, please contact:Head of English, Drama & Media Mr J Baddock [email protected]

English Language & English Literature(Core Subject)


Mathematics (Core Subject)

COURSE CONTENT All pupils will take IGCSE Mathematics. The qualification assesses all four of the following areas:

• Using and Applying Mathematics• Number and Algebra• Shape, Space and Measure• Handling Data

TEACHING, LEARNING AND ASSESSMENT There is no coursework requirement for IGCSE Mathematics. The qualification is assessed through two written papers at the end of the course; a calculator is permitted for both papers. The maximum grade achievable depends upon the tier of entry.

Grades available: Higher Tier A* to D; Foundation Tier C to G

FURTHER INFORMATION Our accelerated sets no longer take their IGCSE exams at the end of Year 10. Instead they work towards a free standing qualification in Additional Mathematics during Year 11 and take exams for both qualifications at the end of that year. The IGCSE is good preparation for studying mathematics at a higher level although it should be noted that those wishing to take AS Further Mathematics will normally, although not always, have taken the Additional Mathematics course. The Foundation Tier IGCSE course is not adequate preparation for AS/A-level.

The Additional Mathematics qualification is a free standing qualification (not a GCSE). The maximum grade achievable is A.

The specification numbers are: 4MA0 (IGCSE); 6993 (Add. Maths FSMQ)

Full course details can be found at: www.edexcel.com (IGCSE) www.ocr.org.uk (Add. Maths FSMQ)

For further information, please contact:Head of Mathematics Mr R Bradshaw [email protected]


COURSE CONTENT Whatever your chosen career path or interests, learning a language will provide you with valuable cultural and linguistic understanding and knowledge, and potentially open up new and exciting opportunities for your future.

Over the two year course, you will use a range of different learning tools and technologies to develop your listening, speaking, reading and writing skills. The topic areas you will study include: leisure, holidays, media, work, education and family & friends. You will also develop the ability to recognise and use different registers of languages to cope with formal and informal situations. In addition, you will gain a better understanding of how your own language works.

At Millfield we offer a wide range of GCSE / IGCSE language courses to stimulate, stretch and motivate all pupils. These include: Chinese Mandarin, French, German, Italian, Japanese and Spanish. Depending on your learning profile, IGCSE courses in French, Italian and Spanish are also available (further details can be obtained from the Head of Languages). Continuity is important in language learning so you will need to have studied your selected language since Year 9 or earlier. Only Italian can be started as a beginner’s Modern Language in Year 10.

TEACHING, LEARNING AND ASSESSMENT Through frequent practice you will develop learning skills, including the acquisition of vocabulary and grammar. This will enable you to:

• Understand written and spoken information by being able to identify and analyse key information from texts and recordings

• Manipulate language so you are able to communicate effectively and accurately

Experienced and enthusiastic teachers deliver a varied style of lesson and independent learning is encouraged to consolidate and extend your knowledge.

The following are some of the teaching methods and resources used:

• A computer-based language laboratory for listening and speaking practice, as well as research and independent study

• Interactive whiteboards available for everyone to use and the introduction of other technologies such as iPads

• Foreign Language Assistants in French, German, Italian and Spanish support teaching and learning in the department

• Most languages have at least one native teacher

• Many co-curricular activities such as the annual Festival of Languages, trips, plays, linguist dinner and workshops

Methods of assessment differ slightly between the languages according to their specification, but pupils following the Modular GCSE course must submit two formal speaking assessments (carried out with their teacher) and two formal written assessments during the course; these are sent to the Exam Board. Both speaking and writing assessments are carried out over a period of time in line with the Exam Board’s requirements. There are terminal exams in both reading and listening. These two units each account for 20% of the available marks, while speaking and writing account for 30%.

For IGCSE courses, all skills are assessed at the end of the two year course through terminal exams. Listening and speaking account for 25% each of the available marks and the combined reading and writing skill accounts for 50% each.

Similarly to the IGCSE courses, the AQA Level 1/2 certificates will be assessed at the end of the two year course through terminal exams. Each skill is assessed separately and accounts for 25% of the available marks. Conversely to the IGCSE, this exam offers a Foundation and Higher Tier.

Modern Foreign Languages (Core Subject)


Modern Foreign Languages (Core Subject)

FURTHER INFORMATION Understanding and using a modern foreign language provides access to new cultures and opportunities; the more languages you speak, the better your prospects of employment – the UK has a shortage of people who can use modern languages.

Apart from Italian, no other modern language can be started as a beginner in the Sixth Form, so you will need to opt for a language at GCSE if you think you may wish to study it at A-level.

The GCSE specification numbers are: German 2GN01Italian 2IN01Japanese 2JA01Chinese Mandarin 2CN01

The AQA Level 1/2 certificates (IGCSE equivalent) are: French (IGCSE) 8655Spanish (IGCSE) 8695

The IGCSE specification numbers are: French 4FR0Italian 4SP0Spanish 0679

Full course details can be found at: www.edexcel.com www.aqa.org

For further information, please contact: Head of Languages Ms C Coutand-Moore [email protected]


COURSE CONTENT Science will be studied by all pupils and the time allocated to Science is divided equally between Biology, Chemistry and Physics. All three disciplines are co-ordinated by the Head of Science to produce coherent science courses. Most pupils join a programme of study called AQA Double Science which will allow them to gain two GCSE qualifications (AQA GCSE Science A and AQA GCSE Additional Science). The more able scientists in bands A and B may choose to join a programme of study called AQA Triple Science which will allow them to gain three GCSE qualifications (AQA GCSE Biology, AQA GCSE Chemistry and AQA GCSE Physics). Double Science and Triple Science are both delivered in twelve lessons a fortnight by three separate teachers - one for Biology, one for Chemistry and one for Physics. As such, Triple Science is an accelerated programme of study aimed at pupils who have a particular interest in and aptitude for Science. Places on the Triple Science programme of study are limited and are allocated subject to agreement by the Heads of Biology, Chemistry and Physics. Pupils in band C have the opportunity to follow an alternative and reduced programme, the Edexcel BTEC First Award in Principles of Applied Science, which is equivalent to a single GCSE but offers an alternative, vocational approach. BTEC Science is delivered in six lessons a fortnight by one science teacher. Pupils who choose to study BTEC Science may therefore choose one additional option in another subject.

TEACHING, LEARNING AND ASSESSMENT Double Science and Triple Science pupils will sit all external examinations at the end of Year 11. In all courses a pupil-centred practical approach is pursued. Controlled Assessment takes the form of a practical investigation, based on topics in the specification, which accounts for 25% of each final GCSE grade. Controlled Assessments are set in all three sciences. BTEC Science pupils will sit one external examination at the end of Year 11, which accounts for 25% of the

final grade. The remaining 75% is made up from internally assessed assignments submitted over the course of Years 10 and 11.

FURTHER INFORMATION Pupils who follow the Double Science or Triple Science programmes of study will find this suitable preparation for studying any of the Science subjects at AS/A-level. BTEC Science is not suitable preparation for studying any of the Science subjects at AS/A-level.

The specification numbers are: AQA GCSE Biology 4401 AQA GCSE Chemistry 4402 AQA GCSE Physics 4403 AQA GCSE Science A 4405 AQA GCSE Additional Science 4408 Edexcel BTEC First Award in Principles of Applied Science BF029943

Full course details can be found at: www.aqa.org.uk (GCSE)www.edexel.org.uk (BTEC)

For further information, please contact:

Head of Biology, Mr S T [email protected]

Head of Chemistry, Mr C J Middleton [email protected]

Head of Physics, Mr S P Houghton [email protected]

Head of Science, Mrs R D Landrigan [email protected]

Science (Core Subject)


Art & Design

COURSE CONTENTThe course is designed to explore a range of art ideas and processes. Pupils are taken through a series of workshops at the start of the course to develop both their skills and understanding of the creative process. They will explore ideas and techniques in response to the work of others and experiment with a variety of media. Independence is encouraged, particularly in the latter stages of the course when they are asked to complete an extended project by working in an area of their choice to develop ideas through to a final outcome.

TEACHING, LEARNING AND ASSESSMENTPortfolio of WorkControlled Assessment: 60% of the available marks (Unit 1).

The portfolio is made up of a body of work that a pupil carries out in class, set prep and independent holiday assignments over the first four terms. It must include more than one project. The portfolio demonstrates the artistic progression that is made during the course using a wide range of different materials and techniques.

A response to all assessment objectives is required in the portfolio as a whole.

Externally Set TaskControlled Test: 40% of the available marks (Unit 2).

This will examine a pupil’s personal and individual response to an externally set exam question. The exam paper can be given out after 1st January in the second year of the course. Candidates will then have unlimited prep time and conclude with a 10-hour timed exam.

Exam sessions are generally sat over four different sessions within the school timetable, prior to the Easter holiday.

A response to all assessment objectives is required in the controlled test as a whole.

Candidates will not be awarded a grade unless they have fully completed both the Coursework (Unit 1) and the Controlled Test (Unit 2).

FURTHER INFORMATION This is a course which allows pupils to explore and develop their own creative personality and interest in art and design. Pupils work in sketchbooks before developing and refining their ideas to realise intentions in a variety of final forms. It allows pupils to pursue their own ideas and look at their favourite artists and designers in context. It provides an excellent progression route for the further study of Art & Design.

The specification number is: 4202

Full course details can be found at: www.aqa.org.uk

For further information, please contact: Head of Art, Design and Technology Mr P Maxfield [email protected]


COURSE CONTENT Business Studies is an exciting and fast moving subject which looks at the way businesses start and operate to satisfy customers and make profits for investors. Pupils will be shown how business decisions are made and have the opportunity to practice their own business decision making in a variety of simulated business situations. How would you set the price for a new games console? How would you raise the capital finance to start your own business? How can a new product idea be protected? Pupils’ business decision making skills will gradually be improved and they will begin to understand business articles in newspapers, become confident in assessing business opportunities and discover a whole new area of study and possible careers for the future.

Pupils should consider studying Business Studies because they are part of the business world – as a customer, possibly an investor through savings, enjoying some of the wealth created by businesses in the economy or interested in their parents’ links with businesses. Studying Business Studies will allow pupils to play their part in the economy more effectively, become more informed as a customer, act more wisely as an investor or become a more effective business executive. Business Studies will allow pupils to take more control when dealing with businesses or thinking about starting a business.

Business Studies includes: • Business Enterprise: forming a company,

multinational businesses, franchising • Marketing: finding out what people want

and how to meet their consumer needs • Finance: sources of finance, profit and loss,

accounts and balance sheets• Production: where and how to produce goods

and services • People: how to motivate, organise, select,

train and reward workers • Business Environment: the nature of markets

TEACHING, LEARNING AND ASSESSMENT Lessons often make use of business events reported in the news to illustrate the topic being taught, e.g. company takeovers or the launch of a new product; this enables the lessons to be kept lively and relevant to what is happening in the world. Pupils will be able to study and discuss major business decisions that are taking place in real companies and gain an understanding of the responsibilities involved in driving small and large businesses. As important business news is announced, we pause from the current topic to consider the business impact of the latest news. Pupils’ thoughts on how a particular business ought to tackle its current problems are encouraged, developed and discussed. Lessons are often a mixture of instruction, discussion, video clips, business case studies and reviews of business events in the news.

Assessment includes two 1 hour written examinations; one at the end of Year 10 and one at the end of Year 11. Unit 1 is about Setting up a Business (40%) and Unit 2 is concerned with Growing a Business (35%). There is also a piece of coursework (25%) which is researched both during lesson and prep time, but written up in class.

FURTHER INFORMATIONThe specification number is: 4133


For further information, please contact:Head of Business, Computing and ICT Mr N E Williams [email protected]

Or Mr K E Shelver [email protected]

Business Studies


Computer Science

COURSE CONTENTBy following the Computer Science syllabus, pupils foster an interest in, enjoyment of, and confidence in the use of computers. They develop an appreciation of the range and power of computer applications and solve problems using computers. Their studies include systems analysis, algorithm design and programming concepts. IGCSE Computer Science pupils consider a broad range of computer applications, to provide an understanding not only of the power, versatility and the benefits of using computers, but also its limitations and potential disadvantages.

TEACHING, LEARNING AND ASSESSMENT

The IGCSE syllabus aims to equip pupils with the knowledge and skills they need for the world as it is today, whilst preparing them for the challenges of tomorrow. We focus not only on the detail of today’s technology, but also on understanding the principles on which the technology is founded. The course teaches pupils how digital systems work, how they are designed and programmed and how computers can be used to create products and solutions.

Assessment is by an examination, which consists of Paper 1: Theory Paper 2: Problem solving and Programming.

FURTHER INFORMATION

Computer Science is an area which is expanding rapidly, offering a wide range of career opportunities in the public and private sectors. The job opportunities are diverse and not limited to the more technical range, as the course will give you an excellent grounding in using the standard application packages; skills any employer will value. IGCSE Computer Science will equip pupils for the ever increasing technical changes and will also form a firm foundation for those pupils thinking of studying Computing at A-level. Universities allow pupils to combine computing with other subjects; a language with computing, mathematics with computing or business management and computing, leading to many diverse career opportunities.

Specification reference is: CIE IGCSE Computer Science 0478

Full course details can be found at: www.cie.org.uk

For further information, please contact: Head of Business, Computing and ICT Mr N E Williams [email protected]


COURSE CONTENT This course encourages pupils to develop a critical and life-long understanding of theatre and other dramatic arts. GCSE Drama gives pupils the opportunity to explore dramatic techniques as a foundation for the AS/A-level courses and will also develop the interpersonal skills that are needed in a wide range of careers. Drama is widely recognised as a positive qualification by universities and employers. A Drama pupil who successfully completes their course of study will have gained a great range of transferable skills. Throughout the course, pupils are challenged and encouraged to develop their interpersonal skills, presentation techniques and collaborative abilities.

TEACHING, LEARNING AND ASSESSMENT Drama is hard work, pupils will be pushed to excel in all areas of the course. Pupils’ use of language will be enhanced; they will learn to communicate better with each other and in writing. Above all, a confidence in solving problems and ‘making things

happen’ will be cultivated. Some of the lessons in Drama will be in the classroom, but most of the time we work practically in one of the studios. During practical work, pupils have access to several drama and dance studios, including the fully equipped Meyer Theatre. Our dedicated teaching team includes a voice and acting coach, a committed technician and an experienced Director in Residence.

Assessment of the course is as follows:

60% Internally assessed Pupils undergo training to develop their ability to express themselves using their voice and physicality. The intention of this work is to build confidence and develop pupils’ skill of working in groups with co-operation and negotiation. The pupils are assessed on their practical work and the supporting documentation they produce.

40% Externally assessed There is no written exam. Towards the end of the course, pupils are assessed in a practical exam, in which they demonstrate their skills as actors or design candidates.

Drama


Drama

FURTHER INFORMATION To study Drama is to study what it is to be human. It is a subject which helps pupils to improve their understanding of themselves and the world in which they live. Drama is also enormous fun and it offers fantastic challenges and life changing experiences. Pupils will put on productions of plays and devised work.

To cope with the demands of the course, pupils need to have a genuine enthusiasm for theatre and must be willing to actively participate in all practical sessions, which can at times be physically demanding.

Pupils should also be prepared to work outside of lesson time to rehearse with their groups in the run up to important practical assessments, and should

be good collaborators, demonstrating sensitivity towards those with whom they work. It is our aim that through participation in the course, pupils will develop a love and critical understanding of performance arts.

The specification number is: 2DR01


For further information, please contact: Teacher in Charge of Drama Mrs K Lane [email protected]


COURSE CONTENT Thinking of a career in which you can make a real difference to the lives of other people? If you are, then learning about Economics could be crucial to your future success. The course involves the study of how we use our world’s limited resources, such as land, time and money, to satisfy our needs and wants. It focuses on real world decisions faced by businesses as they attempt to satisfy customers in order to make profits, and on the decisions faced by governments as they try to tackle problems such as poverty, unemployment, disease, pollution, climate change, traffic congestion and inflation.

Topics include: • Supply and demand • House and share prices • Prices of petrol, food and gas • The markets for iPads, mobile phones and DVDs• Competition between businesses • How businesses attempt to increase their profits• Growth and finance of businesses• Effects of a national minimum wage• Tackling a recession • Changes in interest rates • Changes in government spending and tax • Exports and imports• Will the Euro survive? • The ‘credit crunch’ and the global business world • Ways to reduce poverty • Policies to improve the environment• Income inequality

TEACHING, LEARNING AND ASSESSMENT The fundamental economic theories such as ‘supply and demand’ will be explained in lessons by tutors who will attempt to link each of the economic theories to real world examples; hence pupils will be encouraged to follow the subject in media such as newspapers, websites and blogs.

Economics is an internet-paced, dynamic subject. To be successful in Economics pupils will have to be able to think logically; this suggests that pupils will need to be capable of getting at least a grade B in Mathematics at GCSE level. There is no coursework; assessment is by one examination paper only, which will consist of multiple choice, short answer and medium length answer questions based on real world examples.

FURTHER INFORMATION Why choose Economics?• You will find it interesting – it’s about real

world issues• It will look impressive on your future CV –

universities and employers rate Economics highly

• It will help you develop the key skills needed for success in any A-level subject.

• It will develop your ability to think logically, to analyse information, to debate issues and to find solutions to problems

• A GCSE in Economics would be of genuine benefit if you were to take the subject to AS/A2 level

The specification number is: 4EC0


For further information, please contact: Head of Economics Mr J Andrews [email protected]

Economics


English as an Additional Language (EAL)

COURSE CONTENT This IGCSE examination is designed only for overseas pupils whose first language is not English. A pass at grade C or higher satisfies the entry requirements for most academic courses at most British universities. Course content of EAL work in Years 10 and 11 reflects examination requirements. The examination includes components in listening, writing and reading skills as well as a 10 minute oral interview.

A summary of skills acquired is shown below:

Listening • Short conversations on general topics• Exposure to a variety of authentic accents• Summarising specific points from a lecture• Identifying discrete items of vocabulary

Writing • Describing people, places and events• Short, factual reports• Narrative summaries of magazine or

newspaper articles• Planning, organising and paragraphing• Discursive and argumentative essays• Editing and self-correction• Writing formal and informal letters

Reading Skills Skills tested in the exam:• Scanning, skimming and speed reading• Extracting and summarising information• Making brief notes from printed information

Text will include: • Advertisements, brochures, guides and manuals• Newspaper/magazine articles• Graphical and pictorial information

Oral Skills • Development of fluency and accuracy• Discussions on a variety of given topics• Giving presentations• Increasing active vocabulary• Maintaining a natural conversation• Taking part in debates

Vocabulary acquisition, particularly of the widening range of academic words to which GCSE pupils are exposed, is a major element of the course. As well as preparing for the IGCSE examination, pupils have the opportunity to receive language support for their study of other GCSE subjects.



For further information, please contact: Director of EAL Mr H M Winkley [email protected]


COURSE CONTENT Pupils study a range of topics, including nutrition, meal planning, food storage and preservation, product development, consumer law, the effects of modern technology on the food industry and, of course, practical cookery. The course is taught in units of work. Pupils will undertake individual assignment work throughout the two years. ICT skills are developed and computer programmes are used for nutritional analysis.

TEACHING, LEARNING AND ASSESSMENT The course is effective at teaching pupils sound organisational and time management skills. The syllabus comprises 60% coursework and 40% written examination.

The coursework consists of one major project (30%) and three smaller assignments which carry a further 30% which are selected from several carried out throughout the course.

FURTHER INFORMATION This course could lead or inspire pupils to varied and interesting careers. Opportunities include food styling/ photography, food writing for magazines, development and design of new products. Other career paths include dietetics, medicine, sports science and hotel catering.

As all pupils have been taught Food and Nutrition in Year 9, we have a good idea of their various strengths and weaknesses. Parents and pupils are welcome to call in and see what the Food and Nutrition department has to offer and to discuss the suitability of the course for each individual.

The specification number is: J431

Full course details can be found at: www.ocr.org.uk

For further information, please contact:Teacher in Charge of Food & Nutrition Miss J Moore [email protected]

Food & Nutrition


Foreign Language (Additional)

FURTHER INFORMATION This option is available to those who have studied two languages in Year 9. The Languages department is delighted to welcome dual or triple linguists. The ability to understand and speak the languages of other countries is a valuable life skill which can enhance your chances of gaining a place with the best universities and with employers.

It is possible for pupils who have studied two languages in Year 9 to take one of the following five routes in Year 10:

• Two Modern Languages (see pages 10 and 11 for course details) and one Classical Language (see pages 23 and 26 for course details)

• Two Classical Languages and one Modern Language

• One Modern Language and one Classical Language

• Two Modern Languages • One Modern Language

Please note that Italian can be started in Year 10.

For further information, please contact:Head of Languages Ms C Coutand-Moore [email protected]

“Those who know nothing of foreign languages know nothing of their own language.”

Johann Wolfgang von Goethe

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.”

Nelson Mandela


COURSE CONTENT Geography provides valuable preparation for higher education and the world of work, whilst also providing for everyday interest and understanding. It encompasses scientific, political, economic and environmental ideas and issues which will help you to develop your own opinions. Geography is about our environment – its creation, the changes occurring within it and how these can best be managed. As a GCSE geographer you will use a range of media to address these issues. You will go on field trips in Britain and have the opportunity to travel abroad.

The AQA-level 1/2 Certificate in the Geography course will be studied. This involves a range of physical and human topics such as plate tectonics, coasts, population and tourism. Topics also include the interaction between humans and their environment, including the management of hazards such as earthquakes and urban environments.

TEACHING, LEARNING AND ASSESSMENT Geographers stand out in the workplace due to their diverse skills. The GCSE course allows many of these skills to be introduced and developed; these include Ordnance Survey map skills, the use of graphical and cartographic techniques, practical fieldwork skills, analysis and evaluation of information from a variety of data sources.

The mode of teaching continues the range of approaches used during the Year 9 course such as discussion, problem solving and structured written activities. Various mediums of ICT will also be used including audiovisual material, websites and subject specific software such as GIS and satellite images.

These will be examined in a skills paper which is worth 40% of the available GCSE marks. This paper also involves a decision-making exercise based on pre-released stimulus resources.

The knowledge and understanding gained throughout the two years of the GCSE course will be examined by structured questions in two examination papers.

FURTHER INFORMATION Studying Geography opens doors to many career choices due to the contemporary material and the range of skills developed. At university, geography is a popular subject in its many forms and complements many A-level combinations. It counts as both a science (fitting well with biology and mathematics) and a humanities subject (combining well with history, business studies and economics). Whilst studying GCSE Geography is not essential for A-level, it certainly provides a strong foundation.



For further information, please contact: Head of Geography Mr C Lane [email protected]

Geography


COURSE CONTENT The Classical Greek GCSE course is offered to those who have been introduced to the language in Year 9. Strong linguists may be able to start the course as beginners, after some work over the summer before Year 10, following consultation with the Head of Classics. The course covers ancient Greek language and literature, and suits capable and interested linguists. Pupils spend the first part of Year 10 learning the Greek language, using a tailored course book which has exercises focused on the language skills and knowledge needed at GCSE level, yet also introduces aspects of Greek myth and history, including Alexander the Great, Homer, Aesop’s Fables and comedy.

In addition to language, pupils also study the culture and literature of Classical Greece. By considering ancient sources and artwork, they investigate what life would have been like 2,500 years ago. In Year 11, they read an extract from Herodotus: The Histories. They will see how much the Greeks have influenced the modern world via their achievements in areas such as drama, science, philosophy and democracy.

TEACHING, LEARNING AND ASSESSMENT As well as developing competence in translating Greek, pupils will learn to take an analytical approach to languages in general because of the structure of Greek. Their literary skills will be improved by studying and responding to the literary texts. Lessons include a combination of reading and translating, language exercises and comprehensions. ICT, games and other activities are used when appropriate.

In Year 11, some lessons are devoted to the literature set for the GCSE exam. In this process, pupils develop the skills needed to answer short, factual questions, as well as write longer answers dealing with, for example, the author’s style of writing. This blend of close analysis and maintaining a view of the whole is one that proves invaluable in later life. Looking at the merits and biases of sources, and assessing what we can learn from them, also provides unique skills.

Assessment is all by written examinations at the end of the course in Year 11. The language papers (which contain translations and comprehension questions) constitute 50% of the available marks, while the other 50% comes from the literature and sources papers.

FURTHER INFORMATION The study of Classical Greek sharpens logical and linguistic powers. This helps pupils communicate clearly in English, and equips them to learn other languages quickly and effectively. Knowledge of Greek also aids English vocabulary, especially in technical and scientific areas. GCSE Greek looks impressive on university or job applications, as it is regarded as a rigorous subject. It is also rare; only around 1,000 pupils take GCSE in the UK every year. Our pupils, most of whom also take Latin, achieve strong results at GCSE and beyond and go on to prestigious universities.

Classics graduates are highly valued for their range of skills, and have a wide choice of interesting careers. For pupils wishing to take the subject at A-level, at least a grade B at GCSE is required.

The specification number is: OCR GCSE Classical Greek J291


For further information, please contact: Head of Languages Ms C Coutand-Moore [email protected]

Classical Greek


COURSE CONTENT The GCSE History course at Millfield is an exciting and interesting one. It involves the study of fascinating events and personalities in the twentieth century.

Among the topics pupils will be studying are: • The causes, course and consequences of the

First and Second World Wars • Events in Germany between the two World

Wars, with a focus on the failure of the Weimar Republic and the rise of Hitler and the Nazis

• Events in the United States of America between the wars, in particular a study of the Wall Street Crash of 1929 and the economic depression

• US involvement in Vietnam and the reason they lost

TEACHING, LEARNING AND ASSESSMENT The GCSE History course develops and examines a range of key skills. These include the ability to work with and analyse historical documents, generate an argument based on available evidence, write essays and present information in a clear and coherent manner.

History is a subject that requires you to have an interest in reading and to take a view on big questions such as: Was Chamberlain right to try to appease Hitler? Does Field Marshal Haig deserve his bad reputation? However, GCSE History is not just about political questions: it is about ordinary people and how they reacted to events.

The course is assessed by two examination papers at the end of Year 11 and by work that is done as part of a controlled assessment (previously known as coursework), which deals with both World Wars from a British perspective. 75% of the available marks will be awarded through the end of course examinations and 25% through the controlled assessment.

FURTHER INFORMATION One of the highlights of the GCSE History course is a residential visit to the First World War battlefields around Ypres and the Somme and the Second World War D Day Landing beaches (during the October half term in Year 11).

Should you opt for History as one of your GCSEs, you will be joining a strong department with expert tutors, some of whom have examining experience. History is not only a very enjoyable GCSE subject; it is also respected as a strong academic discipline which will look good on your CV, especially when applying for university courses. History pupils are much sought after by employers.

The specification number is: 3042B


For further information, please contact:Mr D W Carr [email protected] (or talk to your History tutor).

History


Information & Communication Technology

COURSE CONTENT Are you interested in becoming an independent, confident and enthusiastic user of computers? Do you want to develop ICT skills that you will be able to use in the world beyond your home and school? If the answer to either of these questions is ‘yes’, then read on. In the UK there is a massive shortage of people with ICT skills. As the percentage of businesses and households connected to communication networks such as the internet grows, so does the need for individuals who can master and manipulate these technologies. Young people who leave school with the ideas and skills to be able to take advantage of such changes, whatever field of study or work they are in, will be at an advantage.

Pupils who opt to study ICT at GCSE will be offered the opportunity to develop a wide range of practical ICT skills, together with an in-depth theoretical knowledge and understanding of the subject as it relates to society. Skills developed will include advanced work in using the internet, webpage design, spreadsheets, desktop publishing, presentation software, databases and photo manipulation.

TEACHING, LEARNING AND ASSESSMENT This is a very hands-on course. Pupils will spend most of their time in lessons developing their practical skills. This will enable them to both deepen their knowledge of the software and broaden their experience of using it. Pupils will also look at the theoretical background to the subject. This will help give them an understanding of the principles on which the technology is founded and how it affects the world in which we live. For example, banks and most big business hold data about individuals – how does this affect your privacy, and do you have a say in how information is collected and stored about you? New technologies such as podcasting, blogging, mashing, tweeting, Wikimedia – what does this all mean to you or a business that you may end up working in?

There is no coursework in this subject. Assessment is by two practical exams which are each worth 30% of the available marks and one theory exam worth 40%.

FURTHER INFORMATION Why choose ICT IGCSE?

• You will find it interesting because theory topics covered are concerned with real world issues.

• You will find it useful because it will help you to develop practical skills that you will be able to apply across all of the subjects that you study at both GCSE and A-level.

• The practical skills acquired at GCSE and A-level will be beneficial for all university courses and future careers.

• The skills and ideas you acquire from studying ICT will enable you to take advantage of the developments that are occurring in ICT, giving you a head start on those who have not got to grips with them.

The specification number is: CIE IGCSE Information Technology 0417


For further information, please contact: Head of Business, Computing and ICT Mr N E Williams [email protected]


COURSE CONTENT This course is only available to pupils who have studied Latin in Year 9. For most of Year 10 the focus will be on learning the Latin language. Pupils continue to learn new grammar and vocabulary, using a course book tailored to the GCSE syllabus. In the spring term of Year 10, pupils begin to study literature written by world-renowned Roman authors while still improving their language skills. This will include extracts from a variety of prose authors based on history or myth, and a section of Virgil’s epic poem the Aeneid.

Through taking this course, pupils will increase their knowledge and understanding of the classical world, so they can learn to appreciate how Roman culture and thinking have shaped today’s world, and can consider the similarities and differences between the Roman world and later times.

TEACHING, LEARNING AND ASSESSMENT By studying Latin for GCSE, pupils develop competence in translating Latin and learn to take an analytical approach to languages in general. They improve their literary skills through studying the Roman texts the course contains. Lessons include a combination of reading and translating, language exercises and comprehensions. ICT, games and other activities are used when appropriate.

In Year 11, half of the lessons are devoted to the literature set for the GCSE exams. As part of this process, pupils develop the skills needed in the literature exams for answering short, factual questions and for writing longer answers dealing with, for example, the author’s style of writing.

Assessment is entirely by written examinations taken at the end of the course in Year 11. The language papers (which comprise of translations and comprehension questions) constitute 50% of the available marks, while the other 50% come from the literature papers.

FURTHER INFORMATION The study of Latin sharpens your logical and linguistic powers. This helps you communicate clearly and persuasively in English, and equips you to learn other languages quickly and effectively, even in the case of languages that are not related to Latin. A knowledge of Latin also helps with English vocabulary, particularly more complex words and those of a technical nature. GCSE Latin looks impressive on your university or job application, as it is regarded as a rigorous subject. Our pupils achieve strong results in Latin at GCSE and beyond, and go on to prestigious universities. Classics graduates are highly valued for their broad range of skills, and have a wide choice of interesting careers.

For pupils wishing to take Latin at A-level, a grade B or above at GCSE is required.

The specification number is: OCR GCSE Latin J281


For further information, please contact:Head of Languages Ms C Coutand-Moore [email protected]

Latin


Music

COURSE CONTENT The course is based around four areas of study, each of which contains three set works:

• Western Classical Music 1600-1899 (pieces by Handel, Mozart and Chopin)

• Music in the 20th Century (pieces by Schoenberg, Bernstein and Reich)

• Popular Music in Question (pieces by Miles Davis, Jeff Buckley and Moby)

• World Music (Celtic, Indian and African pieces)

TEACHING, LEARNING AND ASSESSMENT The areas of study generate three examination components:

• Performing (30% coursework) This is completed during the course and involves a recorded solo and a recorded ensemble piece.

• Composing (30% coursework) This is completed during the course and requires two compositions or arrangements related to two different areas of study (see above).

• Listening and appraising (40% timed examination) A listening exam is taken at the end of the course. Questions are based on the twelve set works in the areas of study and involve short answer questions and one essay question.

FURTHER INFORMATION In order to do this GCSE you do not need to have achieved a Grade 5 level on an instrument. All pupils who are interested in music are encouraged to consider taking this GCSE; Music scholars and exhibitioners are required to opt for this course. It is important to have experience of playing an instrument and pupils will be expected to have individual instrumental lessons to help with this. An ability to read music will be an advantage. There is an expectation that pupils will be willing to take part in some of the numerous musical activities available at Millfield.



For further information, please contact:Assistant Director of Music Mr M Rhind-Tutt [email protected]

(or any member of the Music department)


COURSE CONTENT The course consists of a number of core units including: Working in the Music Industry and Recording Techniques, allowing pupils to develop their own interests, whether in studio recording, live performance or creating music using computer systems.

TEACHING, LEARNING AND ASSESSMENT • The course is entirely coursework based.

Assignments reflecting real world situations are set and marked internally and verified by Edexcel.

• A very broad range of practical and hands-on approaches are used.

• Assignments are graded as Pass, Merit or Distinction and pupils may resubmit work in order to improve their grade during the course.

• Visits and talks by professional musicians and technicians will form a key part of the course, and pupils will have the opportunity to plan and manage a musical event, a concert, workshop or CD launch as part of their assessment.

• Assessment is varied, using video, completed recordings, rehearsal diaries and other appropriate sources of evidence to demonstrate pupil achievement.

FURTHER INFORMATION This course is particularly well suited to those pupils with an interest in music technology or popular music and for whom the traditional GCSE is less appropriate. The course is demanding and rigorous but will be very rewarding for those pupils who have a genuine interest in and commitment to music.


For further information, please contact: Assistant Director of Music Mr M Rhind-Tutt [email protected]

Music & Music Technology (BTEC Level 2 Award in Music)


Physical Education

COURSE CONTENT Physical Education is a dynamic and challenging course which continues to grow in popularity at Millfield. Pupils will be provided with the opportunity to participate in numerous sports, as well as learn the values of an active and healthy lifestyle. This diverse course allows pupils to use their full range of intellectual and sporting talents to achieve their potential.

TEACHING, LEARNING AND ASSESSMENT The course consists of two units:

Unit 1This is the theoretical component which accounts for 40% of the final grade. It is assessed through a written examination paper of 11/2 hours.

The pupils will be taught various topics including:

• Diet and nutrition • The effects of recreational and performance

enhancing drugs on sporting performance • The musculo-skeletal system • The cardio-respiratory system • Methods and principles of training

Unit 2 This accounts for 60% of the final grade and is assessed in two sections:

Practical Performance (48%)The pupils will be taught a variety of sports, and perform a practical exam in their best four sports at the end of Year 11.

Analysis of Performance (12%) Pupils must analyse performance in one of their chosen activities. They will be expected to show knowledge and understanding of skills and tactics in their sport through observation and evaluation.

FURTHER INFORMATION The Physical Education course offers an excellent insight into the theoretical and physiological concepts associated with sporting performance. The theory element of the course provides an excellent foundation for those pupils considering studying AS level Physical Education, BTEC Diploma in Sport (Performance & Excellence) or pursuing a sports-related career. Studying Physical Education complements a broad and well-balanced combination of subjects.

The specification number is: 2PE01


For further information, please contact:Head of Physical Education Mr S K Maddock [email protected]

Or i/c GCSEMiss K Jordan [email protected]


COURSE CONTENT The Product Design course encompasses a wide range of creative presentation and manufacturing skills as well as in-depth knowledge and understanding of several material disciplines. Pupils discover a broad application of ICT in design and gain a deeper understanding of graphic design, desktop publishing, word processing and CAD/CAM modelling.

Pupils are encouraged to explore a wide range of materials and manufacturing techniques in the design, development and production of a marketable product or prototype. Using their own research and development skills, pupils select and interpret a brief set by the Exam Board. Pupils set about solving problems, making models, planning production and seeing the design through to final stages of manufacture and assembly.

TEACHING, LEARNING AND ASSESSMENT The controlled assessment section accounts for 60% of the available marks, which includes a design portfolio and final manufactured product or prototype. The supporting folio should include all evidence of development, planning, thought processes and decision making throughout the project. The folio is comprised of a variety of sketches, maquettes and photographs, as well as design drawings and plans. An exam paper makes up the remaining 40% of the GCSE marks. Pupils are tested on their application of knowledge, understanding of material properties, processes and design skills.

FURTHER INFORMATIONThroughout the controlled assessment project, pupils will be asked to consider the environmental, ethical, social, industrial and economic impact their designs have on the world. The Product Design course encourages young people to problem solve and helps prepare them for living in a technological world, providing many practical skills for life. Pupils

are given the opportunity to work with resistant and compliant materials and are encouraged to employ a combination of these material groups in the manufacture of their product.

If pupils wish to pursue A-level Product Design, we suggest they should achieve at least a grade C at GCSE or be able to present a suitably comprehensive design folio. Successful GCSE pupils may wish to consider the BTEC Art & Design course if they are applying for a further education course in Creative Arts. Other pupils may wish to study A-level Product Design with a view to following a career in engineering as well as many other opportunities in design consultancy and industry.


Full course details can be found at: www.aqa.com

For further information, please contact:Mr P Maxfield [email protected] Or Mr D Holmes [email protected]

Product Design


Religious Studies

COURSE CONTENT Pupils taking Religious Studies will focus on two separate units, covering Islam and Christianity.

The Islam unit covers the following topic areas:Tawhid, Muhammad, holy law, Sunni and Shi’ah differing views on authority, worship, festivals, family life and personal lifestyle.

Topics in the Christianity unit include: Beliefs and sources of authority, worship, pilgrimage, festivals, Communion and religious leaders; or a study of Christian Ethics - topic areas: abortion, euthanasia, sexual relationships, marriage, prejudice and discrimination, the environment, world poverty, crime and punishment.

TEACHING, LEARNING AND ASSESSMENT Many skills required for GCSE will flow naturally on from those introduced in Year 9, i.e. reading, research, thinking and challenging, reflecting, listening and debating.

Pupils will develop their knowledge, understanding and ability to evaluate and analyse religion. Pupils will express their personal responses and informed insights while showing empathy and tolerance.

Pupils will be assessed on their ability to argue an alternative view and to explore their own. Lessons will often be discursive and involve lively debate concerning controversial topics. ICT will be used when appropriate, to enhance the presentation of work and to aid research.

The full course consists of two 1¹/₂ hour papers. 100% external (written) exams. The Christianity unit, studied over one year, makes up 50% of the available marks. The Islam unit makes up the remaining 50%. Each paper is divided into two parts: part A is comprised of four compulsory short-answer stimulus-response questions for 48 marks. Part B involves two optional extended response questions. Candidates choose and answer one of these questions for 24 marks.

This course enables pupils to discuss their views concerning religion and people’s beliefs. Often they will assess issues that have affected them already or will do so in the future. It will inform pupils about society in general and prepare pupils to function within a multicultural environment as they will understand people, politics and their own beliefs more fully. Tolerance towards and an understanding of the wider world is encouraged.

FURTHER INFORMATION Pupils are welcome to opt for A-level Religious Studies whether or not they have taken GCSE, however the GCSE does provide a sound base for further study. Some university courses offer Religious Studies, Theology and a variety of dual honours such as Theology and History of Art. The skills acquired at GCSE will be beneficial for many future careers. Skills that are developed during the GCSE course include the ability to analyse arguments in a logical manner and to critically evaluate problems. These skills are important life skills necessary for whatever path a pupil wishes to embark upon in the future.

The specification numbers are: 4050 (A) 405008 (Unit 8 Islam)405001 (Unit 1 Christianity)or (Unit 2 Christian Ethics)


For further information, please contact:Head of Religious Studies, Mrs F Thomson [email protected]


Notes

Millfield, Street, Somerset BA16 0YD Tel: +44 (0) 1458 442291 email: [email protected]

Documents

GCSE - Millfield Preparatory School · • Top Mathematics sets complete the IGCSE course in Year 10 and study ... • Information & Communication Technology (ICT) ... in Year 10