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1
Saint Monica’s
R.C. High School
KEY STAGE
4 2019-2021
www.stmonicas.co.uk
2
March 2019
Dear Parents,
We are approaching the time when you, and your son or daughter will have choices
to make regarding their studies at Key Stage 4 – the options. I hope you will already
have had discussions about these choices. During the next few weeks, your son or
daughter will receive advice in school from:
Subject Teachers
Form Teachers
Year Tutors
Heads of Department
A member of the Positive Steps team will also be available on Parents’ Evening (21st
March). All pupils will have had the opportunity to have a Positive Steps
appointment by the time of Parents’ Evening.
At the Key Stage 4 Evening on 14th March, I will take you through the options process
and tell you about the information and guidance provided by the school to inform
your son or daughter’s choices. Later in the booklet there is a list of the courses
available and some information on them, your child will also receive a Key Stage 4
option grid appropriate to the pathway they will follow.
Notes on how to fill it in can be found at the back of the booklet.
Most of the subjects will be offered at G.C.S.E. BTEC Sport is also offered.
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Every effort will be made to ensure that each child can follow his/her choices from
the list but it cannot be guaranteed for any pupil. While we will do all we can to
facilitate your child's first choice options, please be aware that it may not be
possible in all cases and a second choice may be given in place of a first choice
option.
Science appears in both the compulsory list and in the option list. This is because it is
available as Combined Science, which all students study, and Triple Science which is
available to those pupils following the St Francis Pathway. The Combined Science
course provides a pupil with two G.C.S.E. Science grades and a foundation for future
study of ‘A’ level Sciences. Triple Science students study Biology, Chemistry and
Physics as separate subjects, providing three G.C.S.E. grades and another route
towards ‘A’ level.
In next year’s curriculum all pupils will take the following subjects:
Religious Education
English
Mathematics
Science
Physical Education
An options choice of Spanish OR Geography OR History
PLUS two more subjects from the Option List.
It is not possible for us to guarantee that a pupil will be able to take all subjects
chosen because there are restrictions on the size of groups, as well as their number
and some may be over-subscribed. Some groups may be under-subscribed and
therefore may not be able to run, due to insufficient numbers. For these reasons,
your son or daughter is also asked to select a second choice option for each block.
Pupils will be able to review their option choices up to the end of September.
The completed Option Form should be returned on Monday 25th March.
Yours sincerely,
Mr M. Kehoe
Assistant Headteacher
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SUBJECTS OFFERED 2019-2020
COMPULSORY
Religious Education
English
Mathematics
Science
Spanish OR Geography OR History
Physical Education
OPTIONAL SUBJECTS
Geography
History
Spanish
Art, Craft and Design (General)
Art (Textiles)
Business Edexcel GCSE
Computer Science OCR GCSE
Design & Technology: Food Preparation & Nutrition
Drama
Music
Physical Education (GCSE)
Science – Triple
Sport (BTEC)
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Pathways
Pupils will choose their options based on three different pathways.
The Saint Francis Pathway
SCIENCE: Pupils on the Saint Francis Pathway will be strongly advised to study
Separate Sciences (Triple Science)- Biology, Chemistry and Physics to GCSE
level. One of the three option slots will be taken up by this Pathway.
HUMANITIES: A pupil on the Saint Francis Pathway will be strongly advised to
continue a humanity (History/Geography) that they are currently studying in
Year 9. This is will take up a second slot.
LANGUAGES: A pupil on this Pathway should also consider continuing their
studies of Spanish. This may take up the third slot.
OR
OTHER COURSES: Instead of a language or instead of a humanity, a pupil on
this pathway may choose from any of the other courses appropriate to them.
They must choose at least one of Geography OR History OR Spanish in their
option choices.
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The Saint Catherine Pathway
SCIENCE: Pupils on the Saint Catherine Pathway will study Combined Science.
They will have then three further courses to study.
HUMANITIES: A pupil on the Saint Catherine Pathway will be strongly advised
to continue a humanity (History/Geography) that they are currently studying
in Year 9. This will take up one slot.
LANGUAGES: A pupil on this Pathway should consider to continue their
studies of Spanish to further broaden their studies which may take up
another slot, leaving them with one other slot.
OR
OTHER COURSES: Instead of a language or instead of a humanity, a pupil on
this pathway may choose from any of the other courses appropriate to them.
This may take up the second and third slots. They must choose at least one
of Geography OR History OR Spanish in their option choices.
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The Saint Therese Pathway
Miss O’Brien and Mr Clegg will discuss with and support pupils on the Saint
Therese Pathway with their options choices, in order to ensure a
combination of subjects that best meet their needs and abilities.
SCIENCE: Pupils on the Saint Therese Pathway will study Combined Science.
They will then have three further courses to study.
HUMANITIES: Pupils on this pathway can continue with a Humanity
(Geography/History) course they have studied in Year 9. This will take up
one slot.
LANGUAGES: A pupil on the Saint Therese Pathway may take a language if
they already study a language in Year 9. This may take up one slot.
OR
OTHER COURSES: A pupil on this pathway may choose from any of the other
courses appropriate to them. This may take up the second and third slots.
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CONTENTS
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12
16
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19
21
24
26
28
30
32
34
36
37
39
42
R.E.
ENGLISH
MATHEMATICS
SCIENCE
SPANISH
P.E.
ART & DESIGN - Textiles
BUSINESS & ENTERPRISE
D.T.
GEOGRAPHY
HISTORY
COMPUTER SCIENCE
P.E. (BTEC & G.C.S.E.)
MUSIC
DRAMA
ART CRAFT & DESIGN
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Religious Studies GCSE – Edexcel syllabus A.
The GCSE is divided into 3 clear areas of study. For each area of study there will be an external examination in the summer of year 11.
The GCSE will begin in the summer term of year 9, so as to cover the increased content for the GCSE.
Each area of study is outlined below – more specific details and examples of assessment can be found on the exam board’s web page –
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/religious-studies-a-2016.html
Area of Study 1 – Catholic Christianity Overview
This area of study comprises a study in depth of Catholic Christianity as a lived religion in the United Kingdom and throughout the world.
There are four sections: Beliefs and Teachings; Practices; Sources of Wisdom and Authority; Forms of Expression and Ways of Life.
Students will be expected to study Catholic Christianity within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should compare and contrast the areas of belief and practice within Catholic Christianity with wider Christian perspectives. as outlined in the content below.
Students should recognise that Catholic Christianity is one of the many religious traditions in Great Britain which include Buddhism, Hinduism, Islam, Judaism and Sikhism. This knowledge may be applied throughout the assessment of the specified content.
Students should also recognise that within Catholic Christianity there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within the wider Christian tradition in the way beliefs and teachings are understood and expressed should be included throughout, including reference to Orthodox, Protestant and other Christian traditions. The
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significance and importance of the various beliefs and practices to Catholics today, should be explored throughout the four sections.
Assessment information
● Assessment: May/June year 11 – written examination.
● Assessment is 1 hour and 45 minutes, worth 50% of the final mark.
Area of Study 2 – Judaism overview, study of a second world religion
This area of study comprises a study in depth of Judaism as a lived religion in the United Kingdom and throughout the world.
There are two sections: Beliefs and Teachings; Practices.
Students will be expected to study Judaism within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should recognise that Judaism is one of the many religious traditions in Great Britain.
Students should also recognise that within Judaism there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within Judaism in the way beliefs and teachings are understood and expressed should be included throughout including reference to Orthodox, Reform and Liberal traditions. The significance and importance of the various beliefs and practices to Jews today should be explored throughout the two sections.
Assessment information
● Assessment -May/June year 11, written examination.
● Assessment is 50 minutes, worth 25% of the final mark.
Area of Study 3 - Catholic Christianity Philosophy and Ethics overview
This area of study comprises a study in depth of aspects of Philosophy and Ethics in the context of Catholic Christianity as a lived religion within the United Kingdom and throughout the world.
There are two sections: Arguments for the Existence of God; Religious Teachings on Relationships and Families in the 21st Century.
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The significance and importance of the various beliefs, issues and practices to Catholics today should be explored throughout the two sections. This should include reference to how the Bible informs a Christian’s understanding of the topics and how approaches to the issues are underpinned by philosophical arguments and ethical theory as applicable.
Students will be expected to study Catholic Christianity within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should recognise that Catholic Christianity is one of the many religions and world views in Great Britain, which include Buddhism, Hinduism, Islam, Judaism, Sikhism and non-religious views
such as Humanism and atheism. This knowledge may be applied throughout the assessment of the specified content. Students should compare and contrast the areas of ethics and/or philosophy within Catholic Christianity with wider Christian perspectives and non-religious views as outlined in the content below.
Students should also recognise that within Catholic Christianity there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within the wider Christian tradition in the way beliefs and teachings are understood and expressed should be included throughout, including reference to Orthodox, Protestant and other Christian traditions.
Assessment information
● Assessment -May/June year 11, written examination.
● Assessment is 50 minutes, worth 25% of the final mark.
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Pupils in Year 10 will continue their study of the new AQA English specification as
started in Year 9. Pupils will study two separate GCSE exams:
GCSE English Language and GCSE English Literature
Students are awarded two separate grades for these two distinct subjects.
Pupils will sit both examinations at the end of Year 11. This is a government directive. Pupils will be taught eight hours of English over two weeks. For the first time, final examinations in Year 11 will count for 100% of pupils’ final mark. There will be no opportunity for students to re-sit their examinations. Students will receive a number and not a grade at the end of Year 11.
GCSE English Language
For this GCSE examination, pupils will sit two papers:
Language Paper 1: Explorations in creative reading and writing.
Language Paper 2: Writers’ viewpoints and perspectives.
Language Paper One: Explorations in creative reading and writing
What is assessed?
Section A: Reading: One literature fiction text
Section B: Writing: Descriptive or narrative writing
How will it be assessed?
Written exam: 1 hour 45 minutes at end of Year 11 (80 marks = 50% of GCSE)
What types of questions will be asked?
Reading: (40 marks) (25%) From one single text
Question 1: List four things from the text (4 marks)
Question 2: Analysing the writer’s use of language (8 marks)
Question 3: Analysing how the whole text is structured (8 marks)
Question 4: Critical evaluation – responding to a given statement (20 marks)
Writing: (40 marks) (25%)
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Question 5: An extended writing question (24 marks for content, 16 marks for technical accuracy.) Language Paper Two: Writers’ viewpoints and perspectives
What is assessed?
Section A: Reading: One non-fiction text and one literary non-fiction text – one of these texts will be from the 19th century.
Section B: Writing: Writing to present a viewpoint
How will it be assessed?
Written exam: 1 hour 45 minutes at end of Year 11 (80 marks = 50% of GCSE)
What types of questions will be asked?
Reading: (40 marks) (25%) Based on two linked texts
Question 1: True or false activity (4 marks)
Question 2: Summarising the differences between two texts (8 marks)
Question 3: Analysing the writer’s use of language (12 marks)
Question 4: Comparing how writers convey their viewpoints (16 marks)
Writing: (40 marks) (25%) Question 5: An extended writing question (24 marks for content, 16 marks for technical accuracy.
Non-examination Assessment: Spoken Language
What is assessed?
Presenting
Responding to questions and feedback
Use of Standard English
How is it assessed?
Teacher set throughout course
Marked by teacher (Pass / Merit / Distinction)
Separate endorsement (0% weighting of GCSE)
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GCSE English Literature
For this GCSE examination, pupils will sit two papers:
Literature Paper One: Shakespeare and the nineteenth century novel.
How is it assessed?
Written exam: 1 hour 45 minutes = 64 marks = 40% of Literature GCSE grade.
Literature Paper Two: Modern texts and poetry and unseen poetry. How is it assessed?
Written exam: 2 hour 15 minutes = 96 marks = 60% of Literature GCSE grade.
What will my child study for GCSE English Literature?
Students have already commenced their study of some of these key texts in Year 9: 1. Shakespeare: Students will study one play from the list of six set texts.
Students should study the whole text. Macbeth Romeo and Juliet The Tempest The Merchant of Venice Much Ado About Nothing Julius Caesar.
2. The 19th-century novel: Students will study one novel from the list of seven
set texts. Students should study the whole text. Robert Louis Stevenson The Strange Case of Dr Jekyll and Mr Hyde Charles Dickens A Christmas Carol Charles Dickens Great Expectations Charlotte Brontë Jane Eyre Mary Shelley Frankenstein Jane Austen Pride and Prejudice Sir Arthur Conan Doyle The Sign of Four
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3. Modern Texts: Pupils will study one text from the following list:
JB Priestley An Inspector Calls Willy Russell Blood Brothers Alan Bennett The History Boys Dennis Kelly DNA Simon Stephens The Curious Incident of the Dog in the Night-Time (play script) Shelagh Delaney A Taste of Honey William Golding Lord of the Flies AQA Anthology Telling Tales George Orwell Animal Farm Kazuo Ishiguro Never Let Me Go Meera Syal Anita and Me Stephen Kelman Pigeon English
4. Poetry: Students will study one cluster of poems taken from the AQA poetry anthology, Poems Past and Present. There is a choice of two clusters, each containing 15 poems. The poems in each cluster are thematically linked and were written between 1789 and the present day. The titles of the two clusters are:
Love and relationships
Power and conflict.
Students will study all 15 poems from the chosen cluster and be prepared to write about any of them in the examination. Useful revision materials for these texts are available on the following web-sites:
https://www.bbc.com/education/examspecs/zxqncwx http://www.sparknotes.com/ https://www.cliffsnotes.com/ We will also provide your child with detailed revision notes for all of these texts as they are studied with their class teacher.
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Course Title
GCSE in Mathematics
Exam Board and Specification Code
Edexcel GCSE in Mathematics A (1MA1)
Assessment Format
GCSE Mathematics is split into two tiers of entry:-
New grading structure 1-9, with 9 being the highest Foundation tier 1 – 5
Higher tier 4 – 9
The qualification consists of three equally-weighted written examination papers at either Higher tier or Foundation tier. Paper 1 is a non-calculator assessment and a calculator is allowed for paper 2 and paper 3. Each paper is 1 hour and 30 minutes long. There is no coursework element in Mathematics.
Students will sit their Mathematics GCSE at the end of Year 11.
Functional Skills is now a key part of the GCSE exam and as such there are certain questions dedicated to this skill on each examination. These questions test you on how well you communicate your mathematics in your answer.
Possible Careers and Further Education opportunities
Mathematics is used every day in all our lives. When you leave school it is very important to be numerate. Most employers and further education establishments will look very carefully at the mathematical qualifications that you will hold. The vast majority of employers will require you to have a grade 4 or 5) at GCSE level Mathematics, as do nearly all colleges, even if the subject you are doing is not related to Mathematics.
For further information about your Mathematics GCSE please ask any of the Maths
teachers.
Alternatively you can visit the exam board website:-
http://www.edexcel.com/quals/gcse/gcse10/maths/maths-a/Pages/default.aspx
Edexcel GCSE Mathematics (2015) | Pearson qualifications Here you will find lots of
information including the specification and a parents and students guide to the
course.
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Students at St. Monica’s follow the OCR ‘Twenty First Century Science’ course.
What is Twenty First Century Science?
Twenty First Century Science is a set of GCSE Science courses for key stage 4 (14 to
16 year olds). The courses are matched to the needs of young people.
What can we expect from the science curriculum?
We need a Science curriculum that offers greater flexibility and genuine choice to
cope with the diversity of students’ interests and aspirations.
All of us, as citizens, need to be able to cope with the Science that shapes our lives.
We are on the receiving end of scientific ideas and technical information in many
different roles such as householder, parent, patient, voter or juror.
Some young people aspire to be scientists, or to work in careers where knowledge of
science is essential. So educating the next generations of science practitioners is also
crucial.
Students need both Science for citizens, and Science for scientists.
How many GCSE grades will students get?
The majority of pupils will follow the Combined Science route and receive two
separate Science GCSE grades. Those who follow the Triple Science course will have
three grades.
What are the courses like?
GCSE Combined Science – Most pupils in the country will study this course.
It features many of the major theories of science in a way that encourages students
to appreciate their importance to everyday life.
The course also explores how scientific information is obtained, how reliable it is,
what its limitations are, and how this information helps society to make important
decisions. Students are prepared to deal with issues involving Science which they
may meet, for example, mobile phone safety, decisions about childhood
vaccinations, and sustainable use of resources.
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The second part of the GCSE explores scientific concepts in more depth, and
develops students’ understanding of how scientists work and gives candidates an
insight into how scientists develop our scientific understanding of ourselves and the
world we inhabit.
There has been an increase in the numeracy content and the depth of scientific
knowledge. There will be no internally assessed Controlled Assessment but the
pupils will have to be well prepared for questions on specific practical situations. As a
result, we have increased the number of practical sessions and have invested in extra
equipment to cope with this demand.
Triple Science - GCSE Chemistry, Physics, Biology
The option available for Science is ‘Triple Science’. Students study Biology,
Chemistry and Physics as separate subjects, providing three G.C.S.E. grades and
another route towards ‘A’ level. These qualifications are particularly important to
those pupils who wish to pursue scientific careers (doctors, dentists, veterinary) or
have a view to studying at one of the top ‘Russell Group’ universities. Pupils should
look to achieve high scores in their end of Key Stage 3 assessments and have a keen
interest in Science if they are to opt for it. This option may not be available to pupils
who have not gained the highest scores in the end of year assessment. This year, the
assessments will take place in the week beginning 16th April.
Each separate GCSE provides an opportunity for further developing an
understanding of science explanations, how science works and the study of elements
of applied science, with particular relevance to professional scientists.
When are the examinations?
The Written papers are externally set and marked in June of Year 11. There are now
no modular examinations in Science. This means that the only exams pupils sit will
be at the end of the course in Year 11. Combined Science will have 4 examinations
and Triple Science will have 6.
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The course allows for a widening of the scope of physical activity undertaken in years
seven, eight and nine and is consistent with the overall programme of Physical
Education and the National Curriculum.
The pupils pursue a course of activities designed to achieve improvement in
planning, performance and evaluation of the activities undertaken.
In Year 10 male students will participate in football, basketball, fitness training,
cricket and athletics and female students will undertake programmes in netball,
trampolining, fitness training, rounders and athletics. In Year 11 all pupils will be
able to opt for a variety of activities which will include squash, swimming, aerobics,
badminton and table tennis.
Pupils will be expected to wear the correct P.E. uniform in Year 10 but are allowed to
wear any suitable clothing for participation in Year 11.
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OPTIONAL SUBJECTS
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The syllabus and exam format
GCSE Geography at St Monica’s follows the new WJEC Eduqas (9-1) Geography B
course. In this syllabus pupils study three themes during the two year course:
1. Changing Places – Changing Economies – In this theme pupils will study
urbanization in contrasting global cities, urban and rural processes and change in the
UK and a global perspective on development issues.
2. Changing Environments – In this theme pupils will study coasts and coastal
management, rivers and river management, weather and climate and the causes and
effects of climate change.
3. Environmental Challenges – In this final theme pupils will study how
ecosystems function, ecosystems under threat, water resources and management
and desertification.
The pupils will also be required to complete two 1 day fieldwork trips to contrasting
areas, one urban one rural. They will be taught fieldwork methodology,
representation techniques and analysis.
The generic titles are set by the exam board on an annual basis. Field trip
destinations in the past have included Cleveleys on the Fylde Coast, Castleton in The
Peak District, Malham, Salford Quays, and shopping areas in Bury. Parents will be
asked to make a contribution of approximately £20 per trip to help fund costs.
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For several years we have also taken year 10 pupils who opt for Geography for an
enrichment trip to London and visited the Olympic Park, been on the London Eye,
toured the major sights and been for a cruise along the River Thames. The trip runs
for 3 days/2 nights.
Upon completion of the 2 year course pupils will sit 3 written exams. Component 1 is worth 40% of the final grade and will test the 3 themes outlined above. The exam is 1 hour 45 minutes. Component 2, worth 30% of the final grade, is a 1 hour 30 minute paper. It is a problem solving paper and will assess content from across the 3 themes using a variety of structured data response questions. Finally, component 3, which is again a 1 hour 30 minute paper worth 30% of the final grade will be an applied fieldwork enquiry based upon the teachings of the fieldwork trips.
Why study Geography at GCSE?
The course has several advantages over other G.C.S.E. Geography courses including:
themes chosen to be relevant to young people;
the case studies are up to date and contemporary, so young people learn
about the fast changing world around them;
a syllabus not overloaded with content, giving time for a variety of activities
and for revision;
an opportunity to develop lifelong skills which pupils can put into practice
throughout the course;
Geography is useful in many ways ...as a preparation for the world of work or further
education ... or simply as an enjoyable, interesting, subject. It is widely accepted as a
good balancing subject which helps you to:
(a) Talk with interest about a variety of topics
(b) Understand the major problems and issues in the world
(c) Have some understanding of people
(d) Acquire a variety of useful job skills
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Geography for the future
Geography develops a wide range of intellectual, practical and social skills – just the combination that many employers look for. The study of Geography at GCSE, and beyond, has a direct relevance to careers such as cartography, landscape architecture, environmental consultancy and the leisure and tourism industries, but it’s real importance lies in the number of basic skills it provides and it’s these which pupils can then use to ‘market’ themselves. More and more people who have studied Geography now find themselves in a variety of jobs, including banking, advertising, the media, business management and the armed forces. These may not appear geographically related, but they utilize more general skills and attributes such as the collection, analysis and interpretation of data, the application of methodical working techniques, the ability to view problems from a variety of angles and some general knowledge of the world. While many other subjects cover some of these skills, Geography covers them all. Statistics have also shown that people who study Geography are among the most employable.
Further information
For further information please visit the syllabus website at http://www.eduqas.co.uk/qualifications/geography/gcse-b/ and click on syllabus B. This site has more detail on what is covered and has examples of assessments. Alternatively you can contact Mrs. Flaherty, Head of Humanities, at [email protected] or Mr. Day, Second in Department, at [email protected]
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The syllabus and exam format
GCSE History at St Monica’s follows the AQA course. Pupils will sit two papers and
the course is 100% examination. In this syllabus pupils study four themes during the
two-year course:
1. A period study – America 1920-1973: Opportunity and inequality - In this
theme pupils will study the development of the USA during a turbulent half century
of change. This was a period of opportunity and inequality – when some Americans
lived the ‘American Dream’ whilst others grappled with the nightmare of
discrimination and prejudice. Pupils will study the role and impact of ideas, key
individuals and groups on American society.
2. A wider world depth study – Conflict and tension, 1894-1918. Pupils will get
an opportunity to study the causes, nature and conclusion of the First World War.
The study will show how and why conflict occurred, and why it proved difficult to
bring the war to a conclusion. Pupils will consider the role of key individuals and
groups and how they were affected by and influenced international relations.
3. A Thematic study – Britain: Health and the people. In this theme pupils will
study how medicine and public health developed in Britain over a long period – from
Ancient times through to medieval and finally to modern day times. Pupils will study
the causes, scale, nature and consequences of change.
4. British Depth study including the historic environment
Norman England 1066-c1100. Pupils will study the Norman Conquest and control, life under the Normans and the Norman Church. Pupils will also examine a specific site such as Durham cathedral and the relationship between a place and historical events and developments.
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How GCSE History will be assessed:
Paper 1: Understanding the Modern World 50% of GCSE
Section A – Theme 1 (six compulsory questions)
Section B - Theme 2 (four compulsory questions)
A written exam: 1 hour 45 minutes
Paper 2: Shaping the nation 50% of GCSE
Section A - Theme 3 (five compulsory questions)
Section B – Theme 4 (four compulsory questions)
A written exam: 1 hour 45 minutes
Why study GCSE History?
The new G.C.S.E. History at St. Monica’s is a natural progression from lower school work. Any pupil who has enjoyed History at Key Stage 3 will find this course interesting and challenging. The new course has been expanded to cover a more diverse range of historical topics and eras. Many elements will be familiar to our pupils, but there will also be an opportunity to study new periods of time. These topics will help pupils to understand the world in which they live and the origins of modern political and social issues.
Our experience suggests that pupils who succeed in History in lower school are capable of making a success of the subject at G.C.S.E. level. This is partly because lower school work provides such a good foundation for the demands of the examination.
History for the future
Students of History also gain vital skills and academic discipline which are recognized and valued by employers and universities. History is relevant to a wide range of careers including medicine, law, journalism, marketing, sales, research, politics, teaching and all types of clerical work. The course helps pupils to understand the world around them, and to become informed citizens.
As all pupils at St. Monica’s will know, History is not about memorising facts. It is
concerned with understanding the actions of people in the past, studying sources,
organising evidence and explaining causes and effects. History provides students
with skills such as
1. an ability to form and express an opinion appropriately,
2. an ability to present conclusions in a clear and objective way
3. an ability to think and process information.
These skills are of great relevance to numerous aspects of life in modern society and
have both specific and general career relevance.
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Exams from: June 2018
Spanish - Specification code: 8698
QAN code: 601/8160/6.
There are four equal parts to the Spanish GCSE examination; all four parts will be assessed in the form of an examination at the end of Year 11
Speaking (25%)
Writing (25%)
Listening (25%)
Reading (25%)
Pupils will study a range of topics that will be familiar, as well as new ones that will
inspire students who are interested in the culture of Spain and Spanish-speaking
communities and countries.
3.1.1 Theme 1: Identity and culture
Theme 1: Identity and culture covers the following four topics with related sub-
topics shown as bullet points:
Topic 1: Me, my family and friends
Relationships with family and friends
Marriage/partnership
Topic 2: Technology in everyday life
Social media
Mobile technology
Topic 3: Free-time activities
Music
Cinema and TV
Food and eating out
Sport
SPANISH
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Topic 4: Customs and festivals in Spanish-speaking countries/communities
3.1.2 Theme 2: Local, national, international and global areas of interest
Theme 2: Local, national, international and global areas of interest covers the
following four topics with related sub-topics shown as bullet points:
Topic 1: Home, town, neighbourhood and region
Topic 2: Social issues
Charity/voluntary work
Healthy/unhealthy living
Topic 3: Global issues
The environment
Poverty/homelessness
Topic 4: Travel and tourism
3.1.3 Theme 3: Current and future study and employment
Theme 3: Current and future study and employment covers the following four topics:
Topic 1: My studies
Topic 2: Life at school/college
Topic 3: Education post-16
Topic 4: Jobs, career choices and ambitions
Work and Education (School/Colleges and Future Plans/Current and Future Jobs
Possible Careers and further education: Think more in terms of developing excellent communication, memory and precision skills. Think of demonstrating that you are able to learn a large amount of information and adapt it. Your ability to learn one foreign language shows that you would be capable of learning another language, should your future career demand it. You can use your language skills to work all over the world…..this makes you much more employable!
Career routes: Any profession with a language e.g. Law with Spanish, Medicine with a language. Interpreter, Translator, Teacher, International sales manager, Events Organizer, Bilingual Secretary/PA, website localizer/translator, European Politics, Travel and Tourism Consultant, Hotel, Catering and Hospitality, International Correspondent, Travel Critic/Google/Facebook/Apple…… and much more.
For more specific information, please see Miss Lewis in Room 2.
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GCSE; ART CRAFT & DESIGN
This course is successfully taught through to GCSE level by building onto and extending
the range of experiences touched upon in lower school as well as introducing and
developing new skills. During Year 10 students follow a broader course, using a variety
of both media and approaches to learning including the use of ICT.
By the start of Year 11 students will be able to pursue increasingly
personal areas of interest and specialise in the ways of working
and media they feel most confident with.
This course is examined through an exhibition of work at the end
of Year 11 displaying the evidence of 2 major projects (60%) and
an externally set task produced from January to April of the final
year (40%).
Year 10; Abstract Project
This project is an opportunity to develop and refine skills, introduce new ways of
working and ensure a successful start to the course. Students produce initial drawings
on their chosen inspiration and then explore a variety of media including types of
pencil, paint, paper, print, collage, ink, clay and digital medium and textile approaches.
Emphasis is placed on development of an understanding of the basic elements of art
in line, tone, colour, pattern, texture and composition.
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Year 10/11 Personal Project
This work seeks to encourage a personal response
to a starting point and provide opportunities for
reflection and development of ideas. Students are
guided and encouraged to use their own personal
experiences, beliefs and observations on life to
produce artwork of an increasingly individual
nature. The refined traditional skills developed in
the previous project are supplemented with a
greater emphasis on individuality and personal
choice.
For their final piece of coursework students have the opportunity to work on the
chosen brief from previous GCSE starting points. This will provide students with
greater choice, independence and the experience of tackling a timed set of work.
Year 11 Externally Set Tasks
At the beginning of January students are given a GCSE paper that provides 7 starting
points for pieces of work. After preparing for around 8 school weeks they have a
total of 10 hours in which to complete their work - which is then exhibited alongside
all coursework at the start of June.
This is a time heavy course which requires you to be really committed to completing
work at home or at after school Art clubs
30
GCSE; TEXTILE DESIGN
This course is successfully taught through to GCSE
level by building onto and extending the range of
experiences touched upon in lower school as well as
introducing and developing new skills using textile
materials. During Year 10 students follow a broader
course, using a variety of both media and approaches
to learning including the use of ICT. By the start of Year
11 students will be able to pursue increasingly
personal areas of interest and specialise in the ways of
working and approaches they feel most confident
with.
This course is examined through an exhibition of work at the end of Year 11 displaying
the evidence of 2 major projects (60%) and an externally set task produced from
January to April of the final year (40%).
Year 10; Abstract Fashion
Project
This project is an opportunity to develop and
refine skills, introduce new ways of working and
ensure a successful start to the course. Students
produce initial drawings on their chosen
inspiration and then explore a variety of textile
approaches alongside use of art media. Emphasis
is placed on development of an understanding of
the basic elements of art in line, tone, colour,
pattern, texture and composition. Students will
also learn how to produce fashion illustrations to
communicate their ideas.
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Year 10/11 Personal Project
This work seeks to encourage a
personal response to a starting point
and provide opportunities for reflection
and development of ideas. Students are
guided and encouraged to use their
own personal experiences, beliefs and
observations on life to produce artwork
of an increasingly individual nature. The
refined traditional skills developed in
the previous project are supplemented
with a greater emphasis on individuality
and personal choice.
For their final piece of coursework
students have the opportunity to work on
the chosen brief from previous GCSE
starting points. This will provide students
with greater choice, independence and
the experience of tackling a timed set of
work.
Year 11 Externally Set Tasks
At the beginning of January students
are given a GCSE paper that provides 7
starting points for pieces of work. After
preparing for around 8 school weeks
they have a total of 10 hours in which
to complete their work - which is then
exhibited alongside all coursework at
the start of June.
This is a time heavy course which
requires you to be really committed to
completing work at home or at after
school Art clubs
32
Why study Business Studies?
Would you like to set up you own business and be a successful entrepreneur like
Alan Sugar or Bill Gates? Would you like to go and be a manager for a large business
like John Lewis or M&S? Have you got an interest in the news and how the
government and their policies affect your life?
If the answer is yes to any of these questions, then Business Studies is the course for
you!
Course Outline
You will cover a range of topics in relation to both small businesses and large
businesses including starting a small business or the different type of business
organisations, finance, marketing, people and operational management.
Course Title: GCSE Business Exam Board: Edexcel
Specification code: 1BS0
Course structure and assessment Format: This course consists of 100% Exam
Units Assessment method /Content
Theme 1:
Investigating
Small
Businesses
Written Examination /Edexcel set and marked
1hr and 30 mins – 90 Marks
Theme 1 concentrates on the key business concepts, issues and
skills involved in starting and running a small business.
It provides a framework for students to explore core concepts
through the lens of an entrepreneur setting up a business. In this
theme, students will be introduced to local and national business
contexts and will develop an understanding of how these contexts
impact business behaviour and decisions. Local contexts refer
specifically to small businesses or those operating in a single UK
Mandatory
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location and national contexts relate to businesses operating in
more than one location or across the UK.
Students must develop an understanding of the interdependent
nature of business activity through interactions between business
operations, finance, marketing and human resources, as well as the
relationship between the business and the environment in which it
operates.
Theme 2:
Building a
Business
Written Examination /Edexcel set and marked
1hr and 30 mins – 90 Marks
Theme 2 examines how a business develops beyond the start-up
phase. It focuses on the key business concepts, issues and decisions
used to grow a business, with emphasis on aspects of marketing,
operations, finance and human resources.
Theme 2 also considers the impact of the wider world on the
decisions a business makes as it grows. In this theme, students will
be introduced to national and global business contexts and will
develop an understanding of how these contexts impact business
behaviour and decisions. National contexts build on those in
Theme 1 and relate to businesses operating in more than one
location or across the UK. Global contexts relate to non-UK or
transnational businesses.
Students must develop an understanding of the interdependent
nature of business activity through interactions between business
operations, finance, marketing and human resources, as well as the
relationship between the business and the environment in which it
operates.
Mandatory
Possible Careers & Further Education:
A business qualification can lead into the following career areas
Accountancy Administration
Advertising Business Analyst
Marketing Public Relations
Recruitment Sales
Progression: This course prepares you for work in the Business Industry. It will allow
you to go direct into an apprenticeship or continue further study at A Level or BTEC
Level in college. Further Information - Speak to Mrs. Bonson, Mr. Mullin or Mr.
White.
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Course Title: GCSE Computer Science
Course structure and assessment Format:
This course consists of 80 % exam and 20% coursework (this is subject to change
based on recent Ofqual consultation).
Unit Assessment Weighting
Computer
Systems (01):
Computer Systems
• Systems Architecture • Memory • Storage • Wired and wireless networks • Network topologies, protocols and layers • System security • System software • Ethical, legal, cultural and environmental concerns
1 hour 30
minutes
Written
paper
80 marks
40%
Computational
Thinking,
Algorithms
and
Programming
(02)
Computational Thinking, Algorithms and
Programming (02)
• Algorithms • Programming techniques • Producing robust programs • Computational logic • Translators and facilities of languages • Data representation
1 hour 30
minutes
Written
paper
80 marks
40%
Programming
Project
(03/04)
Programming Project
• Programming techniques • Analysis • Design • Development • Testing and evaluation and conclusions - Identifying successes and any limitations.
Controlled
assessment
40 marks
Totalling 20
hours Non-
Exam
Assessment
(NEA)
20%
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Possible Careers and Further Education
GCSE Computer Science is a very practical course that prepares you for work in the Computing Industry. This is an ideal course for students interested in a career in:
Database administrator
Games developer
Information systems manager
IT consultant
Multimedia programmer
Network engineer
Systems analyst
Systems developer
Games Designer
You will develop a good portfolio of work and gain qualifications that will allow you to apply for other Computing or ICT courses in college, such as:
A-Level – Media Studies, ICT or Computer Science
Apprenticeships relating to Programming or ICT.
For Further Information
Please speak to Mrs. Bonson
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The Food preparation and Nutrition course will equip students with the knowledge, understanding, skills and encouragement they need to cook. It will give them the ability to apply the principles of food science, nutrition and healthy eating. It will promote a life-long love of cooking and open doorways in the Food industry as a possible career pathway.
GCSE: AQA Food Preparation & Nutrition
WRITTEN ASSESSMENT:
This 2 year GCSE course
will be assessed through 50% external examination
and 50% internal NEA
Examination (50%):
Section A – multiple choice questions (20 marks available) Section B – 5 written questions
(80 marks available)
NEA (Non-Exam Assessment): This is the practical element fo the course which includes written research, planning and evaluation activities NEA Food preparation assessment (35%):
practical work accompanied by a portfolio
of evidence.
Food investigation (15%): a written report
about the Science behind food.
There is an expectation that if you choose this course that ingredients are brought every time you are planned to cook.
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GCSE Drama. Exam Board: AQA
Drama GCSE engages and encourages students to become confident performers and
designers with the skills they need for a bright and successful future. You will
develop skills required to perform in front of a live audience and you will learn how
to prepare both devised and scripted work for performance. You will study a range
of play texts as well as having the opportunity to experience as much live theatre as
possible.
Performing is at the centre of the course with theory lessons to support the practical
application of key Drama skills.
All students devise drama.
All students explore texts practically and work on two text-based performances.
Students can choose to develop as a:
• performer • designer (lighting, sound, set, costume, puppets) • performer and designer.
Component 1- Understanding Drama- Written Exam
Study of a Play Text
Analysis and Evaluation of a Live Theatre Production
Written Exam- 1 hour and 45 minutes (3 sections)
80 marks = 40% of GCSE
Component 2- Devising Drama- Practical Performance
Creating, Devising and Performance of Original drama
Devising and Rehearsal Log
80 marks- 40% of GCSE
Component 3- Texts in Practice- 2 Practical Performances
Performance of 2 Play Text Extracts
50 marks- 20% of GCSE
DRAMA
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Will I enjoy this course?
You will enjoy this course if you want to study a subject that is practical and creative whilst
giving you the opportunity to study different theatrical styles and different play texts. You
may be an experienced performer, or you may have always wanted to devise and direct your
own performance material- the important thing is that you are passionate about live theatre
and performance.
The written exam paper at the end of the course is designed to help all students
realise their full potential. Students are expected to combine what they’ve learned
about how drama is performed with their practical experience and imagination.
How does Drama help me in the future?
Students learn to collaborate with others, think analytically and evaluate effectively.
They gain the confidence to pursue their own ideas, reflect and refine their efforts.
Whatever the future holds, students of GCSE Drama emerge with a toolkit of
transferable skills, applicable both in further studies and in the workplace.
NB: It is vital students who opt for drama are motivated and enthusiastic about
performance. You will need to be committed as you will need to arrange and attend
your own rehearsals at lunchtimes and/or after school in preparation for
performance work.
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GCSE Music (WJEC)
Why Should I choose GCSE Music?
You should choose Music at Key Stage 4 if you enjoy
performing and experimenting with sound. The
composing, listening and performing assessments in
KS3 was just a taster of what is expected studying
music at key stage 4.
Assessment:
How will I be examined?
The GCSE Course is following the WJEC Syllabus which is assessed in 3 sections:-
Component 1: Performing
Total duration of performances: 4-6 minutes
This will be internally assessed and externally moderated
This component is worth 30% of the overall qualification
What will I perform?
A minimum of two pieces, one of which must be an ensemble performance of at
least one minute duration. The other piece(s) may be either solo and/or ensemble.
One of the pieces performed must link to an area of study of the learner’s choice.
Component 2: Composing
Total duration of compositions: 3-6 minutes
This will be internally assessed and externally moderated
This component is worth another 30% of the overall qualification
What will I compose?
Two compositions, one of which must be in response to a brief set by WJEC. Learners
will choose one brief from a choice of four, each one linked to a different area of
MUSIC
40
study. The briefs will be released during the first week of September in the academic
year in which the assessment is to be taken (Year 11).
The second composition is a free composition for which learners set their own brief.
Component 3: Appraising
Written examination: 1 hour 15 minutes
This is worth the remaining 40% of the overall qualification
This component is assessed via a listening examination.
There are eight questions in total, two on each of the four areas of study.
Area of study 1: Musical Forms and Devices
Area of study 2: Music for Ensemble
Area of study 3: Film Music
Area of study 4: Popular Music
Two of the eight questions are based on extracts set by WJEC.
41
How is the Music course taught?
Lessons will involve individual and group work, performing, theory, composition,
listening and music research.
Personal Attributes Required:
You need to be able to sing or play an instrument to a reasonable standard. If you do
not already play an instrument you must be keen to learn one. You need to work
hard and work well with others. You will be expected to contribute to the choir
and/or orchestra. This will mean you have a commitment and are expected to
partake in all activities these ensembles perform at.
How will Music help me in the future?
Taking music as an option shows employers that you have a wider range of interests
and skills than most. It proves that you have shown dedication and commitment to
learn a musical instrument and to study music. Furthermore it shows you are a Team
worker - an essential aspect in most employment. Music GCSE is hard work, but
equally one of the most enjoyable subjects to learn and succeed in.
Homework Expectations:
There is an expectation that students will complete a range of written and research
tasks throughout the course. Students will also be expected to rehearse their chosen
instrument or voice on a weekly basis and attend additional performance sessions
and rehearsals when necessary. It is expected, as stated above, that those who
choose to sing as their ‘performance’ instrument will join choir which will aid their
musical ear training as well as giving multiple choices of repertoire for the final
performance examination.
NB: It is vital students who opt for Music are motivated and enthusiastic about
performance. You will need to be committed as you will need to arrange and attend
your own rehearsals at lunchtimes and/or after school in preparation for Ensemble
performance work.
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BTEC First Award in Sport
Exam Board: Edexcel
This course will suit pupils who enjoy and are keen on sport. Pupils opting for this
subject will participate in a mix of practical and theory lessons, so a fundamental
interest is a necessity.
One of the main purposes of BTEC qualifications is to help students progress
ultimately into employment. Over the duration of the course pupils will learn
employability skills including self-management, problem-solving and team-work.
Unlike the GCSE PE option, you will not be assessed on your sporting ability, but on
your knowledge and understanding.
Pupils opting for BTEC Sport will complete a course equivalent to a GCSE where
candidates are required to complete four units of work over the 2 years. The BTEC
Level 2 Sport qualification is internally and externally assessed. The external
assessment is for Unit 1 and pupils complete a one-hour 15-minute online exam. The
three remaining units are internally assessed.
The units studied are:
Fitness for Sport & Exercise (externally assessed through a 1 hour 15-minute online exam)
Practical Performance in Sport
Applying the Principles of Personal Training
The Mind & Sports Performance
Pupils will be awarded a Pass, Merit or Distinction for each unit.
More information about this course can be found on the following website:
http://qualifications.pearson.com
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PHYSICAL EDUCATION (G.C.S.E. Course)
The G.C.S.E. course will give a useful qualification for pupils hoping to study more
advanced courses in P.E. and Sport, which are available at all Sixth Form Colleges
including St. Monica’s. Such courses might lead ultimately to vocational
opportunities in teaching, leisure management and active careers, e.g., in the armed
forces or the police.
The course is split between the practical and theory elements:
More information about this course can be found on the following website:
http://qualifications.pearson.com
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NOTES ON HOW TO FILL IN THE OPTION GRID
On the separate option grid, you will find the choices for 2019 - 2021 drawn up onto
three separate blocks; you will notice that some subjects appear in more than one
block.
Every pupil in the present Year 9 must choose one subject only from each block, that
is, three subjects altogether. They must write that choice in the space below each
block.
All pupils must choose Spanish OR Geography OR History. Pupils may choose more
than one of these subjects.
Should your son or daughter opt for Art General, they SHOULD NOT choose Art
Textiles as well.
Should your son or daughter opt for Triple Science, only option block 3 is taken up.
Every effort will be made to ensure that each child can follow his/her choices from
the list but it cannot be guaranteed for any pupil. While we will do all we can to
facilitate your child's first choice options, please be aware that it may not be
possible in all cases and a second choice may be given in place of a first choice
option.
Pupils will be able to review their option choices up to the end of September.
There are two copies of the option slip, one for you to keep as a record, the other to
be returned to your child’s form teacher on Monday 25th March.