St. Dominic s...GSE English Language and English Literature Exam oard: AQA ‘The majesty and grandeur of the English language; it's the greatest posses-sion we have.’ – George

Points to consider when choosing GCSE subjects

Implications for Post-16 Subject Choices

When considering choices for GCSE courses, students should already have one eye on the subjects they may wish to study after Year 11. Whilst it is the case with some subjects that entry on to post-16 cours-es is dependent upon having studied that subject in Years 10 and 11, this is not always true. This may be relevant if students are struggling to narrow their choice of GCSE subjects down at this stage. It would be advisable for students to discuss their situation with the teachers of the relevant subjects.

Careers related issues when choosing your option subjects

It is always worth bearing in mind that the subjects you study in Years 10 and 11 could affect your ca-reer choices in the future. However, it is most important that your subjects are chosen for the right rea-sons and the best ones have to be that you really enjoy a subject and are good at it. If you have a par-ticular career in mind then it is always advisable to check which subjects are required for entry. But to choose a subject that has presented difficulties in the past only because it is needed for a particular ca-reer is not such a good idea – if you get a low grade then this will not enable you to enter that career anyway, and if the subject plays a large part in the job then it might not be the right path for you. If you are considering higher education, then it is worth remembering that three or four subjects taken at GCSE might have to be studied to A Level for entry to university, meaning you are making choices for four rather than two years of study. If you have no career ideas at present, that is perfectly normal at this stage. However, it is then important to consider what career areas you will be ruling out with your choices and be sure you are happy about them. There are equal opportunities in all subject choices so do not be swayed by people telling you there are ‘boys’ or ‘girls’ subjects.

Remember that GCSE grades are now all marked 9-1 replacing the old A-G grading system; please find the enclosed Ofqual grading structure.

Finally, never be tempted to choose a subject because a friend is doing it – what works well for them might be a disaster for you!

USEFUL WEBSITE www.direct.gov.uk/nationalcareersservice select: Job Profiles and type in the job title.

Lots of career information including the employment situation for each career in various parts of the

UK.

St. Dominic’s

Priory School

GCSE Options Booklet

2019-2021

‘The people who are crazy enough to believe they can

change the world are the ones who do.’ - Steve Jobs

http://www.direct.gov.uk/nationalcareersservice

GCSE English Language and English Literature

Exam Board: AQA

‘The majesty and grandeur of the English language; it's the greatest posses-

sion we have.’ – George Bernard Shaw

Aims of the subject:

To foster an enjoyment of wider, in-depth reading, making connections across what is read and be

able to draw on different areas of knowledge, skills and understanding in order to construct in-

formed opinions into critical, analytical and creative responses.

To acquire and apply skills to be able to write effectively and coherently, using Standard English,

grammar, punctuation, vocabulary, spellings, grammatical/ literary terminology and linguistic con-

ventions/ techniques appropriately, correctly and ambitiously.

To be able to listen to and understand spoken language and, use spoken Standard English effec-

tively and appropriately as dictated by the task, purpose and audience.

Course Description:

Students study for two separate qualifications: GCSE English Language and GCSE English Literature. Both

GCSE courses culminate in two examination papers each, with the addition of a non-examination as-

sessment in the form of a spoken language task response as part of the English Language GCSE only.

Each of the two examination papers for the GCSE English Language qualification are equally weighted,

representing 50% each of the overall GCSE grade. Whilst the GCSE English Literature papers are

weighted at 40% for Paper 1 and 60% for Paper 2.

Both courses encourage, challenge and enable learners to develop their skills, abilities and enthusiasm

for the subject through a range of activities and tasks in order to cover the three main strands of the

English curriculum: reading, writing and spoken language.

As part of the English Language GCSE, students study and will respond to a range of fiction and non-

fiction texts covering 19th, 20th and 21st century time periods in order to develop their skills of reading,

understanding and analysing. They will also undertake a variety of written tasks and activities to pro-

duce a range of creative and imaginative descriptions and narrative pieces, along with persuasive and

argumentative responses in preparation for terminal exams.

For the English Literature GCSE, students will have the opportunity to explore and examine a range of

texts and genres along with their varied social, political and economic contexts including: study of a play

by William Shakespeare, a 19th-century novel, modern prose and drama texts, plus a varied collection

of poetry from different eras and themes, again in preparation for terminal examinations.

Assessment Methods:

Students sit 3 written papers for each subject at the end of Year 11. Each paper carries a different

weighting towards the final grade and there are two levels (core/foundation or higher) of entry availa-

ble for each science subject. Each level of entry will include:

A 45-minute multiple-choice paper worth 30% of the final grade.

A 1 ¼-hour theory paper comprised of short and long answer questions, worth 50% of the final

grade.

A 1 ¼ - hour alternative to practical paper that assesses the key skills of data collection, graphing

and investigative enquiry, worth 20% of the final grade.

Students who are expected to gain a grade 3 or below would be entered at core level and have access

to grades 1 to 5.

Students who are expected to gain a grade 4 or above would be entered at extended level and have ac-

cess to grades 1 to 9.

Homework/Extended Learning Opportunities:

Weekly homework is an essential part of the course. Tasks may include:

Quiz and revision exercises on Doddle.

How Science works skills based tasks from textbook and workbook.

Past paper examples of exam questions

Creative activities

Applying skills to novel questions

Revision for end of topic tests - including mind mapping and making revision cards.

How Parents Can Help:

Ensuring homework is completed and handed in on time.

Encouraging the use of Doddle to help with revision.

Encouraging the use of Best Choice – a revision programme

Encouraging active and applied revision using GCSE Bitesize / revision guides

Career opportunities/Next Steps

Access to all Science based A levels and beyond is achievable with a grade 6 or above. This is

recommended as the approach for those interested in careers in Medicine, Dentistry, Veterinary

Science and Engineering.

Nursing

Pharmaceuticals

Software Developer

Architect

For more information, please contact Ms Pickford - Biology, Mrs Burge – Chemistry and Mr Bruno -

Physics

GCSE Biology, Chemistry and Physics (Triple Award Science)

Exam Board: Cambridge International

‘Science is simply the word we use to describe a method of organising our

curiosity’ - Tim Minchin


To increase understanding of the technological world.

To take an informed interest in scientific matters.

To recognise the usefulness and limitations of scientific methods and how they may be applied to

everyday life.

To develop attitudes such as objectivity, integrity, initiative and inventiveness.

To better understand the influences and limitations placed on scientific study by society, econo-

my, technology, ethics, communities and the environment.

Description:

The learner will study all 3 main stream sciences with the object of obtaining a standalone GCSE in each

science. In each science, learners gain an understanding of the basic principles through a mix of theo-

retical and practical studies, gaining an understanding of how science is studied and practised, becom-

ing aware of the good and bad influences science can have on individuals, their communities, and the

environment. The topics covered are as follows:

Biology (21 topics) Chemistry (14 topics) Physics (5 topics)

Characteristics and classification of living organisms Particulate nature of matter General Physics

Organisation of the organism Experimental techniques Thermal Physics

Movement into and out of cells. Atoms, elements and compounds Properties of waves includ-ing light and sound.

Biological Molecules Stoichiometry Electricity and magnetism

Enzymes Electricity and Chemistry Atomic physics

Plant Nutrition Chemical energetics

Human Nutrition Chemical reactions

Transport in plants and animals Acids, bases and salts

Diseases and immunity The Periodic Table

Gas exchange in humans Metals

Respiration Air and Water

Excretion in humans Sulphur

Coordination and response Carbonates

Drugs Organic chemistry

Reproduction

Inheritance

Variation and selection

Biotechnology and genetic engineering

Human influences on ecosystems

Assessment Methods:

Students will sit 2 examination papers for English Language and 2 examination papers for English Litera-ture at the end of Year 11. Students must also complete a non-examination assessment in the form of a spoken language task re-sponse as part of the English Language GCSE also.



Half-termly homework projects Research based tasks Revision cards Exam-style questions Creative activities Additional reading Watching documentaries and films


Ensuring homework is completed to deadline and to a high standard Q&A and supporting with at-home revision Encouraging regular use of a library Reading around the subject Encouraging a passion for English by visiting theatres, writers’ places of interest or watching liter-

ary programmes and films together

Career opportunities/Next Steps:

A-Levels Journalism Law Teaching Advertising/branding Researcher

For more information please contact Miss S Lambe

GCSE Maths

Exam Board: AQA

‘Mathematics is the alphabet with which God has written the universe’ -

Galileo


Develop knowledge, skills and understanding of mathematical methods and concepts Acquire and use problem-solving strategies

Select and apply mathematical techniques and methods in mathematical, every day and real world situations Reason mathematically, make deductions and inferences and draw conclusions Interpret and communicate mathematical information in a variety of forms appropriate to the in-

formation and context.

Course Description:

Students will develop confidence in, and a positive attitude towards, mathematics and recognise the

importance of mathematics in their own lives and to society.

GCSE Mathematics will prepare learners to make informed decisions about the use of technology, the

management of money, further learning opportunities and career choices.

GCSE Mathematics is used by employers as a measure of a person’s level of numeracy. Competency in

numeracy is so crucial to adult life that the study of mathematics is an essential part of any student’s

education.

GCSE Mathematics is a very good foundation for the study of many subjects at Advanced Level. In par-

ticular, Business Studies, Physics, Chemistry, Biology, Geography, Psychology, Sociology are well sup-

ported by both pure and applied mathematics.

Subject Content

Number Algebra

Ration proportion and rates of change Geometry and measures

Probability Statistics



Reading comprehensions

Translations between Spanish and English

Listening comprehensions

Written exercises

Online activities using Active Learn

Vocabulary learning

Practice examination papers


Ensuring homework is done on time and to a high standard

Helping students to revise at home

Encouraging a love of Spanish, for example by visiting Spanish speaking countries or using online

language learning applications

Showing an active interest in what students are learning in lessons each week


Charities Administrator

Investment Analyst

Commissioning Editor

Journalist

Consultant

Logistics/Distribution Manager

Human Resources Officer

Teacher

Humanitarian Aid Worker

Military Services

Interpreter

Intelligence

The possibilities are endless!

For more information, please contact Mrs E Crofts

GCSE Spanish

Exam Board: AQA

‘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


To enable students of all abilities to develop their Spanish language skills to their full potential,

equipping them with the knowledge to communicate in a variety of contexts with confidence.

Gain a greater appreciation for Spanish-speaking cultures

Make students more desirable employees and increase their job prospects, by opening the doors

to communicate with the 400 million Spanish speakers of the World

Make their travel experiences more exciting and rewarding

Improve their knowledge and understanding of their own language

Prepare for study abroad experiences

Course Description:

The specification covers three distinct themes. These themes apply to all four skill areas.

Students are expected to understand and provide information and opinions about these themes re-

lating to their own experiences and those of other people, including people in countries/communities

where Spanish is spoken.

Students study all of the following themes on which the assessments are based:

Theme 1: Identity and culture (myself, my family & friends, technology, free time, customs & festi-

vals)

Theme 2: Local, national, international and global areas of interest (my home & region, charity work,

healthy living, the environment, travel & tourism)

Theme 3: Current and future study and employment (life at school, post 16 education, jobs, career

choices & ambitions)

Assessment Methods:

There is a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9).

There are 3 written papers: Listening, Reading and Writing. There is also a Speaking Examination.

These 4 components carry equal weighting. Students must take all four components at the same tier.

Assessment Methods:

3 x 1.5 hour papers either at Higher (grades 4-9) or Foundation (grades 1-5) level



Practise on specific areas of maths Develop problem-solving strategies Exam technique questions Additional reading/research


Ensure homework is done regularly and is on time Discuss maths problems that students may be having

Encourage students to seek extra help when needed – from books, online or maths staff Encourage an enthusiasm for maths


A qualification in Mathematics is a requirement for many areas of employment and a useful support for

many degree courses.

Computing Data Analysis Finance

Science Teaching

For more information, please contact Mr N Jones

GCSE Religious Studies

Exam Board: Eduqas/WJEC

‘Aspire, not to have more, but to be more’ - Saint Oscar Romero


To develop knowledge and understanding of religious belief and practice in our society - with a

focus on Catholic Christianity and Judaism.

To develop knowledge and understanding of non-religious beliefs, such as atheism and human-

ism.

To develop knowledge and understanding of religious sources, including key religious texts and

religious art.

To develop the ability to construct well argued, well-informed, balanced and structured written

argument.

To provide the opportunity for learners to engage with questions of belief, value, meaning, pur-

pose, truth, and their influence on human life.

To challenge learners to reflect on and develop their own values, beliefs and attitudes in the light

of what they have learnt and so contribute to their preparation for adult life in a pluralistic socie-

ty and global community.

Course Description:

Component 1: Foundational Catholic Theology

Theme 1: Origins and Meaning

Theme 2: Good and Evil

Component 2: Applied Catholic Theology

Theme 3: Life and Death

Theme 4: Sin and Forgiveness

Pupils will be required to have an understanding of a Catholic response to these issues but also under-

stand the diversity of belief within Christianity as a whole, as well as the views of other faiths (of Juda-

ism in particular) and non-religious viewpoints - those of Humanism and Atheism where relevant.

Within these themes is coverage of issues that engage young people: Science and religion; environ-

mental issues; abortion and euthanasia; crime and punishment. It is anticipated that the course will

equip students to discuss these in and informed and balanced manner.

Component 3: Judaism

Beliefs

Practices

(This will include a trip to the Manchester Jewish Museum and Experience)

Unit 3 is a written examination and looks at core knowledge and understanding of the following:

Roles and responsibilities within the performing arts industry

Approaches to rehearsal

Working as a deviser/performer/director

Marketing and public relations

Health and safety

Design and technical elements

Assessment Methods:

Unit 1: 30% - Unlocking creativity (internally assessed)

Unit 2: 30% - The production/performance (internally assessed)

Unit 3: 40% - Written examination - The performing arts experience (externally assessed)



Practise on chosen instrument(s).

Rehearsals in dance and/or drama.

Research based tasks.

Exam questions.

Watching a wide range of dance genres, films and musical theatre.

Listening to a wide variety of music.

It is essential that skills developed in the classroom are further developed in the students’ own time. We

therefore encourage students to attend at least one extra-curricular activity, such as Dance, Lamda,

Choir and Singing Lessons


Encouraging participation in rehearsals and extra-curricular activities.

Ensuring homework is completed on time and to a high standard.

Encouraging listening to a wide variety of musical genres.

Encouraging watching a wide range of films and musical theatre.

Encouraging watching different genres of dance and drama.

Encourage reading around the subject and research.


Level 3 vocational qualifications such as performing arts, music, music technology, media and

dance.

There are many occupations that are directly linked to the qualification such as actor, animator,

choreographer, dancer, company stage manager.

For more information, please contact Mrs K Gardner

GCSE Performing Arts

Exam Board: AQA (Technical Award)

‘The arts are an essential element of education, just like reading, writing,

and arithmetic…music, dance, and theatre are all keys that unlock profound

human understanding and accomplishment‘ - William Bennett


To work effectively both as an individual and as part of an ensemble.

To effectively plan and implement skills development through rehearsals and workshops.

To understand the socio-cultural benefits and influences of the performing arts.

To experience a range of performances, styles and genres including theatre, film, radio, dance and

music concerts.

To develop an awareness and understanding of the roles and processes involved in the creation of

performances by a performing arts company.

To explore a range of stimuli, including written text, musical scores and libretti, works of art, film

and recorded music.

Course Description:

The multi-disciplinary Technical Award in Performing Arts is designed to equip students with the broad

range of practical performing arts skills and the core knowledge they will need to progress to further

study, employment or apprenticeships. This qualification is for students who wish to develop applied

knowledge and practical skills in the performing arts. It is designed with both practical and theoretical

elements. Please be aware that all students will be expected to participate in lessons and workshops

based on music, dance and drama.

Unit 1 assesses the theoretical content of the student’s chosen discipline. Students will demonstrate

core knowledge and understanding of the following:

Research

Idea development

Planning and budgeting

Presentation

Communication

Unit 2 provides the opportunity for students to be assessed as an individual and as a member of a

group as part of a production company.

Assessment Methods:

Components 1 and 2 will be tested by examinations of 1hr 30 mins (each)

Component 3 will be tested by an examination of 1hr

There is equal weighting on all papers in terms of the ability to:

Demonstrate knowledge and understanding (AO1)

Analyse and evaluate (AO2)

Students will be required to draw on sources of authority as well as understand the relevance of art,

music and sculpture in some of the topics considered

Homework/Extended Learning Opportunities


Reading ahead in preparation for the lesson

Making notes

Learning key words

Answering exam type questions

Revising for tests and exams

Preparing class presentations


Take an interest in what your son/daughter is studying and talk to them about it – much of the

material covered can be the source of great dinner table debates.

Test them on key words – there is a lot of new vocabulary, particularly in Judaism.

Help them to be organised – a good ordered set of notes makes exam prep so much easier


The new R.S. GCSE is academically challenging and so a good foundation from which to go on to study A-

Level R.S. or any A-Level or B/Tech

A Religious Studies qualification is an asset in any future employment or education because students

have acquired the skills to engage in debate: appreciate the views of others and articulate informed

views of their own. (RS A level is particularly liked by universities looking to recruit law students)

Religious Studies is vital because it gives students the opportunity to consider the big issues of our times

and so allows them to become responsible and informed citizens, ready to take their part in the world.

In this specification pupils consider and learn respect for the value of human life, as such it provides a

good basis for any career/ vocation, in which people are the priority; for example social work or the

health sector.

For more information, please contact Mrs J Cook

https://www.aqa.org.uk/subjects/performing-arts/technical-award/performing-arts-3745

GCSE Co-ordinated Science (9-1) Double Award

Exam Board: Cambridge International

‘The science of today is the technology of tomorrow.’ - Edward Teller


To provide an enjoyable and worthwhile educational experience for all learners whether or not

they go on to study science beyond this level.

To acquire sufficient knowledge and understanding to become confident citizens in a technologi-

cal world and have an informed interest in science.

To develop skills relevant to the study of science which are useful in everyday life and provide a

systematic approach to problem solving.

To be able to appreciate that science is subject to social, economic, technological, ethical and cul-

tural influences and limitations.

Course Description:

Students will study a balanced science course with 13 biology topics, 14 chemistry topics and 8 physics

topics as follows:

Biology Chemistry Physics Characteristics of living organ-

isms Particulate nature of matter Motion

Cells Experimental techniques Work, energy and power

Biological Molecules Atoms, elements and com-pounds

Thermal physics

Enzymes Stoichiometry Properties of waves, including light and sound.

Plant Nutrition Electricity and chemistry Electricity and magnetism

Animal Nutrition Energy changes in chemical reactions

Electromagnetic effects

Transport Chemical reactions Atomic Physics

Gas Exchange and respiration Acids, bases and salts

Coordination and response The Periodic Table

Reproduction Metals

Inheritance Air and Water

Organisms and their environ-ment

Sulphur (Higher tier only)

Human Influences on ecosys-tems

Carbonates

Organic chemistry

Assessment Methods:

60% Controlled assessments – Performance and Composition tasks

40% Examination – Listening and Theory examination.



Practise on chosen instrument(s)

Composition tasks

Research based tasks

Exam questions

Listening to a wide variety of music

In addition to instrumental/vocal lessons, we also advise students to ensure that they belong to at least

one musical ensemble e.g. choir, band or orchestra. The skills developed in these activities will benefit

students in all areas of the GCSE Music Course.


Encouraging participation in extra-curricular activities

Ensuring homework is completed on time and to a high standard

Encouraging regular practise at home on the chosen instrument(s)

Encouraging listening to a wide variety of musical genres

Encourage reading around the subject and research


GCSE Music provides a solid foundation for:

AS/A level Music

Any career within the music and entertainment industry such as artist management, accountancy,

copyright law, events management, journalism, performer, publisher, sound engineer, teacher,

TV/ radio presenter.

Music students also develop all seven of the skills that define employability as announced by the

Confederate of British Industry: self-management, teamwork, customer awareness, problem solving,

numeracy and ICT. Perhaps most importantly Music is a skill for life and provides opportunity for enjoy-

ment, leisure, participation and social interaction.

For more information please contact Mrs K Gardner

GCSE Music

Exam Board: OCR

‘With music, one’s whole future life is brightened. This is such a treasure in

life that it helps us over many troubles and difficulties. Music multiplies all

that is beautiful and of value in life.’ – Zoltan Kodaly


To develop performing skills individually and in groups to communicate musically with fluency and

control.

To develop composing skills to organise musical ideas.

To recognise links between the integrated activities of performing, composing and appraising and

how this informs the development of music.

To develop awareness of music technologies and their use in the creation and presentation of mu-

sic.

To engage with and appreciate the diverse heritage of music, in order to promote personal, social,

intellectual and cultural development.

Course Description:

The OCR GCSE Music course requires students to practically apply knowledge and understanding, in-

cluding musical vocabulary and notation as appropriate to context, through the skills of:

Performing

Composing

Appraising

The course also requires students to demonstrate knowledge and understanding of the musical ele-

ments, musical contexts and musical language and allow them to apply these to their own work when

performing and composing.

The following topics will be covered:

Area of Study 1 My Music Area of Study 2 The Concerto through Time Area of Study 3 Rhythms of the World Area of Study 4 Film Music Area of Study 5 Conventions of Pop

The course is taught within a mixture of theory and practical lessons. There are two tiers available with-

in this course – Core and Extended. The level at which a student is entered is not chosen until Year 11.

Assessment Methods:

Students sit 3 x written papers at the end of Year 11. Each paper is a combination of all 3 subjects and

carries a different weighting towards the final grade. Each level of entry will include:

A 45-minute multiple-choice paper worth 30% of the final grade.

A 2-hour theory paper comprised of short and long answer questions, worth 50% of the final

grade.

A 1½ - hour alternative to practical paper that assesses the key skills of data collection, graphing

and investigative enquiry, worth 20% of the final grade.

Students who are expected to gain a grade 3 or below would be entered at core level and have access

to grades 1 to 5.

Students who are expected to gain a grade 4 or above would be entered at extended level and have ac-

cess to grades 1 to 9.

The difference between the two levels is examined by differentiated multiple-choice and theory papers.



Quiz and revision exercises on Doddle.

How Science works skills based tasks from textbook and workbook.

Past paper examples of exam questions

Creative activities

Applying skills to novel questions

Revision for end of topic tests - including mind mapping and making revision cards.


Ensuring homework is completed and handed in on time.

Encouraging the use of Doddle to help with revision.


Provides the option of taking a Science based A level if gained at Level 6 or above.

Weather Forecaster

Sports Science

Food Technology

Marketing

Finance

For more information please contact Mrs Burge - Chemistry, Ms Pickford - Biology or Mr Bruno - Phys-

ics.

GCSE Art and Design

Exam Board: OCR

‘Painting is poetry that is seen rather than felt, and poetry is painting that is

felt rather than seen.’ - Leonardo da Vinci


Students studying Art and Design at GCSE will learn to develop their visual perception and understand-

ing of the creative, imaginative and practical skills for working in art, craft and design.

Throughout the course they will develop an appreciation of the richness of our cultural heritage, and

foster interests and enthusiasm through a sense of achievement, which will build personal confidence

and then be reflected in their work.

Course Description:

The course encourages exploration of both two and three-dimensional media, and of techniques like

printmaking, textiles, ceramic and mixed media, with observation; drawing, painting and photography

at the centre of all experimentation. Students will be encouraged to develop their own ideas in a non-

prescriptive and creative environment.

Students may choose to study Art and Design or Textiles during the 2 year course. They will produce

one unit of coursework, and one unit of exam work, leading to a ten-hour exam. Their work will be ex-

hibited at the end of the course. For gifted and talented students, the option of completing 2 GCSE’S in

both Art and Textiles (one in year 10 and one in year 11) is available, however, It must be noted that for

this option, a very high workload is to be expected and complied with.

Assessment Methods:

Coursework – 60% of marks.

Exam work (completed over a 3 month period and 10 hour exam) – 40% of marks.


Weekly homework is an essential part of the course. Students will be expected to complete 2 hours art

homework per week. Students should attend at least one lunchtime and/or after-school session per

week.

Assessment Methods:

Students will sit three written papers at the end of Year 11




Exam and essay questions

Creative activities

Additional reading

Watching documentaries and films

Revision cards



Revising at home

Encouraging a love of History by visiting sites or watching programmes together

Reading around the subject


A-Levels

Law

Journalism

Researcher

Archaeologist

Teaching

For more information, please contact Mrs S Kemp

GCSE History

Exam Board: OCR

‘We are not makers of History. We are made by History’ -Martin Luther King


History teaches us to question the past and develop new ideas.

Students will sharpen their critical thinking abilities, which combine analysis, research, essay

writing and communication skills to help to solve problems and form arguments for debate.

The options for each study cover a wide range of fascinating history, introducing different periods,

places and cultures, and engaging learners with different approaches to studying history.

Course Description:

Students will study five components to be awarded the OCR GCSE (9-1) in History B (Schools History

Project). Each of these components have equal weighting, representing 20% of the GCSE.

Thematic Study. Crime and Punishment, c.1250 to present

This thematic study will enable students to understand changes and continuities in crime and punish-

ment in Britain from c.1250 to the present. They will look at the nature and extent of crime, the en-

forcement of law and order and the punishment of offenders.

British Depth Study. The Elizabethans, 1580-1603

This depth study will allow students to understand the complexity of late-Elizabethan society and the

interplay of political, religious, economic, social and cultural forces within it. This study will enable

learners to understand how and why different interpretations of Elizabethan England have been con-

structed.

History Around Us

The students will have the opportunity to complete a site visit and will then study the site chosen in

depth. They will then sit a separate examination paper assessing the historic environment and its devel-

opment.

Period Study. The Making of America, 1789-1900

This period study follows the unfolding narrative of the making of America from the inauguration of the

first President in 1789 to the end of the nineteenth century when the USA was set to become the

world’s dominant power. Students will examine the relationship between the cultures of indigenous

Americans, African Americans and white Americans.

World Depth Study. Living under Nazi Rule, 1933-1945

This world depth study will enable students to understand the impact of the Nazi dictatorship on peo-

ple’s lives both within Germany and across occupied Europe. It explores the interplay of political, eco-

nomic, social, racial and cultural forces at work in these societies.


Students often really enjoy sharing their ideas and artistic journey with their parents; positive encour-

agement is also beneficial and welcomed. Ensuring your child has necessary art equipment at home

would also be beneficial.


Any student who wishes to pursue a career in which visual skills are required, e.g. architecture, graphics,

fashion textiles, photography, product or industrial design, presentation and display, would find GCSE

art or textiles an essential qualification. Students who express themselves in a visual way and who have

enthusiasm for both practical and critical aspects in Art and Design should develop and achieve over the

two years.

The Art Department offers students the opportunity of following an exciting course of study with

regular Museum and Art Gallery visits, an overseas field trip, workshops and a vibrant environment. The

Art Department has achieved outstanding results over the years.

For more information, please contact Miss J Jovanovic

GCSE Business

Exam Board: AQA

‘We need business to understand its social responsibility that the main task

and objective for a business is not to generate extra income and to become

rich, but to look and evaluate what a businessman has done for the country,

for the people.’ - Vladimir Putin


Know and understand business concepts, business terminology, business objectives

Apply knowledge and understanding to contemporary business issues and different types and

sizes of businesses in local, national and global contexts.

Develop as enterprising individuals with the ability to think commercially and creatively to demon-

strate business acumen and draw on evidence to make informed business decision and solve busi-

ness problems.

Develop as effective and independent students, and as critical and reflective thinkers with enquir-

ing minds.

Investigate and analyses real business opportunities. Develop and apply quantitative skills to busi-

ness, showing ability to use and interpret data.

Course Description:

Students apply their knowledge and understanding to different business contexts ranging from small

enterprises to large multinationals and businesses operation in local, national and global contexts.

They will apply their knowledge and understanding to business decision making including:

The interdependent nature of business activity influences on business, business operations, fi-

nance, marketing and human resources, and how these interdependencies underpin business de-

cision making.

The use and limitation of quantitative and qualitative data in making business decisions.

Students studying the course will be required to use business terminology to identify and explain busi-

ness activity. They will develop problem solving and decision making skills relevant to business, allowing

them to investigate, analyse and evaluate business opportunities and issues.

Their study will take them into real world business environments, showing use of technology within

business areas.

Assessment Methods:

Each of the three components of the course are assessed through a written examination.

In Papers 1, 2 and 3 there will be a variety of multiple-choice questions, short open, open response, cal-culations and 8-mark writing questions; there will also be one 12-mark extended writing question at the end of Paper 3. Papers 1 and 2 are both weighted at 37.5% of the qualification.

Paper 3 is weighted at 25% of the qualification.




Creative activities

Practice exam questions

Watching documentaries and films

Revision cards



Revising at home

Encouraging a love of Geography by visiting places; refer to an atlas and discuss the human and

physical features of the area

Keep informed about Geography by following the news or watching programmes together

Reading around the subject


A Level Geography- Geography combines well with both arts and science subjects. Geography is

highly valued by universities as an A Level choice.

The Russell Group report published in 2011, names Geography as one of the eight facilitating sub-

jects. This is a subject most likely to be required or preferred for entry to degree courses; choosing

Geography will keep more options open to you at University. In 2015 the Guardian identified Ge-

ography as the ‘must-have A Level’.

Geography is in the top ten subjects for real earnings for 29 year olds, according to a recent report

published by the Department for Education and The Institute for Fiscal Studies #choose Geogra-

phy.

Here are some of the many careers that Geography can lead to;

Community Planner Environmental Education Officer Hydrologist Land Surveyor Real Estate Developer Transportation Planner University Professor/ Teacher Public Services For more information, please contact Mrs J Longmore

https://www.academicinvest.com/arts-careers/urban-planning-careers/how-to-become-a-community-plannerhttps://www.academicinvest.com/science-careers/environmental-science-careers/how-to-become-an-environmental-education-officerhttps://www.academicinvest.com/science-careers/geology-careers/how-to-become-a-hydrologisthttps://www.academicinvest.com/engineering-careers/environmental-engineering-careers/how-to-become-a-land-surveyorhttps://www.academicinvest.com/arts-careers/economics-careers/how-to-become-a-real-estate-developerhttps://www.academicinvest.com/arts-careers/urban-planning-careers/how-to-become-a-transportation-plannerhttps://www.academicinvest.com/arts-careers/philosophy-careers/how-to-become-a-university-professor

GCSE Geography

Exam Board: Edexcel B

‘Geography is the subject which holds the key to our future’ Michael Palin


To develop and extend your knowledge of locations, places, environments and processes, and of different scales, including global; and of social, political and cultural contexts (know geographical material).

To gain understanding of the interactions between people and environments, change in places and processes over space and time, and the interrelationship between geographical phenomena at different scales and in different contexts (think like a geographer).

To apply geographical knowledge, understanding, skills and approaches appropriately and crea-tively to real-world contexts, including fieldwork, and to contemporary situations and issues, and develop well-evidenced arguments, drawing on your geographical knowledge and understanding (applying geography).

To develop and extend your competence in a range of skills, including those used in fieldwork, in using maps, and Geographical Information Systems (GIS) and in researching secondary evidence, including digital sources; and develop your competence in applying sound enquiry and investiga-tive approaches to questions and hypotheses (study like a geographer).

Course Description:

Students will study three components to be awarded the Edexcel B GCSE Geography 9-1 qualification.

This qualification has a clear and coherent structure; enquiry based learning, a real world focus, man-

ageable and interesting fieldwork tasks, an easily understood examination presentation and clear con-

nection with the 16-19 Geographical syllabuses.

Component 1: Global Geographical Issues

Topic 1 Hazardous Earth.

Topic 2 Development Dynamics.

Topic 3 The Challenges of an urbanising world.

Component 2: UK Geographical Issues

Topic 4 The UK’s evolving physical landscape.

Topic 5 The UK’s evolving human landscape.

Topic 6 Geographical Investigations (Physical and Human Geography fieldwork)

Component 3: People and Environment Issues (Making Geographical Decisions)

Topic 7 People and the Biosphere.

Topic 8 Forests under Threat.

Topic 9 Consuming energy resources.

Assessment Methods:

Students will sit all their exams at the end of the course. There are two written examination papers.

Paper 1: 1 hour 45 minutes Paper 2: 1 hour 45 minutes

90 marks 90 marks

50% of GCSE 50% GCSE

Business in the real world Business in the real world

Influences on business Influences on business

Business operations Marketing

Human resources Finance

Questions: Both papers consist of the following assessment methods

Section A has multiple choice questions and short answers questions worth 20 marks

Section B has one case study/data response stimuli with questions worth approximately 34 marks

Section C has one case study/data response stimuli with questions worth approximately 36 marks



Independent research on local companies

Watch current affairs programs

Extended reading on current topic

Keep updated on business news, both local and global

Exam questions


Encourage conversation on current affairs

Ensure homework is completed to a high standard and on time

Encourage additional reading and research relevant to current topic

Revision at home


A Levels - University

Business operations

Human resources

Finance/accounting

Marketing

Teaching

For more information, please contact Mrs S Kaine

GCSE French

Exam Board: AQA

‘Learning another language is like becoming another person’ Haruki Murukami


To develop the ability to understand and use French effectively for purposes of practical commu-nication

To develop an understanding of the grammar of French and an awareness of the nature of lan-guage learning

To develop the ability to use French both imaginatively and creatively To offer insights into the culture and civilisation of French-speaking countries and communities

and encourage positive attitudes to foreign language learning and to speakers of foreign lan-guages

To provide enjoyment and intellectual stimulation and form a sound base of the skills, language and attitude required for further study, work and leisure

To promote skills which have a wider application, such as information technology and learning skills (e.g. analysis, memorising).

Course Description:

The specification covers three distinct themes. These themes apply to all four skill areas.

Students are expected to understand and provide information and opinions about these themes re-

lating to their own experiences and those of other people, including people in countries/communities

where French is spoken.

Students study all of the following themes on which the assessments are based:

Theme 1: Identity and culture (myself, my family & friends, technology, free time, customs & festivals)

Theme 2: Local, national, international and global areas of interest (my home & region, charity work,

healthy living, the environment, travel & tourism)

Theme 3: Current and future study and employment (life at school, post 16 education, jobs, career

choices & ambitions)

Assessment Methods:

All assessments will be through examination at the end of Year 11. All four examination papers must be

taken at the same tier.

Higher Tier: Grades 4-9 Foundation Tier: Grades 1-5

Paper 1: Listening

(Comprehension questions in French and in English)

Higher Tier: 45 minutes 50 marks 25% of GCSE

Foundation Tier: 35 minutes

Paper 2: Speaking

(Role-play, photo card and general conversation)

Higher tier: 10-12 minutes 60 marks 25% of GCSE

Foundation Tier: 7-9 minutes

Paper 3: Reading

(Comprehension questions in French and in English, translation from French into English)

Higher Tier: 1 hour 60 marks 25% of GCSE

Foundation Tier: 45 minutes

Paper 4: Writing

(Structured writing task, open-ended writing task, translation from English into French)

Higher Tier: 1 hour 15 minutes 60 marks 25% of GCSE

Foundation Tier: 1 hour



Learning vocabulary and spelling

Learning grammatical rules and structures

Learning tenses and irregular verbs

Variety of writing tasks

Comprehension tasks

Translation tasks

Preparation for class speaking activities

Revising for tests or exams


By encouraging a positive attitude towards language learning

By ensuring that the appropriate time and effort has been given to the homework set

By testing students on vocabulary learned

By ensuring that students revise thoroughly for unit tests and exams

For more information, please contact Mrs M Kitchener

Documents

St. Dominic s...GSE English Language and English Literature Exam oard: AQA ‘The majesty and grandeur of the English language; it's the greatest posses-sion we have.’ – George