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Class of 2020
Key Stage 4
Courses Guide
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Dear Year 9 Pupils, Parents and Carers,
It gives me great pleasure to introduce the next stage in your journey at Bolingbroke Academy – the
transition from Key Stage 3 to Key Stage 4.
This booklet contains all the information pupils need to make informed choices for their preferences
subjects and to be prepared for this exciting new stage in the journey through their secondary education at
Bolingbroke Academy. This information is also on the academy website, where additional updates and
answers to further questions will be posted in the run up to the decisions pupils will be finalising in the
Summer term.
The Key Stage 4 curriculum is structured as follows -
The first stage of the selection process is for pupils to decide which of the Creative Arts subjects they
will continue with for the rest of this academic year. All pupils have had five weeks of lessons in Art,
Product Design, Drama and Music so far this year. From next week they will focus on one of these
subjects until July to provide a strong foundation for them continuing with this subject for GCSE. All pupils
must choose one of these subjects now, even if they do not continue with that subject from September.
The main form for the online submission of preferences will appear on the academy website on Friday
18th March and the deadline for the submission of initial choices is Thursday 24th March. Pupils will
have the opportunity to further discuss and confirm their selections at their careers interviews in the week
of 25th - 29th April. Pupils will be informed of their allocation at Year 9 Civitas Evening on Wednesday
4th May.
I hope you find the information enclosed in this booklet useful as we embark on this exciting journey.
Yours Sincerely,
Mr R Speight
Vice Principal
Core (compulsory subjects) Page Preferences - 3 courses from Page
English (2 GCSEs – Lang & Lit)
Maths (1 GCSE)
Biology, Chemistry and Physics (3 GCSEs)
Or Double Science (Core and Additional – 2 GCSEs)
Non-examination subjects
PE/Games
Civitas (including Philosophy and Ethics)
Duke of Edinburgh Reading
Enrichment activities
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10
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26
Art
Computing
Drama (GCSE and LAMDA) French
Food Preparation and Nutrition Geography
German History
Music Physical Education
Product Design
Religious Studies (Philosophy and Ethics) Spanish
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15
16 18
19 20
21 22
24 26
28
29 31
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Frequently Asked Questions
How many GCSEs will pupils do?
Pupils will take between 7 and 11 GCSEs. Most pupils will receive 8 or 9 GCSEs - English Language, English
Literature and Maths, plus either 3 Individual Science GCSEs (Biology, Chemistry and Physics) or 2
Combined Science GCSEs. They will then study three GCSEs as their preferences subjects.
Some pupils will be entered for more GCSEs – if they are entered for additional maths, a community
language, for example, or if they undertake an additional preference course. Other pupils will study 7
GCSE courses and receive additional core subject support to ensure their success.
Will pupils have a better chance of applying to the top Universities if they study additional GCSE
subjects?
No. Universities are far more interested in the quality of qualifications achieved than the quantity. Grades
at GCSE and A-level, rather than the number of subjects that pupils study, are seen as a more accurate
predictor of ability to study a University course. The basic expectation nationally is that pupils study 8
GCSEs and the new government performance measures are all based on idea that this is the norm.
Most schools, both in the state and independent sector, have cut the standard number of GCSEs that most
pupils study in recent years, in the light of reforms to the examination system and more challenging
courses (introduced for English and Maths in 2015 and for all other subjects from this September)
requiring more teaching time.
Are these ‘new’ or ‘old’ GCSEs?
There has been a great deal of change nationally in terms of curriculum and qualifications that has been
widely covered in the media. New GCSEs were designed and launched in English and Maths for first
teaching from September 2015. These are very rigorous qualifications with significantly increased content
requirements, all assessed by exams at the end of the course. They are graded on an entirely new 9-1
scale. The courses that the Class of 2020 will be starting in other subjects will also be completely new
courses, also assessed on the 9-1 scale. The old A*-G scale will not be used any more.
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Do you have to study English, Maths and Science?
Yes. These will become optional courses like any others at A-level but these are core subjects up to the
age of 16 nationally. All of our pupils will study English Literature and Language, with three periods of each.
All pupils will have 5 or 6 periods of Maths, 5 or 6 of Science, a double period of PE/games and then 3
periods for each of their preference subjects.
Where can I access advice about careers and the choices I have to make?
Civitas tutors are, as ever, your first port of call in school. Careers guidance is also one of Mrs Robinson’s
many areas of expertise and responsibility, so speak to her for advice or to be pointed in the right
direction in terms of research and resources in the library. All Year 9 pupils have been introduced to the
Fast Tomato website (www.fasttomato.com) and have their own profiles on the website which they can
access from school or home. If you do not have a Fast Tomato log-in, please see Mrs Robinson. In addition,
all pupils will have a careers interview with an independent careers adviser in the week 25th - 29th April.
This is a really fantastic opportunity which last year’s Year 10s really appreciated and benefited from.
Why do we use the term ‘Preferences’ instead of ‘Options’ at Bolingbroke?
We believe it is appropriate and beneficial that pupils have an element of choice in the composition of their
Key Stage 4 curriculum. The expectation is that pupils research widely, consult their teachers, discuss their
decisions in depth with their parents, subject teachers, Civitas tutors and other sources of advice and
support. It is hoped that all pupils will reach informed choices and find themselves allocated to their first
choice subjects. There may be some cases where pupils are directed towards different courses to those
that they have chosen if the academy believes it is in their best interest. There are some courses which
certain pupils will not be able to study (eg Spanish if pupils have not studied it in Year 8 and 9). For this
reason we use the term ‘preferences’ rather than ‘options’ to emphasise that pupils do not have absolutely
free choice to opt for what they want.
Once I have submitted my preferences, am I guaranteed to study those subjects?
No. Sometimes subjects will be undersubscribed and it will not be viable to run as many teaching groups as
planned. If this is the case the number of teaching groups will be reduced and this may mean that some
pupils have to re-choose. Alternatively a subject may be oversubscribed and some pupils will have to re-
choose. Some combinations of courses will not fit (see below). We obviously try to limit the impact of
such changes.
Some schools have options blocks or three lists of subjects from which pupils select one from each.
Why do we not have these at Bolingbroke?
We are determined to maximise the match between preferences pupils express and course allocations.
Option blocks are simple and straightforward but they rule out certain combinations of courses. We will
build our blocks (ie the lessons that are taught at the same time, one of which all Year 10 pupils will be in
at a given time) around the preferences expressed so that as many pupils as possible are allocated to their
top three preferences. It is inevitable that not every preference combination will ‘work’ but this approach
greatly increases the likelihood that pupils will end up with their top three.
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What is the English Baccalaureate?
The English Baccalaureate (or EBacc) was introduced as a performance measure for schools several years
ago. Pupils who get good passes grades in English, Maths, Science, a Modern Foreign Language and either
History or Geography qualify for the English Baccalaureate. This has given Humanities and Languages
GCSEs somewhat enhanced status in relation to other optional subjects. They are subjects that have
traditionally been recognised as rigorous facilitating subjects that universities and employers value highly. A
selection of a Humanities subject, a language and a creative/practical subject is a good balanced curriculum
that would suit the majority of pupils. However, these subjects are not for everyone and pupils will not be
forced to take EBacc qualifying subjects and combinations if there are subjects that they are passionate
about (eg RE, Music and Art, or Food Tech, PE and Drama) and that may help them secure better
outcomes.
Can pupils study more than one language?
Pupils are able to continue with both of their languages from Year 9 if they choose, although with only
three preferences to choose from, it is not anticipated that large numbers of pupils will take this route,
Pupils and parents should speak with current language teachers for advice. Native, bilingual or advanced
speakers of other languages will have the opportunity to be entered for them and attain an additional
GCSE qualification, potentially in Year 10 or even in Year 9.
Do you need to select PE to do it?
All pupils will have a double period of core (non-GCSE) PE/games. PE is also a preference subject. GCSE PE
and Core PE/games are very different. Core PE will be similar to the PE pupils have followed in Years 7-9
with a focus on exercise, sport and healthy lifestyles. GCSE PE is a rigorous academic course. Most pupils
who select PE as a preference they will have 5 periods of PE a week, at least 2 of which will be a classroom
based theory lesson, in addition to enrichment commitments. It is possible that some pupils may be able to
be entered for GCSE PE in addition to their three preferences if they have excellent theoretical knowledge
and understanding, advanced sporting skills and are fully engaged in sports enrichment and sports
clubs/teams outside of school. Please see Mr Jones if interested in this pathway.
Where does RE / Philosophy and Ethics fit in?
This is a statutory subject that pupils have so far studied for a term in Years 7 and 8 History and a period a
week of Philosophy and Ethics in Year 9. In Year 10, pupils will continue to follow it through the Civitas
programme. They also have the option of selecting Religious Studies / Phillosophy and Ethics as a
preference subject in addition to this. (see RS course profile on page 26).
How will it be decided whether pupils do Triple or Double Science?
We have consistently stressed with pupils and parents that we want as many pupils as possible to study
Physics, Chemistry and Biology as separate subjects at Key Stage Four as these are highly valued
qualifications and good preparation for A-level and university study. However, there will be pupils for
whom what is called ‘Trilogy’ Science (worth 2 GCSEs instead of 3, formally known as Core and Additional
Science) will be a more appropriate pathway to secure the best grades their can. This is the route taken by
the majority of Key Stage Four pupils around the country, with Triple Science normally reserved only for
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the highest achievers. Pupils have been completing assessments throughout their GCSE Foundation Year to
assess their suitability for Triple Science. Some pupils will start with Triple Science in Year 10 although
some classes will focus on combined science only. At the end of Year 10, depending on the outcomes of
end of year exams, final decisions will be taken. Parents will be informed at every stage of the process.
What are some bad reasons to choose preferences subjects?
Because you like your current teacher for the subject (you may not have them next year!)
Because you think it is easy (there are no easy GCSEs!)
Because your friends are doing it and you want to be in their class (it is very unlikely that you will
be!)
Because you think it will guarantee you a career in that area (there is a long way to go!)
Because it’s the subject you have your best level in it, but you don’t really enjoy studying it.
Because you are worried that if you don’t do it for GCSE, you will not be able to keep learning
about and remain interested in, for example, history, French, music, cooking or art. A well-rounded
pupil will maintain an interest and continue developing their knowledge and skills in all areas. Not
choosing a subject for GCSE is not the end of the road!
What is the deadline for deciding Preferences?
We want to ensure pupils and parents have the time to consider the choices they have to make
deliberately and in detail. The main form for the online submission of preferences will appear on the
academy website on Friday 18th March and the deadline for the submission of initial choices is
Thursday 24th March. Pupils will have the opportunity to further discuss and confirm their selections at
their careers interviews in the week of 25th - 29th April. Pupils will be informed of their allocation at Year
9 Civitas Evening on Wednesday 4th May.
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CORE CURRICULUM
Subject English Language and Literature
Introduction
The rigorous new English Literature and English Language GCSE specifications have a key focus on ensuring pupils are able to independently analyse texts and write with
both flare and technical accuracy.
English Literature and English Language are two separate GCSES that will be taught
by different teachers with pupils spending 3 hours a week studying for each.
In preparation for the English Literature GCSE pupils will study a wide range of British literature, including a text from the Literary Heritage, a modern novel, a
themed collection of poetry and a Shakespeare play.
In English Language lessons, pupils will study 20th century fiction and non-fiction texts
such as diaries, newspaper articles, journals and biographies from the 18 th – 21st century on a range of themes including education, power, travel and entertainment
In addition, pupils will also be creating their own fiction and non-fiction writing on these themes, among others. Pupils’ speaking and listening skills will be assessed
through their study of English Language in order for them to gain an additional qualification demonstrating their effective communication skills.
Why study English?
It is the gateway to success in all subjects – great reading and writing is the
key!
It enables you to communicate your ideas effectively both orally and in
writing.
You get to argue and your opinion matters. Debate and discussion are a key
part of the course.
You get to learn about different times and places that you may never get to
go to.
It provides a range of career options from advertising to journalism to law.
Exam Board and
Specification AQA English Literature & English Language
Key areas of
content
English literature
Modern novel/play – ‘Pigeon English’/ ‘An Inspector Calls’
19th century novel – ‘The strange case of Dr Jekyll and Mr Hyde’
Shakespeare play – ‘Macbeth’/ ‘Merchant of Venice’
Themed collection of 15 poems – ‘conflict and power’
English Language
20th century fiction
18th-21st century literary non fiction
Descriptive writing
Writing to respond to a viewpoint
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Assessment
arrangements
Pupils will sit 4 terminal exams, two for each GCSE and each lasting 1 hour and 45 minutes.
English Literature Paper 1: Shakespeare and the 19th century novel
English Literature Paper 2: Modern texts and poetry
English Language Paper 1: Explorations in Creative reading and Writing
English Language Paper 2: Writer’s viewpoints and perspectives
Setting
arrangements
Pupils will be taught in six teaching groups, set by ability in English.
Pupils will have a different teacher for English Language and English Literature.
Pupils are allocated to a particular set on the basis of their performance throughout
Year 9. The final Key Stage 3 Teacher Assessment will be considered along with other evidence, but should not be regarded as the sole criterion for set choices.
Textbooks,
websites and other relevant
material
Please see AQA website for the full English Literature and Language specifications:
http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702
http://www.aqa.org.uk/subjects/english/gcse/english-language-8700
As this is a new specification there are no specific websites designed to support your studies at this stage. The websites below will aid your study for your literature texts:
www.schmoop.com
www.sparknotes.com nfs.sparknotes.com
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Subject Mathematics
Introduction
"As a mathematician, I'm often challenged to come up with compelling reasons to study mathematics. If the questioner is serious, I reply that there are three reasons or, more
accurately, three broad classes of reasons to study mathematics. Only the first and most basic class is practical. It pertains to job skills and the needs of science and technology. The
second concerns the understandings that are essential to an informed and effective citizenry. The last class of reasons involves considerations of curiosity, beauty, playfulness,
perhaps even transcendence and wisdom." J. A. Paulos
Mathematics is a beautiful and diverse subject. It is far more than the study of
numbers; it enables us to see patterns, make new discoveries and find links to the world around us. Over the course of the two years, pupils will build on the key
skills and knowledge that they have gained at Key Stage Three, so that they develop competence in several areas of Mathematics.
GCSE Mathematics has changed since 2015, with the new course offering more
depth and rigour. This will ensure a really solid foundation for A levels and beyond. Pupils will no longer be awarded A*-G grades, but instead be given a grade on the
scale 9-1. A ‘9’ is approximately equivalent to the upper end of an A* (roughly 3-5%
of the national cohort).
The new GCSE Mathematics course will prepare pupils thoroughly for their next step – whether they choose to study Maths at a higher level or not.
Why study Maths?
Studying Maths helps to develop key skills such as reasoning and logic
Pupils will gain experience both of abstract Mathematical concepts and of
their real-world applications
The content links across to other areas of the curriculum, such as Science and Geography, and will support learning in these areas
GCSE Maths is an essential requirement for further study at all levels
Pupils hoping to work in medicine, science, technology or engineering will
need a solid understanding of Mathematics – and the skills gained will be useful in all careers.
Exam Board and Specification
AQA Mathematics
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Key areas of
content
Number
Algebra – including forming and solving equations,
Ratio, proportion and rates of change
Geometry and measures
Probability
Statistics
Assessment arrangements
This is a linear course and so pupils will be assessed on all content in the Summer of
Year 11.
3 papers, each 1.5 hours long
1 non-calculator paper, 2 calculator papers
Each paper could contain questions on any area of the course
GCSE Mathematics is split into two tiers: Foundation and Higher. All of the
Foundation content is included on the Higher paper. The Higher paper also examines harder content that is not included on the Foundation paper. The
following grades are applied to each paper: Foundation: 1-5 Higher: 4-9
4 of the 6 groups will initially work towards the Higher paper, but a final decision
about which tier individual pupils are entered into will not be made until the Spring
Term of Year 11.
Setting arrangements
Maths will be taught in six ability groups, to ensure that all pupils are supported and challenged at the appropriate level. The highest group will also have the opportunity
to study an additional Mathematics qualification.
Textbooks,
websites and other relevant
material
We will continue to follow the Mathematics Mastery programme. We have piloted
their Year 10/11 resources ahead of their national launch from 2016, which has allowed us to be really involved as they develop their materials. Pupils will all be
given practice books to work and revise from, as well as their usual work in exercise books. More information about Mathematics Mastery can be found at
www.mathematicsmastery.org.
Pupils should continue to use www.mangahigh.com in order to complete set tasks
and also complete extra practice on any areas that they find challenging.
There are a number of websites that may be useful for revision:
www.emaths.co.uk
www.bbc.co.uk/bitesize
www.kangaroomaths.com
www.mathsmadeeasy.co.uk
www.khanacademy.org
In addition, www.youtube.com often has videos that explain concepts or give ideas for remembering tricky methods.
Any other information
Although these exams will have a slightly different format from previous exams, it is
still useful to practise exam-style questions. Pupils should complete as many past paper questions as they can over the course of Year 10 and 11.
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Subject Science Biology, Chemistry and Physics (Separate Science) or AQA Trilogy (Combined Science)
Introduction
The 2016/17 Year 10 cohort will be the first year group to study the new GCSE
specifications and sit the new linear exams in the summer of 2018. Those who have achieved the highest levels at KS3 whilst showing excellent levels of effort will study
the ‘Separate Science’ programme and attain a GCSE in each of Biology, Chemistry and Physics. The majority of the year group will study the ‘Trilogy’ programme (the
equivalent of the old ‘Double Award’ programme).
Why study
Science?
To acquire and develop the skills and knowledge necessary to study Science
at A-Level and beyond.
To continue and enrich an enthusiasm for the scientific world around us.
To develop a scientific approach to data, problem-solving and analysis that is
transferable into the world of work.
Exam Board and
Specification
AQA Separate Science GCSE (Biology, Chemistry and Physics) or
AQA Trilogy GCSE (Double Award).
Key areas of
content
All pupils will finish studying the first units of Biology, Chemistry and Physics before
Christmas of Year 10. The remaining units will be taught in in the remainder of Year 10 with those pupils on the Separate Science course completing the extra content in
Year 11.
In depth lists of topics covered in Year 10 and Year 11 are available from all
members of the Science department and will be made available on the academy website.
Assessment
arrangements
All pupils will sit their Science exams at the end of Year 11. Those pupils following
the Separate Science programme will sit 6 exams (2 in biology, 2 in chemistry, 2 in physics) while those following the ‘Trilogy’ programme also sitting 6 exams (2 in
biology, 2 in chemistry and 2 in physics). However, these exams will be slightly shorter in length and will cover less content.
Setting
arrangements
As at KS3, all of our Science groups will be set by ability. There is an option to move pupils from one programme to the other at the end of Year 10 if we believe that this
would increase the chances of the pupil achieving the best possible grades at the end
of Year 11.
Textbooks, websites and
other relevant material
All pupils should seek to purchase the AQA GCSE revision guide and workbook that
accompany the course. All Year 9 pupils will be provided with the ISBN numbers for these resources in the summer term.
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Subject Core (non-exam) Physical Education
Introduction
With the UK becoming Europe’s ‘fattest’ country with a staggering 24% of its population classed as ‘obese’, now more than ever is a time where keeping pupils
active and educated on the benefits of leading a healthy, active lifestyle, whilst developing the habits and mind-set for lifelong sport and exercise is a high priority.
There are many roles for people in Sport and KS4 PE at Bolingbroke will give pupils
the opportunity to explore those roles and realise that we all have a place in sport.
A large games element gives pupils the opportunity for catharsis and a chance to
forget about pressures of exams, all the while still developing their own physical, mental and social well-being and ability to perform in sport.
Why study Core
PE
To maintain a healthy, active lifestyle (Physical, social and mental well -being)
Develop social skills and learn how to add value as a member of a team
Develop skills in a range of sports/activities
Explore different roles within PE & Sport
Have fun and release stress
Key areas of
content
Games – Football, Rugby, Netball, Table tennis, Softball, Rounder’s,
Basketball, Handball, Cricket, Athletics
Health related fitness – Fitness testing, training for health and fitness
Leadership and officiating – learn how to coach, run warm-ups and referee/umpire and score in a range of sports/activities
Assessment
arrangements
Pupils will be given an effort grade at each assessment point
Pupils will be tested in a range of fitness tests – this will enable pupils to
identify their own strengths and areas for improvement and give them a starting point to try and improve themselves for either sport specific or
health reasons
Any other information
Pupils will explore different roles in a variety of activities. The roles will be performer, referee/umpire/scorer, coach, leader, manager, and analyst. With
this in mind, pupils will require full kit for 100% of their lessons - even if an injury of illness occurs.
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PREFERENCES COURSES
Subject Art
Introduction
The GCSE in art is a highly creative course, which covers a broad range of techniques including painting, drawing, printmaking, sculpture, installation, photography, mixed media,
ceramic and stained glass work. Pupils can develop their own theme, and produce work in any media of their choice. Structured creative projects over the course of 2 years are
designed to teach a wide variety of artistic skills.
Why study Art and
Design?
Pupils have the opportunity to explore their own ideas, experiences and opinions and to create artwork which communicates this.
Employers often refer to the need for creative thinkers when looking for recruits.
Studying art can lead on do a wide variety of further and higher education courses and careers in Fine Art, Illustration, Graphic Design, History of Art, Digital Media,
and Art Directing.
Opportunities to learn specialist digital, mixed media and sculptural approaches to
art and design.
To spend dedicated time perfecting artistic skills and access one to one support.
Learn how to use a photographic dark room, a ceramic and stained glass kiln and
work on professional canvases.
Exam Board and
Specification
AQA Art and Design
Key areas of content
Contextual and historical research from a variety of different time periods and cultures.
Artists research, gallery visits, visiting artists workshops and independent study
visits in London.
Drawing and recording methods, including keeping a personal sketchbook and
photographic documentation.
Descriptive, analytical and critical writing methods.
Applying knowledge and understanding in making images, artefacts and products –
reviewing and modifying work, and planning and developing ideas in the light of
your own and others’ evaluations.
Workshops in drawing, printing, painting, photography, mixed media and sculptural
techniques.
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Assessment arrangements
Final assessment is in the form of a display of work which contains the following: Unit 1:
Personal Portfolio in Art and Design is weighted at 60 per cent of the course Unit 2: Externally Set Assignment in Art and Design is weighted at 40 per cent of the
course. Paper given in Jan for exam question to be researched, then timed exam over 10 hours (2 days) in April.
Textbooks,
websites and other relevant
material
General textbooks
Brettal, R (1999) Oxford History of Modern Art Oxford University Press Collings, M (1999) This is Modern Art Weidenfield and Nicholson
Lucie-Smith, E (1999) Lives of the Great 20th Century Artists Thames and Hudson Museum Ludwig, Cologne (1996) 20th Century Photography Taschen
Raeburn, M (1999) Vision, 50 Years of British Creativity Thames and Hudson
Taylor, R (1999) Understanding and Investigating Art Hodder & Stoughton Vaisey, M (ed) (1999) Art, the Critics’ Choice Aurum Press
Walter, I (ed) (1996) Masterpieces of Western Art Taschen Wilkins, Schultz and Linduff (1997) Art Past Art Present Abrams
Websites:
http://www.bbc.co.uk/schools/gcsebitesize/art/ http://www.bbc.co.uk/arts/yourpaintings/
http://www.artcyclopedia.com/
http://www.artchive.com/
Any other
information
Pupils have access to a fantastically well- resourced art and design department, including a kiln for stained glass and ceramics, a photographic dark room,
a suite of mac books, CS6 art and 2D design software, painting easels, 3D printer and a laser cutter. There is an extensive art library.
Subject Computer Science
Introduction
Computing is of enormous importance to the global economy. The role of Computer Science as a discipline itself and as an ‘underpinning’ subject across science and
engineering is growing rapidly.
Computer technology continues to advance rapidly and the way that technology is
consumed has also been changing at a fast pace over recent years. The growth in the use of mobile devices and web-related technologies has exploded, resulting in new
challenges for employers and employees. Businesses today require an ever-increasing number of technologically aware individuals.
This is a challenging subject that will stretch scholars and should not be chosen lightly.
Computer Science is however a highly respected subject by universities and will
provide a strong foundation to a career in the IT industry or other areas.
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Why study
Computer Science?
engage in practical programming exercises in Python.
analyse problems in computational terms through practical experience of
solving such problems, including designing, computer programming and
debugging programs.
think creatively, innovatively, analytically, logically and critically
learn theory on topics such as networking (internet), computer hardware,
cyber security as well as the legal, ethical and environmental impact of computer technology.
Exam Board
and Specification
Edexcel Computer Science
Key areas of
content / assessment
Theory exam (80%) Scholars would be expected to sit a written exam for approximately 90 minutes.
1 Data representation 2 Communication and Internet technologies
3 Hardware and Software
4 Security 5 Databases
6 Programming concepts 7 Ethics, the law and the environmental impact of computer technology
Practical Assessment (20%)
This is a practical ‘making task’ that enables students to demonstrate their computational techniques using a programming language. Students will:
• decompose problems into sub-problems • create original algorithms or work with algorithms produced by others
• design, write, test, and evaluate programs
Subject Drama
Introduction
At Bolingbroke we will offer acting exams from the London Academy for Music and
Dramatic Art in addition to GCSE. LAMDA exams are similar to ABRSM Music exams and are internationally recognised.
Why study Drama?
To develop imagination, sensitivity and confidence.
To encourage personal and group co-operation.
To explore issues affecting the world today through the medium of drama.
To identify with a variety of roles and situations.
To evaluate the effects of drama on an audience.
To study challenging dramatic texts practically.
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Exam Board and Specification
LAMDA Grades 1 to 8 (solo/duologue/group exams). Edexcel Drama GCSE.
Key areas of
content
There is a wide range of LAMDA exams available and the content and level that
pupils will be entered for will depend on their level of performance. Grades 1-8 are
offered in solo, duologue and group acting exams. Please see the LAMDA website for further details on the range of options available.
For GCSE, there is a focus on devising dramatic work and continually reflecting on
that work. The majority of the assessment is based on the pupil’s ability to analyse and evaluate the creative process which takes place during rehearsal, rather than
purely focussing on the finished product. The written exam tests students’ understanding of a playscript studied in-depth, with questions relating to how actors,
directors and designers may approach the performance of it. Pupils will also be
called upon to critique a professional theatre production viewed as a school trip.
Assessment
arrangements
LAMDA:
A LAMDA exam will last between 10 minutes for the lower grades and up to
30 minutes for the higher grades. The selected pieces are performed first and the question and answer session follows.
Interpretation - 40% of the overall mark covers how well a pupil understands and creatively imagines the piece they are working on. Also how well the
poem they are reciting, or the character they are playing, comes across to
the examiner.
Technique - 40% of the overall mark covers breathing, voice production,
clear diction, eye contact and physical control, including the use of movement and gesture.
Knowledge - 20% of the overall mark covers how well the pupil comes over
in the ‘interview’ part of the exam. From the first Introductory Grade the examiner will spend a part of the exam engaging a pupil in a question and
answer session. The questions will depend on the age, discipline and Grade of the examinee. There is no written component in any of these exams,
including Grade 8.
GCSE:
Unit 1: Devising (40%) – pupils will be given a stimulus from which to devise
an extended performance piece. Whilst the performance will be assessed, most of the marking will be based on a submitted portfolio which journals
the devising process; this can be in written or recorded form.
Unit 2: Performance from Text (20%) – pupils will work on a published script in-depth, being assessed on their performance of two key extracts from this
text.
Unit 3: Written Exam (40%) – a 90-minute paper in which pupils will answer
questions on a set performance text, as well as analysing and evaluating a live
theatre performance they have seen during the course.
Textbooks, websites and
other relevant material
http://www.lamda.org.uk/examinations
http://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html
Any other information
LAMDA exams are accredited and the higher grades (6, 7, 8) count toward points
on UCAS applications.
It may be possible for pupils to prepare for and enter LAMDA examinations through enrichment without selecting Drama as one of their three preferences courses.
18
Subject Food Preparation and Nutrition
Introduction
The global food and drink industry is thriving. It is the largest manufacturing sector in the UK with many career opportunities. If you have considered being a Chef, Home
Economist, Nutritional Analyst, Food Scientist, Nutritional Advisor, Dietician, Product Developer, Consumer Advisor, Food Stylist, Sensory Analyst or Food
Buyer, GCSE Food Technology is the subject for you. GCSE Food Technology is an excellent preparation for A Level Food Technology.
Why study Food
Tech?
This new GCSE in Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough
understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students' practical
cookery skills to give them a strong understanding of nutrition.
Exam Board and
Specification AQA
Key areas of
content
The topics are: Food, nutrition and health
Food science Food safety
Food choice
Food provenance. The range of food and ingredients studied should reflect the recommended
guidelines for a healthy diet based on the main food commodity groups. Food groups include:
bread, cereals, flour, oats, rice, potatoes and pasta fruit and vegetables (fresh, frozen, dried, canned and juiced)
milk, cheese and yoghurt meat, fish, eggs, soya, tofu, beans, nuts and seeds
butter, oil, margarine, sugar and syrup.
Assessment
arrangements
50% Practical Assessment
Task 1: Food investigation (15%) a report on your understanding of the scientific principles that underpin the
preparation and cooking of food.
Task 2: Food preparation assessment (35%)
plan, prepare, cook and present a three course menu within 3 hours.
Written or electronic portfolio including photographic evidence.
Any other information
You will carry out weekly practical lesson that you would need to bring in ingredients for along with a container to take your food home in.
19
Subject French
Introduction
Learning at language at GCSE is a very rewarding and fulfilling experience. You will
study topics in greater depth, building on your knowledge from your GCSE Foundation Year. As you progress linguistically, you will be able :
To develop language skills in a variety of contexts
To cope with a greater degree of unpredictability
To deal with a widening range of potential problems
To understand and use more accurately a widening range of vocabulary and
structures
To understand issues and opinions
To discuss issues and give opinions
To give full descriptions and accounts
Why study MFL?
It greatly enhances your communication and presentation skills
Learning a language provides you with the chance to meet new people,
travel, try new food, understand different countries and cultures
MFL is an academically rigorous subject and one which is well respected by
the UK’s leading universities. It is seen as a facilitating subject; leaving open a
wide range of courses to you for study at university.
In an increasingly globalised world, modern linguists stand out against
competitors in the job market
Possible career paths range from solicitors to retail buyers; language skills are
in demand and can be used in almost any career
Exam Board and
Specification Edexcel – French GCSE
Key areas of
content
Identity and culture
Local area, holiday and travel
School
Future aspirations, study and work
International and global dimension.
Assessment
arrangements
25% Listening Exam
25% Speaking Exam
25% Reading Exam
25% Writing Exam
Textbooks, websites and
other relevant
material
http://www.bbc.co.uk/schools/gcsebitesize/french/ Edexcel GCSE French, Clive Bell, Pearson Education
Due to the introduction of literary texts in the exams, we suggest novels such as:
Le Petit Prince
Le Petit Nicolas (series)
Les Fables de la Fontaine
Chair de poule (series)
20
Subject Geography
Introduction
Geography is the study of the earth, its lands, features, inhabitants and phenomena. The course aims to explore our environments as well as our relationships with the
world and one another. It will improve your understanding of the complex and fascinating world in which we live, including current events such as flooding,
earthquakes, migration and development.
Why study Geography?
A balance of physical, human and environmental topics offer an interesting
and wide ranging curriculum.
Many opportunities for learning outside of the classroom, with visits in and
around London as well as other areas in the country such as Wales and the Lake District.
Well regarded subject – universities really value the skills and knowledge you gain from learning Geography.
Geography study can lead to a range of careers such as explorer, town
planner, meteorologist, volcanologist, park ranger or cartographer.
Exam Board and Specification
OCR Geography B GCSE
Key areas of content
Global hazards
Changing Climate
Distinctive Landscapes
Sustaining Ecosystems
Urban Futures
Dynamic Development
Resource Reliance
Fieldwork
Geographical Skills
Decision making exercise
Assessment
arrangements
Paper 1: Our Natural World
Paper 2: People and Society
Paper 3: Geographical Exploration
Textbooks, websites and
other relevant material
GCSE Geography OCR B – OUP
Oxford Student Atlas The Wider World – David Waugh
www.rgs.org www.nationalgeographic.com
Any other information
Pupils will complete two pieces of fieldwork, in two contrasting environments, one focussing on human geography and the other focusing on physical geography. One of
these field trips will be residential and take place over a period of 2-4 days.
21
Subject German
Introduction
Learning at language at GCSE is a very rewarding and fulfilling experience. You will
study topics in greater depth, building on your knowledge from your GCSE Foundation Year. As you progress linguistically, you will be able :
To develop language skills in a variety of contexts
To cope with a greater degree of unpredictability
To deal with a widening range of potential problems
To understand and use more accurately a widening range of vocabulary and
structures
To understand issues and opinions
To discuss issues and give opinions
To give full descriptions and accounts
Why study MFL?
It greatly enhances your communication and presentation skills
Learning a language provides you with the chance to meet new people,
travel, try new food, understand different countries and cultures
MFL is an academically rigorous subject and one which is well respected by
the UK’s leading universities. It is seen as a facilitating subject; leaving open a wide range of courses to you for study at university.
In an increasingly globalised world, modern linguists stand out against competitors in the job market
Possible career paths range from solicitors to retail buyers; language skills are
in demand and can be used in almost any career
Exam Board and Specification
Edexcel German
Key areas of content
Identity and culture
Local area, holiday and travel
School
Future aspirations, study and work
International and global dimension.
Assessment arrangements
25% Listening Exam
25% Speaking Exam
25% Reading Exam
25% Writing Exam
Textbooks, websites and
other relevant material
http://www.bbc.co.uk/schools/gcsebitesize/german/
Edexcel GCSE German, Pearson Education(online) Due to the introduction of literary texts in the exams, we suggest novels such as:
Gänsehaut
Percy Jackson (series)
Gregs Tagebuch (series)
5 Yetis suchen ein Zuhause
Die Rache der Superhelden
Farm der Tiere
22
Subject History
Introduction
The aims of GCSE History are:
To develop critical and analytical skills in History by giving a broad idea of the events which have influenced the 20th century.
To understand the issues of war, empire, discrimination and community.
To develop the ability to analyse and evaluate primary and secondary evidence.
The new GCSE History specifications have to be:
from three eras: Medieval (500-1500), Early Modern (1450-1750) and Modern (1700-present day)
on three time scales: short (depth study), medium (period study) and long
(thematic study)
on three geographical contexts: a locality (the historic environment);
British; and European and / or wider world settings
The work is thought-provoking and will enable students to develop their own ideas and opinions. Students of all abilities benefit from the course and it is an ideal
introduction to AS and A level.
Why study
History?
It is interesting! Extremely enjoyable and enables you to learn about the past
–that is, to understand the past and, through it, come to a far better understanding of the present.
History also offers students the opportunity to acquire and improve on many
key skills such as written and verbal communication skills, analytical thinking and research skills.
Colleges, universities and employers regard History very highly.
It will be a good subject to do if you are thinking of a career in law, journalism,
teaching, management, consultancy, banking and finance, advertising, media and
publishing and government or politics.
There will be an optional trip to Berlin for students at the end of Year 10.n
Students are given the opportunity to visit sights such as the Reichstag, Sachsenhausen concentration camp, Checkpoint Charlie and the
Brandenburg Gate.
Exam Board and Specification
Edexcel
Key areas of
content
Medicine in Britain and the British sector of Western Front (surgery and
modern warfare).
Superpower relations and the Cold War (1941-91)
Weimar and Nazi Germany (1918-39)
Henry VIII/Elizabeth I (TBC)
23
Assessment
arrangements
Pupils are examined at the end of Year 11.
Paper 1 = 30%
Paper 2 = 40%
Paper 3 = 30%
Textbooks,
websites and other relevant
material
Textbooks/revision guides:
Revise Edexcel: Edexcel GCSE History A: the Making of the Modern World Revision Guide (REVISE Edexcel History) by Rob Bircher.
Revise Edexcel: Edexcel GCSE History Specification a Modern World History
Revision Workbook Extend by Mr Steve Waugh.
Edexcel GCSE Modern World History Revision Guide 2nd edition by Ben
Walsh and Steve Waugh.
GCSE History Modern World History: The Revision Guide by CGP Books.
Edexcel GCSE Modern World History by Ben Walsh and Christopher
Culpin. (textbook we will use in school).
Medicine through time, c1250–present.
Early Elizabethan England, 1558–88.
Websites/revision apps: www.bbc.co.uk/schools/gcsebitesize/history/
www.johndclare.net/ https://www.hoddereducation.co.uk/MyRevisionApp
https://itunes.apple.com/gb/app/gcse-history/id536617847?mt=8
Films/documentaries:
World War One:
All Quiet on the Western Front.
The Great War.
The Last Voices of World War One.
The Somme: from Defeat to Victory. Nazi Germany:
Auschwitz: The Nazis and the Final Solution
Downfall
The Boy in the Striped Pyjamas
The Nazis – A Warning from History.
The Pianist
International Relations: 1919-55:
Dr. Strangelove
The Gathering Storm
Vietnam War:
Apocalypse Now
Good Morning, Vietnam
Hearts and Minds
The Vietnam War
24
Subject Music
Introduction
GCSE Music offers a solid foundation for progression to other music studies, including A-level music, and often to a Music related career.
There is a strong weighting on the practical aspect of music (performance and composition), as well as listening and appraising. It produces all -round musicians,
focusing on:
How to grow as musicians
How to listen to and appraise different musical styles and genres
The importance of evaluating, writing, analysing and refining ideas
How to create and perform music as individuals and in groups.
Why study Music?
Music GCSE can lead to a music related career (performance, production, teaching,
management). It also teaches valuable transferable skills:
Self-confidence
Concentration/Practice
Creativity
Evaluation
Teamwork
Exam Board and
Specification Edexcel – GCSE Music
Key areas of content
Component 1: Performing (30%)
Pupils are required to perform two different pieces of music using either
their voice or an instrument of their choice, of at least four minutes’
combined duration.
One solo and one ensemble (group) performance
Internally marked and externally moderated.
Component 2: Composing (30%)
Students compose two compositions, of at least three minutes’ combined
duration.
One composition to a brief set by Pearson (at least one minute in duration)
and one free composition set by the student (at least one minute in duration).
Internally marked and externally moderated.
25
Component 3: Appraising (40%)
The paper is made up of two sections and is out of a total of 80 marks. Section A – Areas of study, dictation, and unfamiliar pieces (68 marks)
Six questions related to six of the eight set works.
One short melody/rhythm completion exercise.
One question on an unfamiliar piece (skeleton score provided) with
questions on its musical elements, musical contexts and musical language.
Section B – Extended response comparison between a set work and one unfamiliar piece (12 marks)
One question that asks students to compare and/or evaluate the musical
elements, musical contexts and musical language of one set work with one unfamiliar piece of music.
A CD with the music extracts will be played to all students at the same time
and will repeat the extracts a set number of times. Area of study Set works
GCSE Music contains four areas of study, with two set works in each. The areas of study are:
1. Instrumental Music (1700–1820)
J S Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major
L van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor
‘Pathétique’ 2. Vocal Music
H Purcell: Music for a While
Queen: Killer Queen (from the album ‘Sheer Heart Attack’)
3. Music for Stage and Screen
S Schwartz: Defying Gravity (from the album of the cast recording of
Wicked)
J Williams: Main title/rebel blockade runner (from the soundtrack to Star
Wars Episode IV: A New Hope)
4. Fusions
Afro Celt Sound System: Release (from the album ‘Volume 2: Release’)
Esperanza Spalding: Samba Em Preludio (from the album ‘Esperanza’)
Assessment
arrangements
30% – Performing (coursework recording)
30% – Composition (coursework in controlled conditions)
40% – Appraising (listening examination)
Textbooks,
websites and other relevant
material
Further information: http://qualifications.pearson.com/en/qualifications/edexcel-
gcses/music-2016.html Listening: set works (see above)
26
Subject Physical Education
Introduction
Love sport, play sport and compete outside of school? Achieving a level 6 or above in
Science and English? Then GCSE PE may well be for you! Your year 7, 8 & 9 PE lessons will have given you a taste of what GCSE PE is all about: How the body works and the
Physical, Mental and Social factors that impact lifestyle, performers and the wider sporting environment. This course is made up of both theoretical (60%) and practical (40%)
elements, and it is far more than just kicking, throwing and jumping!
Why study
GCSE PE?
Gain a GCSE in a subject you excel in
Further Education (Teacher, Coach, Lecturer, Research)
Sports Industry (Sports Journalism, Marketing, Governing bodies, Strength &
conditioning coach)
Health services (Physiotherapy, physiologist, Nutritionist, Dietician)
Leisure industry (Personal trainer, Fitness instructor)
To build a knowledge and understanding of the body that promotes lifelong
engagement in physical activity and a healthy lifestyle.
Exam Board and
Specification
OCR Physical Education - linear specification
Key areas of
content
Applied anatomy and physiology and Physical training
Topic 1.1a: The structure and function of the skeletal system Topic 1.1b: The structure and function of the muscular system
Topic 1.1c: Movement analysis Topic 1.1d: The cardiovascular and respiratory systems
Topic 1.1e: Effects of exercise on the body systems Topic 1.2: Physical training
Topic 1.2a: Components of fitness Topic 1.2b: Applying the principles of training
Topic 1.2c: Preventing injury in physical activity and training
Socio-cultural influences, Sports psychology and Health, fitness and well-being Topic 2.1a: Engagement patterns of different social groups in physical activities and sports
Topic 2.1b: Commercialisation of physical activity and sport Topic 2.1c: Ethical and socio-cultural issues in physical activity and sport
Topic 2.2: Sports psychology Topic 2.3: Health, fitness and well-being
Analysing and evaluating performance task and Practical (coursework and practical grading’s
27
Assessment arrangemen
ts
Specification for Sept 2016 delivery:
Theoretical assessment – 60% of final mark:
30% Written exam paper 1(60marks) – Applied anatomy & physiology and Physical
training.
30% Written exam paper 2 (60marks) – Socio-cultural influences, Sports psychology and Health , fitness & well-being
Practical assessment (Non-exam based) – 40% of final mark:
Assessed in 3 activities as a performer – 1 from a team sport, 1 from an individual sport and 1 of your choice from the practical performance activity list.
60 marks in total, 20 per activity
Analysing and Evaluating Performance Task (AEP) – 20 marks
Practical assessments will take place internally throughout the course with a final
external moderation day taking place in the Spring/Summer of 2018
Textbooks,
websites and other
relevant material
New materials for new specifications to be finalised – release date tbc
Specification and sample materials: http://www.ocr.org.uk/qualifications/gcse-physical-education-j587-from-2016/
Any other information
This is a highly scientific course that will require a sound understanding of scientific concepts and the use of advanced English language and comprehension. Before selecting
as a preference, it is wise to decide whether your Science and English grades wil l give you
a sound platform to be successful in the exam, as well as the coursework piece.
Due to GCSE PE now being 60% theory, there will be 2 theory lessons and 1 practical lesson. Pupils can only be graded in activities as a player/performer so it is essential that
pupils are playing sport in and outside of school for teams/clubs.
There will be occasions where video evidence will need to be produced if a pupil participates in an activity not available within school.
28
Subject Product Design
Introduction
Product Design is an exciting practical subject which involves designing, making,
testing and marketing new products such as furniture, jewellery, electronic devices, interior decorations and functional objects. Pupils develop decision-making skills
through individual and collaborative working, and are taught how to operate a design workshop. Pupils study designers work for inspiration, and will visit design studios,
museums and galleries in London.
Why study Product Design?
To learn how to work with the latest design technology in order to acquire a
broad range of transferable skills.
To gain access to a very wide range of job opportunities, apprenticeships and higher education courses in the design fields. Potential careers include
architecture, product design, graphic communication, PR and marketing.
Provides opportunities to develop your skills and talents and explore your own ideas in a very hands-on way.
A qualification in product design will give you lifelong skills in designing and
making using a range of materials.
Creativity and problem solving are highly valued qualities sought after by
potential employers.
Exam Board and Specification
AQA GCSE in Design and Technology: Resistant Materials Technology
Key areas of
content
Analysing existing products in the current markets.
Researching designers work from a range of historical periods and cultures.
Carrying out research in studios, galleries, shops and museums.
Ethical design and manufacture, with a view to producing sustainable
products.
Design and make own products using wood, metal or plastics.
Apply systems and control, computer-aided design/computer-aided
manufacturing (CAD/CAM), digital media, electronics and new technologies.
Operating a laser cutter, vacuum former, hand and machine tools, 3D printer and large format printers plus associated health and safety issues.
Assessment arrangements
Unit 1 Creative Design and Make coursework, set and marked internally with a mark out of 100. 60% of total GCSE.
Unit 2 Knowledge and Understanding of Resistant Materials
Technology timed exam of one hour 30 minutes set and marked by the exam board in June. Mark out of 80. 40% of total GCSE.
29
Textbooks,
websites and other relevant
material
What is design today? Marcus, George H
Phone book: A handy guide to the worlds favourite invention Thompson,
Henrietta
Product design Erlhoff, Michael
Metals Lefteri, Chris
Objects of Design from the Museum of Modern Art Antonelli, Paola
Collapsibles: A design album of space-saving objects Mollerup, Per
1000 Lights 1878 - 1959 Fiell, Charlotte
Industrial design A to Z Fiell, Charlotte
Product design and development Ulrich, Karl T
The dream factory: Alessi since 1921 Alessi, Alberto
20th century design McDermott, Catherine
The Conran Directory of Design Conran, Octopus
Bauhaus Source Book Rowland, A (1990) Phaidon
An Illustrated History of Jewellery, Newton, H (1981) Thames and Hudson
Websites:
http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/ https://designmuseum.org/
Any other information
Pupils have access to a fantastically well- resourced design workshop including a
specialist design library, a suite of mac books, CS6 art and design software, a wide range of brand new hand and machine tools, a brazing hearth, a large format printer,
a 3D printer and a laser cutter.
Subject Religious Studies (Philosophy and Ethics)
Introduction
Religious Studies GCSE follows the study of the religious philosophy and ethics in
relation to issues that affect modern life. Pupils studying this subject will take an enquiring, critical and reflective approach to the study of religion, exploring different
beliefs, cultures and fundamental questions, and relating these studies to their own values and the wider world. RS has an important role to play in preparing students
for adult life. It encourages students to develop their sense of identity and belonging.
RS allows students to develop respect for and sensitivity to others, particularly those
with different ideas from their own. It promotes discernment and helps overcome prejudice
30
Why study
Religious Studies?
Develops an individual’s understanding of the world in which they live and
specific issues that affect society.
Enables pupils to further develop their critical thinking and skills of analysis
and evaluation.
Pupils gain a valuable insight into current ethical issues such as genetic research
Studying Religious Studies provides a good background understanding for
studying Philosophy, Government and Politics and Sociology at A Level.
Studying Religious Studies will be useful in a range of careers from broadcast
journalist, social worker to the medical profession.
Exam Board and
Specification AQA Religious Studies A
Key areas of
content
AQA Religious Studies consists of two components.
Component 1: The study of religions: beliefs teachings and practices.
Pupils will study both Christianity and Islam, with a focus on studying the key
beliefs, teachings and practices in depth. These include the nature of God, worship, duties and festivals, as well as the role of religion in the worldwide
community. Component 2: Thematic studies
Pupils will study a total of four philosophical and ethical studies themes.
Relationships and families- sex, marriage and divorce, families and gender
equality.
Religion and Life- The origins and value of the universe, relationship between
science and religion, environmental ethics, the origin and value of human life, the sanctity of life, abortion, euthanasia and beliefs about death and the
afterlife.
The existence of God and revelation- Philosophical arguments for the
existence of God, the Design argument, the First cause argument, the
argument from miracles, evil and suffering, arguments from science, the nature of God.
Religion, peace and conflict- religion, violence, terrorism and war, holy war, pacifism, Just War theory, religion and belief in 21st century conflict.
Assessment arrangements
Each component is assessed through a 1hr 45minute examination.
Each unit is worth 96 marks, plus 5 marks for spelling, punctuation and
grammar.
Textbooks,
websites and
other relevant material
Religion and Life: Christianity and Islam by Gordon Reid and Sarah Tyler (Pearson)]
Religion and Life by Victor Watton (Hodder Education)
31
Subject Spanish
Introduction
Learning at language at GCSE is a very rewarding and fulfilling experience. You will study topics in greater depth, building on your knowledge from your GCSE
Foundation Year. As you progress linguistically, you will be able :
To develop language skills in a variety of contexts
To cope with a greater degree of unpredictability
To deal with a widening range of potential problems
To understand and use more accurately a widening range of vocabulary and structures
To understand issues and opinions
To discuss issues and give opinions
To give full descriptions and accounts
Why study MFL?
It greatly enhances your communication and presentation skills
Learning a language provides you with the chance to meet new people,
travel, try new food, understand different countries and cultures
MFL is an academically rigorous subject and one which is well respected by the UK’s leading universities. It is seen as a facilitating subject; leaving open a
wide range of courses to you for study at university.
In an increasingly globalised world, modern linguists stand out against
competitors in the job market
Possible career paths range from solicitors to retail buyers; language skills are
in demand and can be used in almost any career
Exam Board and Specification
Edexcel Spanish
Key areas of
content
Identity and culture
Local area, holiday and travel
School
Future aspirations, study and work
International and global dimension.
Assessment
arrangements
25% Listening Exam
25% Speaking Exam
25% Reading Exam
25% Writing Exam
Textbooks,
websites and other relevant
material
http://www.bbc.co.uk/schools/gcsebitesize/spanish/
Edexcel GCSE Spanish, Pearson Education (online)
Due to the introduction of literary texts in the exams, we suggest novels such as:
Gran Angular (series)
Diario de Greg (series)
El Barco de Vapor
Twilight Saga (series)
32
NOTES AND QUESTIONS