As you embark on the exciting journey of choosing your subjects for GCSEs, this booklet will help guide you through the options available to you. The choices you make now will play a key role in shaping your academic future and the path you take through the rest of your education. In this booklet, you’ll find a wide range of information about each subject on offer, the skills they develop, and how they align with future opportunities. Take your time to explore each section in detail, think about what subjects will inspire you, challenge you, and help you develop the knowledge and skills needed for your next steps. Choosing your options is a big decision, and it's important to consider not only your interests but also your strengths, aspirations, and future career goals. Remember, there’s no need to rush – talk to your teachers, ask questions, and get advice from your family to make the best choices for you. Pupils, parents and carers will have opportunities to seek guidance and discuss possible choices with their subject teachers. We want to ensure every pupil is able to make the choices that are right for them and meet their needs fully. However, like all schools, we need to match pupil numbers with the available resources. Please note that where the number of pupils opting for a subject falls beneath a certain number, we may not be able to offer that subject. We therefore aim to provide a curriculum to support all pupils to make excellent progress and exceed expectations at the end of Year 11. We hope you enjoy exploring the possibilities ahead and look forward to supporting you as you make this important decision. The next phase of your journey is just beginning, we’re excited for all the great things you’ll achieve! If you have any questions please ask the subject teachers, Mrs Cleaver-Bailey or a member of SLT. Good luck choosing. KEY STAGE 4 CURRICULUM The design of the Key Stage 4 curriculum aims: • • • • • To ensure that pupils follow a broad and balanced KS4 curriculum. To provide courses that match particular academic abilities, skills, interests and talents. To focus on the quality of examination outcomes rather than the quantity of qualifications gained by the pupils. To maximise pupil success in key outcomes, in particular Grade 5 or above in English and Mathematics. To ensure that all pupils have the opportunity to progress on to a Post-16 college course, or Apprenticeship and, ultimately, into the world of work. 2
The EBACC is a set of subjects at GCSE that keeps young people’s options open for further study and future careers. The EBACC consists of English Language and Literature, Mathematics, the Sciences, Geography or History and a Language. Some of these subjects are compulsory whilst some are optional. All pupils can choose to study the subjects that would enable them to achieve the full EBACC. THE STRUCTURE OF THE GCSE COURSES The main features of current GCSEs include: • A grading scale that uses the numbers 9-1 to identify levels of performance (with 9 being the top level). Where performance is below the minimum required to pass a GCSE, a U grade will be awarded. • Tiers of entry (Foundation and Higher tiers) used only for subjects ‘where un-tiered papers will not allow pupils at the lower end of the ability range to demonstrate their knowledge and skills or will not stretch the most able’. English Literature and English Language will be un-tiered. Maths will be tiered with ‘improved overlapping’, i.e., a foundation tier covering grades 5-1 and a higher tier covering grades 9-4. • Linear GCSEs, with assessment to be taken at the end of the course in May and June of Year 11. Re-sit opportunity in November for English Language and Maths only, for pupils attending post-16 establishments. • Assessment by external exam only, except where non-exam assessment is the only way to provide valid assessment of the skills required. Maths, English Literature and English Language to be externally assessed. English Language to have a Speaking assessment that will be reported separately. What to consider when selecting the correct combination of subjects In selecting the correct combination of subjects, pupils will need to be honest about their current levels of ability and their aptitude. They can best do this by asking themselves the following questions: • • • • • • What is my current Key Stage 3 performance? Am I considering a particular vocational course e.g. motor mechanics, veterinary nursing etc. in the future? Do I enjoy the science subjects and am I thinking about a career in a sciencerelated area? Am I a talented performer in either Music, Art, Drama or PE? Would more academic subjects be most appropriate for me? Do I struggle with either basic Literacy or Numeracy skills? 3
be viewed in isolation from the other Key Transition points at age 16, age 17 and age 18. GENERAL GUIDANCE FOR PUPILS Detailed information on each subject is given later in this booklet. Please examine the subject statements carefully before making any decisions. The actual choice of a subject preference is an individual one, but these general rules apply: DO find out as much as possible about what you will learn in all courses. DO consider how much progress you have made in this subject previously. DO take into account how interesting and enjoyable the subject has been to you. DO consider whether the subject is necessary for any proposed further education course or career. DO take advice from teachers about your suitability for the course. DO seek advice from a variety of sources: parents, older pupils, the Careers Adviser and form tutors. If you do not know something, ASK. DO consider subjects you think will motivate and inspire you to learn. Poor reasons for choosing a subject inevitably lead to problems later on: DO NOT choose a subject because a friend is choosing it, you may not end up in the same group. DO NOT choose a subject because it appears to be an easy option, there is no such thing! DO NOT choose a subject because it seems new and interesting, before obtaining full details about all that the course involves. DO NOT choose a subject because of a particular teacher, he/she may not be teaching the subject at KS4. DO NOT worry if you cannot take all the subjects you would like to study; many subjects can be taken up later at Sixth Form College. WHAT PUPILS WILL STUDY All pupils will follow a core curriculum. This will fulfil the key requirements of the National Curriculum and will also ensure that pupils have the basis of qualifications that would enable them to progress on to higher level courses. The core curriculum also comprises some non-exam subjects which may either be taught discretely or during whole-school “off-timetable” days or in assemblies. These subjects provide pupils with a more rounded education and prepare them for later life. A final element of the Key Stage 4 Curriculum is the optional element where pupils have a degree of choice of which subjects they study. Although this is not a totally free choice for pupils, they will have an opportunity to specialise in certain subjects and will no longer be required to study others. 4
Core Curriculum Type Subject Qualifications Core Exam Subjects English GCSE English Language GCSE English Literature Maths GCSE Mathematics Science Separate GCSEs in Biology, Chemistry and Physics Core NonExam Subjects PE Taught in discrete lessons but with no qualifications Citizenship, Taught in discrete lessons and in assemblies but PSHE, RSE, with no qualifications (unless GCSE RE called Religious Religious Studies is chosen as an option). Education and Careers Education Optional Subjects Leading to A GCSE Qualification EBACC Option Subjects French German Geography History Other Option Subjects* Art and Design Drama Music Physical Education Religious Studies Design and Technology Business Studies Hospitality and Catering (Level 2 BTEC) Animal Care (Level 2 BTEC) Health and Social Care (Level 2 BTEC) Media Studies *NOTE: The above courses will only take place if there are sufficient pupils to make the course viable. Pupils will be required to study either History or Geography. They will have an opportunity to study both if they choose to do so. Please only choose one BTEC course due to the amount of workload that will be required. 5
Subject Examination Board Specification Assessment English Language AQA 8700 100% Examination Course Content During Key Stage 4 pupils will analyse the use of language in non-fiction texts and will practice writing for a variety of purposes. These include writing to describe and narrate, techniques for writing speeches, articles and formal letters. Course Skills The GCSE English Language course builds on the skills that pupils have developed throughout Key Stage 3. In particular, pupils will further develop the ability to: • Read a wide variety of texts, analyse and understand how writers deliberately craft to create meaning. • Write in a variety of ways for different purposes and audiences. • Adapt speech to engage and impact their audience. Assessment Two examinations: • Paper 1 – read & understand a 20th Century piece of fiction and produce a piece of creative writing. • Paper 2 – read & compare two texts, one hundred years apart in age, and produce a piece of transactional writing Subject Examination Board Specification Assessment English Literature AQA 8702 100% Examination Course Content Pupils will critically analyse texts from the British literary canon, exploring plot, characters, themes, settings and context. Course Skills How to read and respond to the following texts: • Shakespeare • Poetry • Modern text • 19th Century prose Assessment Two examinations: • Paper 1 Shakespeare and 19th Century prose • Paper 2 Modern text, Poetry anthology and unseen poetry 6
Subject Examination Board Specification Assessment Mathematics Edexcel 1MA1 100% Examination Course Content and Skills Throughout this course pupils will continue to study the four main areas of Mathematics: Number, Algebra, Shape and Space and Statistics and Probability In addition to this pupil will develop the ability to: Use and apply standard techniques. • Accurately recall facts, terminology & definitions • Use & interpret notation correctly. • Accurately carry out routine procedures or set tasks requiring multi-step solutions. Reason, interpret and communicate mathematically. • Make deductions, inferences and draw conclusions from mathematical information. • Interpret and communicate information accurately. • Present arguments and proofs Solve Problems within mathematics and in other contexts. • Make and use connections between different parts of Mathematics. • Interpret results in the context of the given problem. • Evaluate methods used and results obtained. Assessment Ongoing assessment will take place during the course using a range on online and other resources. Feedback will guide pupils to address misconceptions. Assessment at the end of the course involves three examinations. In two of these pupils are permitted to use a calculator and in one they are not. 7
Subject Examination Board Specification Assessment Biology, Chemistry and Physics AQA 8461, 8462, 8463 100% Examination Course Content and Skills The GCSE in Separate Sciences should pupils to: ● develop scientific knowledge and conceptual understanding of Biology, Chemistry and Physics. ● develop understanding of the nature, processes and methods of science, through different types of scientific enquiries. ● develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills in the laboratory, in the field and in other learning environments. Topics covered include: Biology – Cells; Organisation; Infection; Bioenergetics; Control and regulation of internal environment; Inheritance; Ecology. Chemistry – Atomic Structure and the Periodic Table; Structure, bonding and properties of matter; Quantitative chemistry; Energy changes; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; Using chemical resources. Physics – Energy; Electricity; Particle model of matter; Atomic structure; Forces; Waves; Magnetism and electromagnetism. Pupils will also be encouraged to develop knowledge and understanding in science through opportunities for working scientifically. Assessment Six examination papers (2 in Biology, 2 in Chemistry and 2 in Physics) in Year 11. These will then be amalgamated to give a Biology, Chemistry and Physics GCSE grade. Pupils can sit different papers in the different disciplines, but paper 1 and 2 must be the same tier. 8
Subject Examination Board Specification Assessment Art, Craft and Design OCR Art, Craft and Design (J170) 60% Portfolio Project, 40% Externally Set Project Course Content and Skills The GCSE in Art and Design helps students develop the knowledge, skills, and understanding to enable them to express their creativity and imagination through responses to visual and written stimuli. Exploring the formal elements of colour, line, form, tone and texture, learners must show knowledge of practical skills in the development of ideas and the realisation of intentions and outcomes. As reflective and independent learners, students will explore the practices of artists, craftspeople and cultural industries in historical and contemporary contexts and use this critical awareness to inform and develop their own creative ideas. Learners must demonstrate safe working practices and experiment and take risks with their work, exploring and testing ideas, processes, media and techniques to develop personal solutions with increasing independence. Students will develop the skills and understanding of different forms of drawing for various purposes to support the development of ideas from within their chosen area of study. It will also be necessary to record observations and insights using subject specific language critically in the form of annotations. Assessment There are two components to the GCSE Art course: • A portfolio of work (60%) which contains explorations of ideas, media, processes and techniques and personally developed outcomes or final pieces. • An externally set task (40%) which provides students with several options from which to respond and create a project and outcomes which are produced in a controlled assessment environment. For each component students will need to demonstrate how their research has influenced their work through the creation of sketchbooks or presentation boards. 9
Fleepit Digital © 2021