1672922801gcse Course Booklet 2023 25

KGGS
GCSE COURSE
DETAILS
2023-2025
Shared:Y9 GCSE OPT – 23-25

KGGS
GCSE COURSES BOOKLET
2023 - 2025
• Students should be aware that, whilst this booklet is correct

at the time of going to press, there may be changes. However, they
will be informed of any changes should the need arise.
• There may be a few instances where it is not possible to accommodate

the student’s subject choices. In this event, the student will be
informed as soon as this becomes clear and alternatives will
be discussed.

GCSE INFORMATION BOOKLET
2023 - 2025
This booklet contains information for students and parents about the
GCSE courses offered at Kesteven and Grantham Girls’ School.
An outline of the Options Programme with information and guidance about how the choices system operates
can be found on the following pages. It is important to read this section carefully.
The booklet also gives details regarding course content and assessment arrangements for the compulsory
subjects and those that are offered as part of an options system. (It must be stressed that some of these
details, whilst correct at the current time, may be subject to change.)
We understand that students will have many questions at this stage. We would wish to reassure them by
reminding them of the opportunities they will have to seek further information and guidance as part of the
choices programme explained below. We would also encourage students to take full advantage of these
opportunities and of the full length of time available for making their decisions.
Below is an outline timetable of how the choices procedure will operate:
Thursday 8th December Year 9 Consultation Evening online 4pm to 7.30pm
Thursday 5th January Year 9 Information Evening 6.00pm
Friday 6th January Straw Poll
Friday 20th January Final Option Block Sheet issued/Real Game
Wednesday 8th February Deadline for return of the completed Option Sheets to Pastoral Office.
The GCSE Options Programme at KGGS

All schools have to deliver a broad and balanced curriculum and students at KGGS MUST study certain
subjects from within particular areas of the curriculum. These are:
EXAMINATION SUBJECTS NON-EXAMINATION SUBJECTS

English Language Student Support
English Literature Personal Development
Mathematics Physical Education
Three Separate Sciences (Biology, Chemistry and Physics)
Religious Education
Additionally, all students choose a further 4 GCSEs from mixed option blocks. Subjects they may choose
are as follows:
Art & Design Economics History
Business Studies Food & Nutrition Music
Computer Science French Physical Education
Design & Technology Geography Sociology
Drama German Spanish
The Government expects all students to be able to study a collection of six subjects known as the ‘English
Baccalaureate’ which will consist of English Language, Mathematics, at least two Sciences (from Biology,
Chemistry, Physics or Computer Science), a Humanities subject (either History or Geography) and a
Modern Foreign Language subject.
If a student achieves passes in these six GCSE subjects, they are deemed to have achieved the English
Baccalaureate.
Choices form
An Option Form will be given to students on Friday 20th January. Subjects will be grouped into 4 option
blocks on the choices form (these will have been created using the students’ initial Straw Poll choices) and
students will choose one option subject from each of the blocks.
Students are strongly encouraged to include a Modern Foreign Language and a Humanities subject in their
four choices.
The deadline for the return of these forms to the Pastoral Office is Wednesday 8th February.
Choosing subjects
The transition from Key Stage 3 to Key Stage 4 is a very important time in any student's education, as it
gives her the opportunity to choose which subjects and courses to study in Years 10 and 11. Making good
decisions now, and for the future, depends on approaching all the options available with an open mind and
finding out as much as possible about each subject and possible career interests and opportunities.
Some general points to consider are listed below:
➢ Choosing certain subjects, or subject combinations, at GCSE could restrict your choices at 16+, whilst
other combinations would leave you more choice later.
➢ There are 'new' subjects on offer (i.e. ones not studied at Key Stage 3). Choosing a new subject just
because it is new may not be the right choice - if you know you are doing well in a subject already it
may be better to stay with it.
➢ Choosing a new subject may be right for you - it could give you a fresh start that might benefit you.
➢ Try to talk to students, particularly in Year 10, who are currently studying GCSE subjects. They will be
able to tell you a lot about the subject from a student's point of view.
➢ Do not choose a subject because your friends have chosen it - work to your strengths not theirs!
➢ Choose what you are interested in and what you have done well in so far.
➢ Base your choice on facts not emotions.
Career considerations
It is not essential to have a particular career in mind at this stage - some students do and some do not. You
may wish to discuss with the relevant staff what careers particular choices might lead you into in the future.

If, however, you do have a career area in mind, it would be worth consulting with your Head of Year or the
Careers Adviser to check that your choices do not make it difficult to follow that career pathway in the
future.
Questions you ought to have answers to before completing your choices form:
 Have you obtained as much information as possible about all subjects?
 Are you being realistic, aiming high and working to your strengths?
 Will your choices be manageable?
 Will your choices give you the right qualifications for the next stage, or will they narrow
your choices in the future?
 Will your choices allow you to achieve the English Baccalaureate?
After the return of the Option Choices Form

Every effort will be made to cater for each individual’s choice of subjects.
It is not a matter of 'first come first served' - forms handed in earlier than the deadline are treated in exactly
the same way as those handed in on the date. However, if choices forms are handed in late, decisions may
have already been made about group sizes, the number of groups for a particular subject, whether a subject
has enough students for the course to run, etc., so these students' choices may be affected.
It must also be mentioned that the running of courses will depend on a sufficient number of students
opting for a particular subject or subject combination.
Some groupings may be oversubscribed and, in these cases, students will be informed of how the situation
may be resolved. We will look first at accommodating a student’s reserve choice in such cases.
Which staff should you see when you require further information
➢ If further information about any of the option subjects after the Year 9 Information Evening is required,
then subject teachers or Faculty Leaders should be approached.
➢ If further information regarding Careers is required, the Careers Resource Library is situated in the
Library. This is open most lunchtimes and Mrs Day, the Careers Library Resource Administrator, is also
available to help students.
➢ If, at any time, you want to discuss the possibility of making changes to your choices, a request must
come in writing, from your parent. In consultation with other staff, this will be considered, but changes
cannot be guaranteed, particularly if subject groups are fully subscribed. Your Head of Year will inform
you about the decision once she has investigated the possibility of it being able to happen.
➢ Mrs Doig and Miss Brady will deal with any general matters regarding the options.

GCSE ENGLISH LANGUAGE and GCSE ENGLISH
LITERATURE
(Edexcel Language specification 1EN0 and Edexcel Literature specification 1ET0)
English and English Literature are core subjects in Years 10-11, leading to two GCSE subject awards.
Time allocation: 7 hours in Y10 and then 8 hours in Y11 each fortnight.
Aims of the Course

We have two principal aims:
• To develop your confidence and skills to enable you to express yourself clearly in a variety of forms
for any given audience.
• To allow you to enjoy, explore and respond to a range of texts: novels, drama, poetry, media and
other prose forms.
Course Content/Structure
We adopt an integrated approach to the teaching of the two subjects, which together develop knowledge,
understanding and key skills:
• Spoken Language Skills:

Students participate in a wide variety of activities including speeches, debates and presentations
during the course.
• Reading Skills:
This involves the reading and study of both literary and non-literary texts, including novels, poetry
and drama.
• Writing Skills:
Students write for a range of audiences and purposes: critical analysis; creative and personal writing;
writing for newspapers and magazines; reports; speeches and critical reviews.
ENGLISH LANGUAGE
ASSESSMENT INFORMATION
Students are assessed via two examination papers and one spoken language task.
Component 1: Fiction and Imaginative Writing (1 hour 45 minutes: 40% of GCSE)
Section A: Reading: (24 marks)
Students read one unseen literature fiction text and then answer short and extended response questions.
Section B: Descriptive or Narrative Writing (40 marks)
Students complete one extended writing task.
Component 2: Non-fiction and Transactional Writing (2 hours 5 minutes: 60% of GCSE)
Section A: Reading (56 marks)
Students read two unseen non-fiction extracts, from 20th- and 21st-century texts. One of these texts will be
literary non-fiction. Questions will be on Text 1, followed by Text 2. There will be a mixture of short and
extended response questions on the extracts.

Section B: Transactional Writing (40 marks)
Students complete one transactional writing task.
Spoken Language Endorsement (teacher assessed; externally moderated):
Students will give a presentation or speech on a topic of their choice and respond to questions. This is
marked by the teacher, and will appear separately on their GCSE certificate. Grades are: Pass, Merit and
Distinction.
ENGLISH LITERATURE
All examinations are closed book examinations: any stimulus materials required will be provided on the
examination paper.
Paper 1: Shakespeare and Post-1914 Literature

(1 hour 45 minutes: 50% of GCSE)
Section A: Shakespeare
Students will answer one two-part question on their set play. Options include: Romeo and Juliet, The
Merchant of Venice, Macbeth and Much Ado About Nothing. They will be required to write in detail about
an extract from the play and then to write about the play as a whole.
Section B: Post-1914 British Play or Novel
Students will answer one question on their set novel or play. Options include: An Inspector Calls and Lord
of the Flies.
Paper 2: 19th-century Novel and Poetry since 1789

(2 hours 15 minutes: 50% of GCSE)
Section A: 19th-Century Novel
Students will answer one two-part question on their set novel. Options include: Jane Eyre, A Christmas
Carol, Dr Jekyll and Mr Hyde and Frankenstein. They will be required to write in detail about an extract
from the novel and then to write about the novel as a whole.
Section B: Poetry
Students will answer one comparative question on one named poem from the Edexcel Poetry Anthology
printed on the paper and one other poem from their taught anthology cluster.
Section C:
Unseen poetry
Students will answer one question on comparing two unseen poems.
Students are encouraged to read widely beyond the syllabus and we provide enrichment trips to encourage
an active interest in the subject.

GCSE MATHEMATICS
(AQA 8300)
Aims of the Course

The course aims to enable students to:
• develop a positive attitude to Mathematics
• consolidate basic skills and understanding and meet appropriately challenging work
• apply mathematical knowledge and understanding to solve problems and to present solutions clearly,
interpreting and checking results
• develop the ability to think and communicate mathematically - precisely, logically and creatively
• appreciate the place and use of Mathematics in the workplace and in society
• apply mathematical concepts to situations arising in their own lives
• understand the interdependence of different branches of Mathematics
• work co-operatively, independently, practically and investigationally
• use ICT appropriately
• develop the ability to use Mathematics across the curriculum
• learn the importance of precision and rigour in Mathematics
• acquire a firm foundation for further study
This GCSE course is based on the Mathematics National Curriculum and so any topics covered in Years 7 to
9 could be assessed in the examination, hence the course does not begin in Year 10, but in Year 7.
Scope of Study
• Number
o Structure and calculation
o Fractions, decimals & percentages
o Measures and accuracy
• Algebra
o Notation, vocabulary & manipulation
o Graphs
o Solving equations & inequalities
o Sequences
• Ratio, proportion & rates of change
• Geometry & measures
o Properties & constructions
o Mensuration & calculation
o Vectors
• Probability & Statistics
There are 3 Assessment Objectives which form the components of the course. Each of them contributes to
the assessment scheme in the given percentage. They involve the following:

AO1 Use and apply standard techniques (40%)
• accurately recall facts, terminology and definitions
• use and interpret notation correctly
• accurately carry out routine procedures or set tasks requiring multi-step solutions
AO2 Reason, interpret and communicate mathematically (30%)

• make deductions, inferences and draw conclusions from mathematical information
• construct chains of reasoning to achieve a given result
• interpret and communicate information accurately
• present arguments and proofs
• assess the validity of an argument and critically evaluate a given way of presenting information
AO3 Solve problems within mathematics and in other contexts (30%)

• translate problems in mathematical or non-mathematical contexts into a process or a series of
mathematical processes
• make and use connections between different parts of mathematics
• interpret results in the context of the given problem
• evaluate methods used and results obtained
• evaluate solutions to identify how they may have been affected by assumptions made
During the course, students will be given the opportunity to use the school's computer software. For all
lessons in Mathematics, students are encouraged to have their own scientific calculator, which they will
need to be familiar with in the examinations.
Time allocation: 7 hours per fortnight
Assessment Information
The scheme of assessment consists of two tiers, with a range of grades available in each:
Foundation (Lowest) 1 2 3 4 5
Higher 3 4 5 6 7 8 9 (Highest level)
There are three written papers (1 non calculator) of 1 hour 30 minutes each
Each paper comprises 80 marks
In GCSE Mathematics the assessment consists of examinations at the end of the course. The examination
board is AQA.
Candidates must enter at one tier only and at KGGS most students will be entered at the Higher Tier. All
students start on the higher tier course initially.
The Higher Tier course is very full and very demanding. It contains all of the Foundation Tier and a
significant number of additional topics. There is an increasing emphasis on problem solving and
unstructured questions in the new GCSE. Success at the Higher grades in GCSE Mathematics requires a
high level of commitment to the subject.

GCSE SCIENCES
(AQA)
During year 9, students have studied the separate Sciences; Biology, Chemistry and Physics; to build the foundation
knowledge which underpins the GCSE content.
The GCSE courses cover the content as outlined in Key Stage 4 of the National Curriculum for Science. All students
at KGGS will study Biology, Chemistry and Physics courses throughout Years 10 and 11.
Aims of the Course
The Science GCSEs offered are part of the AQA GCSE Science qualifications. The specification aims to give
candidates opportunities to:
• develop their interest in and enthusiasm for science.

• develop a critical approach to scientific evidence and methods.
• acquire and apply skills, knowledge and understanding of scientific principles and their essential role in
society.
• acquire the scientific skills, knowledge and understanding for progression to further learning.
Students are allocated 10 hours per fortnight of timetable time in Years 10 and 11 for their science studies.
There are two Science pathways available to students, during the options process, both have the same lesson
allocation.
Pathway 1 - Separate Science – GCSE Biology, GCSE Chemistry and GCSE Physics – achieving three
individual grades at the end of the course.
Pathway 2 – Combined Science – covering Biology, Chemistry and Physics – achieving two ‘Science’ grades
at the end of the course.
We are asking students to indicate a preferred pathway – either pathway 1 or pathway 2
Any student following the Combined Science pathway, would also need to select at least one of the following
subjects: Geography, History, French, German, Spanish or Computer Science as an option choice in order to continue
with a broad and balanced curriculum.
Once students have started on their science pathway at the beginning of year 10, there will be no opportunity for them
to switch to the alternative pathway.
Key differences between Separate Sciences and Combined Science
• Separate Sciences achieve three individually graded GCSEs at the end of the course.
• Combined Science students achieve two combined GCSE grades at the end of the course.
• There is less content in the Combined Science specification, this will allow students more time to review and
practice application of their knowledge and understanding.
A grade 6 or above in the relevant separate science GCSE or at least one grade 6 or above in Combined Science,
would allow a student to continue on to study A level sciences if they wished. (A grade 5 or above in Maths is also
required for all.)
Other Useful Facts
• Most students in the country study Combined Science.

• The number of exams is the same, the Combined Science papers are slightly shorter however.
• University and College courses do not discriminate between Combined Science and Separate Sciences.
• Although there is no requirement to study the Separate Science GCSEs, doing so does prepare students more
fully to study the A level Sciences.
Pathway 1 - GCSE Separate Sciences Pathway 2 - GCSE Combined Science

Trilogy
1. Cell biology 1. Cell biology
Biology Content
2. Organisation 2. Organisation
3. Infection and response 3. Infection and response
4. Bioenergetics 4. Bioenergetics
5. Homeostasis and response 5. Homeostasis and response
6. Inheritance, variation, and evolution 6. Inheritance, variation, and evolution
7. Ecology 7. Ecology
8. Key ideas
1. Atomic structure and the periodic table 8. Atomic structure and the periodic table
2. Bonding, structure & properties of matter 9. Bonding, structure & properties of matter
Chemistry Content
3. Quantitative chemistry 10. Quantitative chemistry

4. Chemical changes 11. Chemical changes
5. Energy changes 12. Energy changes
6. The rate and extent of chemical change 13. The rate and extent of chemical change
7. Organic chemistry 14. Organic chemistry
8. Chemical analysis 15. Chemical analysis
9. Chemistry of the atmosphere 16. Chemistry of the atmosphere
10. Using resources 17. Using resources
1. Energy 18. Energy
Physics Content
2. Electricity 19. Electricity

3. Particle model of matter 20. Particle model of matter
4. Atomic structure 21. Atomic structure
5. Forces 22. Forces
6. Waves 23. Waves
7. Magnetism and electromagnetism 24. Magnetism and electromagnetism
8. Space physics
All papers are 100 marks – 105 minutes. All papers are 70 marks – 75 minutes
Biology Paper 1 – Topics 1-4 Biology Paper 1 – Topics 1-4

Biology Paper 2 – Topics 5-7 Biology Paper 2 – Topics 5-7
Each paper contributes 50% toward the Chemistry Paper 1 – Topics 8-12
End of course Assessments
GCSE Biology grade. Chemistry Paper 2 – Topics 13-17

Physics Paper 1 – Topics 18-21
Chemistry Paper 1 – Topics 1-5 Physics Paper 2 – Topics 22-24
Chemistry Paper 2 – Topics 6-10
Each paper contributes 50% toward the Each paper contributes 16.7% towards 2
GCSE Chemistry grade. GCSE Trilogy Science grades.

Each paper contributes 50% toward the
GCSE Physics grade.

GCSE BUSINESS
(AQA 8132)
Aims of the Course
The Business Department at KGGS aims to give you an appreciation of what businesses do, how they do it,
why they do it and whether they do it successfully. In order to achieve these aims we set certain objectives
for the GCSE Business course which will:
• Give you an understanding of business ideas such as enterprise, marketing, finance, HR and share
ownership
• Give you an awareness of real businesses and business issues
• Encourage you to think and act like business people by actively participating in a wide range of
situations
• Develop your problem solving abilities
You will consider questions such as:-
• What makes a great business idea?

• What makes a great entrepreneur?
• What else could Fred Perry do to increase sales?
• How can Samsung overcome their recent difficulties?
• What does an ethical business look like? Is it a luxury or a necessity?
All Business courses cover the following topics which are examined:
Business in the real world

• Entrepreneurs
• Business ownership
• Stakeholders
• Business planning
• Business location
• Expanding a business
Influences on business
• Ethics
• Environment
• Economic Climate
• Globalisation
• Technology
• Legislation
• The competitive environment
Business operations
• Methods of production
• Logistics
• Quality assurance
• Customer service

Human resources
You will study topics such as:
• Recruitment
• Motivation
• Training
Marketing
• Market segmentation
• Market research
• Marketing strategies
Finance
• Sources of finance
• Cash flow
• Financial Accounts
Teaching Styles
Teaching will be through taught instruction, personal investigation and small and large group discussion.
You will
• conduct data analysis
• use calculations
• produce responses to short-answer questions and longer-answer questions
• answer multi-choice questions

GCSE DESIGN & TECHNOLOGY (Resistant Materials)
(AQA8552)
Aims of the Course

GCSE Design and Technology will prepare students to participate confidently and successfully in an
increasingly technological world. Students will gain awareness and learn from wider influences on Design
and Technology including historical, social, cultural, environmental and economic factors. Students will get
the opportunity to work creatively when designing and making and apply technical and practical expertise.
This GCSE allows students to study core technical and designing and making principles, including a broad
range of design processes, materials techniques and equipment. They will also have the opportunity to study
specialist technical principles in greater depth.
All students will study a broad range of materials and process, including paper & boards, thermoforming &
thermosetting plastics, natural & manufactured timbers, natural and synthetic textile fibres, ferrous & non -
ferrous metals, woven and knitted textiles and systems and control. They will learn how to communicate
ideas in 2 & 3 Dimensions, and demonstrate they have a wide range of visual communication skills,
including the use of computer model visualisation. Maths and Science are integral to the new GCSE, and
students will show how they apply their Maths & Science skills through a D&T context.
They will further focus on Resistant Materials specific materials, skills and processes through a series of
Design and Make tasks and specific theory content.
Assessment Information:
1. Written Exam – 2 hour (50% of GCSE)
• Core technical principles
• Specialist technical principles
• Designing and making principles
2. NEA – Non Examined Assessment – (coursework) up to 40 hours (50% of GCSE)

Substantial design and make task
Contextual challenges will be released annually by the examination board.
Students will produce a working prototype and a portfolio of evidence and work will be marked by teachers
and moderated by the exam board.
This NEA is assessed internally and externally moderated.
The NEA task allows for the practical application of:


GCSE DESIGN & TECHNOLOGY (Textiles)
(AQA8552)
Aims of the Course

GCSE Design and Technology will prepare students to participate confidently and successfully in an
increasingly technological world. Students will gain awareness and learn from wider influences on Design
and Technology including historical, social, cultural, environmental and economic factors. Students will get
the opportunity to work creatively when designing and making and apply technical and practical expertise.
This GCSE allows students to study core technical and designing and making principles, including a broad
range of design processes, materials techniques and equipment. They will also have the opportunity to study
specialist technical principles in greater depth.
All students will study a broad range of materials and process, including paper & boards, thermoforming &
thermosetting plastics, natural & manufactured timbers, natural and synthetic textile fibres, ferrous & non -
ferrous metals, woven and knitted textiles and systems and control. They will learn how to communicate
ideas in 2 & 3 Dimensions, and demonstrate they have a wide range of visual communication skills,
including the use of computer model visualisation. Maths and Science are integral to the new GCSE, and
students will show how they apply their Maths & Science skills through a D&T context.
They will further focus on Textiles specific materials, skills and processes through a series of Design and
Make tasks and specific theory content.
1. Written Exam – 2 hour (50% of GCSE)
2. NEA – Non Examined Assessment – (coursework) up to 40 hours (50% of GCSE)

Substantial design and make task
Contextual challenges will be released annually by the examination board.
Students will produce a working prototype and a portfolio of evidence and work will be marked by teachers
and moderated by the exam board.
This NEA is assessed internally and externally moderated
The NEA task allows for the practical application of:

.

FOOD PREPARATION & NUTRITION
(AQA 8585)
Aims of the Course

GCSE 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.
Food preparation skills are integrated into five core topics: Food Nutrition and Health, Food Science, Food
Safety, Food Choice and Food Provenance.
1. Written exam (50% of the GCSE mark)

One hour 45 minutes on theoretical knowledge of food preparation and nutrition
100 Marks
2. NEA (Non Exam Assessment - 50% of GCSE mark)

Task 1: Food investigation
This tests students' understanding of the working characteristics, functional and chemical properties
of ingredients.
This will be assessed by either a written or electronic report (1,500–2,000 words) including
photographic evidence of the practical investigation.
Task 2: Food preparation assessment

This tests students' knowledge, skills and understanding in relation to the planning, preparation,
cooking, presentation of food and application of nutrition related to the chosen task.
Students will prepare, cook and present a final menu of three dishes within a single period of no
more than three hours, planning in advance how this will be achieved.
This will be assessed by a written or electronic portfolio. Photographic evidence of the three final
dishes must be included.
NB: This course cannot be studied alongside Design Technology

GCSE ECONOMICS
(AQA 8136)
Aims of the Course

The Economics Department at KGGS aims to give you an appreciation of how the economy affects every
one of us, whether we like it or not. We aim to:
• Give you an understanding of the basic economic problem which is how to make the best of what we
have
• Give you an awareness of current affairs and the economy
• Encourage you to think and act like an economist
• Develop your debating and problem solving abilities
What is GCSE Economics all about?
This is something you should probably know if you are to study it!
Economics is all about how to make everyone better off with the resources that we have.
So what have famous economists said?
“There’s no such thing as a free lunch” (Milton Friedman)

Everything costs. If you’ve ever got a ‘free’ phone or camera with a deal the ‘free’ one still used precious
metals from somewhere; fuel to transport it, someone’s time to make it. Therefore, we should use our
resources carefully.
“The environment is economics’ biggest challenge.” (Graciela Chichilnisky)

We will investigate how economics is the key to preserving it. Will environmental agreements be made by
governments around the world? Do local environmental issues affect your health?
“It’s the economy, stupid” (Bill Clinton – ex President of the USA).

He made the economy his key election pledge; and he won! The economy affects our health, wealth and
happiness!!
The Economics course covers the following topics:
Unit 1: How markets work
In this unit you will investigate:

• Economic foundations
• Resource allocation
• How prices are determined in markets
• Production, costs, revenue and profit
• Competitive and concentrated markets
• Market failure
• The Labour market

Unit 2: How the economy works
In this unit you will investigate:

• Introduction to the national economy
• Government objectives
• How the government manages the economy
• International trade and the global economy
• The role of money and financial markets
Teaching Styles
Teaching will involve instruction, personal investigation and small and large group discussion. You will be
challenged to think about current affairs, economic data, global development and environmental change.
You will
• conduct data analysis
• use calculations
• produce responses to short-answer questions and longer-answer questions
• answer multi-choice questions
Assessment Details

GCSE COMPUTER SCIENCE
(AQA)
What will I do in GCSE Computer Science?

The answer is “a wide variety!” This sentence explains the experience you will have...
GCSE Computer Science will help you understand software, create your own and give you the tools to
start looking at what the next big innovation could be.
Computer Science is all about problem solving, analysing and modelling problems, designing solutions and
then evaluating them. You’ll learn about:
• What an algorithm is and its importance in the modern world

• How computers work
• Data and how it is transferred, an area important to all software.
• Key programming techniques
• Designing and developing software applications using a high level language and SQL
Aims of the Course

Computing is of enormous importance to the economy, and the role of Computer Science is growing across
science, engineering and business.
Computer Science will give you the opportunity to create software, learn how to program and apply
algorithms. You will explore the world of software development and develop an understanding of a range of
technologies and how they work.
Problem solving is a key aspect of Computer Science and you will learn skills and techniques that will help
you in your career, whatever you decide to do in the future.
Paper 1: Computational thinking (50%)

In this unit the focus is on computing theory and will be taught alongside practical exercises to support the
topics. Theory includes:
• Algorithms and problem solving
o What algorithms are and why they are at the heart modern computing
o The importance of algorithms in the modern world and how they are used
o Create your own algorithms using flowcharts and pseudocode
• Programming
o You will be taught how to program, and will develop skills to create your own software by
completing a number of mini projects
o

Paper 2: Computer systems (50%)
In this unit the focus is on computing theory and will be taught alongside practical exercises to support the
topics. Theory includes:
• Data and binary
o The importance of binary within computing and networking
o How binary is used to store images, sound and how it is compressed
• Hardware, systems, networks and their impact on society
o How computers work and communicate
o The fundamentals of networking and the internet
o How computing has changed society
• Cyber security, malware and social engineering
o What are the threats to cyber security
o What is social engineering and how to protect yourself
• Databases and Structured Query Language (SQL)
o The importance of database technology and impact on the world
o How databases work and are used
o How to use SQL to manipulate data and use in programing projects
Exam Assessment 100% of course
A mix of multiple choice, short-answer, longer-answer and extended response questions assessing
programming, practical problem-solving, computational thinking skill and theoretical knowledge.

GCSE ART & DESIGN
OCR Art & Design: Fine AA Full Course (J171)
Aims of the course

The Art and Design course is of two years duration. This lively and popular subject affords students the
opportunity to develop their visual and creative skills through practical based projects, leading to an end-of-
course moderation in Year 11. The qualification requires students to actively engage in the creative process
of art and design in order to develop as effective and independent learners, and as critical and reflective
thinkers with enquiring minds. Students find the course demanding, but very rewarding, and they generally
value the inclusion of coursework as an important component of the course structure.
Course Content/ Structure

The course provides students with an opportunity to develop and explore ideas, research primary and
contextual sources, experiment with media, materials, techniques and processes and to present personal
responses to the project themes.
Students generally pursue a broad course in Art, so they can show evidence of both art and craft
techniques. By the end of Year 10, all students should have developed the necessary skills to explore
personalised routes from the following areas of study: drawing and painting, collage, printmaking, mixed
media and 3 dimensional approaches.
To inform ideas at the start of the course, students participate in a trip to the British Museum to gather
valuable visual research. The department also currently organises a study tour to Italy, which takes place in
the half term break of Year 11.
Art studios are open for student to work during lunchtime support sessions and during arranged after
school sessions.
THE STRUCTURE OF THE QUALIFICATION CONSISTS OF TWO COMPONENTS:
Component 1 – Portfolio (NEA/ coursework) 60% WEIGHTING
For the Personal Portfolio, students are expected to produce a body of work for their coursework portfolio
showing evidence of a range of approaches. This will comprise of supporting studies, including sketchbook
work and preparatory sheets, to experiment and develop their ideas. Each unit should also include a
realised main piece outcome(s). The Art Team will monitor how students address the assessment
objectives and individualised feedback on the progression towards these will be provided each term
alongside regular ongoing 1:1 dialogue. Homework is set on a weekly basis and this complements ongoing
classwork. At the end of the Spring Term of Year 11, all students should have their work ready for
presentation.
Component 2 – Externally Set Task (EST) 40% WEIGHTING
The Set Assignment in Art requires the student to produce the main outcome for this component over a
controlled 10 hour period. They are given an externally set broad- based thematic starting point and will
have a period of study to produce their preparatory work.
Both the Personal Investigation and Externally Set Assignment will be internally moderated in this centre
and externally moderated by OCR examining group.

GCSE DRAMA
(AQA Specification 8261)
Why choose Drama?

Drama remains one of the most popular GCSE examination choices in the country, because it is one of the
few subjects which can demonstrate, to employers and university interviewers, a young person’s ability to
work creatively and co-operatively within a group situation, to achieve a common goal. Students learn to
collaborate with others, think analytically and evaluate effectively. They gain the confidence to pursue their
own ideas, reflect and refine their efforts. Whatever the future holds, students of GCSE Drama emerge with
a toolkit of transferable skills, applicable both in further studies and in the workplace. It offers preparation
for students wishing to go on to do ‘A’ Level and degree courses in the Arts and promotes the development
of personal and social skills, of vital importance in the world beyond education.
Aims of the Course

The course is designed to enable students to achieve:
• Increased confidence in personal communication and presentation skills
• The development of creative, cognitive and imaginative abilities
• Greater awareness of themselves as unique individuals and of their role within a group
• A heightened sensitivity to the range of human experience
• Awareness of social, historical and cultural contexts and influences on drama and theatre
• An appreciation of the ways in which playwrights achieve their effects and an ability to
communicate an author’s intentions to an audience, through performance
• Skills in the shaping of dramatic performance
• A recognition of the contribution of design elements in theatre presentation
• An appreciation of the role of theatre in contemporary culture
• Understanding of how to critically evaluate theatre productions
How We Begin
The first 2 terms of the course are spent developing and diversifying students’ understanding of drama,
through participation in practical workshops. They learn to work from a script and shape work of their own
devising.
Theatre Visits
Attending the theatre to witness different approaches to performance and design, is an ESSENTIAL part of
learning – and assessment – in this subject. In the final examination, students are required to answer
questions on performances they have attended on the course. The Drama Department organises several trips
a year to carefully selected productions outside of Grantham, which are also a basis for work in class.
What is Assessed?
The AQA course presently followed by the department requires students during the course to demonstrate
skills in the crafting of performance, showing awareness of social, historical and cultural influences upon
their work and a recognition of how to work together creatively to develop a drama product. Students are
also required, as part of this coursework, to reflect, in writing, upon those factors which influenced their
practical work.
The final, written examination tests students’ ability to critically evaluate live theatre, which they have
experienced as part of the course, together with their ability to think imaginatively and with sensitivity to
text, as an actor or director in relation to play scripts studied. Students’ understanding of work is assessed
through their ability to express their understanding orally, in writing, and through practical demonstration of
their skills.

The subject content for GCSE Drama is divided into three components- Understanding Drama, Devising
Drama and Texts in Practice.
Practical Assessment (60% of total marks)
The practical assessment is broken up into two components - Devising Drama and Texts in Practice.
In the Devising Drama unit you are exploring the process of creating and performing devised drama as well
as analysing and evaluating your own work. It is assessed through a devising log (60 marks) and a devised
performance (20 marks) and makes up 40% of the GCSE.
The Text in Practice unit requires a performance of two extracts from one play. It is worth 20% of the GCSE
The Terminal Exam 40%

The final exam in Drama consists of a written paper lasting 1 hour and 45 minutes. It is an open book exam
worth 80 marks. The exam assesses students’ knowledge and understanding of drama and theatre including a
study of one set play from a choice of six and an analysis and evaluation of the work of live theatre makers.
Questions
• Section A: multiple choice (4 marks)
• Section B: four questions on a given extract from the set play chosen (44 marks)
• Section C: one two part question (from a choice) on the work of theatre makers in a single live theatre
production (32 marks)
Students are prepared for this through homework, class activities, theatre visits and mock exams during the
course. Failure to participate in theatre visits would place a student on this course at a severe disadvantage
in the final exam.

GCSE MUSIC
(OCR, Specification J536)
Aims of the Course
Music is all around us. It influences our moods and emotions and stimulates and excites us in many ways.
Following this new GCSE course will develop your understanding of how music is created through five
Areas of Study. These provide focus on and detail of specific areas of music. In the course you will learn
how to compose and will develop skills in performing and appraising music.
GCSE Music is an interesting course in its own right or may lead to further study at A Level and beyond.
For those of you who already play an instrument or sing to quite a high standard it is important to remember
that you have almost certainly reached the standard required for a high mark in Performing, which carries a
total of 30% of the marks.
Course Content
The five Areas of Study are:
1. My Music - the opportunity to develop your skills as a performer on any instrument/voice; this can
include rapping, beatboxing or DJ-ing.
2. The Concerto Through Time – the development from 1650-1910 through the Baroque Solo
Concerto, the Baroque Concerto Grosso, the Classical Concerto and the Romantic Concerto
3. Rhythms of the World – focusing on the music from India and the Punjab region, Eastern
Mediterranean and Middle East, Africa and Central and South America.
4. Film Music - exploring music that has been composed specifically for a film, music from the
Western Classical tradition that has been used within a film and music that has been composed as a
soundtrack for a video game.
5. Conventions of Pop – focusing on Rock ‘n’ Roll of the 1950s and 1960s, Rock Anthems of the
1970s and 1980s, Pop Ballads of the 1970s, 1980s and 1990s and Solo Artists from 1990 to the
present day.
There are three assessment units, all of which have to be completed to gain GCSE certification.
• Integrated portfolio (30%)

A solo performance (instrumental, vocal or ICT-based {beatboxing etc}, at candidate’s choice); a
composition for the same instrument/voice etc to a brief set by the learner.
• Practical component (30%)
A “group” performance and a composition to a brief set by OCR.
• Listening and appraising (40%)
A written paper, with CD, assessing knowledge and understanding of Areas of Study 2, 3, 4 and 5.

GCSE PHYSICAL EDUCATION
(Edexcel IPEO)
Aims of the Course

• to encourage students to be inspired, moved and changed by following a broad, coherent, satisfying
and worthwhile course of study and to develop an awareness and appreciation of their own and
others’ cultures in relation to physical education
• to encourage creativity and decision-making skills to enable students to plan effectively for
performances and to respond to changing situations
• to prepare students to make informed decisions about further learning opportunities and career
choices
• to enable students to become increasingly physically competent through being actively engaged in a
range of physical activities, and to become increasingly effective in their performance in different
types of physical activity
• to enable students to develop their ability to engage independently and successfully in different types
of physical activity, and to develop and maintain their involvement in physical activity as part of a
healthy, active lifestyle.
Course Content
The course consists of 4 components split into theory and practical elements.
Component 1
Externally assessed written paper – 36%
• This Paper is 1 hour and thirty minutes in length.

• It is marked out of 80.
• The topic areas covered:
o Applied anatomy and physiology
o Movement analysis
o Physical training
o Use of data.
Component 2
Externally assessed written paper – 24%
• This Paper is 1 hour and fifteen minutes in length.

• It is marked out of 60.
• The topic areas covered:
o Health, fitness and wellbeing
o Sports psychology
o Socio-cultural influences
o Use of data.

Component 3
Internally assessed and externally moderated – 30%
• 3 practical areas
• It is marked out of 105
• You have to undertake 1 team activity, 1 individual activity and 1 of either.
(Activities must come from the prescribed list, with no exceptions.)
Component 4
Personal exercise programme – 10%
• 20 marks
• plan, undertake and evaluate a 6-8 week PEP
• The evaluation is 1500 words
Activity areas
TEAM ACTIVITIES INDIVIDUAL

ACTIVITIES
Acrobatic gymnastics Cannot be assessed with gymnastics
Association football Cannot be 5 a-side or futsal Amateur boxing
Badminton Cannot be assessed with Athletics Can be assessed in one event from
singles/individual activity badminton the disciplines of either Track or
Field (including cross country). Race
walking is not a permitted Athletics
event.
Basketball Cannot be ‘street basketball’ Badminton Cannot be assessed with doubles.
BMX cycling Racing only, not tricks
Camogie Cannot be assessed with hurling Canoeing Cannot be assessed with sculling,
kayaking or rowing.
Cricket Cycling Track or road cycling only.
Dance Acceptable dances include: ballet, Dance Can only be used for one activity.
ballroom, contemporary/modern,
cultural (includes hip-hop, Irish,
Indian, jazz, Latin), folk and
street.This can only be used for one
activity
Figure Skating Figure Skating
Futsal
Gaelic football Diving Platform only.
Handball Golf
Field Hockey Gymnastics Floor routines and apparatus only.

Hurling Cannot be assessed with camogie Equestrian Can be assessed in either show
jumping, cross country or dressage.
Ice Hockey
Inline roller hockey
Lacrosse Kayaking Cannot be assessed with canoeing,
rowing or sculling.
Netball Rock climbing Can be indoor or outdoor.
Rowing Cannot be assessed with sculling,

canoeing or kayaking. This can only
be used for one activity.

Rugby league Cannot be assessed with rugby union
(sevens or fifteen a side). Cannot be
tag rugby
Rugby union Cannot be assessed as sevens or Skiing Outdoor/indoor on snow; cannot be
fifteen aside. Cannot be assessed assessed with snowboarding. Must
with rugby league. Cannot be tag not be on dry slopes.
rugby. This can be used for one
activity
Sailing Cannot be assessed with Sailing Cannot be assessed with sailing as a
singles/indivual activity sailing. team activity. Royal Yachting
Royal Yachting Association Association recognised sailing boat
recognised sailing boat classes only. classes only.
Student must perform as helmsman.
Sculling Cannot be assessed with rowing, Sculling Cannot be assessed with rowing,
canoeing or kayaking. Cannot be canoeing or kayaking. Cannot be
assessed with individual sculling assessed with individual sculling
Snowboarding Outdoor/indoor on snow. Must not
be on dry slopes
Squash Cannot be assessed with singles. Squash Cannot be assessed with doubles.
Table tennis Cannot be assessed with singles. Swimming Not synchronised swimming.
Tennis Cannot be assessed with singles. Table tennis Cannot be assessed with doubles.
Volleyball Tennis Cannot be assessed with doubles.
Water Polo Trampolining
Windsurfing
Specialist Activity
Blind cricket
Boccia
Goal ball
Polybat
Powerchair football
Table cricket
Wheelchair basketball
Wheelchair rugby

GCSE GEOGRAPHY
(AQA 8035)
Aims of the Course

GCSE Geography offers students the opportunity to study aspects of both the physical and human world and
their associated processes. The course aims to make students of Geography effective and independent
learners, critical and reflective with enquiring minds. We develop a knowledge and understanding of
geographical concepts and the relevance of these concepts to our changing world. We explore the
differences and similarities between people’s views of the world, its environments, societies and cultures.
We also strive to understand the significance of values and attitudes towards the development and resolution
of issues. Our students apply their learning to the real world through fieldwork and other out of classroom
activities.
Course Content
Unit 1: Living with the Physical Environment
This unit is concerned with the dynamic nature of physical processes and systems. We also explore the
human interaction within them. We develop an understanding of the tectonic, geomorphological, biological
and meteorological processes and features in different environments. We then look at the need for
management strategies within these and consider the direct and indirect effects of human interaction with the
Earth and the atmosphere.
▪ The challenges of natural hazards

Earthquakes, Volcanoes, Tropical Storms, Extreme Weather in the UK and Climate Change
▪ The living world
Ecosystems, Tropical Rainforest and Hot Environments
▪ Physical landscapes
UK Physical Landscapes, Coasts and Rivers
Unit 2: Challenges in the Human Environment
This unit is concerned with human processes, systems and outcomes and how these change both spatially
and temporally. We study a variety of places in varying levels of detail and include places at various stages
of development. We develop an understanding of the factors that produce a diverse variety of human
environments; the dynamic nature of these environments that change over time and place; the need for
sustainable management; and the areas of current and future challenge and opportunity for these
environments.
▪ Urban Issues and Challenges

Urbanisation, Squatter Settlements, Urban Areas in the UK, Regeneration and Urban Sustainability
▪ The Changing Economic World
The Development Gap, Economic Development, Transnational Corporations, Economic Futures in
the UK
▪ The challenges of resource management
Food, Water, Energy

Unit 3: Geographical Applications
The Geographical Applications unit is designed to be synoptic, in that students will be required to
draw together knowledge, understanding and skills from the full course of study. It is an opportunity
to show breadth of understanding and an evaluative appreciation of the inter relationships between different
aspects of geographical study.
▪ Issue evaluation
Contemporary geographical issue - A resource booklet is released 12 weeks prior to the exam.
Students will develop a critical perspective on the issue(s) studied; consider the points of view of
the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the
alternatives.
▪ Fieldwork
We undertake two compulsory geographical enquiries, in contrasting environments. Students will
follow an enquiry process: formulate a hypothesis, collect primary and secondary data, data
presentation, data analysis, conclusion and evaluation.
Students will undertake a two - day residential fieldtrip during the July of Year 10 to Edale.
Here we will complete two pieces of fieldwork; one on the changing characteristics of a river and
one on the impact of quarrying on a National Park. This work will be assessed in unit three.
▪ Geographical Skills
A wide variety of skills will be developed throughout the course. These are Cartographic, Graphical,
Numerical and Statistical skills.
Assessment
Unit Weighting and Assessment

Unit 1 35%
Living with the physical environment 1 hour 30 minutes exam
Unit 2 35%
Challenges in the human environment 1 hour 30 minutes exam
Unit 3 30%
Key Geographical Themes 1 hour 15 minutes exam

GCSE HISTORY
(Edexcel IHIO)
Aims of the Course

The aims and objectives of this qualification are to enable students to:
• develop and extend their knowledge and understanding of specified key events, periods and societies
in local, British and wider world history;
• engage in historical enquiry to develop as independent learners and as reflective thinkers;
• investigate issues critically and to make valid historical claims by using a range of sources in their
historical context;
• develop an awareness of why people, events and developments have been accorded historical
significance and how and why different interpretations have been constructed about them;
• organise and communicate their historical knowledge and understanding in different ways and reach
substantiated conclusions.
(The DfE requirements to study British (40% of the course) European and World History across medieval,
early modern and modern eras are all covered by this specification.)
Course Content
Paper 1: Thematic Study and Historical Environment (30% of GCSE)

Medicine in Britain c.1250-Present and The British sector of the Western Front, 1914–18: injuries, treatment
and the trenches.
Overview of content:
• c1250–c1500: Medicine in medieval England
• c1500–c1700: The Medical Renaissance in England
• c1700–c1900: Medicine in eighteenth- and nineteenth-century Britain
• c1900–present: Medicine in modern Britain
• Historical Environment: The British sector of the Western Front, 1914–18: injuries, treatment and the trenches
Overview of assessment:
Historical Environment – students answer a question that assesses knowledge plus a two-part question based
on two provided sources.
Thematic Study – students answer three questions that assess knowledge and understanding. The first two
questions are compulsory; the third question is a choice of two.
Paper 2: Period Study and British Depth Study (40% of the GCSE)
Anglo-Saxon and Norman England, c.1060-88 & Superpower Relations and the Cold War, 1941-1991.
Overview of Content:
Anglo-Saxon and Norman England-
• Anglo-Saxon England and the Norman Conquest, 1060-66
• William I in power: securing the kingdom, 1066-87

• Norman England, 1066-88
Superpower Relations and the Cold War, 1941-1991
• The Origins of the Cold War, 1941-58
• Cold War Crises, 1958-70
• The End of the Cold War, 1970-91
Overview of Assessment: (1hr 45 mins exam)
Section A-Period Study. Students answer three questions that assess their knowledge and understanding.
The first two questions are compulsory. For the third question, students select two out of three parts.
Section B-British Depth Study. Students answer a single three-part question that assesses their knowledge
and understanding. The first two parts are compulsory. For the third part, students select one from a choice
of two.
Paper 3: Modern Depth Study (30% of the GCSE)
Weimar and Nazi Germany, 1918–39
Overview of Content:
• The Weimar Republic, 1918-1939
• Hitler’s Rise to Power, 1919-1933
• Nazi Control and Dictatorship, 1933-1939
• Life in Nazi Germany, 1933-1939
Overview of Assessment: (1hr 20 mins exam)
Section A-students answer a question based on a provided source and a question that assesses their
knowledge and understanding.
Section B- students answer a single four-part question, based on two provided sources and two provided
interpretations.

CORE RELIGIOUS STUDIES GCSE
(Edexcel 1RBO)
Students begin the Edexcel GCSE in RS in Year 9 and have already covered topics on ‘Christian beliefs’ and
‘Marriage and the Family’. They will continue their studies into KS4 and this will lead to a Full Course qualification
at the end of Year 11. Students study two of the major world religions, Christianity and Hinduism, and will have a
separate examination on each at the end of Year 11. Themes covered have religious, ethical and philosophical aspects
and these intertwine with issues influencing society and viewpoints from different cultures.
Aims of the course
This course gives students a good understanding of the ways in which society works and the contributions religions
may make to social processes. Students gain a grasp of how religious belief and tradition affects believer’s lives today
and how this may work in an increasingly secular society. Students develop analytical and critical skills, which enable
them to present a wide range of well-informed and reasonable arguments, which will aid in progression to AS and A
level study. Tolerance, knowledge and respect are vital skills learned and developed during the study of world faiths
and results in well-rounded individuals with a wider knowledge of the world at large.
Christianity

Hinduism

GCSE SOCIOLOGY
Students opting for GCSE Sociology (9-1) will study the subject five lessons a fortnight. The qualification is
made up of two components and, as a consequence of this, at the end of Year 11 students will sit two written
examinations. Both examinations are equally weighted and are 1 hour and 45 minutes in length. Both
examinations are a mixture of short answer, structured questions and extended-response questions, all
compulsory. The extended response questions will require candidates to draw together different areas of
knowledge, skills and/or understanding from across the relevant specification content.
Sociology GCSE: (EDUQAS) from teaching from 2017

Component one: Understanding Social Processes
Written examination: 1 hour and 45 minutes
50% of the qualification
• Key concepts and processes of cultural transmission
• Families and households
• Education
• Sociological research methods
Component two: Understanding Social Structures

Written examination: 1 hour and 45 minutes
50% of the qualification
• Social differentiation and stratification
• Crime and deviance
• Applied methods of sociological enquiry

GCSE FRENCH
(AQA 8658)
Why study French?
French is the official language in 32 countries and therefore studying GCSE French is the first step towards
developing your understanding of a language spoken by over 200 million people as their first or second
language. French complements a significant number of subjects at university and having a GCSE in French
will enable you to consider a wider variety of study paths when the time comes. Would you really want to
close that door now?
It is a known fact that a significant proportion of British businesses are looking for more French speakers in
the fields of banking and finance, international market analysis, diplomacy, international trade, journalism
and media, national security, education, translation and interpretation, health care, tourism and law
enforcement, not to mention the fact that French-speaking countries are also on the edge of scientific
discoveries and technological innovations and that they have been at the forefront in the fields of medical
genetics, reconstructive surgery and virus research.
The latest research clearly indicates that 72% of employers see a need for foreign languages skills in their
business and that 41% of British businesses will favour job applicants who have a language on their CV.
With that in mind, studying French GCSE can only prove to be a very valuable choice for your future
studies and chosen career.
Through our French course we encourage you to enjoy becoming more and more proficient in another
language and, in doing so, to recognise the importance of this skill in a multilingual global society.
Studying a GCSE language enables you to develop a completely different set of skills which are looked on
very favourably by universities and future employers. 75% of the world population does not speak English
and you can never predict when even a small amount of a particular language may be an asset to you
personally or in your future professional life.
The content of the course builds naturally on what you have studied in Key Stage 3.
Your Listening and Reading comprehension skills will be developed during the two-year course and you
will be able to understand longer passages and extract key information from them.
Your Speaking and Writing skills will be progressively consolidated so that you will be able to express
yourself confidently on the topics studied. In addition you will have the benefits of working with our
Foreign Languages Assistants during your lessons in order to develop your vocabulary, fluency and
confidence with speaking activities.
Themes Assessment
1) Identity and culture Paper 1 Listening 25%
- Family and friends
- Technology in everyday life Paper 2 Speaking 25%
- Free-time activities
Paper 3 Reading 25%
2) Local, national, international and global areas
of interest Paper 4 Writing 25%
- Home, town, region;
- Social issues The four skills areas will be assessed at the
- Global issues end of the two-year course, giving you time to
fully build your range of vocabulary and your
3) Current and future studies and employment comprehension skills in order to maximise
- My studies your performance.
- Life at school / college
- Education post-16
- Employment

GCSE GERMAN
(AQA 8668)
Why study German?

German is a very useful language to study for a variety of reasons. It complements most subjects, such as
Science, Maths, Economics and Business Studies and Design and Technology. It is important to remember
that German is the most widely spoken language in the EU and that Germany plays a vital role in scientific
research and innovation. Having a qualification in German could therefore be useful as international
companies see German-speaking employees as a great asset.
It is a fact that in the UK there are not enough qualified German speakers to meet the demands of the
working world and candidates who meet this requirement are therefore in high demand. Choosing German
as a GCSE subject may therefore be a good investment for your future career.
Through our German course we encourage you to enjoy becoming more and more proficient in another
personally or in your future professional life. Indeed the latest research clearly indicates that 72% of
employers see a need for foreign languages skills in their business and that 41% of British businesses will
favour job applicants who have a language on their CV.
Themes Assessment
Paper 3 Reading 25%
- Education post-16
- Employment

GCSE SPANISH
(AQA 8698)
Why study Spanish?

Spanish is the second most widely spoken language in the world. More people speak Spanish as their first
language than speak English. It is spoken in over 40 countries worldwide and in the USA nearly 15% of the
population speaks Spanish as their first language.
Spain itself is also historically one of the most important countries in Europe and its language, culture and
society have influenced the development of other societies around the world. Indeed, Latin America is now
emerging as one of the global markets of the 21st century.
Through our Spanish course we encourage you to enjoy becoming more and more proficient in another
personally or in your future professional life. Indeed the latest research clearly indicates that 72% of
employers see a need for foreign languages skills in their business and that 41% of British businesses will
favour job applicants who have a language on their CV.
Themes Assessment
Paper 3 Reading 25%
- Education post-16
- Employment

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KGGS

Shared:Y9 GCSE OPT – 23-25

• Students should be aware that, whilst this booklet is correct

• There may be a few instances where it is not possible to accommodate

Shared:Y9 GCSE OPT – 23-25

Below is an outline timetable of how the choices procedure will operate:

Thursday 8th December Year 9 Consultation Evening online 4pm to 7.30pm

Thursday 5th January Year 9 Information Evening 6.00pm

Friday 6th January Straw Poll

Friday 20th January Final Option Block Sheet issued/Real Game

The GCSE Options Programme at KGGS

EXAMINATION SUBJECTS NON-EXAMINATION SUBJECTS

Some general points to consider are listed below:

Shared:Y9 GCSE OPT – 23-25

 Will your choices be manageable?

 Will your choices allow you to achieve the English Baccalaureate?

After the return of the Option Choices Form

Shared:Y9 GCSE OPT – 23-25

Aims of the Course

• Spoken Language Skills:

Component 1: Fiction and Imaginative Writing (1 hour 45 minutes: 40% of GCSE)

Section A: Reading: (24 marks)

Section B: Descriptive or Narrative Writing (40 marks)

Students complete one extended writing task.

Component 2: Non-fiction and Transactional Writing (2 hours 5 minutes: 60% of GCSE)

Section A: Reading (56 marks)

Shared:Y9 GCSE OPT – 23-25

Students complete one transactional writing task.

Spoken Language Endorsement (teacher assessed; externally moderated):

Paper 1: Shakespeare and Post-1914 Literature

Section B: Post-1914 British Play or Novel

Paper 2: 19th-century Novel and Poetry since 1789

Section A: 19th-Century Novel

Students will answer one question on comparing two unseen poems.

Shared:Y9 GCSE OPT – 23-25

Aims of the Course

Shared:Y9 GCSE OPT – 23-25

AO2 Reason, interpret and communicate mathematically (30%)

AO3 Solve problems within mathematics and in other contexts (30%)

Time allocation: 7 hours per fortnight

Shared:Y9 GCSE OPT – 23-25

• develop their interest in and enthusiasm for science.

Other Useful Facts

• Most students in the country study Combined Science.

Shared:Y9 GCSE OPT – 23-25

Pathway 1 - GCSE Separate Sciences Pathway 2 - GCSE Combined Science

3. Quantitative chemistry 10. Quantitative chemistry

2. Electricity 19. Electricity

Biology Paper 1 – Topics 1-4 Biology Paper 1 – Topics 1-4

GCSE Biology grade. Chemistry Paper 2 – Topics 13-17

Physics Paper 1 – Topics 1-4

Shared:Y9 GCSE OPT – 23-25

You will consider questions such as:-

• What makes a great business idea?

Business in the real world

Shared:Y9 GCSE OPT – 23-25

Shared:Y9 GCSE OPT – 23-25

Aims of the Course