www.doyrms.com

GCSE Subject Guide

This guide is designed to ensure that you will make informed GCSE choices.

Important InformationThe subject information contained in this guide is correct at the time of publication. Changes to the content of courses may be made in the interests of the students and in the light of advice from examination boards.

The blocking of subjects for timetabling purposes is dependant, to a large extent, upon student choices. We will endeavour to be as flexible as possible with subject combinations, but timetabling constraints and group sizes may make some subject combinations impossible. In this situation, students may not be able to follow their preferred combinations of subjects.

The Executive Principal reserves the right to withdraw subject options which do not attract viable numbers of candidates or which result in staffing permutations that cannot reasonably be achieved. If demand for a subject is beyond the number that can be taught in one set it may be necessary, for staffing reasons, to limit numbers in which case the School will select those who are to be offered places for that subject.

www.doyrms.com/gcses.

Contents Introduction

From the Executive Principal and Head of KS4 3

Choosing your subjects 4

Core subjects

English Baccalaureate (EBAC) 4

English Language, English Literature 5

Mathematics 6

Combined Science 7

Biology, Chemistry and Physics 7

Compulsory subjects (non exam)

PSHEE 8

Physical Education 9

Religious Education 9

Optional subjects

History 10

Religious Studies 10

Geography 10

Modern Foreign Languages (French and German) 11

Business Studies 11

Computing 12

Media Studies 12

Physical Education (Academic) 12

Food Preparation and Nutrition Studies 13

Resistant Materials Technology 13

Textiles Technology 13

Music 14

Photography 14

Art and Design 14

Dance 15

Drama 15

IntroductionDear Students,

The next two years of study are extremely important for you, as you embark on GCSE subjects that will help influence your future career.

When choosing your subjects to study, try and select those that you enjoy, and listen to the advice of your teachers and parents. It stands to reason that the more you enjoy studying a subject, the more likely you are to do well. If you have a clear idea about the career you want, make sure that you find the subjects that you will need to access that career.

Here at The Duke of York’s Royal Military School, we believe that you can achieve whatever you want and we would like to help you attain the very best that you can while you are with us. Work hard and enjoy the quality of life and sense of community that the School offers you, in the classroom and also through sports, clubs, CCF and trips, as well as the Duke of Edinburgh Awards Scheme.

Chris RussellExecutive Principal

Dear Students,

This is your first opportunity to select the subjects you would like to study at GCSE, and this guide is designed to ensure that you make informed choices. Core subjects are compulsory and together with optional subjects, they provide a broad, balanced curriculum to keep career pathways open for you. Nonetheless, the choices made at this stage are important ones, which should be taken carefully, with a view to supporting future career opportunities as well as reflecting your own personal interests. Think carefully about how much you enjoy the subject you are choosing and your ability in it. What you are best at and what you enjoy the most is a good way of deciding if you have no specific career in mind at this stage.

Your subject teachers will have spoken to you about their GCSE courses. Your parents and Tutor can also help you to choose and you could also visit the Library where there is careers advice available. I am always around if you need additional help or advice at any stage. Try to avoid choosing subjects just because your friends are taking them or because of who might be teaching the course. Your own interests, abilities and ambitions should be the driving force.

Carl TrimbyHead of KS4

3

Contents

4

Key Stage 4The Key Stage 4 curriculum at the Duke of York’s Royal Military School follows National Curriculum guidance and offers a wide range of academic subjects leading to GCSE qualifications.

1. Core exam subjects studied by all GCSE students

Core exam subjects that everybody studies are Mathematics, English Language, English Literature and Science.

2. Non-exam subjects studied by all GCSE students

In addition, all students follow non-examination courses in Physical Education and Religious Studies as well as the Personal, Social, Health and Economic Wellbeing Education programme (PSHEE).

3. GCSE optional subjects

In addition to the core subjects, students can also choose from a wide variety of optional subjects. The number of optional subjects taken will vary, depending on the student and their personal learning pathway. In most cases, four optional subjects are studied.

4. Choosing your optional subjects

Students are asked to select one subject from each of the four option blocks indicated on the option choice form.

Choosing your subjects

The English Baccalaureate (EBacc)The English Baccalaureate demonstrates a measure of achievement across a core of selected academic GCSE subjects as recognised by the Government. This does not require any additional work; it just means that students who study the following GCSEs and secure grade 5 or above in all of the components will achieve the EBacc too:

• English Language

• Mathematics

• Science (combined Science or separate Sciences)

• A Humanities subject (Geography or History)

• A Modern Foreign Language

We recommend that students choose:

1) One Modern Foreign language (French or German)*.

2) One Humanity subject (History or Geography)**.

3) Two other subjects from the list below so as to provide balance and breadth to your studies: Food Preparation and Nutrition Studies, Textiles Technology, Resistant Materials Technology, Media Studies, Computing, Business Studies. Art and Design, Drama, Dance, Music, Physical Education, Photography or Religious Studies.

*French and German courses are designed for those who have studied the language before and not for beginners.

**It is possible to study both History and Geography.

5

The LibraryThe School enjoys a well-stocked library (c.9000 items) run by a full-time, qualified School Librarian. Alongside a wide-ranging selection of fiction to encourage reading for pleasure, all GCSE subjects are supported by an extensive range of up to date non-fiction and information material. Themed reading lists are available to assist the direction of independent study: our comprehensive collection of newspapers and magazines

covers many subjects of personal interest as well as academic topics. Members of staff are happy to support independent study and help with revision, and Examination Board specific revision guides and study aids are available both for loan and as reference copies.

A separate Careers Library supports the School’s provision of independent and inclusive careers advice. The Library is open

for over 50 hours per week, to allow students full access to both resources and quiet study places. Approximately 50 students can be accommodated at any one time, and full School Wi-Fi access is available for on-line study and research using lap-tops provided to all students.

Core SubjectsEnglish Language Content

The English Language course is designed to develop a student’s ability to: write effectively, making controlled use of grammatical structures and purposefully employing literary techniques; read, understand and respond to texts from a range of contexts; and, confidently present ideas orally.

Students will develop their reading skills via exposure to a wide variety of high quality and challenging texts from the 19th, 20th and 21st centuries. They will explore literary conventions and, as a consequence, learn how to manipulate their linguistic register for different audiences and purposes.

Assessment

Assessment of English Language is via two evenly weighted and un-tiered examinations:

Explorations in Creative Reading and Writing engages students in an unseen literary fiction text from the 20 or 21st century, demanding an analysis of how established writers use narrative and descriptive techniques to capture the interest of readers. In Section B of the paper, students will be asked to produce their own creative response for a designated audience, purpose and form; inspired by a given scenario and demonstrating their own narrative and descriptive skill.

Writers’ Viewpoints and Perspectives develops students’ insight into how writers communicate their perspectives on issues or themes that are important to the way we think and live our lives. For Section A, students are asked to critically compare the viewpoints expressed in two unseen, linked texts from different genres and contexts. The second part of the paper requires students to write for a specified form and audience; communicating their own perspective of the theme previously introduced to them.

English Literature Content

This qualification exposes students to a wider range of literary texts, acquiring knowledge of the best that has been thought and written. Studying GCSE English Literature further encourages students to read widely for pleasure, and as a preparation for studying literature at a higher level.

Assessment

The assessment of English Literature comes in the form of two un-tiered, closed book examinations.

Paper 1: Shakespeare and The 19th-Century Novel is worth 40% of the final grade, requiring students to write in detail about an extract from a previously studied Shakespeare drama. In Section B, students will answer one question on a novel of their choice, analysing how writers use form, language and structure to shape meaning.

Paper 2: Modern Texts and Poetry, is worth 60% of the final grade and commands that students answer one essay question on a studied modern prose or drama text. For Section B of the paper, students will study one cluster of 15 poems, taken from the anthology

Poems Past and Present. The poems in each cluster are thematically linked and written between 1789 and the present day. Students must be prepared to write a critical essay on any poem in the cluster. Finally, Section C examines students’ ability to independently analyse an unseen piece of poetry, exploring comparative links to poems in their individual repertoires.

6

MathematicsThe assessments will cover the following content headings:1 Number

2 Algebra

3 Ratio, proportion and rates of change

4 Geometry and measures

5 Probability

6 Statistics

• Two tiers are available: Foundation and Higher (content is defined for each tier).

• The qualification consists of three equally weighted written examination papers at either Foundation tier or Higher tier.

• All three papers must be at the same tier of entry and must be completed in the same assessment series.

• Paper 1 is a non-calculator assessment but a calculator is allowed for Paper 2 and Paper 3.

• Each paper is 1 hour and 30 minutes long.

• The content outlined for each tier will be assessed across all three papers.

• Each paper has a range of question types; some questions will be set in both mathematical and non-mathematical contexts.

• Students will need to commit many more formulae to memory than has been previously required.

• The qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total mark across all three papers where 9 is the highest grade. Individual papers are not graded.

• Higher tier: grades 4 to 9 (grade 3 allowed). Foundation tier: grades 1 to 5.

“ Mathematics is the language with which God created the universe.”

Galileo Galilei

7

AQA Combined Science: Trilogy Content

Most students will study Combined Science. Combined Science is taught by specialist teachers through a practical basis in order to engage students. Our laboratories are all furnished with interactive whiteboards to support teaching and learning.

Across the two years students study seven topics in Biology including infection, cell biology, homeostasis and ecology. In Chemistry ten topics are studied including energy changes, rates, organic and quantitative chemistry. In Physics students study eight topics including forces, energy, waves and electricity.

A number of compulsory practical investigations are also set by AQA and these can be examined in any paper. The final GCSE is work two GCSE grades.

Assessment

Exam Topics Assessment Exam Topics Assessment Exam Topics Assessment

Bio1 1-4 1 1/4h exam Phys1 1-4 1 1/4h exam Chem1 1-5 1 1/4 h exam

Bio2 5-7 1 1/4h exam Phys2 4-8 1 1/4h exam Chem2 6-10 11/4 h exam

AQA GCSE Biology, Chemistry and Physics Content

This course is offered to our most able and conscientious scientists. Students study the course as detailed for Combined Science with

the same number of topics studied in each Science. The topics are taught to a much greater depth and are subject to extended assessment. There are also more compulsory practical investigations set by AQA which can

be assessed in any exam paper. The subjects provide an extra challenge at GCSE and bridge the gap between GCSE and A-level Science.

Assessment

Exam Topics Assessment Exam Topics Assessment Exam Topics Assessment

Bio1 1-4 1 3/4h exam Phys1 1-4 1 3/4h exam Chem1 1-5 1 3/4h exam

Bio2 5-7 1 3/4h exam Phys2 4-8 1 3/4h exam Chem2 6-10 1 3/4h exam

8

Personal, Social, Health and Economic Wellbeing Education (PSHEE) Personal Wellbeing

This programme of study provides a context to promote wellbeing of students and provides a programme of sex and relationships education and drugs education. There is also an opportunity to identify skills needed in the framework for Social and Emotional Aspects of Learning. There are five key concepts in Personal Wellbeing - Personal Identities, Healthy Lifestyles, Risk, Relationships and Diversity that are underpinned by three main processes – Critical reflection, Decision making and managing risks, and Developing relationships and working with others.

Economic Wellbeing and Financial Capability

This programme of study brings together many different aspects of the School. It provides opportunities for careers education, work-related learning, enterprise and financial capability. There are four key concepts in Economic Wellbeing and Financial Capability – Career, Capability, Risk and Economic Understanding and these again are underpinned by four main processes – Self-development, Exploration, Enterprise and Financial Capability.

Overriding both of these programmes of study are the main curriculum aims for all young people to become:

• successful learners who enjoy learning, make progress and achieve;

• confident individuals who are able to live safe, healthy and fulfilling lives; and

• responsible citizens who make a positive contribution to society.

Running alongside all of this are strong links with Social and Emotional Aspects of Learning and the students’ Personal Learning and Thinking Skills. These skills and aspects of learning include: self-awareness, managing feelings, motivation, empathy and social skills.

Compulsory Subjects

(non-exam)

(non-exam)

9

Physical EducationContent

At Key Stage 4, students are encouraged to be physically active and to engage in a variety of activities, which develop cardiovascular health, flexibility, and muscular strength and endurance. They are taught to observe the conventions of fair play, honest competition and good sporting behaviour both as participant and spectator.

They are encouraged to consolidate their performances, to plan and evaluate and therefore further their expertise in certain areas. Safe practice dictates that students must recognise and follow relevant laws, codes, etiquette and safety procedures for different events and that they know how to handle and use equipment safely. The increasing need for personal hygiene in relation to vigorous physical exercise is another factor which is stressed.

There are 5 areas of activity through which the aims of the programme may be realised.

These are:

• Athletics

• Basketball

• Badminton

• Health Related Exercise (including Swimming)

• Trampolining

Religious Education All students follow a non-examined course in Religious Studies. This is designed to maintain their awareness of spiritual and moral themes, with a focus on key contemporary issues, such as the environment, conflict, and prejudice. Students are encouraged to participate in debates and presentations so that active learning and engagement is maintained throughout the course.

10

Optional SubjectsHistory Content

History aims to develop an interest in and an enthusiasm for the study of the past. Students will follow the new GCSE 1-9 course.

This course has been chosen to provide the students with a broad understanding of the History of medicine from 1250 AD to the Present. We also study a Medieval British History unit and Modern World units that look

at Germany from 1918-1939 and Superpower relations 1941-1991.

The course content offers something which should interest everyone.

Assessment

The course is assessed by three examination papers which are completed during the sixth term and an enquiry in controlled conditions.

The assessment weighting is 100% examination.

GCSE History at the Duke of York’s will provide an excellent introduction to the development of historical skills; it will develop knowledge, concepts and skills which have a wide-ranging transfer into the world of work and life generally; and it will form a first-class foundation for following our A level course.

Religious Studies (GCSE) Content

Religious Studies focuses on the big questions in life. It enables students to think critically about ethical and philosophical questions, and to develop and express informed opinions of their own.

The GCSE Religious Studies course comprises two units from the new AQA specification A, studied concurrently through Years 10 and 11.

The first unit examines the key beliefs, teachings, and practices of Christianity and Buddhism, including sacred writings, the role

of Jesus and the Buddha as founders, and worship in church and temple. Students will also consider the challenges that these religions face in today’s world.

The second unit looks at key ethical and philosophical questions. Students will examine Buddhist, Christian, and non-religious perspectives on problems such as the existence of God, life after death, crime and punishment, human rights and social justice, and peace and conflict.

Lessons will place an emphasis on debate and discussion, while written work will develop

students’ ability to translate their views into reasoned arguments. In this way, GCSE Religious Studies makes a strong contribution to developing the transferable literacy skills that are essential at GCSE level and beyond.

Assessment

Paper 1: Beliefs, Teachings, and Practices (50%) Paper 2: Philosophy and Ethics (50%)

Assessment is entirely exam based. There is no course work.

GeographyContent

Geography at GCSE tackles the big issues facing the world. It provides students with relevant and interesting knowledge about differences across the world today and looking to the future as well as a useful skill set for investigation and presentation. The course follows AQA specification A.

In the Physical Geography part of the course, there is a great emphasis on topicality, for example the tsunamis of Japan and Indonesia, flooding in Tewkesbury and how towns around the coast are trying to deal with the impacts of rising sea levels and reduced budgets.

Students analyse case studies and develop skills of problem-solving, and researching as well as their environmental awareness.

In the Human Geography part of the course, cities with problems of rapid growth, including Mumbai and Nairobi are studied alongside older cities like London and Birmingham.

Issues arising from the world’s ever increasing population and the movement of people are studied together with the changing levels of world development. Why are some countries rising in wealth and importance while others slowdown in terms of improving quality of life?

There are several days of local fieldwork, supporting work covered during the course and collecting data for the Controlled Assessment. The Controlled Assessment involves collecting information on a field trip and then presenting and writing about it. This provides excellent opportunities to gain skills using ICT - report writing, data handling, GIS map skills and evaluation.

AssessmentPaper 1: The Physical Environment (35%)

Paper 2: The Human Environment (35%)

Paper 3: Geographical Skills & Fieldwork (30%)

There are no controlled assessment requirements.

11

Modern Foreign Languages French and German

Content

The course aims to help students to understand, speak and write about:

Personal and Social Life - self, family, friends, healthy lifestyle and leisure.

The Local Community – home town, education and the local environment.

The World of Work – work experience, part-time jobs and future careers.

The Wider World – travel and holidays, young people today and the culture of the country.

There is an opportunity to practise the language by spending time at the appropriate

Exchange School.

AssessmentThe four skills of listening, speaking, reading and writing are assessed with an equal weighting of 25% of the total marks. Students may be entered for the Foundation or Higher Tier.

Listening (25%):The aim of this paper is to understand and respond to different types of spoken language. Section A includes questions in English, to be answered in English or non-verbally. Section B has questions in the target language, to be answered in that language or non-verbally.

Speaking (25%):The paper aims to assess effective communication and interaction for a variety of purposes. A short conversation, together with a brief discussion of a photo card, form this component.

Reading (25%):The reading paper assesses the understanding of different types of written language. Section A consists of questions in English, to be answered in English or non-verbally while Section B has questions in the target language and requires non-verbal responses.

Writing (25%):The purpose of this component is to assess effective communication in writing for a variety of purposes. At Foundation level the examination includes a list task, the writing of a short message and a structured task. The Higher level comprises a structured writing task and an open-ended question.

Business Studies Content

The Business Studies course is divided into three units as follows:

Unit 1: Setting up in business 40% This unit looks at the factors involved in setting up a business as well as marketing, finance, human resources and operations management. The unit is designed to introduce the students to the world of business using both theoretical and practical tasks.

Unit 2: Growing as a business 35% This unit builds upon the work covered in Unit 1 by discussing the issues involved with a growing business. Marketing, finance, human resources and operations management are discussed in greater detail with the emphasis being on analysis and evaluation.

Unit 3: Investigating business 25% Unit 3 is a controlled assessment with work based on independent research and then written up under controlled conditions during the Autumn Term of Year 11.

Students should be aware that there will be a large amount of numeracy involved during the course, so confidence in Mathematics is needed. This will primarily be used in the finance section of the course.

Assessment

The course is assessed by two written examinations at the end of Year 11 and the controlled assessment.

12

Computing Content

The course is split into three units, two programming tasks and one externally assessed examination. The course is designed to develop critical thinking, analysis and problem solving skills, which can be transferred to further learning and to everyday life.

Unit 1: Computer systems and programming: This unit is designed to encourage students to develop their understanding of current and emerging technologies and how they work. Students will be able to acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts.

Unit 2: Practical investigation: This unit is designed to provide students with an opportunity to carry out a practical investigation into a computing issue and engage with computing in the real world.

Unit 3: Programming project: This unit allows students to use algorithms to create dynamic computer programs, working independently to solve problems and evaluate their solutions.

Assessment

Computer systems and programming. This is assessed by a written paper, which has a mixture of short and long answer questions,

some of which require students to write program code. (40% of the qualification)

Practical investigation. Assessment is based on a report in which the topic is analysed, justified and evaluated showing evidence of the practical work undertaken. (30% of the qualification)

Programming project. Students will need to create suitable algorithms which will provide a solution to the stated problem then code their solutions in a suitable programming language. (30% of the qualification)

Physical Education (Academic)

Content

Physical Education is a well-established GCSE course within the option system and is a popular choice with students who show ability in practical sport performance and have an interest in the theories and concepts that support it. The course is split into 3 components which involve classroom theory, written coursework and practical assessments.

Component 1: Physical factors affecting performance.

• Applied anatomy and physiology.

• Movement analysis.

• Physical training.

Component 2: Socio-cultural issues and sports psychology.

• Socio-cultural influences.

• Sports psychology.

• Health, fitness and well-being.

Component 3: Practical performance in physical activity and evaluating and analysing performance.

• Practical performance in three different activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or individual activity).

• Analysis and evaluation of performance to bring about improvement in one activity.

Assessment

Component 1 and Component 2 are assessed in two written papers at the end of Year 11. These combined components give 60% of the overall course marks. Component 3 has a weighting of 40% of the overall course marks. Students have the opportunity to develop their skills and performance in a wide variety of sports in which they are then assessed. At the end of the course, each student’s top three practical scores are taken forward. Students are required to demonstrate their ability to analyse and evaluate performance in one activity, in a written piece of work.

Media Studies

Content

This is a newly offered course. The current GCSE Media Studies course attracts an increasingly large number of students every year because it makes learning interesting, challenging, creative and fun. It offers rigorous but accessible learning on a subject of key importance for young people’s understanding of the world they experience. This course is intended to respond to new technologies and media practices.

It offers:

• Extensive and meaningful coverage of media theory and practice

• Practical work which integrates theories and concepts

• A choice of assignments for production and pre-production

• The chance to study across a range of different media

• Opportunities to learn about real media products and industries

The course is split into two units.

The course is split into two units.

Unit 1 is externally assessed and requires candidates to investigate a pre-released media topic and to undertake research and planning in order to respond to four tasks.

Unit 2 comprises three controlled assessments which require candidates to build on their understanding of the media key concepts for their own pre-production planning, leading to a realised production for

Assignment 3.The topic for Unit 1 will change each year and the topics for Unit 2 will be taken from assignment banks that allow for personal choice and flexibility.

Media forms as Print, Television, Film, Radio, Web-based Technologies and New Media are explored within the realms of advertising, popular music and the News.

Food Preparation and Nutrition Studies.

13

Content

The exciting new GCSE Food Preparation and Nutrition specification equips students with an array of culinary techniques, as well as knowledge of nutrition, food traditions and kitchen safety. It will inspire and motivate students, opening their eyes to a world of career opportunities, and give them the confidence to cook with ingredients from across the globe.

This new course has a hands on practical approach with the theory elements being taught within practical activities. Year 10 is predominantly practical with between 20 – 25 items being prepared.

Subject Content- What is Covered?1. Food, Nutrition and Health - Nutrients,

functions and diet related issues.

2. Food Science – Cooking of foods and the functional chemical properties of foods.

3. Food Safety – Food spoilage, contamination and the principles of Food Safety.

4. Food Choices – Factors affecting food choice, British & International Cuisines and Marketing.

5. Food Provenance – Environmental impact and Sustainability of food processing and

production.

Assessment

All examination work will take place in year 11, there are three areas of assessment.

Internal Controlled Assessment tasks which are externally moderated – 50% of final GCSE Grade.

Task 1: Food investigation (1,500–2,000 words)

Task 2: Food preparation assessment

End of Year 11 Written exam: 1 hour 45 minutes

Resistant Materials TechnologyContent

The course allows students to carry out designing and making activities using metal, plastic and wood. Students may also use any relevant compliant materials, such as ceramics and textiles, for project work.

Students in Year 10 are encouraged to adopt an interdisciplinary approach towards the solving of design related problems. Emphasis is placed on contemporary design issues and the identification of possible contexts for future work. Students develop their technological literacy by learning about modern manufacturing techniques and processes.

Students are reminded of the ‘value’ of handmade products and are encouraged to develop their practical skills prior to the production of a suitable design solution at GCSE level. Year 10 focuses on a range of short design and make assignments and the

identification of an individual project proposal. Year 11 allows for the realisation of a quality three-dimensional outcome.

The following areas will be covered:

• Materials

• Use of materials

• Components and adhesives

• Product analysis

• Evaluation techniques

• Quality assurance

• Social, cultural, moral and environmental issues

• Consumer choice

• Health and safety issues

• Techniques and processes

• Use of machines

• Systems and control

• ICT CAD, CAM and CIM

• Industrial practices

• Advertising and marketing

• Legislation

Assessment

Written paper – 40%

Coursework project – 60%

Textiles TechnologyContent

GCSE Textiles involves designing and making using fabrics. Students work on a variety of projects during Year 10 that allow them to use a range of different fabrics, decorative techniques and construction processes.

Typical projects have included:

• Pop Art design screen printed pyjamas (group printing).

• Cultural themed felt-making to produce slippers or bags.

• Artist-themed decorative cushions or beanbags.

• Popular culture themed printed T-shirts.

These projects give the students the confidence and experience to choose their own project from a range of tasks and work through during Year 11. This major coursework project expects students to apply the skills and knowledge already acquired but allows them to be creative, innovative and work independently.

Theory elements will be learnt through and alongside project work so the students can relate clearly to their relevance. This course links well with Art and students are given the opportunity to visit the clothes show live at the NEC in Birmingham for a taste of the world of fashion design.

Assessment

Written paper – 40%

Controlled assessment coursework project – 60%

14

Music Content

Students study a variety of musical styles including classical, popular and world music.

During the course students will learn how:

• to improve their performing skills.

• music is constructed from initial ideas through to the finished product.

• to analyse music in a variety of styles and discover the social and historical context in which music has been composed over the last 400 years or so.

Some prior musical ability to at least Grade 1 standard on an instrument or voice is necessary because of the performance

requirements of the course. This needs to be supported by continued private instrumental lessons. Students are also expected to commit themselves to an instrumental or vocal ensemble, in order to further develop their practical and aural skills.

Assessment

The course, Edexcel GCSE (9-1) Music, is divided into three components..

Unit 1: Performing (30%)

Students produce both a solo and an ensemble performance recorded during Year 11.

Unit 2: Composing (30%)

Students produce two compositions, with a combined duration of not less than three minutes.

Unit 3: Appraising (40%) 1¾ - hour examination externally set and marked by the examination board.

Art and Design

Photography Content

This course will appeal to both scientific and creative students. The art of looking, of selecting, of making and of visually creating will enhance students’ lives, not only at School, but later in adult life. Photography will stimulate imagination and encourage individual expression. Employer’s value creativity and creative industries are huge contributors to this country’s GDP.

Unit 1: Coursework (60%) – Four taught projects including portraiture, landscape, experimental work and own choice. Both traditional black and white, using the darkroom, and digital work using Photoshop on the suite of Apple Mac computers will be undertaken. Students will produce photographs influenced by the best photographers both contemporary and historical.

Unit 2: Question papers issued before Easter in Year 11 (marked by your teacher and moderated by the exam board - 40%) The exam is all practical photography. Preparation time over eight weeks followed by a 10 hour test.

Having your own camera is obviously desirable, but not essential. Students will work in School and have opportunities to visit other locations. Attending a club is desirable.

Content

As a student of Art you will develop the capacity to think creatively, generate ideas and develop connections that others fail to recognise, essential for the 21st Century employer. By enrolling on the course you will have the opportunity to explore a wide range of media, creating imaginative outcomes to promote confidence in your own decision-making. As you progress you will develop exceptional research skills by critical analysis of others’ work which are essential transferrable skills. Throughout the course, you are encouraged to explore a range of media and techniques, challenging your own ingenuity and innovativeness. Within Art you will develop spatial awareness skills with an ability to simplify, translate and transform ideas into both two and three dimensions, for

a personalised self-directed outcome. The course will stimulate imaginations, encourage individual expression and add an extra dimension to future lives.

Unit 1: Coursework (60%) This will include several taught projects.

Unit 2: Question paper (40%) Issued before Easter in Year 11 (marked by your teacher and moderated by the exam board). A 10 hour final piece. In order to maximize the student’s opportunity to develop research from original sources, the students will have enrichment opportunities. Students will be issued with a hardback sketchbook and an art folder, and may be required to provide some materials for GCSE Art and Design.

15

Dance Content

This course enables students to develop creative, imaginative, physical, emotional and intellectual capacities. Dance is an empowering and powerful form of non-verbal communication. Dance is both physical and expressive - this is what makes it similar to and different from other art forms and physical activities.

The GCSE course is split into 4 Units, these units are examined during the 2nd year of the course. The AQA exam board assess the Units via a 1 hour written paper, controlled assessment and moderation by an external AQA examiner. The course will also require performance and research tasks, taking part in workshops and analysing performances.

Unit 1: Critical Appreciation - (externally assessed) 20%

You will be asked to study two prescribed professional dance works. The paper asks you questions based on a critical analysis and perceptive understanding of the professional works studied. It will also ask you questions on nutrition, safe dance practice, the choreographic process and the aesthetics of performance.

Unit 2: Set dance - (externally assessed) 20%

You will perform a solo dance that is set by the AQA exam board. You will be marked on your technique and expressive abilities.

Unit 3: Performance in a duo/group - (controlled assessment) 20%

In this unit you will perform a duo or group dance which relates to one of the professional works you have studied for Unit 1. The performance must last between 3-3.5 minutes and can be danced in any style.

Unit 4: Choreography 40%

Task 1 (controlled assessment) 20% You will select three motifs from one of the professional works studies and develop them to create a short solo dance between 1-1/2 minutes. You must also provide a written essay evaluating the process.

Task 2 (controlled assessment) 20% You must select a theme or stimulus to create a dance in any style of your choosing. You must choreograph a dance that is between 2- 3 1/2 minutes, this will then performed to an examiner.

Drama Content

The GCSE Drama course provides opportunities for students to understand and create drama as a practical art form in which ideas and meaning are communicated to an audience through informed artistic choices. This qualification allows learners to study drama in an academic setting, interrogating this art form and applying their knowledge and understanding to the process of creating and developing drama and to their own performance work.

Within the course students will learn to apply knowledge and understanding of drama when making, performing and responding to drama, working collaboratively to generate, develop and communicate ideas. They will explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created and develop a range of theatrical skills and apply them to create

performances. They will also reflect on and evaluate their own work and that of others and learn to adopt safe working practices.

Assessment

There are three assessed components for this qualification:

Component 1: Devising drama.

• Students can choose to work as a performer or designer

Learners will research and explore a stimulus, work collaboratively and create their own devised drama. (Non-examination assessment, 30% of GCSE)

Component 2: Presenting and performing texts.

• Students can choose to work as a performer or designer

Learners develop and apply theatrical skills in acting or design by presenting a showcase

of two extracts from a performance text. (Performance Examination, 30% of GCSE)

Component 3: Performance and response.

Learners will explore practically a performance text to demonstrate their knowledge and understanding of drama.

Learners will analyse and evaluate a live theatre performance.

(Written examination, 40% of GCSE)

www.aqa.co.uk

www.edexcel.com

www.ocr.org.uk

Useful links

Dover, Kent, CT15 5EQ

Tel: 01304 245023Email: admin.office@doyrms.com www.doyrms.com