GCSE Curriculum Handbook - King's Ely
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Senior GCSE Curriculum Handbook 2020-22
K I N G ’ S E LY G C S E C U R R I C U LU M H A N D B O O K 2 02 0–2 2
Contents Introduction
Introduction .................................................3 History ..................................................... 19 Choosing GCSE courses is a very important aspect of a Compulsory core curriculum:
student’s senior school education. Time and care given
Art and Design ..............................................4 Latin ........................................................ 20 to ensuring that the right decisions are made now will • English, English Literature, Mathematics, Religious
Classical Greek............................................ 21 be of considerable benefit in the future. Studies (short course GCSE)
Business Studies .............................................5
• Science (known as Combined Science, equivalent
Learning Support ......................................... 21 The curriculum at King’s Ely is designed to allow four
Classical Civilisation .......................................6 to two GCSEs or Option: Physics, Chemistry and
GCSE option choices in addition to the compulsory
Biology);
Computer Science ..........................................7 Mathematics ............................................... 22 core GCSE subjects. This is a greater number than in
many other schools and is a feature which we hope • Information and Communications Technology is
Design Engineering Department ........................8 MFL......................................................... 23 gives students and parents greater flexibility. Career continued through integration with curriculum
guidance is pivotal insofar as subject choices should subjects;
3D Design ...................................................9 • French ................................................... 24
not block potential career avenues. The Year 9 Personal • Students will normally select at least one modern
Engineering................................................ 10 • German.................................................. 24 Development (GCSE options) event is held in the Lent foreign language (this counts as one of the four
term, closely followed by student-tutor interviews and options);
Food Preparation and Nutrition ....................... 11 • Spanish................................................... 25 a parents’ evening. These events provide opportunities • Personal Development and Physical Education are
to discuss students’ future education in detail. also in the curriculum.
Drama ...................................................... 12 Music ....................................................... 26
All GCSE courses are for two years. The arrangement For GCSE courses starting in September 2020 all
English Language ......................................... 14 Physical Education........................................ 29 of core and options in Year 10 continues unchanged grading will be 9-1, with 9 being the highest grade.
English Literature ........................................ 16 Religious Studies ......................................... 30 into Year 11, with the GCSE examinations being held
in Summer 2021. Examination boards referred to
English for Speakers of Other Languages - ESOL... 17 Science ..................................................... 32 on the following pages are: AQA, Assessment and
Qualifications Alliance; OCR, Oxford, Cambridge and
Geography ................................................. 18 Learning Habits Framework ............................ 35 RSA Examinations; Edexcel, Edexcel Foundation; CIE,
Cambridge International Examinations.
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Art and Design (AQA and OCR) Business Studies (IGCSE CIE)
The course provides the opportunity to explore the • research, analyse and communicate ideas; The IGCSE course enables students to: Overview of content
practical development of ideas and use of media in • combine materials, ideas and techniques in a • understand different forms of business
a highly stimulating atmosphere. Students will gain sympathetic way; organisations, the environments in which 1. Understanding business activity
an understanding of contexts in art, craft and design businesses operate and business functions such as
• present a personal response, making informed 2. People in business - Motivation, recruitment,
and have the chance to participate in a variety of art marketing, operations and finance
connections with the work of others. training and communication
excursions as well as regular collaborative exhibitions.
• appreciate the role of people in business success.
The qualification is comprised of two units of work. 3. Marketing - Types of markets, segmentation, the
Students will follow a specialist approach which
The first unit requires the development of a portfolio They will also gain lifelong skills, including: marketing mix and international markets
focuses on Fine Art, Textile Design or
of work and carries 60% of the final mark. The second • the ability to calculate and interpret business data
Photography (some students may choose to take
unit is the externally set task and is one unit of work 4. Operations management - methods of production,
two courses): • communication skills needed to support arguments
worth 40% of the GCSE Art and Design marks. quality, location and break even
with reasons
Fine Art (OCR): Painting, Drawing, Printmaking,
• the ability to analyse business situations and reach 5. Financial information and decisions - Cash Flow
Sculpture, Lens-based Media and other forms of two-
decisions or judgements. forecasts, working capital and financial accounts
dimensional or three-dimensional imagery.
But most importantly they will: 6. External influences on business activity - Political,
Textile Design (AQA): Fashion and Costume,
• develop an interest in, and enjoyment of, business Ethical, Economic, Social, Technological,
Printed and Dyed, Constructed, Stitched and
subjects that will be sustained in later life. Environmental and Legal factors affecting
Embellished, Digital and Installed Textiles.
businesses.
Photography (AQA): Portraiture, Studio
Photography, Traditional and Digital experimental
imagery, Documentary, Fashion, Black and White
Overview of assessment
darkroom practice. Paper 1 1 hour 30 minutes Paper 2 1 hour 30 minutes
In exploring visual elements such as line, tone, colour, Short Answer and Data Response 50% Case Study 50%
form, compositional organisation, structure and scale, 80 marks 80 marks
students will have the opportunity to: Four sections requiring a mixture of short answers and Four sections based on a case study, provided as an insert
structured data responses. with the paper
• respond creatively to an idea, theme or subject; (2-6 mark questions) (8 & 12 mark questions)
Candidates answer all questions Candidates answer all questions
• record from direct observation or personal
experience;
• pursue a design from the idea stage to practical
completion;
• work independently;
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Classical Civilisation (OCR) Computer Science (AQA)
Classical Civilisation is the study of the great cultures of Ancient Greece and Rome that have had such an Computing is of enormous importance to the Paper 1: Computational thinking and
impact on our world today. Within the Classical World we find the fountainhead of Western literature, drama, economy, and the role of Computer Science as a
architecture, science, history and philosophy. The GCSE course aims to expose students to some of this immense discipline itself and as an ‘underpinning’ subject across
problem solving
Written Exam: 2 hours 90 marks (50%)
richness. Various topics are explored, always using authentic ancient sources (be they vase paintings, sculpture, Science and Engineering is growing rapidly.
texts or archaeology) as a starting point. No previous experience is required to take GCSE Classical Civilisation, Computational thinking, code tracing, problem-
and all texts are studied in English. Computer technology continues to advance rapidly
solving, programming concepts including the design of
and the way that technology is consumed has also
effective algorithms and the designing, writing, testing
been changing at a fast pace over recent years.
Component 1 Component 2 and refining of code from the following sections:
The growth in the use of mobile devices and web-
(J199/11 or J199/12): (J199/21, or J199/22, or J199/23): related technologies has exploded, resulting in new 1. Fundamentals of algorithms
Thematic Study Literature and Culture challenges for employers and employees. For example,
2. Programming
Exam: 1 hour 30 minutes (50%) Exam: 1 hour 30 minutes (50%) businesses today require an ever-increasing number of
technologically-aware individuals. This is even more so
Candidates choose one option: Candidates choose one option: in the gaming, mobile and web related industries and Paper 2: Written assessment
this specification has been designed with this in mind. Written exam: 1 hour 45 minutes 90 marks (50%)
• Either, Myth and Religion (J199/11) • The Homeric World (J199/21)
• Women in the Ancient World (J199/12) • Roman City Life (J199/22) This subject aims to equip students with How different data types are represented on a
• War and Warfare (J199/23) computational thinking skills for A level courses or the computer. Computer networks and security, ethical,
Both of these components involve a comparative study workplace. The assessment is in two parts. legal and environmental impact on society.
of ancient Greece and Rome, and combine literary and All of these components contain two elements; one
visual/material sources. in-depth cultural study and one study of related Theoretical knowledge from the following sections:
literature.
1. Fundamentals of computer networks
2. Fundamentals of cyber security
3. Relational databases and structured query language
(SQL)
4. Ethical, legal and environmental impacts of digital
technology on wider society, including issues of
privacy
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Design Engineering Department 3D Design (GCSE Edexcel)
The Design Engineering Department offers three highly diverse courses at GCSE level which cater for pupils The 3D Design course encourages pupils to develop • Pupils will create a personal portfolio of work that
with very different interests and abilities: 3D Design, Engineering and Food Preparation & Nutrition. the skills required to engage with, enjoy and produce 3 demonstrates their knowledge, understanding and
dimensional products that are encountered throughout skills;
We suggest pupils discuss with the Head of Design & Technology which course suits them best. people’s daily lives. It has immense value as a GCSE • The Design Engineering Department will produce
subject to those looking at a career in architecture, the theme(s), project(s) or task(s) appropriate to
product design and the manufacturing of jewellery, their pupils and resources, (they may each have a
and the environment in which they will be working separate focus or be interconnected);
is both challenging and stimulating. (NB: This is a
• This component allows pupils the opportunities to:
practical and creative course with no theory.)
- develop and explore ideas;
GCSE 3D Design provides the opportunity for pupils to: - research primary and contextual sources;
• explore both contemporary and historical sources - experiment with media, materials, techniques
of craft and design first hand through, for example: and processes;
- visiting museums, galleries, art shows and fairs; - present personal response(s) to theme(s) set by
- experiencing audio-visual productions, the centre.
including still and moving imagery,
Component 2: Externally Set Assignment (40%)
- their surroundings and environments;
• take an individual approach to their art, craft and Pupils must present a personal response(s) to an
design making; externally set broad-based thematic starting point,
• develop the skill of selecting their best and most set by Pearson in the ESA paper.
appropriate work for presentation. • This component allows pupils to:
Component 1: Personal Portfolio (60%) - develop and explore ideas;
• Pupils must work within the following title: Three- - research primary and contextual sources;
dimensional Design; - experiment with media, materials, techniques
• Pupils undertaking 3D Design must create work and processes;
associated with areas of study chosen from at least - present personal response(s) to the externally-
two of the endorsed titles. Pupils undertaking one set theme.
of the endorsed titles must create work associated
with at least one area of study for that title;
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Engineering (GCSE AQA) Food Preparation and Nutrition (AQA)
The sky’s the limit! Engineering is an increasingly Component 1: Practical Engineering Skill Exam This GCSE Food Preparation and Nutrition is an Upon completion of this course, students will be
innovative and exciting area in which to work. (60%) exciting and creative course which focuses on practical qualified to go on to further study at higher education
It affects every aspect of modern life - from cooking skills to ensure pupils develop a thorough level, or embark on an apprenticeship or full time
skyscrapers to smart phones, cars to carrier bags. This is a written examination which is 2 hours in understanding of nutrition, food provenance and the career in the catering or food industries.
The new GCSE introduces pupils to a host of new length and 120 marks are allocated for this section. working characteristics of food materials. At its heart,
technologies, helping them to gain practical skills this qualification focuses on nurturing pupils’ practical • 50% of the course is examined through a
• Multiple choice questions assessing breadth of written 1 hour 45 minute examination
and an understanding to inspire a lifelong interest knowledge; cookery skills to give them a strong understanding of
in engineering. The course will appeal particularly nutrition. • 50% of the course is the Non Examined
to those who enjoy being creative, and who have an • Short answer questions assessing in depth
knowledge, including calculations; The GCSE Food Preparation and Nutrition will require Assessment consisting of two tasks:
affinity for maths, physics, design, programming,
engineering drawing and problem-solving. • Multiple choice questions related to the application the pupils to demonstrate the skills required to cook - Task 1: Food investigation
of practical engineering skills; and apply the principles of food science, nutrition and
The subject content is split into six sections. This healthy eating. This will be covered through several This is a study of food science where students’
• Extended response questions drawing together understanding of the working characteristics,
content will be taught within a range of realistic elements of the specification. preparation and making activities. They must be able
contexts based around the major themes in the to make the connections between theory and practice functional and chemical properties of
specification. For example, Building a bridge. To to apply their understanding of food and nutrition to ingredients is assessed. This task will be set by
Component 2: Practical Engineering NEA
gain the most from the specification, sections will practical preparation. the exam board at the beginning of Year 11 and
(Non-Examined Assessment) (40%)
benefit from being taught holistically. For example, takes the form of a written or electronic report
the properties of particular materials will be taught in What Is Assessed? Food preparation skills are integrated into five core (1,500-2,000 words).
a practical environment within the workshop, such as • Application of skills, knowledge and understanding topics:
- Task 2: Food preparation assessment
welding, brazing, soldering and casting. in a practical context; • Food, nutrition and health – requires the Students will be required to prepare, cook and
Pupils must also be able to demonstrate mathematical • Analysis and evaluation of evidence. understanding of Macro and Micro nutrients and present a final menu of three dishes within a
knowledge and understanding in relation to nutritional needs and Health; single period of no more than three hours,
How Is It Assessed?
engineering throughout the course. • Food science – cooking of food and heat transfer, planning in advance how this will be achieved.
• Via a design brief set by AQA which is released on the functional and chemical properties of food; Students’ knowledge, skills and understanding
1 June in the first year of study; in relation to the planning, preparation,
• Food safety – there will also be the opportunity
• The NEA is worth a total of 80 marks. for the students to gain the Level 2 Food Hygiene cooking, and presentation of food and their
certificate which is a professional qualification application of nutrition related to the chosen
Pupils produce: task will be assessed. A written or electronic
allowing the students to work in the food industry;
• engineering drawings or schematics to portfolio including photographic evidence of the
communicate a solution to the brief; • Food choice – to include British and
three final dishes must be submitted.
international cuisine;
• an engineering product that solves a problem.
• Food provenance – which has an emphasis
on environmental impact and sustainability of
food, primary and secondary food processing and
production.
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Drama (AQA)
Drama is an incredibly rewarding, challenging and Component 2: Devising Drama
enjoyable GCSE. It offers students the opportunity (40% - practical)
to explore Drama as a practical art form in which
ideas and meaning are communicated to an audience Students will work towards creating their own devised
through choices of form, style and convention. Drama in a chosen genre/style. Pieces are devised
Students will create, perform and respond to drama from a stimulus such as a play, film/TV programme,
informed by their theoretical knowledge of drama newspaper article, poem or theme. Students may
and theatre. Students learn to collaborate with others, contribute as performer or designer, and they will
think analytically and evaluate effectively. They gain create a devising log that analyses and evaluates their
the confidence to pursue their own ideas, reflect and own work in the form of audio-visual recordings and/
refine their efforts. In addition, success in a subject or a written log. It is expected that pupils will stay
like this can give you plenty of transferable skills, after school to rehearse as part of their prep.
personal satisfaction and a lifelong leisure interest.
Component 3: Texts in practice
Component 1: Understanding Drama (20% - practical)
(40% - written examination)
Students will perform two significant extracts from
There are three sections to this 1 hour and 45 minute the same play, which must be different in period/
exam. Section A is a short multiple-choice paper, genre from their set text studied in the written
testing student’s theoretical Drama knowledge. examination. Performers may choose to do two out
Section B focuses on a given extract from a set text of the three following forms: a monologue, duologue
studied and Section C examines students’ analytical or group piece. Designers may contribute to the
and evaluative skills on the work of theatre makers in a performances either in sound, costume, lighting, set
single live theatre production. or puppetry. Please note that for this component, the
script will also form part of the Lent term school
production in Year 11 and all GCSE Drama pupils will
be expected to participate in their chosen specialism.
It is expected that pupils will stay after school to
rehearse as part of their prep.
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English Language (AQA) Assessment
English Language GCSE (compulsory subject); In Speaking and Listening, students have the English Language is examined through two final
English Literature GCSE (AQA) chance to show how well they can: written papers taken at the end of Year 11. Both
English Language exams are 1 hour 45 minutes.
• put experience into words, expressing what they
All students take English Language GCSE; sets 1-4 also Candidates will be asked to show their understanding
feel and imagine;
take English Literature GCSE; sets 5 & 6 take English of written passages from literary or media sources;
Language only. • understand, order and present facts, ideas and they will also be expected to write essays, including
opinions; creative writing. Speaking and Listening is now
The aims of the English course are that students • show a sense of audience and awareness of style in a assessed separately from the rest of GCSE English
should: variety of situations; Language and is awarded a separate mark.
• understand facts, ideas and opinions as they pass on • recognise different levels and kinds of meaning in a
information; Candidates taking English Language and English
variety of contexts;
Literature will be awarded two grades for the two
• be critical of what they read and be able to sort out • make a personal response to what is heard, read separate GCSEs.
ideas for particular purposes; and understood;
• be able to talk about experiences; • reflect on the way other people communicate.
• know how the English language is constructed;
In Reading, students will be able to show that they can:
• be able to write well for a variety of tasks and
situations; • distinguish between facts, ideas and opinions;
• be able to use spoken English; • recognise different sorts of meanings;
• use correct spelling, punctuation and grammar; • understand how writers use language to achieve
their effects.
• be aware of the differences between formal and
informal English; In Writing, students will have plenty of opportunity
• enjoy reading texts which expresses mind-widening to show that they can:
ideas. • write about personal feelings;
• understand and present facts, ideas and opinions;
• show they can appreciate good grammar by using it
well;
• spell correctly and use punctuation with assurance.
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English Literature (Edexcel) English for Speakers of Other Languages – ESOL (CIE)
The course aims to give students a grounding in The course is closely linked to the English Language The ESOL department delivers a specialised English • Reading: to develop a variety of reading
the treasures of English Literature. There will be examination and students will study a variety of language programme for non-native speakers who techniques (scanning, skimming and detailed
opportunities for students to explore their literary 20th and pre-20th century Literature, including a would benefit from improving their English skills. reading); to extract facts and main ideas from non-
interests and to hone the skills necessary for literary Shakespeare play, a 19th-century novel, a 20th century fictional literature; to deduce meaning from and
study. In particular, students will develop: novel or play and a selection of poetry. The aim of the course is to develop the four language respond to fictional literature;
skills:
• Writing: to compose a variety of text formats
• the ability to read, understand and respond to a Assessment is by two written examinations, one at
• Speaking: to communicate ideas and information (reports, letters, reviews, discursive essays, etc.)
wide range of literary texts, and to appreciate the 1 hour and 45 minutes and one at 2 hours 15 minutes.
clearly and confidently using pronunciation and for different audiences; to compose clear, accurate
ways in which authors achieve their effects; These exams will take place at the end of Year 11.
intonation intelligible to a native speaker; notes and summaries. Vocabulary and grammar
• awareness of social, historical and cultural contexts are developed throughout the programme, with
and influences in the study of literature; • Listening: to comprehend English spoken with
lessons tailored to the students’ individual needs.
different accents and for different purposes
• the ability to construct and convey meaning in Individual support is also provided to students
(interviews, arguments, lectures, etc.); to extract
speech and writing. who experience language difficulties in specialised
gist and meaning from aural information and
subject areas which have a high language content,
record in the form of notes;
e.g. Religious Studies, Business Studies.
Students will sit FCE at the end of Year 9 if they have not already done so.
GCSE ESOL will be taken in Year 10 and support for mainstream English will be given in Year 11.
Reading and Writing Exam Listening Exam
(70% ) 2 hours (30%) 50 minutes
This involves reading comprehension questions on 3 Students answer detailed comprehension questions
texts and writing a summary on a 4th text. Students including matching and multiple choice.
are also required to write an informal e mail and a
formal discursive piece of writing which is either an
article, report or review.
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Geography (OCR B) History (Edexcel)
Geography is an exciting and dynamic subject that bridges the social and natural sciences. It plays a crucial role in The History course will bring the past alive. During the course students will explore cause and consequence,
understanding our world and makes a vital contribution to our knowledge of the rapidly changing environmental continuity and change, similarity and difference in a number of historical periods. The development of particular
and social challenges facing us and how we should tackle them. These issues are central to Geography at King’s skills will be important: how to find out information from first-hand sources and from other people’s writings;
and our GCSE students follow an engaging and contemporary course which develops critical thinking and how to present what has been discovered in a logical way. This is an opportunity to develop an interest in history
problem solving skills, whilst also encouraging the students to be curious about the world around them. which will continue into adult life. The course will be assessed by examination only and pupils will sit three
examinations in the summer term of Year 11. See below for the course breakdown.
The course is structured as follows:
Paper 1: Thematic study and historic Paper 2: Period study and British
Paper 1: Our Natural World Paper 3: Geographical Exploration environment - 1HI0/10-12 depth study 1HI0/20-29
(1 hour and 15 minutes, 35% of the GCSE) (1 hour and 30 minutes, 30% of the GCSE) (40% of qualification)
(30% of qualification)
Students are introduced to a great diversity of places and Throughout their course students are immersed Examination (1 hour 15 minutes) Examination (1 hour 45 minutes)
gain an appreciation of the natural world around them, in geographical discussions that embrace the
including tectonic and weather hazards, climate change, complexities of tackling real world issues. Through • Section A: Medicine in Britain, c.1250- • Section A: Period study – Superpower
the UK’s distinctive landscapes and the global ecosystems geographical decision-making exercises, students present: Students will study the key features in relations and the Cold War, 1941-91: Students
which support life on our planet. Students develop essential investigate real-life 21st-century local, national and the development of medicine in this period and will learn about the development of the Cold War
skills in Physical Geography fieldwork and research through regional social, economic and environmental issues. analyse how they linked with developments in after WWII, Cold War crisis 1958-1970, and how
an investigation of the Carding Mill Valley. Students learn to develop well-evidenced arguments, British society. the Cold War came to an end.
drawing on their knowledge and understanding from • Section B: The British sector of the Western • Section B: British depth study – Early
across the course. Front, 1914-18: injuries treatment and the Elizabethan England, 1558-88: Students will
Paper 2: People and Society learn about the domestic and foreign challenges
(1 hour and 15 minutes, 35% of the GCSE) trenches: Students will study the British sector
There is no coursework element to GCSE Geography. facing Elizabeth I and how she dealt with them,
of the Western Front during WWI and analyse the
Students examine the interactions between people and However, students are required to complete a from her ascent to power until the defeat of the
conditions requiring medical treatment, the nature
environments and explore why more than half of the residential fieldwork investigation (at no cost to Spanish Armada in 1588. They will then look at
of wounds and the significance of the Western
world’s population live in urban areas, the dynamic nature parents) and 15% overall of the exam papers will socio-economic and cultural developments in this
Front in the development of medicine.
of development, the UK in the 21st century and human assess students on their experience of fieldwork. period of Elizabeth’s reign.
reliance on key resources for survival and economic gain.
Students develop essential skills in Human Geography Through studying GCSE Geography our students
fieldwork and research through a fieldwork investigation are set on a course to become globally informed and Paper 3: Modern depth study
of the urban landscape of Birmingham. caring citizens, with transferable skills that are highly 1HI0/30-33
desired by employers. Indeed, young geographers have (30% of qualification)
some of the very highest employment rates amongst Examination (1 hour 20 minutes)
university graduates.
• Weimar and Nazi Germany, 1918-39: Students
will learn about the Weimar Republic established
in Germany after WWI, Hitler’s rise to power how
the Nazi’s controlled Germany, and what life in
Nazi Germany was like in the period 1933-39.
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Latin (OCR) Classical Greek (OCR)
Latin is a subject which is highly regarded by Paper 2: Prose Literature (J282/02) If you enjoy and are good at Latin then you will wish. If you have the drive and commitment you can
universities and employers for the analytical skills (25% - 1 hour exam) Option probably also enjoy Greek.You will progress from take the GCSE. It follows exactly the same format as
it imparts, and students of Latin enjoy the linguistic grappling with a strange alphabet to mastering a whole Latin GCSE, though obviously with Greek language
rigour and the great literature it opens up to them. Candidates study Latin set texts and answer questions new range of words (and in the process understand and texts. For Prose literature we often study stories
Students need to have studied Latin in Year 9 before in English on aspects of content and analyse, evaluate what a lot of technical English terms literally mean); from Herodotus (The ‘Father of History’) and a great
embarking on the GCSE course. and respond to the ancient literature they have and eventually to appreciating some of the most storyteller; for Verse Literature we often study a
studied. sublime literature ever penned, in the original Greek. portion of one of the epics of Homer, the first extant
Students will: poet in the Western World, and the greatest. As with
• Learn how to develop a sensitive and analytical Greek is offered off timetable from half way through Latin GCSE, the Literature and Culture paper can be
approach to language generally, including an Paper 3: Verse Literature (J282/02) Year 9 and can then be pursued as far as students taken as an option over one of the set texts.
awareness of the relationship between Latin and the (25% - 1 hour exam) Option
languages of today; Candidates study Latin set texts and answer questions
• Develop their knowledge and understanding of in English on aspects of content and analyse, evaluate Learning Support
ancient literature through the study of original and respond to the ancient literature they have
The Learning Support department caters for students In Years 10 and the Michaelmas term of Year 11
texts; studied.
of all ages with varying degrees of difficulty in a flexible programme helps students develop
• Partake in the trips, lectures and activities that the language-based subjects and in Mathematics and also responsibility for their own learning with structured
Department offers. Paper 4: Literature and Culture provides support across the curriculum. support building study skills, organisation, revision
• Above all they will learn to think clearly and (J282/06) and exam techniques.
communicate effectively. The Learning Support programme is flexible and
(25% - 1 hour exam) Option is dependent on the number of students needing In the Lent and Summer Terms in Year 11, time is
Paper 1: Language (J282/01) Candidates study two topics on Roman Civilisation supportive help and the degree of difficulty they are given to revision. The areas of study are student-
(50% - 1 hour 30 minute exam) Compulsory and Culture using the sources (in English) in the experiencing. Students work in small groups. With generated and depend on individual need.
Prescribed Sources Booklet and answer questions in support, they identify targets for the term ahead;
Knowledge of the language is tested through unseen lessons and ongoing reflection then combine to meet The Learning Support option is therefore ideal not
English on aspects of content, culture, social practices only for the dyslexic student, but also for the student
translation, comprehension and translation of short, and values. All three literature papers are designed need.
simple sentences into Latin. who struggles, moves at a slower pace than others, or
to elicit the student’s understanding of literary text Year 10 and 11 students can take the Learning Support who needs that extra bit of help. This helps to ensure
and their appreciation of the author’s literary skill and option for three lessons a week, this decision should success in slightly fewer subjects for those students
techniques. be made in consultation with the Learning Support who need support.
Department.
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Mathematics (OCR) MFL (AQA)
The main aims of the course as a whole are to: Within each topic area the skills required are: The GCSE courses are designed so that students are The GCSE examination is divided into four papers
• use and apply mathematics in everyday situations; • use calculators and computers efficiently; encouraged to evaluate foreign languages in terms covering 4 main skill areas:
of their practical uses within a wholly contemporary • Paper 1 Listening 25%
• solve problems that will test conceptual understanding; • develop flexibility in computational methods;
framework.
• encounter, consider and discuss alternative lines of • express relationships in real-life situations; • Paper 2 Speaking 25%
argument. • model real situations algebraically; The broad aims of the courses are to: • Paper 3 Reading 25%
• explore the geometry of graphic images; • develop the ability to use languages effectively for • Paper 4 Writing 25%
The content is divided between:
purposes of practical communication;
• Number; • undertake purposeful enquiries based on the analysis The successful candidate should therefore be
of data; • form a sound base of the skills and attitudes
• Algebra; capable of understanding native speakers, asking and
required for further study, work and leisure;
• explore the principles that govern random events. responding to questions, understanding formal yet
• Ratio, Proportion and Rates of Change; • offer insights into the culture and civilisation of authentic written material, such as short literary texts
• Geometry; The assessment is via three papers. Each lasts one and a other countries; and writing informally (e.g. letters, relating personal
• Probability and Statistics. half hours. Two papers allow the use of a calculator. The • develop an awareness of the nature of language and experiences, reporting recent events, etc.).
other is a non-calculator paper. The GCSE course does language learning;
not allow a formula sheet in the examinations. In Years 10 and 11, there is the option to study up to
• provide enjoyment and intellectual stimulation;
two modern languages to GCSE. Those students who
• encourage positive attitudes to foreign language do not intend to proceed further will have acquired
learning and to speakers of foreign languages. new insights into one or more major European
languages and cultures.
There are three main topics in the GCSE syllabus
aimed at expanding the students’ cultural knowledge Those who wish to continue their languages to A
whilst developing their language skills. The main topic Level and beyond will find the GCSE courses suitable
areas on which the course and assessments will be preparation for the revised A Level specifications.
based on are:
• Identity and culture
• Local, national, international and global areas of
interest
• Current and future study and employment.
22 23K I N G ’ S E LY G C S E C U R R I C U LU M H A N D B O O K 2 02 0–2 2
French Spanish
This is an exciting and engaging course building on the The department has built a close relationship with This course is taught in a new and exciting way The combination of all these different activities will
first year of GCSE study started in Year 9. Lycée Saint Joseph in Toulouse in the South of France, following the teaching as from Year 9. Traditional lead to a smooth transition to A Level study while
and exchanges are organised for Years 9 and 10. This classroom instruction is combined with the latest acquiring a deep understanding of both Spanish
A strong emphasis is put on communication. Therefore gives students a fantastic opportunity to practise their technologies to motivate and facilitate learning. The language and culture.
oral activities play a big part in the lessons. Students language skills in an authentic environment while text books used are supplemented by a wealth of
will learn to express themselves naturally and fluently experiencing the French lifestyle. digital and interactive resources and project based
in a wide variety of everyday conversation. A good teaching created especially for the students. Some of
grasp of the Francophone culture is also included, and The combination of these different activities will the lessons will also be delivered in the new state-of-
students will be exposed to authentic material such as lead to a smooth transition to A Level study while the-art Language Laboratory, where students will have
newspaper articles, extracts of literature, films in the providing a deeper understanding of both French the opportunity to practise listening and oral skills
target language etc. The use of ICT forms a big part language and Francophone culture. in an innovative and challenging way. Our project
of the teaching. Students have access to a dedicated based teaching, in collaboration with partner schools
language lab, iPads and many language specific in Spain, will also allow students to enhance their
websites to enhance their learning. confidence and oral skills.
German
This is a lively and inspiring course that will equip emphasised. With regular lessons in the IT suite or
students with practical language skills through the use with iPads, all students have easy access to engaging
of varied and enjoyable activities. As well as learning to materials on the school intranet including interactive
communicate in German in a wide variety of everyday exercises in order to practise, revise and enhance their
situations, we emphasise the importance of learning skills in the language. The school enjoys close links with
about German culture. Interest and motivation is the Gymnasium Remchingen near Karlsruhe in the
ensured through the use of a range of authentic and South West of Germany, which provides opportunities
up to date media and material to which young people for contact with pen friends, through letters or video
can relate. In addition to regular exposure to feature diaries as well as an exchange programme.
films, satellite TV and various reading material from
German speaking countries, the use of ICT is strongly
24 25K I N G ’ S E LY G C S E C U R R I C U LU M H A N D B O O K 2 02 0–2 2
Music (Edexcel)
Why Music? As Plato wrote, “Music gives a soul to the universe, wings to the mind, flight to the imagination
and life to everything.” Through performing, composing, and appraising, GCSE Music will help build skills in
problem solving, researching, planning, analysing, and critical thinking, as well as develop creativity. Music is one
of very few courses to retain the 60% coursework weighting.
Component 1 (MU01): Performing Component 3 (MU03): Appraising
(30% non-examined assessment) (40% 1 hour 45 minutes written examination)
Students will perform on one or more instruments of The only part of GCSE Music assessed by examination
choice, as a soloist and as a member of an ensemble, involves the study of music from Baroque to Rock, and
and will produce two recordings. In order to access from Sonata to Samba, with J.S. Bach, John Williams,
the highest marks, students will need to be Grade and Queen (amongst many others) studied in depth.
5 standard by Year 11 on one instrument (including Through listening and critically appraising during
voice). Students will record their performance in Year the GCSE course, students will be ready to answer a
11 but there will be plenty of preparation time to variety of short questions and a small essay in the final
build up to this performance in Year 10. listening examination.
Studying music is even more than this, however:
Component 2 (MU02): Composing GCSE Music helps students to hear and understand
(30% non-examined assessment) more. The more one hears, the better one can listen,
and the more enjoyment one will find.
After learning compositional techniques and
strategies, students compose two short pieces.
One of these is a free composition in which students
write to suit their musical tastes and interests.
The second is a response to a brief set by the exam
board. Students will use a variety of notation and
software programmes to complete this. Examples
of compositions include a song, instrumental piece
(solo/duet/trio), dance track or film score.
26 27K I N G ’ S E LY G C S E C U R R I C U LU M H A N D B O O K 2 02 0–2 2
Physical Education (AQA)
Aims and Learning Outcomes
Physical Education encourages students to be inspired, motivated and challenged, and enables them to make
informed decisions about further learning opportunities and career pathways. The course will develop their
knowledge, understanding and skills to develop and maintain their performance as well as understanding the
benefits to health, fitness and well-being.
The student will be required to perform effectively in different physical activities by developing skills and
techniques, and selecting and using tactics and strategies. Their ability to analyse and evaluate to improve
performance in physical activity and sport will also be enhanced.
There are three components to assessment which are two written papers and a practical assessment in three
activities from a specified list.
Paper 1: The Human Body and Practical Assessment
Movement in Physical activity (40% of the GCSE)
and sport Practical performance in three different physical
(1 hour and 15 minutes, 30% of the GCSE) activities in the role of player/performer (one in a
team activity, one in an individual activity and a third
Students should develop knowledge and understanding
in either a team or in an individual activity.
of the key body systems and how they impact on
health, fitness and performance in physical activity For each of these three activities students will be
and sport. assessed in skills in progressive drills and in the
full context. Students will also be assessed on their
Paper 2: Socio-Cultural influences analysis.
and well-being in Physical activity
and Sport
(1 hour 15 minutes, 30% of the GCSE)
Students should develop knowledge and understanding
of the impact of society and psychological factors that
can affect performance in physical activity and sport.
28 29K I N G ’ S E LY G C S E C U R R I C U LU M H A N D B O O K 2 02 0–2 2
Religious Studies (Edexcel) Transferable skills gained from studying RS
B Short Course Specification • Critical thinking
• Non-routine problem-solving (metacognition and creativity)
“The unexamined life is not worth living” – Socrates. • System thinking (decision-making and reasoning)
• Communication
Religious Studies offers students the opportunity to consider and reflect upon those existential questions
• Relationship-building skills (including intercultural sensitivity)
concerning the purpose and meaning of life. Religious Studies significantly contributes to National Curriculum
• Conflict resolution and negotiation
cross-curricular themes of Citizenship and Personal, Moral, Social and Cultural Education.
• Collaborative problem-solving
The main aims of the course are to give students the opportunity to: • Intra-personal skills (adaptability, self-management and self-development)
• consider religious and non-religious responses to moral issues; Both examinations are sat at the end of Year 11.
• identify, investigate and respond to fundamental questions of life raised by human experience;
• acquire and develop knowledge and understanding of the beliefs, values and traditions of two religions and a
non-religious tradition (Humanism);
• consider the influence of beliefs, values and traditions on personal, national and international levels
Religion and Ethics (50%) Religion, Crime & Punishment (50%)
Examination – 50 minutes Examination – 50 minutes
Belief in God, Marriage and the Family, Matters of Belief in God, Crime and Punishment. Students will
Life and Death and Prejudice and Discrimination. study this paper from the diverse perspectives within
Students will study this paper from the diverse Judaism as well as considering non-religious responses.
perspectives within Christianity as well as considering This paper offers students the opportunity to consider
non-religious responses. This paper offers students the Jewish beliefs about God (Covenant, Mitzvot, Messiah,
opportunity to consider ideas about God, the problem Jewish Beliefs about Life after Death) and justice,
of evil and suffering, the relationship between religion crime, the nature of and attitudes to punishment,
and science; relationships (including same-sex), the treatment of criminals including debates about capital
nature of the family, changing attitudes in the family, punishment.
marriage, divorce and contraception and changing
attitudes to men and women.
30 31K I N G ’ S E LY G C S E C U R R I C U LU M H A N D B O O K 2 02 0–2 2
Science (AQA)
“Science is an imaginative adventure of the mind Double Award
seeking truth in a world of mystery.” Sir Cyril
Herman Hinshelwood (1897-1967) English chemist In the Double Award Science option, students study
and Nobel Laureate Science as three separate subjects.The grade is an average
of efforts across all three Science subjects. A double grade
Most students have had some experience of Science by is awarded to reflect the significance and scope of the
the time they beginYear 10; indeed, students have already Double Award Science course. Students are taught two
been taught GCSE material in the Sciences through the lessons of Physics, Chemistry and Biology per week; a
course of Year 9. Science continues to be taught as three total of six lessons.
separate subjects throughYears 10 and 11 with a heavy
emphasis on experiment and practical work. In our experience this qualification suits the broader
minded student and provides greater flexibility with
At this point, probably the most significant decision A-Level choices and beyond. However, the Double
facing the Year 9 scientist is whether to choose Double Award Science qualification still fulfils the minimum
or Triple Award Science. The options are laid out requirements to begin Science A-Level study and so does
below. not preclude choosing a technical subject at a later date.
Triple Award Assessment
In the Triple Award Science option students study and Both Double and Triple Award candidates sit two
are examined in Science as three separate, distinct papers in each Science subject at the end of Year
qualifications: Biology, Chemistry and Physics. 11. Double Award exams are 1 hour 15 minutes each
Students will be taught Biology, Chemistry and Physics and Triple Award exams are 1 hour 45 minutes each.
for a total of nine lessons per week and will finish Year They all count towards the final grades.
11 with an excellent grounding in all three sciences.
There is no coursework.
In our experience, such a qualification suits the more
technical student; perhaps someone who knows that
they would like to study technical subjects at A Level Course content
and beyond. The Triple Award qualification allows
There is a large amount of material common to both
for a greater exploration of the Sciences, but is not
Double and Triple Award options.
significantly more challenging intellectually than its
See table on the next page for details:
Double Award counterpart.
32 33K I N G ’ S E LY G C S E C U R R I C U LU M H A N D B O O K 2 02 0–2 2
Biology Chemistry Physics King’s Ely develops effective learning habits in all of our
• Cell Biology • Atomic structure and the periodic table • Forces
• Organisation • Bonding, structure, and the properties of matter • Energy students:
Double award topic
• Infection and response • Quantitative chemistry • Waves
• Bioenergetics • Chemical changes • Electricity Learning Habits Framework
• Homeostasis and response • Energy changes • Magnetism and electromagnetism
• Inheritance, variation and evolution • The rate and extent of chemical change • Particle model of matter
• Ecology • Organic chemistry • Atomic structure Resilient Learners:
• Chemical analysis • seek effective alternative strategies when the solution to any aspect of work is
• Chemistry of the atmosphere not immediately obvious
• Using resources • are prepared to risk experimenting with new approaches and try new things in
Cell Biology Atomic structure and the periodic table Forces order to improve
• Culturing microorganisms • Properties of transition metals • Moments levers and gears RESILIENCE • will try again if not successful the first time, showing patience and perseverance.
Infection and response Bonding, structure, and the properties of matter • Pressure in fluids
• Monoclonal antibodies • Bulk and surface properties of matter • Changes in momentum
Collaborative:
• Plant diseases including nanoparticles Waves
• know that it is advantageous to work with others and consider other viewpoints
Homeostasis and response Quantitative chemistry • Reflection
• Yield and atom economy of chemical • Sound wave • respect and value the input of other cultures, nationalities and religious
• The brain
perspectives
Extra topics in Triple award
• The eye reaction. • Detection with waves
• Using concentrations of solutions in mol/dm3 • Lenses COLLABORATION • seek out the resources needed for a task, whether they are electronic or more
• Control of body temperature
• Plant hormones • Use of amount of substance in relation to • Black body radiation traditional sources of knowledge.
volumes of gases Electricity
Inheritance, variation and evolution
• Advantages and disadvantages of Energy changes • Fuses and circuit breakers Creative and Curious Learners:
sexual and asexual reproduction • Chemical cells and fuel cells • Static electricity
Magnetism and electromagnetism • are able to ask relevant questions to extend their understanding and satisfy their
• DNA structure Organic chemistry
• Electric motors
curiosity
• Cloning • Reactions of alkenes and alcohols
• Theory of evolution • Synthetic and naturally occurring polymers • Induced potential, transformers
• want to find out the answers beyond the work set or expected
• Speciation and the national grid CREATIVIT Y & • generate ideas, explore possibilities and consider alternative ways of presenting
Chemical analysis CURIOSIT Y
• The understanding of genetics Particle model of matter information.
• Identification of ions by chemical and
Ecology spectroscopic means • Pressure in gases
• Decomposition Using resources Atomic structure Reflective Learners:
• Impact of environmental change • Using materials and The Haber process and • Hazards of radiation • take time to think about how their own work can be improved and act upon it
• Trophic levels in an ecosystem the use of NPK fertilisers • Nuclear fission and fusion
• seek out advice from teachers when necessary
Food production Space physics
REFLECTION • listen to, consider and act upon feedback from teachers and peers.
34 35Energy Courage Integrity The Old Palace Ely, Cambridgeshire CB7 4EW 01353 660700 enquiries@kingsely.org www.kingsely.org
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