GCSE OPTIONS 2021/2023 - Christ College Brecon
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GCSE OPTIONS 2021/2023
INTRODUCTION
FROM THE HEAD
This is an exciting stage in your child’s education that
marks a new phase as they begin courses that will
culminate in their first set of external exams at the end of
Year 11. For the first time, they will have the chance to
make informed choices as to what they would like to
study. There are of course a number of compulsory
subjects but now your child is able to choose a set of
subjects that best suits their areas of interest and
academic strengths. Have faith, they are ready to make
these choices and we are happy to guide and advise them
as best we can, they only need ask.
Mr Bush, the Deputy Head (Academic), offers a useful set of
principles here to use when considering options, and the GCSE
specification for each subject is outlined, so that families can discuss
options at home before the final choices are made next term.
Although these decisions are important they can also be over
thought. The only advice I wish to offer is try not to force a fit that is
not there. If your child simply studies what they enjoy most and
where they have some natural aptitude, they are more likely to enjoy
their studies and perform at their best. As parents and teachers,
what more can we ask for than this?
Gareth Pearson (Head)
1
GCSE OPTIONS
This booklet is designed to help you to English-only GCSEs will be entirely linear with
make informed choices about GCSE no Controlled Assessment, more extended
writing and greater content. The familiar A*-
subject choices for next September.
G grading system with tiered entry will also
You may not have thought much about be replaced with a 9-1 scale with 9 being the
these or you may already have fairly highest level (tiered entry is still available in
firm ideas but in either case I would Mathematics and science). The level 9 grade
encourage you to read this booklet will be achieved by about half the percentage
of pupils who currently achieve an A*, level 4
carefully and to discuss your choices
will be a C grade equivalent and levels 7 and
as widely as possible with teachers, 8 represent performance currently graded
tutors and parents. You should also A/A*.
speak to your tutor or the Deputy The decision to follow the English pathway is
Head (Academic) if you are unsure to ensure our pupils have equivalent
about the careers implications of your qualifications to the majority of the UK and
to prepare pupils better for Linear A levels
intended choices.
and university courses. The core compulsory
curriculum is Mathematics, English, PSE and
You may have heard in the press about major
either separate sciences (Biology, Chemistry,
changes to GCSEs in England and Wales.
and Physics) or trilogy science (equivalent of
This process of GCSE reform is now complete.
two GCSES). Trilogy science requires pupils to
The main changes have been brought about
study all three sciences to the same level as
by the creation of separate GCSE and A level
separate sciences but there is approximately
qualifications for maintained schools in Wales
30% less content. In addition, pupils are
and all schools in England.
asked to choose subjects from 4 or 5 blocks
The new qualifications in Wales will be depending on their choice of science.
accredited and validated by a regulator called
“Qualifications Wales” whereas all English It is compulsory to study to study a language
qualifications continue to be regulated by to GCSE. This does not apply if you have not
OFQUAL. We have decided to exercise our studied a language in Key stage 3. English as
independence and follow the English an additional language will count as a
pathway qualifications for GCSE. For pupils language. A language is also optional for
entering Year 10 in 2021 this means they will pupils who receive additional learning needs
sit English accredited qualifications in almost support.
all subjects. Pupils will continue therefore to
sit GCSEs offered by all the main examination At Christ College we will do all we can to make
boards. the transition to GCSE as manageable as
If you have been familiar with the old style possible.
GCSEs, then the main differences are * Teachers will help pupils understand the
significant. Wales-only qualifications will way their course will be taught and how
retain coursework and modularity whereas it is assessed throughout the two GCSE
years.
2
In making GCSE choices you should consider:
* Do I enjoy the subject?
You will be spending over two hours per week plus prep studying each GCSE subject
so enjoyment should be a significant factor in your choice.
* Should I consider careers at this stage?
You should always bear in mind potential future careers. The important thing is not
to limit future choice so if in doubt you should seek advice.
* Am I good at the subject?
Past success in the subject or a similar subject is a good indication that you will do
well at this subject at GCSE.
* Do I like the look of the GCSE course?
The GCSE courses are different to the courses you have been following in Years 7-9
so you might be particularly attracted to a type of practical activity or aspect of the
course. Try not to select a subject on the basis of liking a teacher: there is no
guarantee you will get this teacher for GCSE.
* Do I have a balanced combination?
This is important to make sure you do not limit future choices. The blocks are
constructed to ensure balance but also provide flexibility for pupils with particular
strengths.
* Are the blocks flexible?
In almost all cases no but contact the Deputy Head (Academic) if you have a
particular request.
* Pupils in Year 10 will sit internal * Tutors, who are aware of the changing
examinations and in Year 11 there will demands placed on pupils in Year 10
be a formal trial examination session. especially, will support pupils in tutorials.
* Teachers will help pupils develop the * At appropriate points during their GCSE
important independent learning skills years pupils will be further supported in
that are needed in their subject. improving their learning skills in PSE
lessons and under other arrangements.
BLOCK A BLOCK B BLOCK C BLOCK D BLOCK E
Business Geography Geography Art Seperate Sciences
Computer Science French History Music Photography
Digital Information
History Spanish French Physical Education Technology
BTEC (level 2)
Drama Welsh Religious Studies
ALN ALN
Pupils will be sent a link to a form on Microsoft 365 to complete their choices. All subjects are offered
subject to viable demand. If a subject is over-subscribed then places will be allocated on a first come
first served basis although this is rarely an issue.
3
ART & DESIGN
EXAMINATION BOARD: OCR
Teachers: Mrs D Houghton
Overview Unit 2. Exam - 40%
We teach the GCSE Fine Art syllabus. This is a The exam paper is handed out to the
broad course and is structured so as to candidates 12weeks prior to the final exam.
promote the pupils’ creative and imaginative This allows time for the pupils to gather and
powers, whilst also developing their practical develop their ideas in preparation for the
and analytical skills. The course allows pupils exam in sketchbook form before producing a
to work in a mixture of different areas - these final piece in the 10 hour set time. The fine
include traditional painting and drawing, art course is of interest to pupils who may
mixed media, computer graphics, digital follow a creative or design-linked career.
photography, illustration, printmaking and These include fine art, graphics, illustration,
sculpture. The knowledge and understanding engineering, product design, interior design,
of Art, Craft and Design in contemporary jewellery, textiles,architecture and 3D design
society is also an integral part of the course. and art therapy.
Pupils will have access to a wide range of
How is the course structured?
facilities including specialist art and sculpture
Unit 1. Portfolio - 60% studios with the capacity to work in
Pupils will work from given themes and will traditional drawing and painting media as
evidence the journey from initial engagement well as clay, wood, plastics and metal. They
with ideas to realization of intentions. This will have access to the photography studios,
will include options to study drawing, mac computers and photoshop as well as
painting, photography, illustration, CAD design programmes.
printmaking, computer skills, mixed media This GCSE would suit candidates who:
and three -dimensional design/sculpture.
• have an interest in Art and Design, both
Throughout the course pupils will participate
2D and 3D;
in skill-based workshops such as intaglio
• enjoy working in an independent way;
printmaking and ceramics as well as gallery
• want to develop their artistic skills and
visits and will be given opportunities to
creativity;
experiment and explore ideas in a personal
• are interested in the design process.
way.
5
BUSINESS
EXAMINATION BOARD: EDEXCEL BUSINESS: DEVELOPING ENTERPRISING MINDS
Teachers: Mrs C King & Mr R J Thompson
What do I need to know, or be able to do, How will I be assessed?
before taking this course? The qualification will be assessed in two
It doesn’t matter if you haven’t studied equally weighted exam papers. There is no
business prior to taking this course. You coursework.
might have an interest in business, and want
Paper 1 - Theme 1: Investigating small business
to start your own business one day. You may
have an enquiring mind and be interested in • Written exam: 90 minutes, 90 marks
learning about the world around you, how • 50% of the total GCSE
businesses are set up, and what it is that • Multiple choice, calculation, short-answer
makes someone a great entrepreneur. This and extended-writing questions
course will help you to understand all this • There are three sections in the paper
and more. • Each section is ramped, starting with
multiple choice questions, moving to
What will I learn? short answer questions and ending with
extended writing
You’ll start by exploring the world of small
• Sections B and C are based on real life,
businesses through the lens of an
relevant business contexts and examples
entrepreneur. How and why do business
ideas come about? What makes a successful Paper 2 - Theme 2: Building a business
business? You’ll learn how to develop an idea, • Written exam: 90 minutes, 90 marks
spot an opportunity and turn it into a • 50% of the total GCSE
successful business. You will understand how • Multiple choice, calculation, short-answer
to make a business effective, manage money and extended-writing questions
and see how the world around us affects • There are three sections in the paper
small businesses and all the people involved. • Each section is ramped, starting with
Then you’ll move on to investigating business multiple choice questions, moving to
growth. How does a business develop short answer questions and ending with
beyond the start-up phase? You’ll learn extended writing
about key business concepts and issues and • Sections B and C are based on real life,
decisions you need to make when growing a relevant business contexts and examples.
business and working in a global business.
You’ll learn about meeting customer needs,
making marketing, operational, financial and
human resourcing decisions and you’ll
explore how the wider world impacts the
business as it grows.
6
What can I do after I’ve completed the course?
It’s a great step preparing you for further
After this qualification you’ll understand the
education.
world of business and have developed skills
in:
The GCSE Business course could help prepare
• making decisions and developing
you for an entrepreneurial role and help you
persuasive arguments
to gain an understanding of what is involved
• creative and practical problem solving
in a business related profession, like
• understanding data, finance and
accountancy, law, marketing or the leisure
communication
and tourism industry.
7
COMPUTER SCIENCE
EXAMINATION BOARD: AQA
Teacher: Mrs A Golding (SL)
Overview Course structure
The dynamic subject of Computer Science
provides a strong foundation in computing Paper 1: Computational thinking and
methodologies and technological advances programming skills
with pupils developing problem solving, Assesses: Computational thinking, code
programming, logical and computational tracing, problem-solving, programming
thinking skills. The course comprises two concepts including the design of effective
examined units of study. algorithms and the designing, writing,
testing and refining of code.
Course content External written examination:
• Fundamentals of algorithms 2 hours | weight 50%
• Programming
• Fundamentals of data representation Paper 2: Computing concepts
• Computer systems Assesses: Data representation, computer
• Fundamentals of computer networks systems, computer networks, cyber security,
• Cyber security databases, and impacts of digital technology.
• Relational databases and structured query External written exam:
language (SQL) 1 hour 45 minutes | weight 50%
• Ethical, legal and environmental impacts
of digital technology on wider society, This GCSE would suit candidates who are:
including issues of privacy • scientific;
• logical;
• systematic in how they approach problems;
• enthusiastic about technology;
• determined;
• willing to independently investigate
solutions to problems.
8DIGITAL INFORMATION TECHNOLOGY
EXAMINATION BOARD: PEARSON
Teacher: Mrs A Golding (SL), C Parsons
Overview Course Structure
This exciting new qualification Digital Component 1:
Information Technology is an excellent BTEC Exploring User Interface Design Principles and
Tech Award qualification that will allow Project Planning Techniques
pupils to develop the latest knowledge and Internal assessment | Weight: 30%
understanding of information technology by Component 2:
applying their learning to work-related Collecting, Presenting and Interpreting Data
contexts and gain the skills they need for Internal assessment | Weight 30%
further study and employment. The course is Component 3:
made up of three components: two that are Effective Digital Working Practices
internally assessed and one that is externally External assessment: scenario-based
assessed. 90 minute written paper | Weight 40%
What skills will I develop on this course? Internal assessment comprises a range of
assignments such as presentations, podcasts,
• user interface design and development
project plans, reports, annotated designs,
principles
spreadsheets, user interfaces and dashboards.
• project planning techniques to manage a
digital project
Grading
• how to develop and review a digital user
BTEC Awards are graded from the table
interface
below. All components must be passed in
• how data impacts on individuals and
order to obtain at least a pass overall.
organisations
• how to draw conclusions and make
recommendations on data intelligence
• how to develop a dashboard using data
manipulation tools Final Grade GCSE Equivalent
• how modern information technology is Level 2 Distinction* 8/9
evolving
• the legal and ethical issues in data and Level 2 Distinction 7
information sharing
Level 2 Merit 5/6
• what cyber security is and how to
safeguard against it Level 2 Pass 4
Level 1 Distinction 3
Level 1 Merit 2
Level 1 Pass 1
9DRAMA
EXAMINATION BOARD: EDEXCEL
Teacher: Mrs L Richards
Overview YEAR 10
GCSE Drama offers pupils who are interested
in performance and design the opportunity COMPONENT 1: DEVISING
to pursue the path that suits their passion. Non-examination assessment (40%) 60 marks
They will devise their own performance as an
actor or designer, perform or design for a There are two parts to the assessment:
play text and study a set text which they will • Coursework Portfolio: covering the
answer questions on in a written exam. For creating and developing process and
the written exam pupils will also see a live analysis and evaluation of this process
theatre performance and offer their own (45 marks).
analysis and evaluation of different aspects of • A devised performance/design realisation
the performance. (15 marks).
Pupils can choose to be assessed as a COMPONENT 3: THEATRE MAKERS IN PRACTICE
performer or as a designer for the first two Mock written examination: 1 hour 45
components (Set, Costume, Lighting and minutes (40%) 60 marks
Sound).
Preparation for the final written exam at the
This course is designed to help develop self- end of Year 11
confidence as well as providing an
opportunity for pupils to build on experience • SECTION A: Bringing Texts to Life
and skills they may have already gained in (45 marks): This section consists of one
performing arts. There is a written aspect to question broken into five parts based on
the course; however, the focus is on practical an unseen extract from the chosen
responses and performance/design skills. performance text.
Pupils will work independently as well as • SECTION B: Live Theatre Evaluation
working alongside others, so group work and (15 marks): This section consists of two
team-building skills will be a large part of the questions requiring students to analyse
course. and evaluate a live theatre performance
they have seen.
The course is taught over 4 periods a week
with the following breakdown:
10YEAR 11
COMPONENT 2: PERFORMANCE FROM TEXT Drama fits in well with those who study
Non-examination assessment (20%) 48 marks LAMDA Speech and Drama as well as those
who study a musical instrument with
Pupils will either perform in and/or design for performance skills developed on the course.
two key extracts from a performance text.
The design option also works well for those
COMPONENT 3: THEATRE MAKERS IN pupils taking Fine Art with facilities available
PRACTICE: Externally assessed for designing and making set/props. GCSE
BRINGING TEXTS TO LIFE AND LIVE THEATRE Drama ties in well with several other subjects
EVALUATION - Written examination: including English, History, Art and Music.
1 hour 45 minutes (40%) 60 marks
This GCSE would suit candidates who are:
GCSE Drama is taught in a purpose-built • keen performers
drama studio and the Neuadd auditorium. • keen designers
We have state-of-the-art facilities for sound • looking to build confidence
and lighting design pupils and there is always • looking for a subject that can have a
space to be found for those pupils wishing to positive impact in many areas of school
work on performances outside of lessons. life
• interested in Theatre and the Arts
• keen to form their own opinions.
11ENGLISH & ENGLISH LITERATURE (COMPULSORY)
EXAMINATION BOARD: AQA
Teachers: Mrs J M Hope (HoF), Mr J D Bush, Dr G Evans
Overview Paper 2 Written Examination (50%)
Pupils are prepared for two separate GCSEs: 1 hour and 45 minutes
English Language and English Literature. • Writers Viewpoints and Perspectives
They will sit the reformed GCSEs that place • Section A: Reading
emphasis on literary heritage and are • One non-fiction text and one literary non-
assessed by terminal examination at the end fiction text
of the two-year course. • Section B: Writing
• Writing to present a viewpoint
Over the course, pupils will learn to
Non-examination Assessment:
appreciate, understand and respond to a
Spoken Language
wide variety of Literature from different
genres, places and time. They will learn to Set and marked throughout the course,
write accurately, argue cogently, analyse pupils will give individual presentations and
thoughtfully and speak with confidence. contribute to group discussions.
The two subjects are taught in an integrated English Literature
manner over 5 lessons a week. In most cases http://www.aqa.org.uk/subjects/english/gcse/
pupils will seek accreditation in both english-literature-8702
examinations.
How is the course structured?
English Language
Paper 1 Written Examination (40%)
http://www.aqa.org.uk/subjects/english/gcse/ I hour and 45 minutes
english-language-8700
• Section A: Shakespeare: pupils will answer
one question on the play they have
How is the course structured?
studied. They will be required to write in
Paper 1 Written Examination (50%) detail about an extract from the play and
1 hour and 45 minutes then to write about the play as a whole.
• Explorations in Creative Reading and • Section B: The 19th-century novel: pupils
Writing will answer one question on the novel
• Section A: Reading - one literature fiction they have studied. They will be required to
text write in detail about an extract from the
• Section B: Writing - descriptive or narrative novel and then to write about the novel
writing as a whole.
12Paper 2 Written Examination (60%)
2 hours and 15 minutes
• Section A: Modern texts: pupils will answer • Section C: Unseen poetry: pupils will
one essay question from a choice of two answer one question on one unseen
on their studied modern prose or drama poem and one question comparing this
text. poem with a second unseen poem.
• Section B: Poetry: pupils will answer one
comparative question on one named
poem printed on the paper and one other
poem from their chosen anthology cluster.
13ENGLISH AS AN ADDITIONAL LANGUAGE (COMPULSORY)
EDEXCEL ESL INTERNATIONAL GCSE 4ES1
https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-
certificates/international-gcse-english-as-2nd-language-2017.html
Teacher: Mr P Chandler
Overview
The course is for pupils who have not joined Paper 3 Is a stand-alone speaking test. Paper
mainstream English lessons or who would 3 takes the form of an interview, a
benefit from a language course which tests short talk and a discussion between
the ability to use English accurately and the student and the examiner. This
authentically rather than in the creative or paper is assessed independently and
literary style of GCSE English. These pupils is awarded a separate grade.
would normally speak a language other than
English at home. IGCSE has the same status as national GCSE.
Grades are awarded as in GCSE and grades 9
Examinations to 4 are considered to be ‘pass’ grades. In
There are three final examinations. this subject there are no tiers of entry level so
students can achieve all grades from 9 to 1.
Paper 1 Tests reading comprehension and There is no coursework available in this
writing skills. Paper 1 (worth 67% of specification.
the IGCSE) consists of three reading
passages with multiple-choice or Teaching
short-answer questions testing
comprehension, and three writing Pupils have four lessons per week of EAL
tasks testing ability to complete (English as an Additional Language) in Years
tasks such as writing emails, letters, 10 and 11 taught in small groups. The course
reports or articles, and summaries of is based on topics and issues familiar and
given information. relevant to KS4 pupils. These include:
• family and friends
Paper 2 Tests listening comprehension. Paper • school life
2 (worth 33% of the IGCSE) has • travel and holidays
four recordings of a mixture of short • entertainment
conversational items, an interview • sport and fitness
and a discussion; comprehension is • the environment
tested with multiple-choice or short- • the local community
answer questions. • the world of work.
All skills developed on this course are
transferable to the pupil’s curriculum. These
skills are: the ability to communicate clearly
14and effectively through writing; to have good have gained a similar grade in English as a
understanding of spoken English in formal Second Language. The standard entry
and social situations; to read quickly for requirement for non-native English speakers
general understanding of transactional and applying to UK universities is the IELTS (the
academic English and to appreciate detailed International English Language Testing
meaning in a defined context. The course System) test. Pupils who have taken IGCSE
prepares pupils for the skills needed to take ESL will have to take this test in the Lower
the IELTS test in the Lower Sixth (Year 12). Sixth (Year 12) to be eligible for entry to UK
universities.
Higher Education and Careers
All entrants to UK universities must show This International GCSE is designed for
competence in English Language. This is students whose first language is not English
usually indicated by a ‘good’ pass grade at and who may struggle to achieve a 5 or
GCSE (at least a grade 4). Pupils whose first higher in GCSE English Language.
language is not English will be expected to
15FRENCH
EXAMINATION BOARD: EDUQAS GCSE FRENCH
Teacher: Mrs L McLean
Overview Component 4 - Writing
The French department uses Eduqas as the Pupils will sit an examination at the end of
exam board at GCSE as we find it to be Year 11 which will last for 1 hour and 30
reliable and consistent in the rewarding of minutes, and it will give pupils 25% of the
grades. French GCSE qualification. This paper will test
written communication skills in French.
The course is taught over 4 periods per week
and lessons are communicative, interactive Lessons are packed with relevant
and fun, with a focus on grammar and grammatical information which enables
extension of the key skills that have been pupils to use their language in all four skill
taught at KS3. Pupils will be expected to areas. Pupils are encouraged to listen to,
apply themselves in the four skill areas of speak, read and write the language and they
listening, speaking, reading and writing. are asked to expand and add to the language
that they have learned at KS3. Pupils
The course will be set out in the following comment on the fact that they find French a
way: good choice as they like to use the language
in various situations and they find they make
Component 1 - Speaking fast progress.
This is a non-exam assessment lasting 10-12
minutes and will comprise: French is a very well resourced area of the
• Role play Language Faculty. We use Expo 4 as the
• Photo Card GCSE text books and the course is supported
• General conversation by Grammar Action packs as well as teacher
This paper will test ability to communicate in made resource, which pupils find useful.
speech for a variety of purposes. Specimen papers and past papers will be
Component 2 - Listening integrated into the course, so pupils will have
Pupils will sit a 45 minute exam at the end of plenty of opportunity to work with exam
Year 11. This is worth 25% of the French questions and can practice their exam
GCSE qualification. The listening paper will technique. At GCSE, we make use of a
test ability to understand the spoken word. Language Assistant who offers support when
it comes time for oral practice, in readiness
Component 3 - Reading
for the speaking exam. We also make good
Pupils will sit an examination of 1 hour and
use of a Linguascope package and of current
15 minutes at the end of Year 11 which is
articles taken from contemporary French
worth 25% of the French GCSE qualification.
press. Pupils are encouraged to speak as
This paper will test ability to understand and
much French as they can in lessons and are
respond to different types of written
mainly taught in French.
language.
16This GCSE would suit candidates who are:
• Interested in languages.
• Look to further language development.
• Who have a good working knowledge of
the subject at KS3.
• Have good literacy skills.
• Can speak with a good degree of fluency.
• Have a willingness to want to progress
and an intrinsic interest in French culture.
17GEOGRAPHY
EXAMINATION BOARD: AQA http://www.aqa.org.uk/subjects/geography
Teachers: Mr B. J Goodrich (SL); Mr L Hughes; Mr S Hill
Overview
Geography is an incredibly diverse subject • appreciate that the study of geography is
that develops a range of important academic dynamic, not only because places,
and life skills. Being concerned with the geographical features, patterns and issues
processes and events that shape the Earth’s change, but also because new ideas and
surface, weather phenomena and climate methods lead to new interpretations;
change, population distributions, settlement • acquire and apply the skills and
patterns, industry and resource development, techniques - including those of mapwork,
the subject is topical and relevant to our lives fieldwork and information and
now and in the future. Studying geography communication technology (ICT) -
requires learning about the developed and needed to conduct geographical study
developing world in order to illustrate the and enquiry.
patterns and relationships between the above.
Brief details of content and teaching
Which skills will I develop on this course? organisation
The course will enable you to: Paper 1: Living with the physical environment
• acquire knowledge and understanding of (35%) Written exam:1 hour 30 minutes;
a range of places, environments and 88 marks (including 3 SPaG).
geographical patterns at a range of scales Examined at the end of Year 11. The three
from local to global, as well as an sections studied for this paper are:
understanding of the physical and human
processes, including decision-making, Section A: The challenge of natural hazards
which affect their development; (30 marks)
• develop a sense of place and appreciation Section B: Physical landscapes of the UK
of the environment, as well as awareness (30 marks)
of the ways in which people and Section C: The challenge of resource
environments interact, the importance of management (25 marks)
sustainable development in those
Question types: multiple-choice, short answer,
interactions, and the opportunities,
levels of response, extended prose.
challenges and constraints that face
people in different places; Paper 2: Challenges in the human environment
(35%) Written exam:1 hour 30 minutes; 88
• develop an understanding of global
marks (including 3 SPaG).
citizenship and the ways in which places
and environments are interdependent;
18Examined at the end of Year 11. The three
sections studied for this paper are:
Section A: Urban challenges (30 marks)
Section B: The changing economic world
(30marks)
Section C: The challenge of resource
management (25 marks)
Question types: multiple-choice, short answer,
levels of response, extended prose.
Paper 3: Geographical applications: (30%)
Written exam: 1 hour; 76 marks (including 6
SPaG).Examined at the end of Year 11. The interest in the Brecon area as well as the
two sections examined in this paper are: opportunity to travel further afield. Fieldwork
Section A: Issue evaluation. This will be based will include a day in the City of Bath (Year 10)
on pre-released resources on a geographical and a residential trip to South Pembrokeshire
issue, made available in March before the (Year 11).
exam. ICT is growing in importance in Geography
Section B: Fieldwork. This will be based on and is used regularly to aid studying.
the two geographical fieldwork enquiries (see This GCSE would suit candidates who:
below) that will have formed part of the two-
year course. • enjoy expressing their opinions and
justifying their comments on topical
Question types: multiple-choice, short answer, events;
levels of response, extended prose. • enjoy engaging in discussion and sharing
their opinions with others as well as
Other details exploring their responses in detail on
Geography bridges the sciences and the arts paper;
and thus provides a good balance to a pupil’s • enjoy studying a subject which is relevant
future subject choice. It is also looked upon to their own lives and experiences;
favourably by universities with its multi- • want to keep their options open for
disciplinary approach. further study - Geography is a popular
The Geography Department is well-resourced qualification for entry to a wide range of
and takes advantage of the rich geographical higher education courses.
19HISTORY
EXAMINATION BOARD: EDUQAS
Teachers: Mr R Francis, Mrs R E Allen
Overview Unit 1B: Depth Study, 1hr, 25% of GCSE
Why study History at GCSE?
The Elizabethan Age, 1558-1603
Studying History helps you to understand A depth study focusing on selected themes
how our world has evolved. It provides and issues relating to the history of England
factual information about our own social, during the Elizabethan Age from 1558-1603.
economic and cultural background and
challenges you at every turn. It helps us to All exams will be sat in the summer of 2022.
understand people and societies and can
The course will enable you:
therefore assist us in understanding current
• to recall, select and organize historical
events. It is an essential means to developing
knowledge about events, people and the
good citizenship and one’s own wider moral
issues that you study;
and intellectual understanding.
• to understand key features and
Year 10 - Unit 2A: Period Study, 45 mins, 20% characteristics of the periods and societies
of GCSE that you study;
• to use a variety of historical sources
The Development of the USA, 1930 - 2000 critically by comprehending, analyzing,
An outline study focusing on change and evaluating and interpreting them;
continuity in the USA during the twentieth • to explain why some events, people,
century. This course will centre upon race situations and changes have been
relations, changing life in the USA and US interpreted and represented in different
foreign policy during the Cold War. ways;
Unit 1G: Depth Study, 1hr, 25% of GCSE • to make informed opinions and
substantiated judgments.
Germany in Transition, 1919-39
A depth study focusing on key features and This course will appeal to pupils:
key concepts relating to the history of • who want to be challenged academically;
Germany from 1919-1939. • who want to learn about the History of
the UK and the wider world;
Year 11- Unit 2G: Thematic Study, 1hr 15 mins, • who want to understand the origins of
30% of GCSE many modern political, social and
economic problems;
Changes in Health and Medicine in Britain, c.
• who enjoy debate and discussion;
500 to the Present Day
• who want to learn how to communicate
An extended historical enquiry into the
effectively in both spoken and written
development of health and medicine over a
form
1500 year period. This paper includes the
• who enjoy a good story with a cast of
study of a specific historical environment –
millions!
Scutari Hospital and care of the wounded
during the Crimean War (1853-1856).
20ADDITIONAL LEARNING NEEDS CENTRE
The ALN Centre at Christ College has evolved Learning Mrs Ruth Allen, the Head of Faculty
to support those who have identified for English Mrs Janet Hope and the English
additional learning needs, predominantly Intervention teacher Miss Emily Hopkin. At
pupils with specific learning difficulties. these meetings a suitable course of action
Mrs Ellen Owen (MA SEN, Post Grad SpLD will be identified to meet the needs of the
Diploma, AMBDA), who is the Additional individual and provide a suitable course of
Learning Needs Coordinator, is a specialist action. The outcome of these meetings can
teacher of pupils with specific learning lead to recommendations that a pupil attend
difficulties. She is highly experienced in a short block of English Intervention, join a
assessing and supporting pupils of all ages. Study Skills group or receive direct support
Most pupils find themselves thriving on all from the ALN Coordinator.
the challenges school life presents. On the Occasionally it will be recommended that
other hand, some pupils reach a stage when further assessment is required or that the
they feel they are not able to manage their pupil should receive more formal learning
work effectively. Most often the support and support. Any formal support will take into
guidance offered within Houses will be account a variety of important factors,
sufficient to help the pupil cope but there are including:
times when a more intensive level of support
• the level at which the pupil is
is required. At such times, House staff will
currently working
often enlist the help of the ALN Centre so
• the areas of current work which
that an appropriate level of support can be
are causing difficulty
offered to pupils who are in need of • areas of future work which may
additional guidance. cause difficulty
Pupils who have or who may need additional • the pupil’s learning strengths and
support can be referred to the ALN Centre at specific difficulties.
any stage during their time at Christ College. If a prospective pupil is already identified as a
A pupil may be referred to the ALN Centre by pupil who may need learning support, he or
a subject teacher, by a Tutor or by a parent she will be referred to the department at
(usually via a teacher or Housemaster / entry as a matter of course. It is very
Housemistress or Tutor). It is also possible for important for parents to make us aware of
the pupil to make a request for support - any previous learning support at the earliest
either directly to the ALN Centre or via House opportunity in the entry process.
staff or a subject teacher.
A strong supportive environment is actively
Once a referral has been made, sufficient fostered within the ALN Centre. Pupils gain
information will be collected to make a significant awareness about their learning
judgement about the most appropriate level styles, which in turn encourages them to go
of provision. This information will be and become strong independent learners.
discussed at the intervention team meetings.
These meetings take place weekly and are
attended by the ALN Coordinator Mrs Ellen
Owen, Head of Faculty for Teaching and
21MATHEMATICS (COMPULSORY)
EXAMINATION BOARD: EDUQAS - GCSE (9-1) MATHEMATICS
www.eduqas.co.uk/qualifications/mathematics/gcse/
Reformed GCSE level
Teachers: Mr JM Cerda (HoF), Mr I J Owen, Mr C Snarey.
Overview
Mathematics is a compulsory subject and
aims to equip all pupils with the necessary
skills to deal with any mathematics they may
meet as part of their daily lives – from being
able to make sense of household bills,
information presented in the media and
carrying out basic calculations to being able
to apply more complex methods to solve
problems.
The content is grouped into the topic areas:
Number, Algebra, Ratio and rates of change;
Geometry and Measures, Probability and
Statistics. In the teaching of these, the pupils For those who have an aptitude for the
will be given opportunities to develop subject, we regularly have a strong entry for
problem-solving skills, generate strategies to the different levels of the UK Maths
solve problems that are unfamiliar and draw Challenge and tutorial sessions are offered at
upon several skills, make estimates and the appropriate time for examination classes.
mental calculations, understand the data
collection and analysis cycle, and use There are four rooms dedicated to teaching
appropriate technology in their work. Mathematics, each with whiteboards and
projectors.
The course is fully linear and is examined
totally at the end of Year 11 through two Whilst it is compulsory and provides a good
equally-weighted grounding for all, it particularly suits those
with an analytical mind and those who are
2¼ hour written papers assessing all aspects interested in the more technical subjects as
of the course, one using a calculator and one above and who need to pursue the subject
without. beyond GCSE.
Careers in sciences, engineering, finance and
many others require a good level of
Mathematics and a good GCSE along with
further study will open many doors in that
respect.
22ADDITIONAL MATHS (OPTIONAL YEAR 11)
EXAMINATION BOARD: OCR
Level 3 qualification
Teacher: Mr JM Cerda
Overview
What is it?
The FSMQ is a level 3 qualification, which is There are others who will not continue with
and option pupils can opt into at year 11, it mathematics beyond Year 11. For these
is taught in addition to the GCSE (9-1) higher learners this qualification provides a
qualification. The course provides a strong worthwhile and enriching course in its own
mathematical foundation for learners who go right. This qualification provides a broad,
on to study mathematics at a higher level. coherent and satisfying course of study. It
Within the syllabus pupils will cover: Algebra, encourages learners to develop more
Enumeration, Coordinate Geometry, confidence in, and a positive attitude
Pythagoras and Trigonometry, Calculus, towards, mathematics following on from
Numerical Methods & Exponentials and GCSE (9–1) Mathematics qualifications.
Logarithms.
What does a level 3 qualification mean?
Who is it for?
To put in into perspective, GCSEs are level 2
Additional Maths targets learners who will and A level are level 3. The FSMQ is labelled
take GCSE (9–1) Higher tier Mathematics and as a level 3 qualification as an
is designed for learners who are high acknowledgement that it is more involved
achieving. than a GCSE. Moreover, one of the
consequences of this is that it will award
Many learners will go on to study A Level UCAS points which can contribute to
Mathematics and, for these learners, this university applications. The amount of UCAS
qualification provides an introduction to the points it awards will vary depending on the
subject at that level, with the possibility of grade awarded.
subsequent, accelerated progress into A Level
Further Mathematics.
23MUSIC
EXAMINATION BOARD: EDEXCEL
Teachers: Mr J Ling (SL)
Overview
The specification is divided into 3
components:
1. Performing (30%)
2. Composing (30%)
3. Appraising (40%)
1. Performing Music
Two performances must be recorded on the
instrument (including voice) being studied at
school or privately. One of these must be a
solo performance and one must be an
ensemble performance, involving at least one Music; Music for Stage and Screen; Fusions.
other person. The performances are internally 2 lessons each week are dedicated to this
recorded and assessed and externally unit.
moderated. Most of the preparation for this GCSE candidates use Sibelius notation
unit takes place during individual software to help them prepare their
instrumental lessons with a specialist teacher. composition coursework on PCs. Individual
instrumental tuition (including singing) is
2. Composing Music offered on all standard orchestral Instruments,
Two compositions must be submitted piano and guitar. It is expected that all GCSE
complete with a score and a recording. One candidates will be involved in at last one
composition is to a brief set by Edexcel and school ensemble (e.g. choir, orchestra,
the other is a free composition. 2 lessons chamber music group). They are also
each week are dedicated to this unit. expected to attend a one-hour weekly
tutorial session in the afternoon.
3. Listening and Appraising This GCSE would suit candidates who are:
Candidates sit a written paper lasting 1 hour • interested in a range of musical styles;
and 45 minutes with most questions relating • able to read and understand basic musical
to eight set works studied throughout the notation;
course, as well as some questions relating to • learning a musical instrument and/or
unfamiliar music. The examination tests singing to approximately Grade 3
listening skills and also includes opportunities standard or above
for musical dictation, short answers and • able to work independently in the
extended writing. The areas of study are: preparation of performance and
Instrumental Music (1700-1820); Vocal composition coursework.
24PHOTOGRAPHY
EXAMINATION BOARD: OCR
Teacher: Mr P Griffiths
Overview
The GCSE in Photography is designed to Unit 2 - Exam - 40%
develop pupils’ creative and imaginative
powers, whilst also promoting their practical The exam paper is handed out to the
and analytical skills. The course is structured candidates 12 weeks prior to the final exam.
so as to allow pupils to gain an This allows time for the pupils to gather and
understanding of how to use a digital camera develop their ideas in preparation for the
and develop their own photographs. They exam in sketchbook form before producing a
will use Photoshop to edit images and will final piece in the 10 hour set time.
also have access to the darkroom for
analogue photography. Career Aspirations
The knowledge and understanding of the This course would suit pupils who have an
work of Photographers and the History of interest in the following careers: journalism,
Photography is also an integral part of the media, film, theatre, fine art and
course. photography. It can also be linked to a wide
range of other industries as a method of
How is the course structured? recording and publishing such as science,
property management, planning and
Unit 1 - Portfolio - 60% surveying.
Pupils will complete two projects for their Facilities: Specialist photography studios with
coursework and will evidence the journey props and lighting. Specialist teaching
from initial engagement with ideas to classroom with apple mac suite and photo
realization of intentions. They will work from shop plus a darkroom.
given themes that allow them to follow a
structured course that deals with learning For what kind of pupil is this course suitable?
how to use the camera, develop photos on
the computer and study the work of This course will appeal to pupils who:
photographers. • have an interest in Photography;
• enjoy working in an independent way;
They will experiment and develop ideas in a • want to develop Photographic skills;
personal manner. • enjoy studying a subject which is relevant
to their own lives and experiences;
• want to use the skills they have learned as
part of their career aspirations.
25PHYSICAL EDUCATION
EXAMINATION BOARD: EDUQAS
Teacher: Mr J Patterson
Overview Minimal lesson time is dedicated to practising
GCSE Physical Education helps candidates to the practical assessments; pupils are expected
increase their physical competence, develop to be performing their sports in their own
their involvement and effectiveness in free time either as a school extra-curricular
physical activity, and enables them to become activity or for an external sports club. The
informed and discerning decision- makers in range of activities that pupils can choose
relation to their own and others’ involvement from is vast and caters for all performers.
in physical activity. The theory elements of Mr J Patterson teaches the GCSE course.
the course enable pupils to acquire an The practical component is an ongoing
understanding of factors that underpin their assessment across the two-year course. Mr
physical performance. The practical elements Patterson coordinates the assessment of the
of the course allow pupils to engage practical activities. Studying GCSE Physical
independently and successfully in the Education enables pupils to pursue careers in
processes of different types of physical Sports Science, Sports Management, Sports
activity, which enables them to acquire self- Coaching, Performance Analysis, Strength
esteem and motivation to maintain their and Conditioning, Sports Nutrition, PE
involvement in physical activity as part of a teaching or Physiotherapy.
healthy, active lifestyle.
The pupils are encouraged to make great use
This course is split into two components. of the superb range of activities and sporting
Component one is a two hour written facilities on offer at Christ College, as well as
examination, which constitutes 60% of the their talents and interests in sports pursued
GCSE qualification. Topics covered within this outside of school to achieve a high GCSE
include health, fitness and well being, diet grade.
and nutrition, methods of training the
muscular-skeletal system, cardio-respiratory This GCSE would suit candidates who are:
and cardiovascular system, sports technology, • interested in sport, biology, PE teaching,
and sports psychology, just to name a few. or sport in the community;
Component two contributes the remaining • self-motivated and good time managers
40% and requires the candidates to be in order to complete the practical
internally assessed and externally moderated component in their time;
in three different activities in the role of • competing at at least Club level in more
performer in at least one individual and one than two sports;
team sport. Learners will be further assessed • competing in 3 different sports at school
through a written analysis and evaluation of level;
their personal performance in one of their • considering studying Sports Science,
chosen activities. There is a big overlap Sports Management, Sports Coaching,
between topics covered at GCSE level and Performance Analysis, Strength and
those taught at A level. Conditioning, Sports Nutrition, PE
26 teaching or Physiotherapy.RELIGIOUS STUDIES
EXAMINATION BOARD: EDUQAS
Teacher: Mr. S Bevis
Why study GCSE Religious Studies? Component 3:
GCSE Religious Studies offers a range of Study of a
options and a variety of relevant and World Faith
contemporary themes, ensuring that pupils Written
have a diverse choice of intriguing subjects to examination:
explore and discuss. 1 hour
25% of
Students will be challenged with questions qualification
about belief, values, practices, and morality,
Candidates will study the beliefs, teachings
enabling them to develop their own attitudes
and practices of one world faith from the
towards religious and ethical issues.
following list:
Students will also gain an appreciation of Option 1: Buddhism
how religion, philosophy and ethics form the Option 2: Hinduism
basis of our culture. They will develop Option 3: Islam
analytical and critical thinking skills, the Option 4: Judaism
ability to work with abstract ideas, leadership Option 5: Sikhism
and research skills.
Which skills will I develop on this course?
Component 1: Religious, Philosophical and
Ethical Studies in the Modern World The course will enable you to:
Written examination: 2 hours • develop critical/abstract thinking;
50% of qualification • form arguments that include the analysis
of different points of view;
Candidates will study the following four • write evaluative answers about moral
themes. issues using opinions, examples and
Theme 1: Issues of Relationships beliefs;
Theme 2: Issues of Life and Death • use religious ideas, beliefs and teachings
Theme 3: Issues of Good and Evil to backup a point of view.
Theme 4: Issues of Human Rights This course will appeal to pupils who:
Component 2: Study of Christianity • are interested in what people believe;
Written examination: 1 hour • would like to investigate how beliefs
25% of qualification influence moral decisions;
• enjoy debate and discussion;
Candidates will study the beliefs, teachings
• want to learn how to communicate
and practices of Christianity.
effectively in spoken and written format.
27SCIENCE (BIOLOGY, CHEMISTRY, PHYSICS)
EXAMINATION BOARD: AQA Separate Science: Biology (8461), Physics (8463), Chemistry (8462)
Combined Science: Trilogy (8464) Head of Science: Miss S E Jones
Subject Leaders: Biology - Dr Mark Cummings, Physics - Mrs L Anderson, Chemistry - Mr G Phillips
Overview
Science GCSE will provide pupils with both will consist of multi-choice, structured, closed
investigative and theoretical understanding short answer and open response questions.
of how the world works at large. The AQA The Separate Science papers are 1hr 45min in
specification has combined key topics from length and each contributes 50% towards
each subject area, in addition to more the overall GCSE result in that subject. Pupils
frequent opportunities for practical receive a separate GCSE grade (9-1) in each
application as part of a well-rounded, skills- Separate Science subject. The Trilogy science
based scientific education. papers are 1hr 15min in length and all
contribute equally towards two overall GCSE
This encourages our pupils to:
grades. This system allows for a borderline
• develop their interest in, and enthusiasm
measure of attainment e.g. 9/8. Higher and
for, science;
foundation tier entry are available to all
• develop a critical approach to scientific
candidates. Both the Separate Science and
evidence and methods;
Trilogy courses are accessible to candidates of
• acquire and apply skills, knowledge and
all abilities. However, the Separate Science
understanding of how science works and
course is a considerable commitment to
its essential role in society;
science study and pupils should only opt for
• acquire scientific skills, knowledge and
it, if Science is a priority going-forward. If
understanding necessary for progression
unsure, the Trilogy option is advisable.
to further learning.
There are no practical tests or coursework in
Pupils will have the option to study the the Science GCSE. This is to encourage more
sciences separately, or as part of a combined routine class practical as part of day-to-day
science course (Trilogy). teaching, with the emphasis on more skills-
Pupils will receive 12 lessons per week based learning. Teachers will ensure that
(4 in each subject), if studying the sciences there are regular opportunities for practical
separately. The Trilogy group will receive 9 application of subject knowledge throughout
lessons per week (3 in each subject). The the course. Approximately 15% of overall
courses followed are based on the AQA GCSE marks available on written papers will test
Science specifications. candidates on their understanding of this
investigative work.
All science examinations will take place at the
end of Year 11 and all pupils will sit six written All pupils will be provided with textbooks and
papers. revision material written for the AQA
specifications which are endorsed and
There are two written examinations in Physics, approved by the exam board.
Chemistry and Biology for both Separate
Science and Trilogy candidates. Each paper
28SPANISH
EXAMINATION BOARD: EDUQAS - www.eduqas.co.uk
Teachers: Ms A Doran
Overview
The Spanish GCSE course is a popular choice Lessons are packed with relevant information
amongst pupils. The course is taught over 4 which enables pupils to use their language in
periods per week and lessons are all four skill areas. Pupils are encouraged to
communicative and fun, with a focus on listen to, speak, read and write the language
grammar and extension of the key skills that and they are asked to expand and add to the
have been taught at KS3. Pupils will be language that they learned at KS3. Pupils
expected to apply themselves in the four skill comment on the fact that they find Spanish a
areas of listening, speaking, reading and good choice as they like the sound of the
writing. language and they can see progress being
made quickly in many aspects of their work.
The course is linear, therefore all components
will be tested at the end of Year 11. Spanish is a very well resourced area of the
All components are weighted equally Language Faculty. We use Mira and Listos as
The course is set out in the following way: text books at GCSE level and the course is
supported by WJEC Grammar Action packs,
COMPONENT 1 – SPEAKING which pupils find useful. Past papers and
Pupils will sit a speaking exam of 10-12 specimen papers are integrated into the
minutes. course, so pupils have plenty of opportunity
• Role play to work with exam questions and can
• Photo card practice their exam technique. At GCSE, we
• 2 conversations make use of a Language Assistant who offers
support when it comes time for oral practice,
COMPONENT 2 – LISTENING in readiness for the Controlled Assessment.
The listening exam will take the form of a
written exam lasting up to 45 minutes. This This GCSE would suit candidates who are:
component will test oral comprehension. • Interested in languages
• Look to further language development
COMPONENT 3 – READING • Who have a good working knowledge of
In an examination of one hour and 15 the subject at KS3
minutes, pupils will demonstrate their ability • Have good literacy skills
to understand the written word. • Can speak with a good degree of fluency
• Have a willingness to want to progress
COMPONENT 4 – WRITING and an intrinsic interest in Hispanic
The written examination lasts one hour and language and culture.
thirty minutes. It will comprise extended
writing in several forms, as well as translation
Spanish-English.
29SECOND LANGUAGE WELSH GCSE
EXAMINATION BOARD: WJEC - www.wjec.co.uk
Specification from 2017
Overview When studying this qualification candidates
The course comprises 4 units: will be required to cover the following areas:
All units will be taken at the end of Year 11
Listening: understand and respond to
UNIT 1: Oracy response to visual stimulus different types of spoken
(25%) language.
A task for a pair/group of three based on Speaking: communicate and interact
visual stimuli provide by WJEC to stimulate effectively in speech.
discussion. The assessment will consist of two
parts: Reading: understand and respond to
• Watch a clip twice and fill in a related different types of written
sheet language.
• Discussion between pair/group of three Writing: communicate in writing.
on what was watched
Welsh at Christ College is well resourced and
UNIT 2: Communicating with other people well taught. It would be advantageous to
(25%) have studied Welsh at Key Stage 3. We use
A discussion in pairs/groups of three based relevant GCSE textbooks and grammar books
on triggers such as a combination of graphs, and the use of the target language is mostly
pictures and short reading texts provided by used in the delivery of lessons.
WJEC and taken from the context for learning.
This GCSE would suit candidates who:
UNIT 3: Narrative, specific and instructional • Have studied Welsh at KS3 and
(Written examination) (25%) understand how to manipulate the
Reading tasks with non-verbal and written language;
responses, including one translation task and • Are willing to work hard and apply
one proof reading task and writing tasks. themselves to an interesting course of
study;
UNIT 4: Descriptive, creative and imaginative • Would like to use the language in
(Written examination) everyday life and who may like to consider
Reading tasks with non-verbal and written a career where they could use their
responses and writing tasks. language in the future;
• Want to know more about Welsh culture
The context for learning the language is and heritage and
organised under three broad themes: • Like learning languages and like to take
• Employment on a linguistic challenge.
• Wales and the World
• Youth
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