CHOICES

2023-2025
GCSE

Westcliff High School

for Boys
March 2023

Dear Parent,

This booklet is intended to help your son to choose his options for the GCSE
courses which he will begin in September 2023. I hope you will find that it sets
out the information you require and is complemented by the Options presentation
on Thursday 16 March 2023.

Decisions at 14+ are important but they are not issues about which either parents
or pupils need to become anxious. The School has careful procedures for
monitoring the choices of each pupil and you may be assured that if your son has
made choices which do not suit his own particular circumstances, you will be
informed. Moreover, as this booklet explains, for very sound educational
reasons, we are seeking to offer an Options system which meets the individual
needs of pupils and enables them to pursue a range of courses reflecting
different interests, tastes and ambitions. A Grammar School education for pupils
between 14 and 16 ought to have a substantial common core as well to enable
pupils to pursue a greater or lesser number of subjects in accordance with their
ability. Both these considerations are reflected in our arrangements.

I am sure you will wish to discuss this booklet with your son and to consider as
well the perspectives offered on the Options Evening before completing together
the Choices Form. I am very happy to give guidance myself in particular cases
and Mr Williams (Deputy Headmaster), Mr Bleakley (Assistant Head) and Mr
Lilley (Year 9 Progress Leader) and the team of Year 9 Form Tutors, will also be
pleased to advise.

May I take this opportunity to extend to your son my very best wishes for success
on the GCSE courses he will begin shortly.

Yours sincerely,

Headmaster

2
 CONTENTS
Page

Headmaster's letter 2
Section A: What will GCSE be like? 4

Section B: Some General Considerations 5

1. Time for Choice 5
2. Choice and the Future 5
3. How to Choose 6

Section C: The Options Scheme 6

1. The Need for a Flexible System 6
2. Fitting our Courses to the Abilities and Aptitudes of Pupils 7
3. The Common Core 7
4. GCSE Option Groups 2023-25 8

Section D: The Compulsory Curriculum 9

1. English and English Literature 9
2. Mathematics and Further Mathematics 10
3. Science 10
4. Work Related Learning (WRL) 11
5. RE (Religious Education) & PSHEE/Citizenship 12
6. Physical Education 12

Section E: The Optional Curriculum 12

1. Art & Design (Fine Art) 12
2. Computer Science 15
3. Design & Technology 16
4. Economics 16
5. Geography 17
6. Geology 18
7. History 20
8. Modern Languages (French, German and Spanish) 21
9. Music 21
10. Physical Education 22
11. Religious Studies 23

Summary of GCSE courses 2023-25 13/14

 SECTION A:
WHAT WILL GCSE BE LIKE?

Subjects offered will be graded on the 9-1 scale and we would expect all pupils to aim
for a grade 7, 8 or 9.

While the acquisition of knowledge remains important, it is only one of the components
assessed at GCSE. The examination is also concerned to test a range of skills, such as
the ability to use evidence, to analyse and evaluate, to draw conclusions, and to
understand concepts. Some of the skills tested are essentially practical and this is
evident in Art and Design Technology. The nature of the examination makes it
particularly important that pupils develop the ability to empathise with others, to think
independently and to work alone or in groups under their own initiative. We recognise
and actively seek to teach and develop these personal qualities in Years 10 and 11.
Indeed, they are an integral part of the School’s Learner Profile.

GCSE is a demanding examination not least because of the range of studies in different
fields we ask pupils to pursue. Success requires character. GCSE is not an
examination for the last-minute 'crammer'. Success will come to those who choose their
subjects wisely and who work consistently. In some subjects, Non-Examination
Assessment (NEA - formally known as coursework or controlled assessment) will form
between 40% and 60% of the final mark, as indicated on pages 13 and 14 of this
booklet. The NEA component in Art is 100%. Careful and methodical application
throughout the course can be handsomely rewarded.

We are concerned to enable pupils to pursue courses at 14+ which provide the fullest
opportunity for their future development. Accordingly, in Science and Languages we
have diversified our programme to provide, as we believe, the best foundation for both
GCSE and later Advanced Level study.

Over the next two years, it will be vitally important for home and School to work together
ensuring that work schedules are adhered to and that the Student Planner is used
consistently and efficiently. We will work with you to develop these relationships and we
will provide for each pupil clear guidance on the work habits which will need to be
developed and are a pre-condition for GCSE success. Your son will also be encouraged
to build intellectual curiosity, communication skills and develop his ability to work both
independently and collaboratively with his peers.

Additionally, lifelong learning attributes, such as self-confidence, resilience and the

ability to overcome challenges, are also vital ingredients for GCSE success. All of these
attributes form part of the School’s Learner Profile. Academic and personal
development can also be encouraged through your son’s full participation in the School’s
broader corporate life. We hope he will respond and succeed.

4
 SECTION B:
SOME GENERAL CONSIDERATIONS

1. Time for Choice

This guide is intended to help pupils in Year 9 and their parents to choose the
combination of subjects most appropriate to each pupil's aptitudes and long-term
objectives.

The choices facing pupils are not, of course, entirely open. Some subjects are
compulsory, others are optional. Naturally, we will offer guidance in areas of
difficulty and draw attention to any choices we consider undesirable. We will also
be happy to arrange for any pupil wishing to speak to sources outside the School
about choices and the future to see a Careers Adviser. We will be reluctant to
allow a pupil to study a particular combination of subjects if we believe that
it is not in his interests.

2. Choice and the Future

One purpose of the Options Scheme is to enable pupils to delay

decisions about longer term educational or career plans until after the GCSE
examinations. Indeed, given the compulsory elements in the options we have
arranged, most pupils will find their choices at 16 or 18 are not restricted by
decisions made at 14. The School will, however, be pleased to give guidance
on which Advanced Level courses are linked to particular opportunities in Higher
Education.
GCSE AND OTHER COURSES 2023-25
Subject Compulsory Optional Non-Examination
Course
Mathematics *
English Language *
English Literature *
Science *
A Foreign Language * (1)
A Second Language *
History * (2)
Geography * (2)
Geology *
Art * (3)
Music * (3)
Design & Technology * (3)
Computer Science *
Religious Studies *
Economics *
Physical Education *(3)
Games *
RE & PSHEE/Citizenship * (4)

5
(1) A Modern Foreign Language is compulsory.

(2) Each pupil must choose either Geography, History or both in order to meet the
requirements of the English Baccalaureate.

(3) Pupils are strongly encouraged to take at least one Arts, Sport or Technology-
related subject.

(4) Within the core curriculum, all pupils will have, independently of their other
choices, a timetabled programme in RE (Religious Education) & PSHEE/
Citizenship.

3. How to Choose

There are a number of factors you should consider in making your choices and we
would particularly ask you:

* To consider subjects which you enjoy. If you enjoy a subject, you are far more likely
to work and to achieve success.

* To consider subjects at which you have been successful (often the same as those
you most enjoy). Be careful, however, not to judge your 'success' by one good term's
work or one set of examination results. Your performance in a subject should be judged
over time.

* To remember that, in the end, it is your level of achievement which will matter
most. A grade 8 is better than a grade 6 (and certainly better than a grade 5 or 4). Do
not choose a subject because someone says it will be 'useful' for you, if either you
dislike it or you always do badly at it. A good qualification in Art will serve you better
than a poor one in Economics. 8 and 9 grades are expected of able pupils. The
average GCSE grade at the School is grade 8.

* To be realistic about career ambitions. There are many opportunities available in

later life of which you are not conscious at the age of 14. Achieve the best grades and
these will remain open to you.

SECTION C:
THE OPTIONS SCHEME

1. The Need for a Flexible System

We have 178 pupils in Year 9 and a wide range of interests, aptitudes and
abilities. We have arranged the Options System to enable us to offer to each
pupil a curriculum which has breadth and balance but we have also tried to build
in sufficient flexibility to enable the distinctive needs of each pupil to be met.
Hence, not all pupils will follow exactly the same number of GCSE courses and
the Options System will enable relevant distinctions to be made between pupils
of differing needs, aptitudes and abilities.

6
 Some pupils will offer 11 GCSEs, but others may offer a more restricted range of
subjects. Some decisions on the weighting for each pupil will be made at the
time of choice while other decisions will be taken during the GCSE courses. The
main decisions will be taken as follows:

* July 2024 Review of progress of pupils on each of their courses to

determine adjustments which may be desirable for the final
GCSE year.

* January 2025 Decisions on whether pupils in difficulty in the light of Trial

Examinations should not proceed to examination in certain
subjects.

2. Fitting our Courses to the Abilities and Aptitudes of Pupils

It matters that each pupil has the opportunity to complete his GCSE studies to
the highest level of which he is capable. That means that our courses must be
fitted to the abilities and aptitudes of pupils. One size does not fit all.
Accordingly, we have provided flexibility within our options system.

3. The Common Core

The Common Core for all pupils consists of the following subjects:

English Language and Literature 8 periods of 50 minutes per fortnight

Mathematics 7 periods of 50 minutes per fortnight

Games 3 periods of 50 minutes per fortnight

Science 15 periods of 50 minutes per fortnight

RE & PSHEE/Citizenship 2 periods of 50 minutes per fortnight

Total periods in the Core 35 periods per fortnight

7
4. GCSE Option Groups 2023-25
Each of Option Groups A-E below have a 5-period allocation. Pupils should
make one choice in each Option A-E. The notes below the table should be read
carefully before the Options Form is completed.

Option A Option B Option C

(5 periods) (5 periods) (5 periods)
French German Spanish
Economics Economics Economics
History History History
Geography Geography Geography
Religious Studies Computer Science Religious Studies
Physical Education Geology

Option D Option E
(5 periods) (5 periods)
History History
Geography Geography
Economics Economics
Art Art
Music Music
Product Design Product Design
Religious Studies Computer Science
Geology Physical Education

Notes:

1. All pupils will study separate GCSEs in each of Biology, Chemistry, and Physics. Following
Year 11 Trial Examinations, there will be a full review of pupil progress and, for those who are
not progressing in line with our expectations, we will review their curriculum and may, in
exceptional circumstances, place them on a GCSE Science Trilogy qualification (which
examines around two-thirds of the curriculum of each of the separate disciplines) or make other
arrangements.
2. A Modern Foreign Language must be chosen by all pupils.
3. Each pupil must choose either Geography or History: they may choose both.
4. Each pupil must provide a reserve subject choice which can be any subject from Options A-E.
This choice may be used in the event that particular subjects are over-subscribed.
5. The School reserves the right:
(a) to withdraw a particular subject in the event of the numbers opting for it being
insufficient to justify its provision;
(b) to restrict access to a particular Option to the numbers we are able to
accommodate;
(c) to change the Options for any pupil in the light of what is known of the pupil's
abilities and aptitudes at the point of choice.

8
 SECTION D:
THE COMPULSORY CURRICULUM

1. ENGLISH LANGUAGE and ENGLISH LITERATURE

Pupils will study a wide variety of both literary and non-literary texts, and
participate in a variety of oral activities. Pupils will be expected to gain an
increasingly assured understanding of how writers achieve their effects and to be
able to express themselves, in writing and in speech, with growing fluency.

English Language: There are two papers, where Papers 1 and 2 are terminal
examinations at the end of the two-year course. In addition, there is a Non-
Examined Assessment (NEA) unit on Spoken Language which is separately
certificated.

Paper 1 (Explorations in Creative Reading and Writing) is an examination of

105 minutes' duration. In Section A, candidates answer a series of
questions on an unprepared extract from a piece of literary fiction. In
Section B, candidates answer an extended descriptive or narrative writing
task. This paper represents 50% of the final grade awarded.

Paper 2 (Writers’ Viewpoints and Perspectives) also tests reading and

writing and is an examination of 105 minutes in duration. The paper consists
of two sections. Section A presents two non-fiction texts which are linked by
theme; the second will be a 19th Century text. Candidates will answer a
series of questions to analyse how both writers present particular viewpoints
and perspectives. Section B consists of one extended writing question
which requires candidates to present a viewpoint, writing for a particular
audience and purpose. This paper represents 50% of the final grade
awarded.

Non-Examined Assessment (Spoken Language) tests candidates’ skills in

presenting, responding to questions and feedback, and the use of Standard
English. Tasks will be conducted by class teachers to support learning in
other areas of the English curriculum. Marks for this unit will not count
towards the final GCSE grade.

English Literature: There are two papers.

Paper 1 (Shakespeare and the 19th Century Novel) is a 105-minute

examination and is worth 40% of the total English Literature mark. There
are two sections to this examination. Section A involves the study of a
Shakespearean drama text, such as Romeo and Juliet. Section B involves
the study of a 19th Century novel such as Stevenson’s The Strange Case of
Dr Jekyll and Mr Hyde. For each text, candidates will be required to write in
detail about an extract from the text and then to write about the text as a
whole. Texts may not be taken into the examination.

9
 Paper 2 (Modern Texts and Poetry) is a 135-minute examination and is
worth 60% of the total English Literature mark. The paper has three
sections. In Section A, candidates have a choice of two questions on a
modern drama text, such as Winsome Pinnock’s Leave Taking.

In Section B, candidates will answer one comparative question on a named

poem which they will be required to match with one other from a pre-
prepared anthology of poetry on the theme of Power and Conflict. In Section
C, candidates will answer one question on an unseen poem and one
question comparing this first text with a second unseen poem.

Pupils and parents should note that these two subjects yield two separate GCSE
certificates. However, due to Examination Board requirements, pupils are obliged
to complete both courses in order to fully certificate in either. English Literature
should therefore be considered part of the core curriculum.

2. MATHEMATICS and FURTHER MATHEMATICS

The Mathematics course builds on the work completed in Years 7, 8 and 9 and
goes beyond the requirements of the National Curriculum. The broad topic areas
are number, algebra, shape and space, statistics and ratio and proportion.

The examination is made up of three written papers and the first of these is a non-
calculator paper. Each paper is 1½ hours long and worth 80 marks. All pupils at
WHSB will take the Higher Tier papers and thus be eligible for the GCSE grades
3-9. The expectation is that most pupils will gain grades 7, 8 and 9.

More able pupils will develop their studies in Mathematics through taking an
additional qualification in GCSE Further Mathematics. This course explores ideas
and techniques not covered in GCSE Mathematics and includes some of the
content of Advanced Level Mathematics. It is taught within timetabled
Mathematics lessons and access to the course is by selection only. To be eligible
for the Further Mathematics course, pupils will need to be ranked in the top 50%
of the cohort for Mathematics, judged by attainment in lessons, on tests,
homework tasks, end-of-year examinations and teacher recommendations. Pupils
struggling with the workload of both Mathematics and Further Mathematics may
not be entered for the Further Mathematics GCSE in order to focus their attention
towards attaining a higher grade in their Mathematics examination. More
information about this will be provided as the pupils enter Year 11.

3. SCIENCE

Pupils at WHSB will study separate GCSEs in each of Biology, Chemistry, and
Physics.

Pupils will undertake core practicals during the entire GCSE course which will then
be assessed in the written papers. The course is intended to be a rigorous and
appropriate preparation for Advanced Level studies. There are eight core
practicals in Chemistry and ten in both Biology and Physics.

10
 Assessment:
There are two Papers per Science: each Paper will assess knowledge and
understanding from different topics. The questions (which will include multiple-
choice, structured and extended response) use clear and simple language to
assess pupils on their scientific ability.

Chemistry:
Paper 1: Topics 1–5: Atomic Structure and the Periodic Table; Bonding,
Structure, and the Properties of Matter; Quantitative Chemistry; Chemical
Changes; and Energy Changes.
Paper 2: Topics 6–10: The Rate and Extent of Chemical Change;
Organic Chemistry; Chemical Analysis, Chemistry of the Atmosphere and
using Resources.

Biology:
Paper 1: Topics 1–4: Cell Biology; Organisation; Infection and Response
and Bioenergetics.
Paper 2: Topics 5–7: Homeostasis and Response; Inheritance, Variation
and Evolution and Ecology.

Physics:
Paper 1: Topics 2, 4, 6, 7: Energy, Electricity, Particle Model of Matter,
Atomic Structure.
Paper 2: Topics 1, 3, 5, 8: Forces, Waves, Magnetism and Electro-
magnetism, Space Physics

4. WORK-RELATED LEARNING (WRL)

An important range of workplace key skills in literacy, numeracy, computing and

the analysis and evaluation of evidence will be acquired through GCSE
studies. In addition, pupils will benefit from the following arrangements which,
across the two years of GCSE study, will see pupils taken off their normal
timetables for a diverse programme.

Work Experience
All pupils will be encouraged to undertake a minimum of five days’ Work
Experience placement after their GCSE examinations. This should be self-
sourced although the WHSB Careers Advisor & WRL Co-ordinator will be able to
offer some support. A session on preparing for Work Experience, including
employer expectations and Health & Safety at Work, is completed prior to
undertaking the placements. A review of the learning gained during Work
Experience will be undertaken at the beginning of Year 12 in the Autumn Term.

Careers Advice
Careers and options advice is available to all pupils from the School's Careers &
Work-Related Learning Advisor throughout the year. In addition, Year 11 pupils
will all be offered an interview with the Careers’ Service Personal Advisor
(Independent Careers Advisor) to discuss post-16 plans.

11
 5. PSHEE (Personal, Social, Health and Economic Education), Citizenship and
RE (Religious Education)

PSHEE, Citizenship and Religious Education will be taught two periods per
fortnight to students in Year 10 and 11. Our aim is to inspire and challenge
students with a broad, coherent, and worthwhile course of study. Students will
develop as rounded individuals and contributors to society, the economy, and the
environment. We will explore the challenges and opportunities that spiritual,
moral, social, cultural, political, and economic issues pose in contemporary
society. This will include helping students to understand their rights and
responsibilities as citizens of Britain.

The PSHEE, Citizenship and RE programme will be tailored to our particular

circumstances. Students will continue to address the issues of personal
responsibility, development of character, decision making, healthy lifestyles,
financial capability, and relationships with others both as individuals and as
members of a cohesive community.

School Assemblies, the Form Period Tutorial Programme and Enrichment Days
will also provide stimulus for further discussion and understanding of the spiritual,
moral, social and cultural dimension. The timetabled PSHEE course will be
delivered on a carousel-basis and taught by specialist staff, Religious and World
issues also forming part of this carousel.

6. PHYSICAL EDUCATION

Pupils follow courses designed to develop skills, abilities and knowledge of

tactics, strategy and responsibilities within different physical activities. Health-
related exercises are undertaken and emphasis is placed on providing a high
level of activity in which all participants feel confident and competent. An
extensive extra-curricular programme exists and competition with other schools
in all major sports is an important part of life in the GCSE years.

SECTION E:
THE OPTIONAL CURRICULUM
(Subjects are listed in alphabetical order)

1. ART AND DESIGN (FINE ART)

This GCSE qualification is designed to cover Fine Art disciplines, which includes
painting and drawing, printmaking, sculpture and alternative media. Work
produced for this qualification should demonstrate the use of formal written
elements using Art specialist vocabulary and evidence of creative practical skills.
GCSE Art and Design (Fine Art) consists of two assessments. Unit 1 is a personal
portfolio and Unit 2 is an externally set assignment. The personal portfolio
comprises 60% of the overall grade while the externally set assignment comprises
the remaining 40%.

12
 GCSE COURSES

Examination Non-Exam Practical /

Assessment Examination
Subject Board (NEA) Oral

1 English Language AQA  100%

2 English Literature AQA 100%
3 Mathematics EDEXCEL 100%
4 Further Mathematics AQA 100%
5 Biology AQA 100%
6 Physics AQA 100%
7 Chemistry AQA 100%
8 Art AQA 100%
9 Computer Science OCR 100%
10 D&T (Product Design) AQA 50% 50%
11 Economics OCR 100%
12 French AQA 100% ✓
13 Geography AQA 100%
14 Geology EDUQAS 100%
15 German AQA 100% ✓
16 History AQA 100%
17 Music EDEXCEL 60% 40%
18 Physical Education EDUQAS 40% 60%
19 Religious Studies OCR 100%
20 Spanish AQA 100% ✓

Denotes this component will not count towards the final GCSE grade

13
2023-2025

First Second Third Fourth

No of Paper Paper Paper Paper
Papers

Time % Time % Time % Time %

2 105 50% 105 50% 1
2 105 40% 135 60% 2
3 90 33⅓% 90 33⅓% 90 33⅓% 3
2 105 50% 105 50% 4
2 105 50% 105 50% 5
2 105 50% 105 50% 6
2 105 50% 105 50% 7
1 600 40% 8
2 90 50% 90 50% 9
1 120 50% 10
2 90 50% 90 50% 11
4 45 25% 12 25% 60 25% 75 25% 12
3 90 35% 90 35% 75 30% 13
2 75 50% 90 50% 14
4 45 25% 12 25% 60 25% 75 25% 15
2 105 50% 105 50% 16
1 105 40% 17
1 120 60% 18
3 60 25% 60 25% 120 50% 19
4 45 25% 12 25% 60 25% 75 25% 20

14
 The examination is a practical examination which takes place in the Art rooms,
there is no written examination. All coursework will comprise of sketchbooks and
larger pieces of artwork. The four areas to be assessed on are:

• Developing ideas linking to artists and context;

• Exploration of media and technique;
• Recording ideas through drawing and photography;
• Realising an intention through an outcome/final piece.

2. COMPUTER SCIENCE

This course will give pupils an in-depth understanding of how to use computer
programming to solve problems. They will also learn how technology works and
examine what goes on ‘behind the scenes’. The course programming language
is primarily Java or Python but pupils are allowed to use C, C# and JavaScript in
lessons.

Through the study of computer programming, the course will help pupils develop
critical thinking, analysis, and problem-solving skills. For many, it will be an
interesting way to develop these skills, which can be transferred to other subjects
and applied in day-to-day life. The course offers an excellent preparation for
those who wish to study or work in areas that demand these skills, especially
where they are applied to technical problems, e.g. in Engineering, Financial &
Resource Management, Science or Medicine.

This course currently consists of both theory topics and practical application of
programming skills. This is assessed through two written papers:

• Paper 1 primarily focusses on a range of core concepts and theory topics;

• Paper 2 includes some theory topics but is focussed on assessing the
understanding of the programming activities covered in the practical
activities along with the broader use of algorithms and computational
thinking.

Topics covered include:

• Algorithm design and programming;

• Computational thinking;
• Computational logic;
• System security;
• Data representation;
• Networking;
• Systems architecture.

15
 The question papers will feature both short and essay-style questions. The
specification is currently under review and changes to the assessment structure
may be introduced.

3. DESIGN & TECHNOLOGY

GCSE Design & Technology will prepare pupils to participate confidently and
successfully with an increasingly technological world. Pupils will get the
opportunity to work creatively when designing, making and applying technical
and practical expertise. Pupils will be enthused and challenged by the range of
practical activities possible.

The course consists of three main areas of study:

• Core Technical Principles

In order to make effective design choices, pupils will need a breadth of core
technical knowledge and understanding that consists of: New and Emerging
Technologies; Energy Generation and Storage; Developments in new
Materials; Systems Design; Mechanical Devices and Materials and their
Working Properties.

• Specialist Technical Principles

Pupils will need to gain an in-depth knowledge about sourcing, shaping,
processing and finishing materials. They will need to study at least one area
from: Paper and Boards, Timbers, Metals, Polymers, Textiles or Electronic
and Mechanical Systems.

• Designing and Making Principles

Pupils will need to demonstrate skill and implementation of the design
process. They should use design strategies to communicate ideas through
sketches, technical drawings and models. Manufacturing of their ideas will
need to be realised with accuracy using a range of processes.

Assessment:
Pupils are assessed from two components. The examination lasts for two hours
and is out of 100 marks, representing 50% of the final grade. The Non-
Examination Assessment (NEA) involves approximately 35 to 40 hours of work
and accounts for 50% of the marks available. This part of the course makes
significant organisational demands on pupils and requires them to be punctual
with deadlines.

4. ECONOMICS

The OCR GCSE Economics course allows pupils to gain an understanding of how
markets and economies work. This understanding will help pupils to develop an
economic awareness to benefit them personally and professionally in the future. In
lessons, there are lots of opportunities to talk about today’s economic issues as
well as develop communication, critical thinking and analytical skills. These issues
range from strategies to cut the budget deficit to weighing up the pros and cons of

16
 inflation or being part of free trade areas such as the European Union. The GCSE
Economics course is also an excellent preparation for those pupils who may wish
to continue their study of Economics at Advanced Level.

The course is comprised of four parts, each of which is externally assessed.

Part 1: Introduction to Economics

Part 2: The Role of Markets and Money
Part 3: Economic Objectives and the Role of Government
Part 4: International Trade and the Global Economy

Assessment:

Paper 1: Introduction to Economics

Paper 2: National and International Economics

Each paper will be 1½ hours in length and will be worth 80 marks. Each paper will
be worth 50% of the final GCSE grade.

Each paper will have two sections:

Section A will have 20 multiple-choice questions.

Section B will have three data-response questions. Each data-response question
will be worth 20 marks, broken down into various parts.

5. GEOGRAPHY

The AQA GCSE Geography is an exciting and relevant course studying

Geography in a balanced framework of physical and human themes and
investigating the link between them. Pupils will travel the world from their
classroom, exploring case studies in the United Kingdom (UK), Higher Income
Countries (HICs), Newly Emerging Economies (NEEs) and Lower Income
Countries (LICs). Topics of study include climate change, poverty, deprivation,
global shifts in economic power and the challenge of sustainable resource use.
Pupils are also encouraged to understand their role in society by considering
different viewpoints, values and attitudes. Upon completion of this two-year
course, pupils will have the skills and experience to progress onto Advanced Level
and beyond having developed a range of skills invaluable for further study or
employment.

The AQA specification consists of three papers:

Paper 1: Living with the Physical Environment

• The Challenge of Natural Hazards (earthquakes, volcanoes and weather
hazards);
• The Living World (tropical rainforests and cold environments);
• Physical Landscapes in the UK (coastal and river landscapes);
• Geographical Skills.

17
 Assessment:
A written examination of 1 hour 30 minutes. There are 88 marks counting for 35%
of the GCSE. Question types: multiple choice, short answer, levels of response,
extended prose.

Paper 2: Challenges in the Human Environment

• Urban Issues and Challenges (urban growth in richer and poorer parts of the
world);
• The Changing Economic World (development issues and the global economy);
• The Challenge of Resource Management (with a particular focus on food
management);
• Geographical Skills.

Assessment:
A written examination of 1 hour 30 minutes. There are 88 marks counting for 35%
of the GCSE. Question types: multiple choice, short answer, levels of response,
extended prose.

Paper 3: Geographical Applications

• Issue Evaluation;
• Fieldwork;
• Geographical Skills.

Assessment:
A written examination of 1 hour 15 minutes. There are 76 marks counting for 30%
of the GCSE.

The first section is based on information released 12 weeks prior to the

examination so there is plenty of lesson time for preparation. Pupils will be given
questions based on the data to demonstrate their geographical understanding of
the theme. The remainder is based upon fieldwork undertaken outside School and
on geographical skills, such as map-reading and drawing graphs. Pupils
undertake two days of fieldwork, most likely a coastal study at Walton-on-the-
Naze and an urban study in London.
Question types: multiple choice, short answer, levels of response, extended prose.

In the 21st Century, the world is fast-changing, exciting and dynamic and GCSE
Geography enables you to gain a better understanding of the processes that make
it that way and your place in it.

6. GEOLOGY

Geology provides the foundations for understanding the science of how the Earth
works, its structure, evolution and dynamics and its mineral and energy resources.
In addition, learners following the course will appreciate that the understanding
and application of Earth science is vital to the future quality of life for the world’s
population: from supplying the ever-growing demand for mineral, energy and
water resources to mitigation of natural hazards (for example volcanoes and

18
earthquakes) by improved engineering and prediction techniques. Throughout
these studies emphasis is placed on relating theory to practical work. The practical
element includes the hand-analysis of minerals, rocks, fossils and mapwork.

The course includes:

• The origin and identification of minerals and rocks within the context of the
Earth’s resources. Overall this study includes coal, oil, ore minerals and
underground water supplies. These topics are examined in the context of
exploration methods, environmental considerations and the demand of a
modern industrialised society;
• The study of the Earth, incorporating global plate movements and mountain-
building. The modification of these landscapes by humans (e.g. quarrying
and mining);
• Earth processes, including the characteristics, prediction and hazards of
volcanoes and earthquakes, weathering and erosion agents as well as the
formation of sedimentary, igneous and metamorphic rocks;
• The fossil record is studied in terms of the origin and development of life,
the identification of invertebrates, vertebrates (including dinosaurs), corals,
plants and their uses in the dating of rocks;
• Global climate change. The evidence for global climate change through
geological time is examined by studying rock types formed at different
latitudes e.g. desert sandstones at the tropics. Anthropogenic
consequences of climate change are also studied;
• Planetary geology. There are links between the natural processes on Earth
and those on other planetary bodies within the Solar System such as Mars
and Earth’s Moon. The evidence is examined using meteorites, space
imagery and maps;
• Earth resources and engineering. The extraction of the Earth’s resources
requires geologists to use a variety of geophysical and geochemical
techniques in order to search for oil and gas, minerals and underground
water resources in an environmentally sensitive way. Geological
engineering investigates the siting of reservoirs, dam, tunnels and road
cuttings.

In terms of assessment, there are two Components. Component 1 is an on-screen

examination, lasting 75 minutes and accounts for 50% of the qualification. This on-
screen assessment consists of data and stimulus response questions which
require short and extended writing answers as well as multiple choice answers.
Component 2 is a written examination, lasting 90 minutes and accounts for 50% of
the qualification. Again, data and stimulus response questions are set. However,
the focus of this Component will be to investigate, problem-solve and analyse an
area shown on a geological map. This will test many of the practical skills
incorporated into the two-year course including the practical study of minerals,
rocks, fossils and mapwork as well as investigative field studies.

Further, each pupil must undertake fieldwork studies including a directed

investigation to answer a geological problem; this will be required for the
preparation of the Component 2 assessment. Also, in more general terms,
geology fieldwork provides the context in which geological theories are tested and
19
 has long been an attractive aspect of the subject. The fieldwork is covered within a
field-week based in Swanage, Dorset during Year 10.

7. HISTORY

What links the following people? Documentary maker Louis Theroux, millionaire
businessman Gerald Corbett, Sony Corporation Chairman Sir Howard Stringer,
BBC journalist Jeremy Bowen, top lawyers Michael Mansfield QC and Michael
Briggs QC, former US Presidents John F. Kennedy and George W. Bush, former
Prime Minister David Cameron, presenter Jonathan Ross, controversial novelist
Salman Rushdie and Prince Charles? They all studied History at university.
Whether you want to become a journalist, a banker, a lawyer or a world leader,
the study of History will give you the skills to sift through the evidence, analyse the
trends and make the informed judgments you need. It is quite rightly seen by
universities and employers as one of the top academic disciplines, alongside
subjects like Mathematics, English and Science.

History is interesting too and we have chosen topics at GCSE that will inform you
about the world you live in. In Year 10, we look at 1,000 years of British history to
understand the people we live amongst – where have we all come from and why
are we all here, at this time and in this place? As an island race, much of our
history involves ships, from the Viking longboats to the Empire fleet to the HMS
Windrush, and we look closely at the people on those ships, what they took away
and what they brought back.

We also focus in depth on the Norman period, a time when some argue England
was changed so much, that it has taken 1,000 years to undo those changes. We
also follow English and British explorers all around the world to learn about
Empire, Revolution and the Pirates of the Caribbean.

In Year 11, we move into World History. We start with a study of Weimar and Nazi
Germany, when we study to understand the reasons why Adolf Hitler came to
power and the consequences of what he did. We then move on to the Cold War
between America and Russia – the period that followed the Second World War in
1945, and a time of espionage, tension, crises and James Bond. Rich academic
skills, Vikings, pirates, invaders, Nazis, espionage and war – an exciting journey is
in prospect.

Paper Topic 1 Topic 2

Paper 1 2C Britain: Migration, empires Norman England, c1066–c1100

and the people: c790 to the
present day

Paper 2 1B Germany, 1890–1945: Conflict and tension between

Democracy and dictatorship East and West, 1945–1972

20
8. MODERN LANGUAGES: FRENCH, GERMAN AND SPANISH

All pupils in Year 10 are required to take at least one Language to GCSE as part
of the core of their curriculum. We would encourage pupils to take two Languages
if they are able to do so' we strongly recommend top set students to continue with
both languages to GCSE.

The purpose of GCSE studies in Modern Languages is to enable pupils to

understand, speak and write a widely-spoken and published European language.
In all three Languages, pupils draw on a range of materials and they are given the
opportunity to familiarise themselves with aspects of French, German or Spanish
society and culture. Pupils build up their knowledge of grammar and vocabulary
and have regular conversation lessons with the Language Assistants to increase
their competence in the spoken language in Year 11.

The Language Laboratory gives pupils the opportunity to work independently on

listening texts, developing comprehension; it is the only facility of its kind in the
local area. Over the two years, pupils increase the range of topics studied and the
complexity of language learned so that they can discuss issues such as global
sustainability or customs and traditions.

A key feature is the expression of own ideas and opinions, and to aid this, an
interest in the culture and current affairs in countries where the languages are
spoken is useful. The course at WHSB provides a strong foundation for Advanced
Level studies.

In all languages, pupils are assessed through terminal examinations in Listening,

Reading, Speaking and Writing in the Summer Term of Year 11. The oral
examination consists of role-play, describing a picture in a photo card and general
conversation. More information, including digital resources, can be found on the
AQA website.

In selecting which language(s) to study at GCSE level, consideration should be

given to levels of performance in Year 9. Some pupils will have the aptitude and
skills to excel in the study of two languages at GCSE and this is to be encouraged.
Pupils should speak to both of their MFL teachers if they are unsure about
whether to take two languages or are not sure about which language to take at
GCSE.

9. MUSIC

The course has three components: Appraising, Composing and Performing.

The Music GCSE covers four areas of study:

21
 • Instrumental Music 1700-1820;
• Vocal Music;
• Music for Stage and Screen;
• Fusions.

These four topics are covered with particular reference to eight ‘set works’, two
from each area of study. They include Beethoven’s Piano Sonata no. 8
(Pathetique), Queen’s Killer Queen, and John Williams’ Star Wars Episode IV: A
New Hope soundtrack. The ‘Listening & Appraising’ examination, which is worth
40% of the GCSE, tests a pupil’s knowledge of the set works and of their key
features.

During the course, pupils will undertake short composition exercises based on
ideas from each of the set works. In Year 11, candidates will take two of these
exercises and expand them into finished compositions, together worth 30% of the
GCSE total.

The use of Sibelius Software will be integral to all composition work at GCSE.
Pupils are expected to be musically literate. Those pupils who need help
improving their theory can attend weekly Theory Club.

The remaining 30% of the GCSE examination is assessed by the recording of two
performances, one solo and one ensemble. All GCSE pupils are eligible for
subsidised or free instrumental tuition provided by the School to help them with
their performance unit. It is expected that pupils studying GCSE Music will make a
strong contribution to the extra-curricular musical life of the School.

Additionally, it is expected for pupils taking GCSE music to be at Grade 4 standard

in an instrument or in voice by Year 11. It is not necessary for pupils to have
actually taken the Grade 4 examination.

10. PHYSICAL EDUCATION

The course consists of two main elements.

a) Theory: 60% of the allocated marks covering five areas of study:

• Health, training and exercise: Health and physical fitness, fitness testing,
methods and principles of training and the importance of diet and
nutrition;

• Exercise physiology: Muscular-skeletal system, cardio-respiratory and

vascular system, aerobic and anaerobic exercise and short and long
term effects of exercise;

• Movement analysis: Muscle contractions, the lever system, planes and

axes of movement and sports technology;

22
 • Psychology of sport and physical activity: Goal setting, information
processing, guidance, mental preparation, motivation classification of
skills and types of practice;

• Socio-cultural issues in sport and physical activity: Participation,

strategies to improve participation in sport and physical activity,
provision, and the commercialisation of sport and how it is linked to the
media.

All of the subject content is assessed in Unit 1 as part of the written examination
and in Unit 2 as part of the personal fitness programme.

Unit 1 and 2 require pupils to demonstrate an understanding of how both

quantitative and qualitative data are collected. Pupils are required to
analyse and evaluate data. In Unit 2, pupils have to present data as part of
the personal exercise programme.

b) Practical Performance: 40% in total from three different activities in the

role of performer.

The three activities must consist of at least one as an individual activity, one
in a team activity and the other as either team or individual activity. Within
their main chosen sport, pupils complete the coursework element where
they evaluate and improve their performance through application of the
theoretical content that they cover in the course. This piece of coursework
accounts for 10% of the 40% with each of the three other activities
contributing 10% each.

The course is suited to those who are able sportsmen across a range of
disciplines. Pupils should have a genuine interest in the application of theoretical
principles to their own practical performance as theory makes up a greater
proportion of the marks. While some of the course will be undertaken in a
practical environment, those who take this subject must be aware that a
significant amount of time will also be spent within the classroom underpinning
the theoretical content that will be examined but also used to improve their
understanding of their performance. Pupils will need to show commitment to
refining their performance across their chosen sports and attendance at extra-
curricular practices is essential, whilst participation in representative sport is
beneficial.

It is expected that the pupils attend every lunchtime practice for their chosen
activities. Where possible pupils will be expected to attend before-School and
after-School clubs. This is in addition to representing the School in fixtures both
during the week and on Saturdays.

11. RELIGIOUS STUDIES - Study of Christianity and one other Religion

The specification for Religious Studies provides an excellent grounding for those
who wish to pursue their studies at Advanced Level. It is a subtle blend of
Theology and Philosophy, with an introduction to ethical themes in Year 11.

23
 There is no Non-Examination Assessment (NEA). The course is examined by
three papers at the end of Year 11, and the subject content is summarised as
follows:

• Beliefs and Teachings & Practices (Two separate one-hour papers)

This aspect comprises two investigations, one in Buddhism and another in
Christianity. It builds on work covered in Years 8 and 9, and seeks to
address issues relating to the nature of God – One and Three, alongside
certain beliefs about Jesus. We will consider the problem of evil and
suffering, Salvation, and the role of the Church in the World. In addition, the
origins of the universe and life, alongside beliefs about life after death are
explored from a variety of perspectives.

The Buddhism Unit will recap and develop Year 9 studies, on the life and
teaching of the Buddha, human personality and destiny. Similar to the
above, the role of the Sangha and Buddhist community are explored, and
their role in worship and celebration of festivals.

• Philosophy and Ethics in the Modern World (One two-hour paper)

This longer paper encompasses within it a variety of philosophical and
ethical themes arising out of our studies in Buddhism and Christianity. They
include the Existence of God, and how God may be experienced. There is a
significant Unit devoted to matters of relationships and family life, the roles
of men and women, and religious understandings of equality. The problems
of violence and conflict are considered, alongside notions of pacifism and
non-violence. This raises difficult issues surrounding forgiveness and
reconciliation between communities torn apart by violence. Challenges to
religious belief are proposed from secular and humanist perspectives and
inter-religious dialogue.

This course has a strong international aspect, and interacts significantly with many
aspects of the School’s Learner Profile. It will challenge pupils who have a
commitment to religious belief, and those who seek to deepen their awareness of
how religious teachings inform how people live their lives today. This course will
provide a significant academic challenge irrespective of the pupils’ backgrounds
and Religious Studies is highly sought after by employers in Britain’s diverse
community.

24