Compulsory Subjects

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English Mathematics Science Life Skills Games & PE
History Geography French Spanish Latin

english

Exam Board: AQA
Contact: Miss M Holland, Head of English

aims of the course

At GCSE students will be encouraged to become critical consumers of English Language and Literature.

GCSE English Language will allow students to demonstrate their ability to use English in real life contexts and develop an investigative and analytical approach to language use by drawing on personal experiences.

Students will be encouraged to:

  • develop their confidence and competence in speaking, listening, reading and writing;
  • make links between the purpose and readership of their writing and the way texts are structured;
  • enjoy experimenting with their own language in a variety of ways;
  • appreciate, interpret and evaluate a range of texts, both literary and non literary, including material from the media (television, newspapers, film, etc).
  • focus on the study of Spoken Language, as well as that of traditional written texts.

aims of the course

At GCSE students will be encouraged to become critical consumers of English Language and Literature.

English Literature will enable students to explore texts from a personal perspective and will offer experience of literature today, globally and within the Literary Heritage.

Students will be encouraged to:

  • develop their enjoyment and experience in a range of literary texts: drama, poetry and fiction;
  • discover how the features of writing by some of the best authors can affect readers;
  • consider how they can apply good literary techniques in their own use of English in and out of school.

mathematics

Exam Board: Edexcel
Contact: Dr I Karam, Assistant Head Teacher & Director of Mathematics; Mr N Daniels, Head of Mathematics

aims of the course

The aims of teaching GCSE Mathematics include:

  • Mathematics as an essential element of communication – to describe, illustrate, interpret, to predict and to explain
  • Mathematics as a powerful tool – to enable things to be determined
  • Appreciation of relationships within mathematics – understanding structure, dependence and overall concepts
  • Imagination, initiative and flexibility of mind in mathematics – to obtain or attempt to obtain solutions to problems using knowledge already gained, even if better methods exist
  • Working in a systematic way – clear logical thought
  • Working independently asking and answering their own questions, rather than relying on the teacher.
  • Working co-operatively, as a unit, together on tasks.
  • In-depth study in mathematics – to counter the all too frequent appreciation of pupils of superficial or shallow experiences
  • Improving pupils’ confidence in their mathematical abilities – to give pupils of every age and level a sense of achievement.

The objectives can be divided into five categories:

  • Facts – remembering terms, notation, conventions, and results
  • Skills – performing basic operations, sensible use of the calculator, practical skills, communication and use of microcomputers as a tool. Give opportunities to pupils to develop their personal learning and thinking skills
  • Conceptual Structures – understand basic concepts, relationships between concepts, selecting appropriate data, using maths in context and interpreting results
  • General Strategies – ability to estimate, approximate, use of trial and error, simplifying tasks, looking for patterns, reasoning, making and testing hypotheses and proving and disproving
  • Personal qualities – good work habits and a positive attitude to mathematics.

course content

  • Number, including positive and negative integers, decimals and fractions
  • Algebra, including using and interpreting algebraic manipulation; substituting numerical values into formulae and expressions
  • Ratio, proportion and rates of change, including scale factors, scale diagrams and maps
  • Geometry and measures, including points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries
  • Probability, including how to record, describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees and apply ideas of randomness.

assessment

Assessment will consist of three external examination papers with no coursework.

Paper 1
Applying Standard Techniques

Non-calculator paper
1 hour 30 mins
80 Marks

Paper 2
Reasoning, Interpreting & Communicating

Calculator paper
1 hour 30 mins
80 marks

Paper 3
Solving Non-Routine Problems

Calculator paper
1 hour 30 mins
80 marks

Science

Exam Board: Edexcel
Contact: Miss A Wallace, Head of Biology; Mr M Barley, Head of Chemistry; Mr A Worthy, Head of Physics

The Triple Award: Three separate science GCSEs (Biology, Chemistry and Physics)
Or
The Double Award: GCSE Combined Science

aims of the course

With the introduction of the new GCSE courses (with 9-1 grades), it has become clear that there is only a moderate increase in difficulty between Core Science and separate Sciences; you are making a choice mostly based on the amount of content and your probable future direction – separate Sciences are better preparation for Advanced Level sciences, Psychology and Mathematics.

We live in an age of tremendously rapid scientific advancement, not least in our understanding of the genetic mechanisms that have so much control over living organisms. The impact on human medicine is already apparent but all aspects biology are influenced by developments in genome research including agriculture, classification, conservation and animal behaviour. Students are inherently interested in the workings of their own bodies and the factors which can influence health including nutrition and drug use. The course includes the study of populations and interdependence, inheritance and genetics, including evolution and current developments in genetic modification and cloning. Aspects of plant and animal physiology include control by the nervous system, hormones in plants and animals and processes to deal with waste products from cells. A detailed picture of how organisms obtain energy, respond to changes, grow and reproduce is unveiled.

It is difficult to imagine an area in everyday life for which chemistry does not make a significant contribution. Chemistry is obviously vital to the major industries, such as energy production, manufacturing and pharmaceuticals, as well as in medicine and other aspects of health care. Your studies in Chemistry will give you insight into the unseen forces in the underlying structure of all matter. Appreciation of these forces and the patterns in structures of materials they cause can help you unscramble the myriad possibilities of arrangements of matter. Chemistry best suits inquisitive, demanding students who are not keen to settle for answers along the lines of ‘just learn it’ or ‘because that’s the way it is’. You will be challenged to explain why in a logical, evidenced way. For this reason Chemistry is the essential discipline for entry into Medicine, Pharmacy, Veterinary care, Dentistry and all industries relating to materials production and processing.

“One small step for man, one giant leap for mankind!”

Physics has played a key role at the forefront of human endeavour. During the course of the GCSE Physics specification you will explain why you would feel weightless in space. You will describe how astronauts can manoeuvre themselves during a ‘spacewalk’ and examine the evidence that we live in an expanding universe. Practical work involves the investigation of the factors affecting the flight of a paper helicopter and the building of electric motors and transformers. Unlock the mysteries of the world around you and study GCSE Physics. It will prove essential for anyone wanting to pursue a career relating to building and engineering, physical sciences, forensic science, dentistry, medicine and veterinary science.

course content

Paper 1

Core Content

  • Key concepts in Biology
  • Cells and control
  • Genetics
  • Natural selection and genetic modification
  • Health, disease and development of medicines

Separate Science

As above, plus:

  • Additional learning
  • Challenge

Paper 2

Core Content

  • Key concepts in Biology
  • Plants, structures and their functions
  • Animal coordination and homeostasis
  • Exchange and transport in animals
  • Ecosystems and materials cycles

Separate Science

As above, plus:

  • Additional learning
  • Challenge

Paper 1

Core Content

  • Key concepts in Chemistry
  • States of matter and mixtures
  • Chemical Changes
  • Extracting metals and equilibria

Separate Science

As above, plus:

  • Transition metals
  • Quantitative analysis
  • Dynamic equilibria
  • Electrochemical cells

Paper 2

Core Content

  • Key concepts in Chemistry
  • Groups in the periodic table
  • Rates of reaction and energy changes
  • Fuels and Earth science

Separate Science

As above, plus:

  • Tests for ions
  • Hydrocarbons
  • Polymers
  • Nanoparticles

Paper 1

Core Content

  • Key concepts of Physics
  • Motion and forces
  • Conservation of energy
  • Waves
  • Light and the electromagnetic spectrum
  • Radioactivity
  • Astronomy

Separate Science

As above, plus:

  • Additional concepts
  • Challenge

Paper 2

Core Content

  • Key concepts of Physics
  • Energy – forces doing work
  • Forces and their effects
  • Electricity and circuits
  • Static electricity
  • Magnetism and the motor effect
  • Electromagnetic induction
  • Particle model
  • Forces and matter

Separate Science

As above, plus:

  • Additional concepts
  • Challenge

assessment

There is no controlled assessment in any of the Science pathways; compulsory core practical activities are undertaken as part of all the Science courses, and are examined in the final examinations at the conclusion of Year 11.

There are two exams in each subject area for both routes, for a total of 6 final examinations; students choosing separate Sciences simply undertake longer exam papers with more content. The examinations are equally weighted.

 

choosing an option

Students wishing to follow a career in scientific research, materials science, dentistry, medicine, engineering or veterinary science would be well advised to take triple science.

From Term 6 Year 9 students will be arranged into groups that are either studying Combined Science (worth 2 GCSEs) or Triple Science (individual GCSE in each of: Biology, Chemistry & Physics). Recommendations as to which science course your son will be best suited to are made following Science exams taken in T2.

Life Skills

Contact: Mrs L Humphries & Mr O Burgess, Joint Head of Life Skills

Non-examined & non-certified

aims of the course

This course aims to encourage students to:

  • express their personal responses to a range of religious, moral and political issues and form a balanced argument considering a range of different viewpoints including those of religious believers
  • develop their interest and enthusiasm for the study of religion and the relationship between religion and the wider world
  • be prepared to deal with a variety of situations and encounters that they may face currently or in later life and be aware of where support can be achieved.

course content

Students will study a range of topics focusing on religious studies, citizenship and PSHE in order to help them achieve ‘life skills’ in order to prepare them for life now and in the future. Pupils will undertake termly assessments which will focus upon the literacy skills required to build and analytical and evaluative essay.

Termly assessments will use the 1-9 grading system.

  • Religion, Crime & Law
  • Putting Faith into Action
  • Buddhism / Hinduism
  • Revision techniques for the future
  • Relationships
  • Life & Death
  • Health
  • Rich and Poor
  • Politics and Religion
  • Social Pressures
  • Preparing for the future

Games & Physical Education

Contact: Mr S N Downes, Director of Sport

Non-examined & non-certified

aims of the course

Physical education and Games provide students with an opportunity to be physically active and promote a lifelong love of physical activity and a healthy active lifestyle through a range of opportunities in class and extending far beyond the end of the school day. During curriculum time students will be timetabled for one period of Games a week and one period of Physical Education per week throughout Key Stage 4. Activities will include Rugby, Hockey Cricket, Basketball, Volleyball, Softball, Athletics, Tennis, Swimming, Personal Survival/Life Saving and Health Related Fitness where students will be able to use the Fitness Suite.

At Key Stage 4, It is expected that students will be more able to take control of their own learning. A mature approach to the extra responsibilities’ students will be given is required and expected. For example, they may be asked to lead their peers in warm up routines, help to teach specified skills or even take the role of referee or umpire in games situations. Students will be required to demonstrate greater understanding of the activities in which they are involved and be able to observe and evaluate the performance of others.

The opportunities to participate to participate beyond the school day are vast. We are incredibly proud of our traditions and we encourage as many pupils as possible to engage in the extended curriculum. As in Key Stage 3 the Saturday morning fixture list provides students with the opportunity to represent the school in various sports against other schools. The expectation is that those pupils selected for any school side see it as an honour and commit themselves to the year. Year 10 pupils will play for the U15 teams and Year 11 pupils will play for the Senior teams. Colts colours may be awarded for contributions to school sports to pupils in Key Stage 4 and half-colours may be earned by exceptional performers in Year 11 for their chosen sport.

All pupils in Key Stage 4 are eligible to represent their respective House Teams. Year 10 pupils have their own competition for their year group whilst Year 11 pupils must compete for places in teams with senior school pupils

History

Exam Board: AQA
Contact: Mr C Nicholson, Head of History

History may be studied as an optional subject if Geography has been chosen as the compulsory humanity subject.

aims of the course

The course is specifically designed to enhance both enjoyment and interest in History as well as providing enhanced understanding of the world we live in. In addition to this it will furnish pupils with many skills that are transferable, not only to other subjects but also to many potential careers. In opting to study History, pupils will be developing skills of analysis and evaluation and learning how to present coherent, rational arguments.

These skills are highly relevant to a wide range of careers, just a few of which are law, business, journalism, accountancy and public administration. They are also extremely relevant to studying any AS or A2 Level subject (particularly Government and Politics, Economics, English, Classical Civilisation and even Sciences), but are obviously also excellent for A2 Level History.

course content

This specification was chosen specifically due to the interest it generates, based on its content. In addition, the different unit choices complement each other thematically, supporting the overall understanding of the content. The areas studied are:

The Cold War 1945-72

This course follows international relations from the end of the Second World War and the resulting split of the world into two armed camps, dominated by the USSR and the USA. We will study the nature of the Cold War, in particular events in Berlin, Cuba and Czechoslovakia. We will then review how and why the Cold War came to an end, with particular reference to the roles of Reagan and Gorbachev.

Russia 1894-1945

This course follows the collapse of the Tsarist regime and the subsequent Bolshevik takeover of power, with particular concentration on the role of individuals such as Lenin and Trotsky. We will then investigate the nature of Stalin’s dictatorship and life in the Soviet Union in the run up to and during, the Second World War.

Britain: migration, empires and the people: c790 to the present day

This thematic study will enable students to gain an understanding of how the identity of the people of Britain has been shaped by their interaction with the wider world. It will consider invasions and conquests. It will also study the country’s relationship with Europe and the wider world. It will consider the ebb and flow of peoples into and out of Britain and evaluate their motives and achievements. It considers the causes, impact and legacy of Empire upon the ruled and the ruling in the context of Britain’s acquisition and retreat from Empire.

Medieval England – the reign of Edward I, 1272–1307

This option allows students to study in depth Medieval England and the reign of Edward I. The in-depth study will focus on the major events of the reign of Edward considered from economic, religious, political, social and cultural standpoint, and arising contemporary and historical controversies.

assessment

Paper 1
Understanding the Modern World

Covers The Cold War 1945-72 and Russia 1894-1945
2 hours
50% weighting

Paper 2
Shaping the Nation

Covers Britain: migration, empires and the people and Medieval England – the reign of Edward I
2 hours
50% weighting

Geography

Exam Board: AQA
Contact:
Mrs E Cullis, Head of Geography

Geography may be studied as an optional subject if History has been chosen as the compulsory humanity subject.

aims of the course

Geography is an excellent option to choose if you enjoy both a practical and academic subject, or if you are looking to keep your options open in terms of a career (but want a subject developing your mind, skills and knowledge which are transferable to a wide range of areas). It involves practical fieldwork which is assessed in the examination (no coursework). The aims of the course are:

  • To build upon and expand many of the topics and issues which you have studied in Year 7, 8 and 9
  • To develop a knowledge and understanding about a further range of places, environments and themes. You will look at a range of very topical human and physical issues and challenges facing our world (featuring a knowledge of the UK and a range of other countries)
  • To acquire and apply skills and techniques through map work, fieldwork and the use of ICT and Geographical Information Systems (GIS)
  • To develop an awareness of the ethnic, cultural and political diversity of society and to develop intellectual, practical and social skills
  • To help you to make sense of your physical and human surroundings and how they inter-relate
  • To develop a mind which is enquiring, flexible, able to sift and weigh evidence and to come to a balanced conclusion.

assessment

100% examination (with compulsory fieldwork, assessed in Paper 3).

Paper 1
Living with the physical environment (Physical Geography)

1 hour 30 minutes
35% weighting

This unit looks at physical processes and systems and their dynamic nature at a range of scales and places.

  • Section A: The Challenge of Natural Hazards (including Tectonic Hazards, Tropical Storms, and Extreme Weather in the UK)
  • Section B: Physical landscapes of the UK (Including the range of diverse landscapes in upland and lowland areas, and a study of Coastal Landscapes in the UK, and River Landscapes in the UK)
  • Section C: The living world (including Ecosystems, Tropical Rainforests, and Cold Environments).

Paper 2
Challenges in the human environment (Human Geography)

1 hour 30 minutes
35% weighting

This unit looks at human processes, systems and outcomes and how these change in a range of places and scales. Their dynamic nature linked to the challenges of managing these places and future opportunities are covered.

  • Section A: Urban issues and challenges (including Population issues, Urban growth and challenges in cities including social, economic and environmental opportunities and challenges, and sustainable management of resources and transport in urban areas)
  • Section B: The changing Economic world (including global variations in economic development and quality of life, the development gap, changes in the UK economy linked to employment patterns and regional growth)
  • Section C: The challenge of resource management (including the global distribution of food, water, and energy, and their changing demand and provision).

Paper 3
Geographical applications (Fieldwork and Issue Evaluation)

  • Section A: Issue evaluation: There will be a resource released prior to the examination – this could include maps, diagrams, graphs, statistics, photos, and extracts from published sources. Questions will relate to a contemporary geographical issue leading to an extended piece of writing needing some decision or justification. The questions will also expect students to demonstrate geographical skills and applied knowledge and understanding when looking at the resource.
  • Section B: Fieldwork: Group fieldwork will take place in two contrasting environments (Physical and Human Geography). Examination questions will focus on the understanding of the enquiry process and will expect students to comment on fieldwork materials from an unfamiliar context, together with questions on aspects of their own fieldwork (e.g. methodology, data presentation techniques, analysis of data, conclusions, and evaluating fieldwork enquiries).

career opportunities

Geography contains elements from most other subjects in the curriculum, to which it adds relevant everyday experiences and activities. It is highly topical and an interest in ‘the news’ and current affairs is an advantage. The skills and relevance of the study of Geography is highly regarded amongst employers and universities (where at A level it can often count as a science-based subject). Geography can lead into future careers in banking, surveying, town planning, landscape design, environmental sciences, management or many other areas.

French

Exam Board: Edexcel
Contact:
Miss K Cook, Head of French

French may be studied as an optional subject if Spanish or Latin have been chosen as the compulsory language subject.

aims of the course

A Modern Language GCSE is a well-respected and highly regarded qualification. It is a requirement that all students study at least one of the following languages at GCSE: Spanish, French or Latin.

The new specification for French GCSE, with first teaching from term 6 in 2024, has been created to focus on key communication skills based on practical and high frequency vocabulary.

French as a foreign language is the second most frequently taught language in the world after English and French is the only language other than English spoken on five continents.

French GCSE is very popular and visits and trips, including a residential trip to Paris, are available to those taking GCSE and A level.

Pupils will be given opportunities to:

  • communicate in the target language
  • develop the four skills of listening, speaking, reading and writing;
  • work with authentic materials including television, websites;
  • meet native speakers in school and abroad;
  • develop knowledge and understanding of countries and communities where French is spoken;
  • achieve a suitable foundation for further language study and/or practical use of the target language (French).

course content

There are 6 engaging and relatable thematic contexts that will be studied, all building on KS3 knowledge, which are relevant to students’ current and future needs:

  • My personal world
  • Lifestyle and wellbeing
  • My neighbourhood
  • Media and technology
  • Studying and my future
  • Travel and tourism

With the specified vocabulary and grammar, a lot of which has already been covered in KS3 students can listen to, read, speak and write about the following subjects:

  • Family
  • Friends
  • Relationships
  • Future opportunities (e.g. work and travel)
  • Physical wellbeing
  • Mental wellbeing
  • Food and drink
  • Social media and gaming
  • Places in town
  • Shopping
  • Transport
  • The natural world
  • Environmental issues
  • Equality
  • Sports
  • School
  • Music
  • TV and film
  • Accomodation
  • Tourist attractions

assessment

Paper 1
Speaking

Preparation time: 15 minutes
Exam time: foundation 7-9 minutes, higher 10-12 minutes
50 marks
25% weighting

  • Task 1: Read aloud (you read a short text in French) and 2 short unprepared questions
  • Task 2: Role play in a transactional setting (hotel, shop, doctors)
  • Task 3: Picture description (Describe only one colour picture from a choice of two), 2 short unprepared questions and follow-on conversation (Student selects the thematic context in advance)

Paper 2
Listening and Understanding

Exam time: foundation 45 minutes, higher 1 hour (5 minutes reading time included)
50 marks
25% weighting

  • Section A: Listening – multiple-choice, multiple-response and short-answer open response questions. All questions set in English.
  • Section B: Dictation (transcribe what you hear in French, words and short phrases. In each section, the recording is played three times.

Paper 3
Reading and Understanding

Exam time: foundation 45 minutes, higher 1 hour
50 marks
25% weighting

  • Section A: Reading – multiple-choice, multiple-response and short-answer open response questions. All questions set in English.
  • Section B: Translation into English

Paper 3
Writing

Exam time: foundation 1 hour 15 minutes, higher 1 hour 20 minutes
50 marks
25% weighting

  • Picture task (Foundation tier only)
  • Two writing responses (both tiers, with a choice of two options for each question)
  • Translation into French (both tiers)

Spanish

Exam Board: Edexcel
Contact:
Mr G Powell, Head of Spanish

Spanish may be studied as an optional subject if French or Latin have been chosen as the compulsory language subject.

aims of the course

A Modern Language GCSE is a well-respected and highly regarded qualification. It is a requirement that all students study at least one of the following languages at GCSE: Spanish, French or Latin.

The new specification for Spanish GCSE, with first teaching from term 6 in 2024, has been created to focus on key communication skills based on practical and high frequency vocabulary.

With the growing economy of South America, Spanish is the most needed language in the world of work, whether it be in finance or commerce.

Spanish GCSE is very popular and visits and trips are offered to those taking GCSE and A level.

Pupils will be given opportunities to:

  • communicate in the target language
  • develop the four skills of listening, speaking, reading and writing;
  • work with authentic materials including television, websites;
  • meet native speakers in school and abroad;
  • develop knowledge and understanding of countries and communities where Spanish is spoken;
  • achieve a suitable foundation for further language study and/or practical use of the target language (Spanish).

course content

There are 6 engaging and relatable thematic contexts that will be studied, all building on KS3 knowledge, which are relevant to students’ current and future needs:

  • My personal world
  • Lifestyle and wellbeing
  • My neighbourhood
  • Media and technology
  • Studying and my future
  • Travel and tourism

With the specified vocabulary and grammar, a lot of which has already been covered in KS3 students can listen to, read, speak and write about the following subjects:

  • Family
  • Friends
  • Relationships
  • Future opportunities (e.g. work and travel)
  • Physical wellbeing
  • Mental wellbeing
  • Food and drink
  • Social media and gaming
  • Places in town
  • Shopping
  • Transport
  • The natural world
  • Environmental issues
  • Equality
  • Sports
  • School
  • Music
  • TV and film
  • Accomodation
  • Tourist attractions

assessment

Paper 1
Speaking
Non-examined assessment

Preparation time: 15 minutes
Exam time: foundation 7-9 minutes, higher 10-12 minutes
50 marks
25% weighting

  • Task 1: Read aloud (you read a short text in Spanish) and 2 short unprepared questions
  • Task 2: Role play in a transactional setting (hotel, shop, doctors)
  • Task 3: Picture description (Describe only one colour picture from a choice of two), 2 short unprepared questions and follow-on conversation (Student selects the thematic context in advance)

Paper 2
Listening and Understanding

Exam time: foundation 45 minutes, higher 1 hour (5 minutes reading time included)
50 marks
25% weighting

  • Section A: Listening – multiple-choice, multiple-response and short-answer open response questions. All questions set in English.
  • Section B: Dictation (transcribe what you hear in Spanish, words and short phrases. In each section, the recording is played three times.

Paper 3
Reading and Understanding

Exam time: foundation 45 minutes, higher 1 hour
50 marks
25% weighting

  • Section A: Reading – multiple-choice, multiple-response and short-answer open response questions. All questions set in English.
  • Section B: Translation into English

Paper 3
Writing

Exam time: foundation 1 hour 15 minutes, higher 1 hour 20 minutes
50 marks
25% weighting

  • Picture task (Foundation tier only)
  • Two writing responses (both tiers, with a choice of two options for each question)
  • Translation into Spanish (both tiers)

Latin

Exam Board: EDUQAS (part of WJEC)
Contact:
Miss S Harrison, Head of Classics

Latin may be studied as an optional subject if French or Spanish have been chosen as the compulsory language subject.

aims of the course

The components are designed to encourage candidates to:

  • Enjoy reading and studying Latin and Latin Literature
  • Develop a reading competence focused upon a selection of Latin literature
  • Develop a critical insight into the way language is used to develop trains of thought, express feelings or to influence people
  • Appreciate critically and make an informed and personal response to the language, literary forms, techniques and qualities of the texts
  • Appreciate the way Roman culture shaped the language and literature of the period.

The components are also designed to encourage candidates to develop:

  • An appropriate level of competence in the Latin language
  • A sensitive and analytical approach to language generally
  • An awareness of the influence of Latin on the languages of today
  • An awareness of Roman culture and how it influences our own.

course content

Students will further their knowledge of Latin language, grammar and vocabulary as well as studying original pieces of Latin text and appreciating it from a literary perspective.

In addition, students will study an aspect of Roman culture such as Life in a Roman Town or Entertainment in the Roman World. In Year 10 we continue to follow the Cambridge Latin Course, in Year 11 we study Culture and Literature.

assessment

Students sit three examinations in total at the end of Year 11, as follows:

  • Component 1 – Latin Language: Language paper worth 50% of final grade
  • Component 2 – Latin Literature and Sources: Literature paper worth 30% of final grade
  • Component 3b – Roman Civilisation: History and culture paper worth 20% of final grade

There is no coursework involved.