Compulsory Subjects

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.

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.

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.

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.

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

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.

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.

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).

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).

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.