GCSE

OPTIONS BOOKLET 2018-2020

GCSE OPTIONS BOOKLET 2018 - 2020

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CONTENTS

CURRICULUM 2018- 2020 3-4

ART & DESIGN (Edexcel) 5-6

CLASSICAL CIVILISATION (OCR) 7

COMPUTER SCIENCE (OCR) 8

DANCE (AQA) 9-10

GCSE DESIGN AND TECHNOLOGY (OCR) 11-12

DRAMA (WJEC) 13-14

ENGLISH LANGUAGE iGCSE (Cambridge) and ENGLISH LITERATURE GCSE (AQA)

15-16

GEOGRAPHY (OCR) 17

HISTORY (CIE) IGCSE 18

LATIN (WJEC) 19

MATHEMATICS IGCSE (Edexcel) 20

MODERN LANGUAGES IGCSE/GCSE (French, German, Spanish) (Edexcel)

21-22

MUSIC (EDEXCEL) 23-24

PHILOSOPHY & THEOLOGY (OCR) 25

PHYSICAL EDUCATION (AQA) 26-28

SCIENCE IGCSE (Edexcel) 29-30

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A note on the GCSE CURRICULUM 2018 – 2020 The GCSE curricula are undergoing a national programme of reform with new specifications being introduced on the dates shown in the table below. The new GCSEs will be using numerical grades (1-9) rather than (G to A*). Recently the decision has been taken to align the IGCSE specifications with the new GCSEs so in the future they will also be graded 1-9. Date of introduction

GCSE subjects

Sept 2015 English Language. English Literature and Mathematics Sept 2016 Art, Biology, Chemistry, Computer Science, Dance, Double

Science, Drama, Geography, History, MFL (French, German, Spanish), Music, PE and RS

Sept 2017 Classical Civilisation, Design Technology, Economics, ICT.

More information about the changes will be given at the talk on the Options Evening; this will be on Tuesday 23rd January 2018 where you and your daughters will be given help and advice from the staff in order to finalise their GCSE choices. We hope that the Year 9 parents’ evening on the 5th December 2017 will be helpful in assisting your daughters in evaluating their academic strengths. We will also be briefing them on making GCSE option choices this term and we hope that you will have time to discuss their choices further with them using this booklet over the holiday. Choosing your GCSEs is an exciting time and both Mrs Hathway and myself are only too happy to provide any broader advice on GCSE choices. We will be holding “drop in” advice sessions for pupils in January. The final subject choices should be submitted online by Thursday 1st February 2018 Dr Sarah Lindfield Deputy Head - Academic

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GCSE CURRICULUM 2018 – 2020 All pupils will study a common core of seven subjects: CORE English (IGCSE) English Literature (GCSE) Mathematics (IGCSE) Biology, Chemistry and Physics (IGCSE)* A Modern Foreign Language (French, German or Spanish) IGCSE or GCSE ( *Please note girls may opt for Science and Additional Science in Year 11 on the advice of the Head of Science) OPTIONAL SUBJECTS A further three option subjects must be chosen from the list below : Art, Classics, Computing, Design Technology, Drama, Geography, History, French, German, Spanish, Latin, Music, Physical Education, Religious Studies. ADDITIONAL SUBJECTS PSHE and PE are taught to all pupils. Dance is available as an 11th GCSE option as an alternative to core PE. AS level Thinking Skills will be offered to pupils whose performance in the Year 9 examinations indicates that they would benefit from additional challenge in Year 10. OPTIONS PROCESS You will be informed when you will be able to select options via the online form, which will be by1st February 2018 at the latest.

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ART & DESIGN (Edexcel)

Course Description In Year 10 pupils are encouraged to produce work in response to a given theme through projects exploring Painting, Drawing, Printmaking, Photography, Textiles, Sculpture and Film. Pupils will be introduced to artists and designers from different countries and cultures, past and present, which will provide inspiration for their own work and will be encouraged to seek out their own. The studies produced and discoveries made are presented in sketchbooks and developed into final pieces outside the sketchbook. Towards the end of the year pupils have ‘free reign’ to develop a piece of work in any media of their choice.

In Year 11 pupils are given the freedom to write their own brief choosing their own media appropriate to the ideas they wish to communicate.

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Assessment Paper title Method of assessment Weighting 2 pieces of coursework completed in class and in homework tasks over Years 10 & 11

Coursework (Personal Portfolio)

60%

Externally set assignment: 8 week preparatory period

Examination (10 hours) (Externally set examination)

40%

Candidates are given several weeks to develop and plan their own examination project, using any medium in response to a set ‘theme’ (i.e. ‘Time’, ‘Movement’, ‘Forces’). The final piece itself must be made in 10 hours spread over a number of days. The culmination and highlight of the course is the exhibition in which the best work of the pupils is put on view for assessment by the Art & Design tutors and the external examiner, as well as to be appreciated by pupils’ families and friends.

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CLASSICAL CIVILISATION (“Classics”) OCR

This is a revised GCSE course created for first teaching in 2017 and it involves the study of a wide variety of ancient Roman and Greek materials. For the final examination, the Classics Department have elected to study Women in the ancient world and the Homeric

world. Content Overview Assessment Overview

Component Group 1: Thematic Study • Women in the ancient world (12)

This component involves a comparative study of ancient Greece and Rome, and combine literary and visual/material sources. Students will get to explore women in myth, the upbringing and education of girls, marriage, infamous women, women in religion, women and power, warrior women, and women who were feared.

Thematic Study 90 Marks

1 hour 30 minutes Written paper

50% Of total

GCSE (9-1)

Component Group 2: Literature and Culture • The Homeric world (21)

This component contains two elements; one in-depth cultural study and one study of related literature. Students will learn about life in the Mycenaean age, decorative arts and burials, alongside reading the epic story of the Greek hero Odysseus, as he battles monsters and gods in order to make his way home and save his wife and son from the nefarious Suitors.

Literature and Culture

90 Marks 1 hour 30 minutes

Written paper

50% Of total

GCSE (9-1)

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COMPUTER SCIENCE (OCR) Course Description The OCR computer science course we offer is both engaging and contemporary, where companies like Microsoft, Google and Cisco, organisations like Computing At School (CAS), plus teachers and academics have been consulted in the creation of the syllabus content. There is a focus on cyber security – looking at phishing, malware, firewalls and people as the ‘weak point’ in secure systems, which students will study for the first time at this level. A greater emphasis is now placed on ‘computational thinking’ and pupils can use Codio’s (specialist education technology company) cloud based programming and course content platform to aid their learning of the theory and apply it in real life situations, in any computing language. We specialise in Vb.net programming, whilst offering a range of other programming languages for pupils to gain exposure to. We aim to encourage mental versatility – students use their new-found programming skills on an independent coding project by solving a real-world problem of their choice. Assessment

Paper title Method of assessment Weighting Component 01 – Computer Systems Examination 40% Component 02 – Computational Thinking, Algorithms and Programming

Examination 40%

Component 03 – Programming Project Non-exam assessment 20%

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DANCE (AQA)

Course Description This course will enable candidates to develop skills, knowledge and understanding of dance as choreographer, performer and critic through: applying and adapting a wide range of skills and techniques effectively in performing and choreographing dance, including the ability to improve creating dances for a range of purposes and in response to different stimuli developing the ability to analyse, evaluate and appreciate dance Candidates will also appreciate the contribution of dance to their personal and social health, fitness and wellbeing and be aware of the range of opportunities and pathways available in dance. Candidates will have the opportunity to perform at different times and events throughout school the year. Assessment Paper title Method of assessment Weighting Component 1 Performance and choreography

Internally marked and externally moderated Performance Set phrases through a solo performance (approximately one minute in duration) Duet/trio performance (three and a half minutes in duration) Choreography Solo or group choreography

30% 30%

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Component 2: Dance appreciation

Written exam (1hr 30min) Knowledge and understanding of choreographic processes and performing skills Critical appreciation of own work Critical appreciation of professional works – candidates will study six different works from a dance anthology set by the board.

40%

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GCSE Design & Technology (OCR)

Course Description The new Design and Technology GCSE course offers for the first time a truly cutting edge and leading qualification for the 21st century. Designed to develop the skill set required for the modern world, students will study across five areas of learning; exploration; design thinking; design communication; prototyping ideas; and evaluating products. No longer is the focus of study on the delivery of material and process knowledge for a manufacturing career, but on the broad creative skills needed for all careers and industries, from archaeology to medicine Students will develop the skill set needed to research and explore modern industries, formulate ideas and identify opportunities, respond creatively to broad challenges, and create solutions through human centred design approaches. The learning that takes place during the course will enhance every students ability to engage with any future careers, and the ever advancing technologies that power them, from marketing through social media to artificial intelligent robotics. Throughout the course, students will be given the chance to respond to global issues including social and environmental developments, and generate real solutions to these. This could include methods of developing farming in the 3rd world countries to products that reduce child mortality rates in 1st world countries. Year 10 will involve the development of all of the core skills and knowledge for the GCSE, including working with computers and cloud based software to develop e-portfolios of work, learning and applying programming for functional computer control, computer aided design and manufacture, and as a tool to develop communication skills in industry leading software. The physical manipulation of materials and use of tools and equipment is still part of the

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course, but with a greater emphasis on design thinking, practical tasks are designed to generate quick testable solutions rather than bespoke items of furniture The Year 11 course will see the release of the design challenge context, a broad title under which students will be given the opportunity to explore, design and iterate ideas that form a solution to a real problem. Known as the “Non Exam Assessment” (formerly the coursework element), students will be given a restricted 40 hours of lesson time within which to develop a design challenge proposal, from their own brief through to a functional prototype as proof of concept. This will be worth 50% of the course final mark and is all produced as an e-portfolio using a computer or Ipad. The Exam Assessment (end of Year exam), will make up the remaining 50% of the GCSE course, and will ask students to respond to questions relating to core knowledge on design thinking, and a series of “deeper” learning questions, which will relate to topics chosen by the student themselves. In this way students interested in a specific field of design, such as architecture, interior design, product, electronics or robotics and automation, will be able to study one of these fields in more detail and deepen their learning. This will include for all students an emphasis of the study and application of mathematics and science to support design thinking. Those studying computer science will benefit especially from the cross curricular links of programming and microcontrollers in this course , whilst those unsure of future careers will be able to study this GCSE as a facilitator and developer of skills to access learning for a lifetime, including independent learning online and the use of digital technologies to excel in all areas of further study. GCSE Assessment (all completed in Year 11) 50% Non Examination Assessment (NEA) for a context chosen by the student, submitted as an E-Portfolio 50% Examination Assessment on core design thinking skills and a student selected deeper learning body of knowledge (chosen from specific sub areas of design including electronics, robotics, systems design, graphics and architecture)

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DRAMA (WJEC)

Course Description The candidates should develop knowledge and understanding of

• different genres and performance styles ; • the ways in which meaning is communicated through drama; • a range of staging and performance conventions; • drama terminology and how to use it appropriately; • how plays are constructed and realised through the study of at least one substantial

published play; • how to create, interpret and communicate a role or character; drama within its social,

cultural and historical context. This will be achieved through

• workshop style lessons studying practical techniques; • written evaluation of one’s own and others’ work; • theatre trips (candidates should budget for 5 trips over the course of 2 years); • formal performances to family and friends (at least 2 per year); • the study of a set text (currently DNA by Dennis Kelly);

This course will be of interest to pupils who wish to learn more about acting, costume, make-up, set design and the technical elements of drama as a whole. The course provides an excellent foundation for those who wish to develop their interpersonal skills and who may also wish to balance their studies with a practical based subject.

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Component 1: Devising Theatre Non-exam assessment: internally assessed, externally moderated 40% of qualification Learners will be assessed on either acting or design. Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC. Learners must produce:

• a realisation of their piece of devised theatre • supporting evidence • an evaluation of the final performance or design.

Component 2: Performing from a Text Non-exam assessment: externally assessed by a visiting examiner 20% of qualification Learners will be assessed on either acting or design. Learners study two extracts from the same performance text chosen by the centre. Learners participate in one performance using sections of text from both extracts. Component 3: Interpreting Theatre Written examination: 1 hour 30 minutes 40% of qualification Section A: Set Text A series of questions on one set text from a choice of five: Section B: Live Theatre Review One question requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

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ENGLISH LANGUAGE iGCSE (Cambridge) and ENGLISH LITERATURE GCSE (AQA)

All students will study both subjects to GCSE level, focusing on a combination of coursework and examination preparation, across the two attainment targets of reading and writing. Reading lists are provided for each student and wider reading is encouraged throughout the course. Theatre visits are arranged where possible and film versions are used to complement the study of set texts.

Subject English Language Course offered and Specification

English Language iGCSE (Cambridge) (0500)

Time allocation 7 lessons of 50 minutes over both subjects Content of course Cambridge iGCSE allows pupils to develop their ability to

communicate clearly, accurately and effectively. The course also fosters the skills of synthesis, inference and the ability to order facts and present opinions.

Assessment The Cambridge iGCSE consists of two components. The first component is a two hour examination where pupils answer three questions on two passages of differing text types but on a similar topic. The second component consists of a coursework portfolio where pupils will submit three assignments. The assignments should cover a range of writing styles including writing to argue, analyse and inform, descriptive and/or narrative writing and a response to a text. Examination: 50%/2 hours/ 50 marks Coursework: 3 assignments, 500-800 words assessed internally and moderated by Cambridge/ 50% of iGCSE

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Subject English Literature

Course offered and Specification

English Literature GCSE (AQA)

Time allocation 7 lessons of 50 minutes over both subjects per fortnight Content of course The AQA English Literature course offers the study of one

Shakespeare play, one 19th century novel, one modern prose text or modern drama (post 1914) and a cluster of poetry taken from the AQA poetry anthology, ‘Poems Past and Present’. Pupils will also be required to answer a question on an unseen poem hence the skill of poetry analysis is foregrounded.

Assessment Paper One: Shakespeare and the 19th century novel: 1 hour 45 minutes: 64 marks: 40% of GCSE Paper Two: Modern texts and poetry: 2 hours 15 minutes: 96 marks: 60% of GCSE

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GEOGRAPHY OCR GEOGRAPHY B (Geography for Enquiring Minds) This specification includes inspiring content throughout eight topic areas, encapsulating both the geography of the UK and the rest of the world. It encourages students to ‘think like geographers’ by developing an enquiry approach to contemporary topics of study. Course Description The course is delivered and assessed through 3 main components:

1. Our Natural World – Global Hazards, Changing Climate, Distinctive Landscapes, Sustaining Ecosystems and Field work/Geographical Skills.

2. People and Society – Urban Futures, Dynamic Development, UK in the 21st Century, Resource Reliance and Field work/Geographical Skills.

3. Geographical exploration – Synoptic Assessment of topics linked to components Our Natural World and People in Society, Geographical Skills, and Decision making exercise.

Field work Physical and human field work is a compulsory requirement of the course. All Bromley High geographers participate in a residential visit during the course. We currently use study centres operated by the Field Studies Council. Assessment

Paper title/content Method of assessment Weighting Component 1 - Our Natural World Examination 1 hour 15 mins 35% Component 2 – People and Society Examination 1 hour 15 mins 35% Component 3 – Geographical Exploration Examination 1 hour 30 mins 30%

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HISTORY (CIE) IGCSE- The 20th Century: International Relations

Course description This is a 20th Century Course in which pupils study the following:

a) International Relations 1919 – 1989; The legacy of World War One, The causes of World War Two and The Cold War 1945-1989. This involves investigating such questions as:

• Why had international peace collapsed by 1939? • Who was to blame for the Cold War in Europe, 1945-1949? • Who won the Cuban Missile Crisis? • Why did the USA fail in Vietnam?

b) Depth Study: Weimar and Nazi Germany, 1918 – 1945.

c) Coursework: The Civil Rights Movement, 1945-1970.

Assessment

Paper title Method of assessment Weighting Paper 1 – International Relations and Germany Depth Study

Examination: 2 hours (60 marks)

40%

Paper 2 – Source Evaluation of an International topic

Examination: 2 hours (50 marks)

33%

Paper 3 – The Civil Rights Movement Coursework (40 marks)

27%

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LATIN (WJEC) Course description This course offers the opportunity to study the language and literature of ancient Rome. Candidates experience elements of the culture, language, social and political life of Roman civilisation which has inspired many later generations. Analytical skills and intellectual flexibility are developed throughout. Year 10: The Cambridge Latin Course completes all the language work necessary for GCSE by means of stories set in Roman Britain (Bath and Chester), Roman Egypt and Imperial Rome. Pupils will finish learning the WJEC GCSE vocabulary list which they began in year 9 and will build upon the grammatical constructions which they have already learnt. Background topics such as the 7 Wonders of the World, Egyptian religion, medicine, Roman religion, the Roman army, the city of Rome, Roman society, freedmen and entertainment are also covered. We will also begin to study the literature and sources for paper 2 in year 10. The main theme for this paper is Entertainment and will involve pupils interpreting primary evidence for information on this topic as well as translating original written texts. Once they have translated the range of prose and poetry authors, we will then analyse the literary style of the extracts and how the author tried to make his work as effective and persuasive as possible.

Year 11: Pupils will finish studying the material for paper 2 and cover the cultural and historical material for paper 3. This will include expanding our knowledge on the amphitheatre and the theatre, as well as learning about the public baths, the theatre and dinner parties. Candidates learn how to develop a sensitive and analytical approach to language generally,

including an awareness of the relationship between Latin and the languages of today, an appreciation of different cultures, how to read and appreciate Latin literature in its cultural context and in its original language, and how to communicate clearly and effectively. Assessment Examinations are taken at the end of Year 11, as follows:

Paper title/content Method of assessment Weighting Paper 1- Latin Language (comprehension and translation)

Examination 50%

Paper 2 – Latin Literature and Sources (chariot racing)

Open book examination 30%

Paper 3 – Roman Civilisation Examination 20%

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MATHEMATICS Edexcel IGCSE (Specification A) Course description

In the continued study of Mathematics, candidates develop their knowledge and understanding of mathematical concepts and techniques; acquire a foundation of mathematical skills for further study in the subject or related areas; enjoy using and applying mathematical techniques and concepts, and become confident to use Mathematics to solve problems; and appreciate the importance of Mathematics in society, employment and study. Pupils will study topics in the broad areas of number, algebra, geometry, and statistics. Numerical topics build on learning from earlier years. In algebra, girls will learn how to manipulate algebraic expressions and to set up and solve problems using algebraic techniques. In geometry, girls will expand their knowledge of transformations and shape and space. In statistics, girls will learn how to use different statistical measures and diagrams to represent a set of data. All pupils will take the Higher IGCSE examination at the end of Year 11. Set 5 pupils will take the Foundation IGCSE at the end of Year 10. They will then progress to take the Higher IGCSE at the end of Year 11. Assessment

Paper title Method of assessment Weighting Paper 3H Examination 50% Paper 4H Examination 50%

Calculators can be used in both examinations

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MODERN FOREIGN LANGUAGES: FRENCH/GERMAN/SPANISH AQA GCSE

Course Description All pupils are prepared for the GCSE course in all languages. This course is designed to develop effective communication skills – understanding what is heard and read and expressing clear and accurate information when speaking and writing. This is a practical as well as academic course, at the end of which, pupils should be able to cope with most everyday situations – ordering a meal, booking a room in a hotel, travelling by train or shopping. The specification also covers wider issues such as the environment, health and the world of work and education. A wide and relevant vocabulary is taught whilst providing a thorough grounding in the grammar. In Year 11, pupils have 20 minutes conversation lessons with the Foreign Language Assistant once a week in groups of three or four. Internal examinations at the end of Year 10 and in January for Year 11 assess the progress made in all four skills. All pupils will take either Foundation or Higher tier papers at the end of Year 11.

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Assessment GCSE

Paper title Method of assessment Weighting Unit 1 – listening Examination Year 11 25% Unit 3 – reading Examination Year 11 25% Unit 2 – speaking Examination Year 11 25% Unit 4 – writing Examination Year 11 25%

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GCSE MUSIC (EDEXCEL)

Course description The three units consist of two performances, two compositions, and a written listening and appraising examination. Pupils learn about musical language and explore the elements underlying the organisation of sound, through listening to music, performing, composing and appraising. This specification encourages:

• Understanding and appreciation of a range of different kinds of music. • The development of musical interests and skills including the ability to make music

individually and in groups and to use music technology. • Evaluation of their own and others' music. • Critical and creative thinking, aesthetic sensitivity, emotional awareness, cultural

understanding, self-discipline, self-confidence, and self-motivation. Pupils need to be of a minimum Grade 3 standard (or equivalent) on an instrument or voice at the start of Year 10. Assessment: Performance A solo and an ensemble performance on an instrument or voice. (At least one performance will be recorded each term and the best will be submitted in May of Year 11). Composition Pupils study a wide variety of compositions, styles, and techniques using both written notation and music technology. They then compose two pieces which can be for any instrument or combination of instruments, one of which is a response to a brief set by the exam board. Final submissions are completed under controlled conditions.

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Appraising Pupils study set works taken from four areas of study; Instrumental Music, Vocal Music, Music for Stage and Screen and Fusions. Assessment is through a combined written and listening exam taken in June of Year 11.

Paper title Method of assessment Weighting Component 1 – Performing Coursework 30% Component 2 – Composing Coursework 30% Component 3 - Appraising Examination 40%

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PHILOSOPHY & THEOLOGY (OCR) Course Description This GCSE specification does not assume faith, and is designed to be accessible to students of any religious persuasion or none. Religious Studies is a subject which requires the ability to examine important questions with an open mind, to weigh up arguments and reach reasoned conclusions. Skills such as these are relevant, not only to life as a whole, but are also relevant to many jobs. The course offers the opportunity to explore and discuss some of the key issues that face us today thereby becoming better informed, an independent thinker, a good listener and a convincing debater. The course also allows the chance to step into the shoes of people from a different culture and religion. OCR Religious Studies 9-1 (J625) Beliefs and teachings & Practices (01–06) Learners are required to study the following two religions: Christianity (J625/01) Buddhism (J625/05) Religion, philosophy and ethics in the modern world from a religious perspective (07–12) Learners are required to study this component from Christian (J625/07) perspective and the four themes to be studied are: Relationships and families The existence of God, gods and the ultimate reality Religion, peace and conflict Dialogue between religious and non-religious beliefs and attitudes The 2 papers on Beliefs and Practices section will carry 25% of the total marks and the papers will be 1 hour each. The Religion, Philosophy and Ethics in the Modern World from a Religious Perspective paper will carry 50% of the total marks and will be 2 hours.

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PHYSICAL EDUCATION AQA

60% Theory

• Mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

40% Practical

• Three different physical activities in the role of player/performer • One in a team activity, one in an individual activity and a third in either a team or

in an individual activity. • Analysis and evaluation of performance to bring about improvement in one

activity • This can include sports that you take part in outside of school

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Theory:

Paper Theory topics: Weighting Time Paper 1: The human body and movement in physical activity and sport

• Applied anatomy and physiology

• Movement analysis • Physical training • Use of data

30% 1 hr 15 min

Paper 2: Socio-cultural influences and well-being in physical activity and sport

• Sports psychology • Socio-cultural influences • Health, fitness and well-being • Use of data

30% 1 hr 15 min

Practical:

Sports available to be assessed in: Team Sports

1. Association football 2. Badminton (Cannot be assessed with singles badminton.) 3. Basketball 4. Camogie (Cannot be assessed with hurling.) 5. Cricket 6. Dance (Can only be used for one activity.) 7. Gaelic football 8. Handball 9. Hockey (Must be field hockey. Cannot be assessed as ice hockey or

roller hockey.) 10. Hurling (Cannot be assessed with camogie.) 11. Lacrosse 12. Netball 13. Rowing (Cannot be assessed with sculling, canoeing or kayaking.) 14. Rugby League (Cannot be assessed with Rugby Union or rugby

sevens. Cannot be tag rugby.) 15. Rugby Union (Can be assessed as sevens or fifteen-a-side. Cannot be

assessed with Rugby League and cannot be tag) 16. Squash (Cannot be assessed with singles squash.) 17. Table tennis (Cannot be assessed with singles table tennis.) 18. Tennis (Cannot be assessed with singles tennis.) 19. Volleyball

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Individual 1. Amateur boxing 2. Athletics 3. Badminton (Cannot be assessed with doubles badminton.) 4. Canoeing/kayaking (slalom) (Cannot be assessed in both canoeing

and kayaking. Cannot be assessed with canoeing/kayaking sprint, rowing or sculling.)

5. Canoeing/kayaking (sprint) (Cannot be assessed in both canoeing and kayaking. Cannot be assessed with canoeing/kayaking slalom, rowing or sculling.)

6. Cycling Track or road cycling only. (Cannot be assessed in track cycling and in road cycling.)

7. Dance (Can only be used for one activity.) 8. Diving Platform diving only. 9. Golf 10. Gymnastics (artistic) Floor routines and apparatus only. (Cannot be

rhythmic gymnastics.) 11. Equestrian - must perform in fully competitive situation (Dressage

test, show class individual, show jumping, working hunter class event)

12. Rock climbing (Can be indoor or outdoor climbing.) 13. Sculling (Cannot be assessed with rowing, canoeing or kayaking.) 14. Skiing Outdoor/indoor on snow. (Cannot be assessed with

snowboarding. Must not be on dry slopes.) 15. Snowboarding Outdoor/indoor on snow. (Cannot be assessed with

skiing. Must not be on dry slopes.) 16. Squash (Cannot be assessed with doubles squash.) 17. Swimming (Cannot be synchronised swimming. Cannot be personal

survival. Cannot be lifesaving.) 18. Table tennis (Cannot be assessed with doubles table tennis.) 19. Tennis (Cannot be assessed with doubles tennis.) 20. Trampolining

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SCIENCE (Edexcel IGCSE)

Course description This course aims to: • provide pupils with a science base for further study in a modern technological society • prepare pupils to become a confident citizens with informed interests in matters of

scientific importance • enable pupils to recognise the usefulness and limitations of the scientific method and to

appreciate its application to everyday life • develop an understanding of scientific concepts together with the skills to communicate,

apply and investigate them. • Triple Science will result in the award of three separate IGCSE grades in Biology, Chemistry and Physics. On the basis of assessment in the first two years of the course, some candidates may be prepared for Dual Science in Year 11 leading to two IGCSE grades. Dual Science pupils will only sit Paper 1 in each Science discipline

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Assessment Biology

Paper 1 (2 hours) Examination 66% Paper 2 (1 hour) Examination 33%

Chemistry Paper 1 (2 hours) Examination 66% Paper 2 (1 hour) Examination 33%

Physics Paper 1 (2 hours) Examination 66% Paper 2 (1 hour) Examination 33%

There is no controlled assessment or coursework