RishworthSchool

GCSECHOICES18/19

Page Title Page Number

Introduction 2

The Choice System 3

GCSE Choices:

English and English for Academic Purposes (EAP) 5

Mathematics 6

Science 7

Personal, Social, Health and Citizenship Education 8

Art and Design 9

Business 10

Computer Science 11

Design and Technology 12

Drama 13

Food Preparation and Nutrition 14

Geography 15-16

History 17

Information Communication Technology 18

Modern Languages 19

Music 20

Physical Education 21

Psychology 22

The contents of this Handbook are as accurate as they can be at the time of publication but maybe subject to change as the needs of the School vary. Parents are advised to check with theSchool the accuracy of any detail which is of particular importance to them or to their child.

Rishworth School

Contents

CORE SUBJECTS

OPTIONAL SUBJECTS

2

Introduction by the Director of Studies:

This booklet has been prepared to assist pupils and their parents to make an informedchoice about options for GCSE courses. We hope you find the information and guidanceuseful. GCSEs involve more specialism than the subjects followed in the lower school. The fewer subjects studied in greater depth make judicious choices at this stage important.The first section in this booklet is called The Choice System and provides some advice on the criteria for selecting courses. A few points are worth emphasising:

(a) All subjects carry the same weighting with the examination boards and count equally towards qualification for the Sixth Form and A Level study. Despite the introduction of the ‘English Baccalaureate’ (EBacc) as a measure of school performance the school has no plans at present to compel the study of either Geography or History. However, those with aspirations for academically more demanding courses at universities would be well advised to consider both a foreign language and a humanities subject.

(b) Some pupils have a very clear career intention which should, of course, be taken into account in choices. For example, a future designer may consider Design and Technology and/or Art.

(c) Pupils would be sensible to choose subjects which they enjoy and in which they have demonstrated some ability. Motivation is likely to be higher in those subjects.

(d) The aim should be to construct a balanced programme so that future flexibility and adaptability, qualities sought by so many employers, can be maintained. The National Curriculum emphasises the importance of this kind of balance.

(e) It is unwise for pupils to base their choices on what their friends have selected, or on personalities and teachers whom they have grown to like in the lower school; friends andteachers change as pupils move through the school.

Please read this booklet carefully. It is hoped that pupils and their parents/guardians willtake time to talk through the possibilities. Pupils are to be encouraged to make their ownchoices in the first instance, based on their own interests and abilities. During the Lentterm, tutors, subject teachers and careers advisers may be consulted for advice, so that acurriculum package will emerge which is broad, challenging and fulfilling.

Mr S. OgdenDIRECTOR OF STUDIES

GCSE CHOICES

3Rishworth School

The Choice System:The curriculum for is sub-divided into:

1. Core Subjects

2. Optional Subjects

1. Core subjects are compulsory. All pupils study:

• English (Language and Literature) or English for Academic Purposes (EAP)

• Mathematics• Science• PSHCE

2.From the optional subjects pupils choose four of the following:

• Art and Design

• Business

• Computing

• Design and Technology

• Drama

• Food Preparationand Nutrition

• Geography

1.Choosing for what? We live in a rapidly changingworld. Today's school leavers will have to be bothflexible and adaptable because in their lifetime theymust expect (a) several changes of job, (b) manyperiods of retraining, (c) possible moves around thecountry or even around the world, and (d) periods ofunemployment.

The question arises, therefore, whether pupils arechoosing subjects for employment, leisure,edification, or specifically as a foundation for highereducation. The answer will vary according to theindividual concerned, but it could include several(even all) of these reasons.

2.Why do I have to choose? In the first few years ofsecondary school all pupils sample a wide range ofperhaps 15 subjects but it would be impossible tosustain such a range to examination level. Choiceshave to be made because (a) the last forty years haveseen an immense explosion of human knowledge,(b) examinations are increasingly complex anddemanding, and (c) pupils need time to develop theirtalents and skills. A limited degree of specialisationis essential, so pupils tend to study about ninesubjects.

3.How should I choose? Pupils are encouraged toassess their own strengths and weaknesses, and todiscuss possible combinations of subjects with theirTutor, parents and subject teachers, taking intoaccount any career intentions. There is plenty ofuseful literature available in the Library CareersSection.

4. What should I choose? For a balancedcurriculum (in addition to core subjects) it isrecommended that all pupils should considerstudying a humanities subject and a creative subject,plus two others. The overriding consideration,however, must be the aptitude, interest andenjoyment a pupil will have in any subject to bestudied for a further two years.

Parents or pupils requiring further advice orassistance are invited to consult the CareersStaff and/or Heads of Department.

The information given in this handbook is accurate to the best of our knowledge at the time of print. Such information is subject to change.Parents and pupils wishing to place reliance on the accuracy of particular pieces of information should check this with the School.

• History

• Information Communication Technology

• Modern Languages (French or Spanish)

• Music

• Physical Education

• Psychology

• Science (Triple)

Where specialist support for particular learningneeds is required, three subjects only may betaken and a personalised programme will befollowed in place of the fourth subject.All pupils will also have Games lessons.

Our Guidance Programme attempts to pose andanswer four questions:

1. Choosing for what?2. Why do I have to choose?3. How should I choose?4. What should I choose?

4

Rishworth SchoolThe GCSE Choices

GCSE CHOICES

5Rishworth School

CORE SUBJECT English:

Introduction: In the English Department we aim to developthe language competence of all pupilsthrough the four basic activities whichcomprise communication: talking, listening,reading and writing. We try to help eachpupil:

• to write with clarity, accuracy and imagination

• to further his/her understanding of the written word

• to explore and enjoy media texts and works of literature

• to understand the development and uses of the English Language

• to talk with confidence and to listen with sensitivity.

Year 10 and 11 are taught in sets. All sets willstudy both English Language and Literatureinitially; these subjects are separatelycertificated at examination time.

Examination Board: AQA

Mode of Assessment: Examination

Course Content:

Examination: English Language

Two examinations, both worth 50% each, are taken at the end of Year 11.

Paper 1: Exploration in Creative Writing.

Section A: Reading – one literature fiction text.Section B: Writing – descriptive or narrativewriting.

Paper 2: Writers’ Viewpoints and Perspectives.

Section A: Reading – one non-fiction text andone literary non-fiction text.Section B: Writing – writing to present a pointof view.

Plus Non-Examination Assessment: Spoken Language

Examination: English Literature

Two examinations, the first worth 40% and thesecond 60%, are taken at the end of Year 11.

Paper 1: Shakespeare and the 19th-centurynovels.

Paper 2: Modern texts and poetry.

Examination: English

The decision regarding whether pupils willfollow a dual entry pathway (English Languageand Literature) or a single entry pathway(English) will be made at the end of Year 10 indiscussion with pupils and parents.

OR

English for AcademicPurposes (EAP):iGCSE in English as a Second LanguageIn Year 10 the IGCSE in EAP follows apreparatory one-year, theme-basedintermediate English course which provideslanguage support for those who are learningother curriculum subjects in English at thesame time. In Year 11 the course follows amore demanding and exam-focused route tohelp pupils prepare for the examination.Throughout the two years all practiceconcentrates on reading, writing, listening andoral skills; and more specifically on skillssuch as note-making, summarising andtransferring information. A superb coursewhich complements and supports all otheracademic subjects.

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Mathematics:Introduction: The aim of the Mathematics Department is toencourage the pupils to develop a positiveattitude to the subject and to enable them tohave confidence in applying theirmathematical skills in a wide range ofsituations. They will be given opportunities towork independently, investigating and testingmathematical ideas, and so create a firmfoundation for further study.

Course Content:The syllabus is consistent with the NationalCurriculum and continues to build on the KeyStage 3 work tested at the end of Year 8. Thesubject content is divided into six attainmenttarget areas:

• Number

• Algebra

• Ratio, Proportion & Rates of Change

• Geometry & Measures

• Probability

• Statistics

Assessment is by written examinationexamined at the end of the three year course.The examinations are differentiated, thesystem involving two tiers of assessment eachone targeting different levels of attainment. Itis important that pupils are entered for thetier appropriate to them. Grades awarded atthe two tiers of entry are as follows:

Higher Tier: 4 - 9Foundation Tier: 1 - 5

Examination Board: AQA

Mode of Assessment: Examination

Linear: Three written papers each worth onethird of the total marks. One non-calculatorpaper, plus two calculator papers, each testingwork taken from the entire specification.

GCSE CHOICES

7Rishworth School

Science:Introduction: Pupils entering Year 10 will continue to study abalanced Science course which can lead to anumber of different Science GCSEs by the end ofYear 11. These are GCSE Combined Science andGCSE Biology, GCSE Chemistry and GCSE Physics.We always ensure that the most appropriate courseis matched to the pupil. All pupils have to study allthree Science disciplines for GCSE. RishworthSchool teaches the AQA Science course as threeseparate Sciences but emphasis is placed on thelinking of ideas between the three Sciencedisciplines. Pupils are taught by specialist Scienceteachers across the three subjects, with nine hoursof Science teaching over a two-week period. Thisallows three hours to be dedicated to each Scienceover two weeks. Those pupils who wish to takeGCSE’s in Biology, Chemistry and Physics will havean additional six hours teaching per fortnight.

Course Content:Summary of content for the courses:

Biology1. Cell Biology2. Organisation3. Infection and response4. Bioenergetics5. Homeostasis and response6. Inheritance, variation and evolution7. Ecology

Chemistry1. Atomic structure and the periodic table2. Bonding, structure, and the properties of

matter3. Quantitative chemistry4. Chemical changes5. Energy changes6. The rate and extent of chemical change7. Organic chemistry8. Chemical analysis9. Chemistry of the atmosphere10. Using resources

Physics1. Forces2. Energy3. Waves4. Electricity5. Magnetism and electromagnetism6. Particle model of matter7. Atomic structure8. Space physics (GCSE Physics only)

Examination BoardAQA GCSE Combined Science (double award)AQA Biology, AQA Chemistry, AQA Physics

Mode of Assessment:

GCSE Combined Science• 16 practicals that teachers must deliver during lessons

• Six exam papers: two Biology, two Chemistry andtwo Physics papers

• Each exam is 1 hour and 15 minutes (70 marks)• Each paper will cover different subject content and include questions about the required practicals.

orGCSE Biology8 practicals that teachers must deliver during lessons.Paper 1• Questions on topics 1-4• 1 hour 45 minutes (100 marks)Paper 2• Questions on topics 5-7• 1 hour 45 minutes (100 marks)

andGCSE Chemistry8 practicals that teachers must deliver duringlessons.Paper 1• Questions on topics 1-5• 1 hour 45 minutes (100 marks)Paper 2• Questions on topics 6-10• 1 hour 45 minutes (100 marks)

andGCSE Physics8 practicals that teachers must deliver duringlessons. Paper 1• Questions on topics 2, 4, 6, 7• 1 hour 45 minutes (100 marks)Paper 2• Questions on topics 1, 3, 5, 8• 1 hour 45 minutes (100 marks)

Questions: multiple choice, structured, closed shortanswer, and open-response, and questions aboutthe required practicals.

All examinations take place in June of Year 11.These courses offer flexibility in teaching andassessment, while remaining a challenging andpurposeful course for all pupils. Both CombinedScience and the three separate Sciences form asound foundation for studying Sciences at A Level.

CORE SUBJECT

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Personal, Social, Health andCitizenship Education:During their GCSEs, Year 10 and 11 pupilscontinue to follow the PSHCE curriculum andreceive valuable support and assistance fromtutors and pastoral staff. There is a strongemphasis within the curriculum oncareers/further education guidance and onexam/coursework related study skills. Pupilslearn to develop an array of skills from timemanagement to effective working practicesand revision techniques to job applications.

Year 10 pupils receive a one hour sessionevery two weeks and sessions cover studyskills and careers education. There are visitsfrom external university speakers, advice oninterviews, writing CVs and a work experienceweek. Pupils also receive advice andguidance on issues such as relationships,health, crime awareness, road safety issues,internet safety, alcohol and drug education.

External speakers are often invited into schoolas a “different voice” as this is often the bestway of putting difficult concepts andmessages across and consistently proves tobe popular and successful.

During Year 11 pupils receive a one hourlesson every two weeks dedicated to similarissues and to the issue of Citizenship. Year 11pupils will also have Careers Guidance,including careers interviews and theopportunity for Morrisby profiles, study skillsand exam technique as well as looking atemployability and job choices. Pupils mayalso receive careers interviews organised byInspiring futures.

Opportunities are presented for pupils tobecome involved in charitable work and in thebroader role of the School.

The careers section of the School Library iswell resourced with computer software, booksand leaflets. Guidance is given on how tomake the best use of these.

9Rishworth School

OPTIONAL SUBJECT Art and Design:

Introduction: The course aims to introduce pupils to avariety of learning experiences, both two andthree dimensional, which encourage thedevelopment of skills through the use ofappropriate media, processes, techniques andtechnologies relevant to their chosen area(s)of study. Pupils will be encouraged to developtheir own strengths and interests in thesubject and follow their own lines of enquiry.Evidence must be provided of drawing activityin both their portfolio submission andexternally set assignment. It can takedifferent forms depending on intention: it canfeature as an element within thedevelopmental process and/or explicitly in therealisation of intentions. Pupils must also usewritten annotation to record their ideas,observations and insights, and will beencouraged to appreciate the purpose ofannotation and understand how and whereannotations can feature as an integral part ofthe creative process.

The department follows the Art, Craft andDesign title where pupils must explore workassociated with areas of study from at leasttwo of the following titles: Fine Art, GraphicCommunication, Textile Design, Three-Dimensional Design and Photography.

Examination Board: AQA (Art, Craft and Design).

Course Content:

Mode of Assessment:

Component 1: PortfolioA portfolio that in total shows explicitcoverage of the four assessment objectives. It must include a sustained project evidencingthe journey from initial engagement to therealisation of intentions, along with a selectionof further work undertaken during the pupils’course of study.

Component 1 carries 96 marks andcontributes to 60% of the GCSE.Non-exam assessment set and marked by thedepartment and moderated by AQA during avisit to the School which normally takes placein June of Year 11.

Component 2: Externally Set AssignmentPupils respond to their chosen starting pointfrom an externally set assignment paper,evidencing coverage of all four assessmentobjectives and evidence of drawing activity andwritten annotation. There is a preparatoryperiod followed by 10 hours of supervisedtime. Once the supervised time begins pupilsmay refer to their preparatory work but mustnot amend or add to it.

Component 2 carries 96 marks andcontributes to 40% of the GCSE. Non-exam assessment set and marked by thedepartment and moderated by AQA during avisit to the School which normally takes placein June of Year 11.

The course content as set out above may besubject to change by AQA.

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Business:Introduction:Each and every day we are affected by theworkings of business. Many pupils willultimately be employed by businesses bothlarge and small; some may even establishtheir own company. It seems appropriate,therefore, that Business Studies should beoffered as a GCSE option.

The course aims to relate all aspects of thework to easily identifiable, real-worldsituations with which pupils will be familiar.The new AQA Specification (8132) provides theopportunity to explore real business issuesand how businesses work.

Pupils are encouraged to develop anunderstanding of the environments withinwhich business activity takes place, of themajor groups and organisations within andoutside business, of the roles and purposes ofbusiness activity in both the public and theprivate sectors, of competition and monopolyand of how the main types of business andcommercial institutions are organised,financed, operated and marketed.

Course Content:

The course is divided into 6 sections:

Business in the Real World Objectives, Entrepreneurs, Types of Business,Stakeholders, Business Planning andLocation.

Influences on BusinessTechnology, Ethics, The Economy,Globalisation, Competition and Laws.

Business OperationsProduction Methods, Managing Stock, Quality and Customer Service.

Human ResourcesOrganisational Structures, Recruitment,Motivation, and Training.

MarketingMarket Segmentation and Research, the 4 P`s of The Marketing Mix

FinanceRate of Return for Investment Projects,Balance Sheets, Income Statements and RatioAnalysis.

Pupils will be expected to be resourceful.There will be research and practical activitiesand assignments which will involve individualand group studies of local businesses andtheir organisation, as well as accessinginformation over the internet.

The course is suitable for pupils within the fullability range but a genuine interest; the abilityto use technical terms accurately, areasonable mathematical ability and theability to write in good English are required. Itis an excellent grounding for both A LevelBusiness and A Level Economics as well as awide range of vocational Further Educationalcourses.

Examination Board: AQA

Mode of Assessment: Examination: 2 papers (2 x 1 hour and 45 minutes)Paper 1 (50%):Influences of Operations and HRM on BusinessActivity.Paper 2 (50%):Influences of Marketing and Finance on Business Activity.Both exams will be at the end of Year 11.

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OPTIONAL SUBJECT Computer Science:

Introduction:GCSE Computer Science suits candidates whoenjoy problem solving and are of a strong,mathematical inclination who want to growtheir knowledge of how technology is createdand perhaps see themselves entering some ofthe most disruptive and innovative industriessuch as cyber security and softwaredevelopment.

GCSE Computer Science allows you tounderstand how people work together withcomputers to develop world changingprogrammes like Facebook, Spotify and eBay.You’ll also develop the skills that colleges,universities and employers are looking for –and they’ll prove valuable for the rest of yourlife. GCSE Computer Science goes really wellwith lots of other subjects, especially theother sciences, music, mathematics and artand design.

This GCSE complements our present GCSE inICT, offering students of all abilities a flexibleand comprehensive programme of study thatis highly relevant to the workplace.

Course Content:

1 Fundamentals of algorithms2 Programming3 Fundamentals of data representation4 Computer systems5 Fundamentals of computer networks6 Fundamentals of cyber security7 Ethical, legal and environmental impacts

of digital technology on wider society, including issues of privacy

8 Aspects of software development9 Non-exam assessment.

Examination Board: AQA

Mode of Assessment:

Paper 1: Computational thinking and problemsolving (1 hour 30 minutes, 40% of marks).This paper is set in practically basedscenarios and assesses students’understanding of computational thinking,problem solving, code tracing and appliedcomputing as well as theoretical knowledge ofcomputer science from course content 1– 4.

Paper 2: Written assessment (1 hour 30minutes, 40% of marks). This paper assessesstudents’ understanding of the theoreticalknowledge of computer science from coursecontent 3– 7.

Non exam assessment: (20% of GCSE marks).The NEA assesses a student's ability to followa systematic approach to problem-solving,consistent with the skills learnt from part 8 ofthe course content. They will design, writeand test computer programming code to solvea problem. Students will produce an originalreport outlining this development.

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Design and Technology:Introduction: This GCSE in Design and Technology enablesstudents to understand and apply the designprocess by exploring, creating and evaluatinga range of outcomes. The qualificationenables students to use creativity andimagination to design and make prototypesthat solve real and relevant problems,considering their own and others’ needs,wants and values. It also gives studentsopportunities to apply knowledge from otherdisciplines, including Mathematics, Science,Art and Design, Computing and theHumanities.

Students will acquire subject knowledge inDesign and Technology incorporatingknowledge and understanding of differentmaterials and manufacturing processes inorder to design and make prototypes inresponse to issues, needs, problems andopportunities. They should develop anawareness of practices from the creative,engineering and manufacturing industries.

Course Content:

The specification content is divided into twosections: core content and materialcategories. The core content providesstudents with a breadth of study and thematerial category provides students with adepth of study. All students must study thecore content plus at least one materialcategory. The specific material category onwhich candidates will focus will bedetermined with careful consideration of thestrengths of the student cohort in anyparticular year group. All topics within thecore content and material categories must becovered but can be delivered in any order or inan integrated approach

There are two sections to the written paper:Section A – Core contentSection B – A focus on either: Metals, Papersand Boards, Polymers, Textiles or Timbers.Each question on the written paper is set in acontext. The paper will include open-response, graphical, calculations andextended open-response questions. Thepaper will include questions that targetmathematics. Calculators may be used in theexamination.

For the internally assessed courseworkelement, students will undertake a non-examination assessment. The project will teststudents’ skills in investigating, designing,making and evaluating a prototype of aproduct that will allow them to apply the skillsthey have acquired and developed throughouttheir study. Students are required to analysea given contextual challenge from a range ofthree on an individual basis issued to schoolsin the June prior to the students’ year ofexamination. Having selected a contextualchallenge to work within, students shoulddevelop a range of potential ideas and thenmanufacture one through practical makingactivities. The deadline for this assessmentwill be the end of the second term in Year 11.The project must allow students to applyknowledge and understanding in a productdevelopment process to investigate, design,make and evaluate their prototype.

Examination Board: Edexcel

Mode of Assessment: Assessment will be bymeans of a written paper and a NonExamination Assessment (controlledassessment) and both contribute half of themarks each.

Coursework: 40 hours50% of the final mark

Examination: One paper of 1 hour and 45 minutes 50% of the final mark

13Rishworth School

OPTIONAL SUBJECT Drama:

Introduction:The aim of the GCSE course is to encouragepupils to explore ideas that lead to successfultheatre. It also allows pupils to apply thatknowledge in a practical manner. Pupils havethe opportunity to work in groups on bothscripted and devised performances, to study aset text from a dramatic perspective and toassess and evaluate live professional theatre.

Examination Board: Eduqas

Course Content: The pupils are assessed onthree components, which are as follows. Thefirst two are assessed through either acting ordesign.

Mode of Assessment:

Component 1 – Devising Theatre

Non-exam assessment: internally assessed,externally moderated - 40% of qualification

Pupils participate in the creation,development and performance of a piece ofdevised theatre using either the techniques ofan influential theatre practitioner or a genre,in response to a stimulus. Pupils mustproduce:

• a realisation of their piece of devised theatre

• a portfolio of supporting evidence• an evaluation of the final performance or

design.

Component 2 – Performing from a Text

Non-exam assessment: externally assessedby a visiting examiner - 20% of qualification

Pupils study two extracts from the sameperformance text chosen by the centre.Pupils participate in one performance usingsections of text from both extracts.

Component 3 – Interpreting Theatre

Written examination: 1 hour and 30 minutes -40% of qualification

Section A: Set Text - A series of questions onone set text from a choice of five.

Section B: Live Theatre Review - One questionrequiring analysis and evaluation of a livetheatre production seen during the course.

Assessment Overview Section A – A series of questions on a set text.Section B – A choice of questions related toreviewing live theatre.

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Food Preparation and Nutrition:Introduction:The new GCSE is welcomed in the departmentand will follow on from the current teaching inKey Stage 3, further enhancing and developingthe skills, knowledge and experiences pupilshave developed in Years 7, 8 and 9. Pupils willlearn about food commodities, the principlesof nutrition, diet and good health. They willdevelop their knowledge and understanding ofthe science of food, where food comes fromand the cooking and preparation of foods. Theskill groups they will learn about includegeneral practical skills, knife skills, preparingfruit and vegetables, use of the cooker, use ofequipment, cooking methods, preparation,combine and shape, sauce making,tenderising and marinating, making doughs,understand raising agents and settingmixtures. The course will continue toencourage pupils to experiment with flavours,textures, colours and ingredients whilstmaking a wide variety of food products.

Course Content:

The GCSE in Food Preparation and Nutritionwill give pupils the opportunity to developtheir knowledge and extend their cookingskills. It encourages pupils to becomeimaginative, innovative, independent andcreative when working in a food practicalenvironment

Exam Board: Eduqas

Mode of Assessment:The two year course involves one tier ofassessment which covers all grades 9-1

There are two assessment components:

Component 1Principals of food preparation and nutritionwritten examination. 1 hour and 45 minutes.50% of the qualification – 100 marks.

Component 2Non-examination assessment foodpreparation and nutrition in action.50% of the qualification – 100 marks.Within component 2 there will be twoassessments.

Assessment 1 – The Food Investigation -Assessment (15%).Pupils will conduct an investigation from achoice of topics provided by the examinationboard. They will show their understanding ofthe working characteristics and functional andchemical properties of ingredients. Theinvestigation will include written andphotographic evidence and practicalinvestigations.

Assessment 2 – The Food Preparation -Assessment (35%).Here pupils will plan, prepare, cook andpresent a selection of dishes to meetparticular requirements such as dietaryneeds, lifestyle choice or specific context.

15Rishworth School

OPTIONAL SUBJECT Geography:

Introduction:Geography is about developing a sense ofplace and an understanding of the world inwhich we live.

Course Content: The Geography course allows students to:

• increase their locational knowledge - where places are and how they are interconnected

• develop their fieldwork and geographical skills

• gain an understanding of place, processes and UK geography

• understand physical geography through examining geomorphic processes, the landscape, and changing weather and climate patterns

• gain an understanding of people and the environment, processes and interactions, global ecosystems and biodiversity along with resources and their management

• gain an understanding of human geography, processes and change, cities and urban society along with global economic development issues.

The course provides pupils with theopportunity to study a dynamic subject withinwhich the patterns and issues are constantlychanging. It is an excellent subject for pupilswho wish to develop an understanding of theissues within today’s world.

Examination Board: AQA

Mode of Assessment:Linear system comprising of the following:Question papers are un-tiered.

Questions will be a mix of multiple choice,short structured responses and extendedwriting. The grading system is now based ona numbering system. The grades range from9-1.

There are three written exam papers which alltake place at the end of Year 11.

Unit 1: Living with the Physical Environment.This comprises 35% of the total assessment.Written exam: 1 hour 30 minutes, 88 marks.

The candidate answers five questions out of apossible seven, two of which are compulsory.The questions cover the following topics:

• The challenge of natural hazards which includes: tectonic hazards, tropical storms,extreme weather in the UK and climate change

• Physical landscapes in the UK which includes: coastal landscapes, river landscapes and glacial landscapes

• The living world which includes: ecosystems, tropical rainforests, hot deserts and cold environments.

Unit 2: Challenges in the Human Environment This comprises 35% of the total assessment. Written exam: 1 hour 30 minutes, 88 marks. The candidate will answer questions on thefollowing topics:

• Urban issues and challenges

• The changing economic world

• The challenge of resource management including: food, water and energy

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Unit 3: Geographical Applications.This comprises 30% of the total assessment.Written exam: 1 hour 15 minutes, 76 marks.

Pre-release resources booklet made available12 weeks before Paper 3 exam.

Section A – Issue Evaluation:Pupils will be provided with compulsorystructured questions surrounding a particulartheme, which leads to an extended writingtask based on pre-release. A source bookletwill be issued to pupils in advance. Thetheme arises from the subject content ofUnits 1 or 2 but may extend beyond it throughthe use of resources. The theme couldcombine human and physical aspects.

Section B – Fieldwork:Pupils will be given compulsory questionsbased on their enquiry work and the use offieldwork materials in an unfamiliar context.

17Rishworth School

History:Introduction: The GCSE History course aims to stimulatepupils' natural curiosity about events in thepast whilst at the same time helping them tounderstand problems and issues in the worldthey live in today through developing anunderstanding of their historical background.History involves understanding how and whyimportant events happened. Discovering theanswers to these questions will help to givepupils some understanding of key ideas inrelated areas such as economics and politics.

Course Content:

The new History course requires pupils tostudy topics across a range of differentcountries and time periods and also include astudy of a specific historical site. There is nolonger any controlled assessment element toGCSE History.

At Rishworth we follow the OCR SchoolsHistory Project course. This course consistsof five parts.

1. A British Thematic Study of a topic over several hundred years, such as Crime and Punishment from the middle ages to the present day.

2. A British Depth Study on the Elizabethan Period.

3. History Around Us: a study of a site of historical interest which will hopefully include a site visit as well as doing research using the internet. The aim will be to understand the original purpose of the site and how its use has changed over time up to the present day.

4. A World Period Study looking at the development of a country over a period of at least 200 years. We will study the USA 1789-1900, a period that includes the establishment of the US Constitution, the westward expansion of the USA to the Pacific, the Civil War and the abolition of slavery, the Indian wars and the emergence of the USA as a world power by the beginning of the 20th century.

5. A World Depth Study. Germany: Living under Nazi Rule 1933-45. Every History pupil, indeed, every citizen, should know about the Holocaust. To understand it fully, it is necessary to study it in its historical context so as to understand the circumstances in which such an event could come to pass.

GCSE History helps to develop vital skills ofanalysis, interpretation, research,communication and making judgements. Thismakes it a valuable and relevant qualificationwhatever a pupil's future career or highereducation plans may be.

Examination Board: OCR

Mode of Assessment:Each of the five parts of the course is worth20% of the marks.

There are three examination papers:Paper 1 (1 hour 45 minutes) is the Britishpaper covering topics 1 and 2 and carries 80marks (40%).Paper 2: (1 hour) is on Topic 3, History AroundUs and carries 40 marks (20%).Paper 3: (1 hour 45 minutes) is the WorldStudies paper covering topics 4 and 5 andcarries 80 marks (40%).

OPTIONAL SUBJECT

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InformationCommunicationTechnology:Introduction:IGCSE Information and CommunicationTechnology (ICT) suits candidates who enjoyworking with software applications to createdigital products and who want to grow theirknowledge of how technology is used.

This qualification provides students with theopportunity of operating confidently in today’sdigital world. It is a useful, practicalqualification which will provide skills neededin further education and work.

IGCSE ICT provides students with relevant andtransferable skills and encourages studentsto:

• explore how digital technology impacts on the lives of individuals, organisations and society

• learn about current and emerging digital technologies and the issues raised by theiruse in a range of contexts by individuals and organisations

• develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice

• work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts

• learn to reflect critically on their own and others’ use of ICT.

This IGCSE complements our present GCSE inComputer Science, offering students of allabilities a flexible and comprehensiveprogramme of study that is highly relevant tothe workplace.

Course Content:

1 Digital Devices2 Connectivity3 Operating Online4 Online Communities5 Issues Associated with the Use of ICT6 Online Goods and Services7 Applying ICT8 Software Skills

Examination Board: Edexcel

Mode of Assessment:

Paper 1: Written examination (1 hour 30minutes, 50% of marks). This paper basedexam tests topics 1–6.

Paper 2: Practical examination (3 hours 50%of marks). This software based exam teststopics 7–8.

19Rishworth School

OPTIONAL SUBJECT Modern Languages:

French or Spanish:The aim of each course is to develop theability to use a foreign language effectively forpurposes of practical communication ineveryday situations, for example when visitingthe country as a tourist or on an extendedvisit, or when meeting, assisting or acting ashost to a foreigner visiting this country. Pupilsalso learn to write accurately.

A degree of previous knowledge isrecommended. Qualities such as enthusiasm,a love of the language and a willingness touse it actively, an interest in the culturalaspect and a sense of humour are just asimportant for success.

Course Content: The philosophy of the course is to enablepupils to show what they know, understandand can do. Pupils will be able to widen theirknowledge by reading in the chosen languagefrom the selection of readers available in theLibrary. Satellite television is available in allteaching rooms and in a separate suite tooffer pupils further opportunities for exposureto the language.Introduction: At the end of the course, pupils will be wellprepared to continue with further study of thelanguage to A Level or beyond.

Examination Board: AQA

The syllabus concentrates on four skills:speaking, reading, listening and writing.Each skill is worth 25%.

Mode of Assessment:

All skills are assessed by terminal exams atthe end of Year 11. There is no short courseoption.

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Music:Introduction: GCSE Music is available to pupils of all abilitiesand the course is sufficiently flexible to betailored to the needs of individuals. The courseis practically based and is particularly suited topupils who already play a musical instrument.There are three components – UnderstandingMusic, Performing Music and Composing Music.

There are four areas of study:1. Western classical tradition 1650 – 1910 (compulsory)

2. Popular music3. Traditional music4. Western classical tradition since 1910

Examination Board: AQA

Course Content:

Mode of Assessment:

Component 1: Understanding Music 40% of GCSE marks

• An exam paper lasting 1 hour and 30 minutes with listening excerpts of music

• Section A: Listening with eight compulsory questions

• Section B: Contextual understanding with foursets of linked questions, two compulsory

• Externally assessed

Component 2: Performing Music30% of GCSE marks

• Performed as an instrumentalist and/or vocalist and/or via technology

• Performance 1: Solo performance• Performance 2: Ensemble performance• A minimum of four minutes and a maximum of seven minutes of performance in total is required, of which a minimum of one minute must be the ensemble performance

• Non-exam assessment (NEA): internally marked and moderated by AQA

Component 3: Composing Music30% of GCSE marks

• Composition 1: Composition to a brief.Briefs will include different stimuli, for instance: written words, a poem or a piece of text; photographs, images or film and notation

• Composition 2: Free composition.A minimum of three minutes and a maximum of four and a half minutes of music in total is required

• Non-exam assessment (NEA): internally marked and moderated by AQA.

21Rishworth School

OPTIONAL SUBJECT Physical Education:

Introduction:GCSE Physical Education aims to offer pupilsthe opportunity to develop skills in a widerange of sports and activities and to improvetheir own performance. Pupils will learnabout exercise, how the body works to help usexercise and how performance can beimproved through training. Pupils will beexpected to develop their knowledge andunderstanding of the different factors thataffect participation and performance. Theywill learn about the health benefits and risksassociated with taking part in physical activity.They will also develop the skills necessary toanalyse and improve performance and beexpected to adopt a number of sporting rolessuch as coach, official and performer.

During the course pupils will be taught to:

• apply anatomical and physiological knowledge of the body to performance

• analyse movement effectively and decide how to improve it

• realise how preparation, training and fitness affect performance

• understand the impact of sports psychology on sporting performance

• develop understanding of socio-cultural influences in sport

• link lifestyle choices to overall sporting performance

• use data and technology to make evaluations about performance.

Course Content:

The subject is divided into academic theoryand practical activities. The academic contentconstitutes 60% of the GCSE with the practicalmaking up the remaining 40%. Both modulesare outlined below.

Component 1: Fitness and body systemsThis paper will examine anatomy andphysiology; movement analysis, physicaltraining and use of data. Assessment isbased on a 1 hour and 45 minute writtenexam paper. 30% of the total GCSE.

Component 2 : Health and PerformanceThis paper will examine health, fitness andwell-being; sport psychology; socio-culturalinfluences and use of data. It will beassessed in a 1 hour and 45 minute writtenexam paper. 30% of the total GCSE.

Unit 2: Performance in Physical Education

Section 2.1: Practical performanceCandidates are required to offer threeperformances, in practical contexts.Performances must be from one team game,one individual performance and one freechoice from a list of prescribed activities.30% of the total GCSE.

Section 2.2: Analysis of performanceCandidates are required to undertake ananalysis of performance in a physical activitythat is selected for practical performance.The analysis will identify strengths andweaknesses of the performance and studentswill devise an action plan for improvement.This may be presented as a written report orverbally as a short presentation. 10% of thetotal GCSE.

Examination Board: AQA

Mode of Assessment:40% practical (assessed in three sports)60% written examination

22GCSE CHOICES

Psychology:Introduction: Psychology is the study of behaviour and themind and provides students with an opportunityto explore mental health issues and how thebrain affects our behaviour. Other importantissues include: how memory works, how oursocial surroundings impact our behaviour andthe principles of addiction.

This engaging subject not only introducesstudents to the fundamentals of psychology, butalso develops critical analysis, independentthinking and research skills.

Course content:

Cognition and behaviour

1. Memory2. Perception3. Development4. Research Methods

Social context and behaviour

1. Social influence2. Language, thought and communication3. Brain and neuropsychology4. Psychological problems

Examination Board: AQA

Mode of Assessment:This qualification is purely exam based andstudents will take two exams at the end of theirfinal year based on the content they have coveredthroughout the 2 year period. Each exam is 1hour and 45 minutes and contributes 50% of thefinal grade. Exams are made up of multiplechoice, short answer and extended responsequestions.

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Rishworth, West Yorkshire, United Kingdom HX6 4QA. Tel: +44 (0)1422 822 217 Fax: +44 (0)1422 820 911 E-mail: admissions@rishworth-school.co.ukWebsite: www.rishworth-school.co.uk

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Rishworth School

‘Outstanding’