1. science
2. mathematics

BROADWATER SCHOOL
GODALMING
Name……………………….
Tutor Group ………….
MATHS AND COMPUTING SPECIALIST COLLEGE
February 2015
Dear Year 9 Parents and Guardians
Please find enclosed your copy of the KS4 Options Booklet. Students are choosing their
GCSEs which is an important moment in their education.
Year 10 & 11 Option Choices
Ensuring you have a broad and balanced curriculum
It is important that students have a broad and balanced curriculum at GCSE. There is a clear
expectation that many students will study a humanity subject (Geography & History) and a
modern foreign language (French, Spanish or Italian). For this reason the option blocks have
been constructed to ensure that students do not narrow their choices too early. It is expected
that students at GCSE will study English, maths and science which are the core subjects as well
as a range of other subjects.
Students currently in 9HU1 & 9HU2 will be required to choose subjects from each column but
must include:
 one humanity subject (Geography or History)
 one modern language (French or Spanish). (If a language is chosen as part of a
college course then this will count as the required language).
Students currently in 9HU3 will be required to choose subjects from each column but must
include:
 one humanity subject (Geography or History)
 a small number of students may be advised to choose Curriculum Support/Extra Core
Students currently in 9HU4 will be required to choose subjects from each column:
 a number of students will be advised to choose Curriculum Support.
All students will have a meeting with a Senior Member of Staff, to discuss final option
choices. This is to help guide and support them in their future careers.
We are changing the format of the Year 9 Parents Evening which will be on Thursday 26th
February. We wish to support you and keep you informed of the major changes in the GCSEs
and the reporting of them.
The evening starts at 4pm and you will have the opportunity to:
4:00 – 4:30 Consultation with Staff – pre-booked appointments.
4:30 – 4:45 Short presentation of the Key Stage 4 curriculum 2015-2017
4:45 – 7:00 Consultation with Staff – pre-booked appointments.
7:00 – 7:15 Repeat of 4:30 presentation.
As well as the traditional academic courses, we are able to offer a range of vocational
opportunities through the Waverley Federation. The options form must be returned to form
tutors no later than Monday 2nd March.
Yours sincerely
Chris Lee
Headteacher
NATIONAL CURRICULUM KEY STAGE 4 and GCSE
GCSE (General Certificate of Secondary Education) is the main form of assessment at the end
of Key Stage 4 and consists of a combination of examinations and coursework. All
examinations will now be terminal exams (exams are taken at the end of the two year course).
Examinations and coursework are designed to allow students to demonstrate what they know,
understand and can do and all GCSE results are given in the form of the following grades for
most subjects:
GCSE Grades:
A*
A
B
C
D
E
F
G
Key Changes to GCSEs from 2015
In 2014, the government announced changes to GCSE content and grading, making them
tougher than the current GCSEs, and these changes will start from September 2015 for GCSE
English Language, English Literature and Mathematics. All other GCSEs remain the same. A
summary of the government changes are below:
COURSE
English Language and Literature
Mathematics
CHANGES
Spelling, punctuation and grammar will
make up 20% of the qualification.
New grading to replace A* - G, moving to a
numeric 9 – 1 system.
Increased content.
Focus on problem solving.
A new grading system to replace the A* - G,
moving to a numeric 9 - 1 system.
NEW GCSE GRADES FOR SEPTEMBER 2015 TEACHING IN ENGLISH
LANGUAGE, ENGLISH LITERATURE AND MATHS:
Ofqual has released details of new GCSE grades and how they will be applied. The new GCSE
grading structure will have three fixed, ‘hard wired’ links to the current system. These are:
• The bottom of new grade 4 will be closely aligned to the bottom of current grade C.
• The bottom of the new grade 1 will be closely aligned to the bottom of current grade G.
• The bottom of the new grade 7 will be closely aligned to the bottom of current grade A.
3
In addition:
• Broadly, the same proportion of pupils will achieve a grade 4 and above as currently achieve
a grade C and above.
• Broadly, the same proportion of pupils will achieve a grade 7 and above as currently achieve
a grade A and above.
• For each exam subject, the top 20 per cent of those who get grade 7 or above will get a grade
9.
• Grade 5 will be positioned in the top third of the marks for a current grade C and the bottom
third of the marks for a current grade B. This will mean it will be of greater demand than the
present grade C.
• The new mathematics GCSE have tiered papers, with grades 4 and 5 available through both
Higher and Foundation tiers.
All other
GCSEs
Eng Lang/Lit
Maths
NEW GRADING SYSTEM COMPARED TO
EXISTING SYSTEM
Grade
A*
A
B
C
D
E
F
G
7
boundary to match that of
current A, with Grade 9
representing ‘exceptional
performance’ – only half of current
A* candidates will get it
9
8
7
6
5
4
3
Grade 5 to be internationally
benchmarked, and set ‘half to two
thirds higher’ than demand of
current Grade C. This will become
the new ‘good pass’ grade
Grade
2
1
4 anchored to current Grade C
Grade 1 to cover the same
proportion of students who currently
achieve a G
4
A grade C or above is used to produce the league tables and is the minimum grade normally
required for going on to take ‘A’ levels.
The National Curriculum requires that students follow a broad and balanced curriculum
consisting of a number of ‘core’ subjects for all, together with ‘option choices’ to meet
students’ particular needs and interests.
Where students have a choice, we reserve the right to ensure that the choice is appropriate and
realistic.
Approved qualifications in Key Skills provide more appropriate forms of assessment for
students who benefit from having more time to develop their skills and demonstrate their
achievements.
COURSEWORK
Coursework at GCSE accounts for between 10% and 100% of the final grade. It is therefore an
important part of most subjects. Quality coursework helps to achieve the higher grades.
We shall be working hard to ensure that our students are well prepared for their examinations
and, where coursework is completed under supervised conditions in the classroom, that they
work to their highest standard.
Some of the coursework however, has to be completed at home. We would ask your cooperation to ensure that it is completed to the highest standard possible and is submitted for
assessment by the required date. It is also possible to submit one piece of work for two
subjects, provided it meets their individual assessment criteria.
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YEAR 10/11 CURRICULUM
All students follow a two-year examination course. The teaching week consists of 25 one hour
lessons. The curriculum for all students consists of two elements:
A
Common Core
English (language and literature); Mathematics; Science; Physical Education; Social
Science; Social Ethics
B.
Options
Students select FOUR further subjects from those listed below:Art
Drama
Geography
History
Music
Examination P. E.
ICT (GCSE)
Computer Science
French
Spanish
Food Technology
Graphic Products
Resistant Materials
Curriculum Support/Extra Core (selected students only)
IF (Increased Flexibility) Courses - College
This subject list has been finalised following a survey of student preferences and students
can follow an appropriate pathway, according to their aptitudes and abilities (see next
page).
See option form at back of the booklet
GROUPING OF STUDENTS IN YEARS 10/11
For core subjects students are placed, in teaching groups according to their ability. A major
factor involved in this decision is their performance in the Year 9 Assessments. In option
subjects where there may be only one teaching group then students have to be taught as mixed
ability groups.
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Academic
Pathway
(Mainly
Humanities
sets I & 2)
Core plus a humanity
(Geography or
History)
Common Pathway
Humanities set 3
Core plus a humanity
subject
(Geography or History)
Students may
choose from
Drama
French
Plus two other GCSEs
IF Courses
Also students have
the opportunity to
take the courses
below:
Core plus 4 other
options subjects
following guidance
from staff
In addition students
may be guided to take
Curriculum Support or
Extra Core
Art
A Modern Foreign
Language (French,
Spanish or Italian)
then
Support Pathway
Set 4/5 and COIN
Centre students
Spanish
Geography
GEM
(Godalming
Enrichment Modules)
History
Statistics
Graphic Products
Social Ethics
Food Technology
Resistant Materials
Music
Examination PE
(GCSE or VCert)
ICT GCSE
Computer Science
7
SUBJECT AND COURSE DESCRIPTIONS
Page 9
English
Creative Arts
10
Mathematics
23
Art & Design
11-12
Science
24
Music
13-14
Information Communication
Technology (ICT)
25
Drama
15-16
Physical Education
17
Social Science
26
Graphics
18-19
Languages
27
Food
French & Spanish
28
Resistant Materials
Humanities
29
Curriculum Support
(Selected students only)
20
Geography
21
History
22
Social Ethics
Design & Technology
We will follow syllabuses as laid down by AQA (Assessment and Qualifications Alliance), OCR
Oxford, Cambridge and RSA Examinations, Edexcel Foundation, WJEC or ASDAN.
The next section gives a detailed summary of the aims, syllabus content and assessment
requirements of each subject.
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ENGLISH
ASSESSMENT IN 2017
Students follow a course of English Language and English Literature leading to the award of two
separate GCSE certificates.
As you may be aware, qualifications for examination in 2017 are now 100% Exam. In light of this
development, the English department are still evaluating which of the new draft specifications from
the exam boards will provide the most balanced curriculum.
Some of the new modules for assessment have potential to be rather bland but, in planning our
schemes of work, the English Department will, as always, strive to approach these in the most
innovative way possible. We will select the most engaging subject matter and strive to teach the
texts which have the most relevance for our particular pupils, to ensure their learning experience is
as rounded and fulfilling as possible.
AIMS
In the English course students will be developing their competencies in the three areas of study.
Reading: To develop students’ ability to read accurately and fluently; understand, respond to and
enjoy literature of increasing complexity drawn from the English literary heritage and from other
cultures and traditions; analyse and evaluate a wide range of texts; and develop an awareness of
personal, social, historical and cultural contexts and influences in the study of literature.
Writing: To develop students’ ability to construct and convey meaning in written standard
English, including the use of compositional skills to develop ideas and communicate meaning to a
reader; the development of a wide range of vocabulary and an effective style; organising and
structuring sentences grammatically and whole texts coherently; the development of essential
presentational skills which include accurate punctuation, correct spelling and legible handwriting;
and showing a wide variety of forms for different purposes.
Speaking & Listening: To develop students’ ability to formulate, clarify and express their ideas;
adapt their speech to a widening range of circumstances and demands; listen, understand and
respond appropriately to others; and, where appropriate, use the
vocabulary and grammar of spoken standard English.
Students will be provided with opportunities to:
1. Read literary and non-literary texts from a wide range of
authors. The range of texts will include novels, poetry, plays,
works of reference and the works of Shakespeare.
2. Write in a range of styles and forms, including critical and
imaginative responses to the reading of literature.
3. Develop their competence and confidence in speaking and
listening through a range of situations, audiences and
activities.
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MATHEMATICS
The course meets the requirements of the National Curriculum in providing opportunities for
students to develop fluency, reason mathematically and solve problems in the following areas of
Mathematics.
Number
a. Using calculators and computers
b. Using traditional pencil and paper methods of
computation.
Algebra
a.
Ratio, proportion and
Rates of change
a. Comparing amounts
b. Relating ratio and proportion
c. Comparing a quantity to its unit of measure
Geometry and
Measure
a.
b.
Algebraic methods and techniques.
Exploring shape and space with a variety of
representation and graphic images.
Practical work on spatial relationships and
measure.
Probability
a.
The principles of probability.
Statistics
a.
Formulating questions to investigate using
statistical methods.
Analysis of data.
Graphical representation of findings.
b.
c.
ASSESSMENT
Edexcel Mathematics GCSE (9-1)*. 100% exam based with questions testing the student’s ability to
use and apply standard techniques; reason, interpret and communicate mathematically and to solve
problems within mathematics and other contexts. A scientific calculator is required for this course.
AVAILABLE GRADES
Higher Grades
Foundation Grades
9 8 7 6 5 and 4
5 4 3 2 and 1
*subject to change following consultation
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SCIENCE
Students will follow one of three possible pathways in Science for final assessment in 2017.
All students currently in year 9 began studying for Science GCSE at the beginning of this academic
year. We believe that giving students a full three years to complete their GCSE courses allows
additional time to cover the content in depth and allows opportunities for extended practical work.
Students will follow one of three GCSE pathways in Science which are:

AQA Science A – a support pathway allowing extra time for students to focus on achieving
one good GCSE Science grade.

AQA Science A and Additional Science – completed by the majority of students in the year
group and leading to two full GCSE qualifications. This course is sufficient to allow
students to go on to study the Sciences at A-Level and beyond.

AQA Triple Science (three separate Sciences – Biology, Chemistry and Physics) – higher
demand courses which lead to three full GCSE qualifications. This route is suitable for those
who show a special interest in Science and particularly those who plan to continue to study
Science after they have finished at Broadwater.
The aims of all of the courses are to encourage the students to: Develop their interest in, and enthusiasm for, Science
 Develop a critical approach to scientific evidence and methods
 Acquire and apply skills, knowledge and understanding of how Science works and its
essential role in society
 Acquire scientific skills, knowledge and understanding necessary for progression to further
learning
AQA SCIENCE A has the following content:
Biology
- Unit 1a Human Biology
- Unit 1b Evolution and Environment
Chemistry
- Unit 1a Products from Rocks
- Unit 1b Oils, Earth and Atmosphere
Physics
- Unit 1a Energy and Electricity
- Unit 1b Radiation and the Universe
Assessment of Science A
There are 3 externally set written exams, each 60 minutes long, which are worth 75% of the final
grade, along with an externally set controlled assessment consisting of 2 written assessments and
these are worth 25% of the final grade. The written papers are examined at the end of year 11,
along with a submission of the controlled assessment.
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AQA GCSE ADDITIONAL SCIENCE
The content in this award follows on from that of GCSE Science A; however this specification has a
greater emphasis on explaining, theorising and modelling in Science.
Assessment of Additional Science
This assessment follows the same format as Science A in that
there are 3 externally set written exams, each 60 minutes long,
which are worth 75% of the final grade, along with an externally
set controlled assessment consisting of 2 written assessments and
these are worth 25% of the final grade. The written papers are
also examined at the end of year 11.
There are two tiers of assessment for each GCSE:
Foundation grades C – G
Higher grades A* - D
THREE SEPARATE SCIENCES COURSE – TOTAL OF 3 GCSEs
(1 GCSE) BIOLOGY, (1 GCSE) CHEMISTRY, (1 GCSE) PHYSICS
Due to the higher demand of studying for three Science GCSEs this course is only recommended to
students who perform well in the testing at the end of year 9 based on their performance in the
Science A course.
Biology, Chemistry and Physics GCSE
Paper 1s: the separate Science components from GCSE Science A
Assessment: One externally set written paper for each Science worth 25% of the final grade and
lasting 1 hour.
Paper 2s: the separate Science components from GCSE Additional Science
Assessment: One externally set written paper for each Science worth 25% of the final grade and
lasting 1 hour.
Paper 3s: A further additional Science course covering 6 further topics for each Science
Assessment: One externally set written paper for each Science worth 25% of the final grade and
lasting 1 hour.
There are also 3 externally set controlled assessments, one for each Science, consisting of two
written assessments and these are worth 25% of the final grade.
All assessments take place in the May and June at the end of Year 11 – there are a total 9 exams in
all.
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OPTION - INFORMATION COMMUNICATION TECHNOLOGY
It doesn’t teach you how computers work or how to program them, but it does show you how to use
ICT effectively and safely. It’s like the difference between a good driver and a mechanic - you don’t
need to know all about what’s under the bonnet to be a good driver. GCSE ICT is a useful, realworld qualification, whether you see your future including university, training or going out to work.
Unit 1: Living in a Digital World
In this unit, students explore how digital technology impacts on the lives of individuals,
organisations and society. They learn about current and emerging digital technologies and the issues
raised by their use in a range of contexts (learning and earning, leisure, shopping and money
management, health and wellbeing and on the move). They develop an awareness of the risks that
are inherent in using ICT and the features of safe, secure and responsible practice.
Unit 2: Using Digital Tools
This is a practical unit. Students broaden and enhance their ICT skills and capability. They work
with a range of digital tools and techniques to produce effective ICT solutions in a range of
contexts. They learn to reflect critically on their own and others’ use of ICT and to adopt safe,
secure and responsible practice.
On completion of this course you will gain 1 GCSE grade A* to G.
How is the course assessed?
This GCSE has a combination of a written paper and controlled assessment. Controlled assessment
means coursework is undertaken in a supervised environment, such as your classroom.
This Single Award has one exam paper worth 40% of the total marks, and one controlled
assessment worth 60%.
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OPTION – COMPUTER SCIENCE
The qualification gives students an understanding of key computing concepts and the fundamentals
of programming. It focuses on students creating applications, such as mobile and web apps and
computer games. Teachers can choose computing languages that best suit them and their students.
The qualification:
• prepares students for learning, working and living in an increasingly digital world
• develops creativity, logical thinking, independent learning and self-evaluation
• gives students a chance to design apps and software for technologies they use - mobile
phones, games consoles and the internet
• teaches computing which is of enormous importance to the economy and focuses on
computer technologies that are relevant in the modern world
• has content overlaps with Microsoft Technology Associate certifications to give industry
recognised skills
• gives a thorough grounding in computing, creating opportunities for students to move on to
A-levels, vocational courses, industry recognised IT qualifications and employment
• supports progress in other areas such as technology, science, engineering and the creative
industries.
How is the course assessed?
This GCSE has a combination of a written paper and
controlled assessment. Controlled assessment means
coursework is undertaken in a supervised
environment, in your classroom.
This specification has one tier of assessment, with a
single paper that covers all of the grades A*- G.
Component 1 – Practical programming
Approximately 50 hours of controlled assessment
(2 tasks of 25 hours each)
60% of the marks
Different tasks will be provided by AQA each year. The Students will need to work independently
to demonstrate their ability to code a solution to a given problem. The tasks will be set in engaging
and relevant contexts, e.g. gaming, web, mobile phone applications.
Component 2 – Computing fundamentals
1 hour 30 minutes
40% of the marks
All questions will be compulsory and will be taken from across the subject content.
component will include a range of types of questions from very short to extended answer.
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This
PHYSICAL EDUCATION
GCSE PE
The GCSE Syllabus for Physical Education gives students the opportunity
to achieve a Double GCSE at the end of the course. Lessons consist of 2
hours of practical and 1 hour of theory per week.
Single Award
Knowledge & Understanding for the Active Participant (Unit 3)
External Assessment – Written Paper 40% of total marks (20% of the
Double Award)
 Multiple Choice
 Short Answer Question
 Extended answers based on a scenario issued prior to the examination.
Active Participant (Unit 4)
Controlled Assessment in school – 60% of total marks (30% of the Double Award)
Four Assessments
 From at least two groups - ways of thinking
 At least two performances must be as Player/Performer
 At least one must be in a different role.
Double Award - All of the single award, plus;
Knowledge and Understanding for the Involved Participant (Unit 5)
External Assessment – Written Paper - 20% of total marks
 Short answer questions
 Extended answers based on a scenario issued prior to the exam
The Involved Participant (Unit 6)
Controlled assessment in school – 30% of total marks
Four Assessments
 Chosen from: player/performer; organiser; leader/coach; choreographer; official
 Including a third way of thinking (if three ways of thinking were not covered in Single
Award)
Ways of thinking (practical assessment: Single – 4 activities from 2 groups, Double award 4
activities from 3 groups)
Group 1 – Outwitting Opponents (games activities such as Football)
Group 2 – Accurate Replication of Actions, Phrases and Sequences (gymnastic activities)
Group 3 – Exploring and Communicating Ideas, Concept and Emotions (dance activities)
Group 4 – Performing at Maximum Levels in Relation to Speed, Height, Distance, Strength or
Accuracy (Athletic Activities)
Group 5 – Identifying & Solving Problems to Overcome Challenges of an Adventurous Nature
(OAA)
Group 6 – Exercising Safely & Effectively to Improve Health and Wellbeing (health and Fitness
activities)
EXAM BOARD: AQA
15
CAMBRIDGE NATIONALS IN SPORTS STUDIES (LEVEL 2)
What do you study?
The Sports Studies course looks at topics connected to
the different types of sporting and physical activity.
This includes how sports are organised and also the
different roles available in them. There are two
compulsory units on Contemporary Issues in Sport
and Developing Sports Skills and two extra units
based on Sports Leadership and Sport and the Media
or Working in the Sports Industry. Much of this
course is taught in a practical way.
This vocational course is excellent when thinking about a career in the leisure industry. You can
access A-Level PE through this route.
How is the course assessed?
There is one unit assessed by an hour long examination on the topic of Contemporary Issues in
Sport.
All other units are assessed by on-going coursework that is internally marked by your teachers but
moderated by an external examiner. The coursework is a mix of practical and written depending on
the units taken.
Assessed work
Compulsory units


Contemporary issues in Sport- 1 hour exam
Developing sports skills
And two from the list below
Optional units



Sports leadership
Sport and the media
Working in the sports industry
Each of the units has specific criteria that the students will be given with the opportunity to finish at
a Pass, Merit or Distinction grade.
Exam Board OCR
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SOCIAL SCIENCE
The Social Science course is followed by all students and provides access to the statutory aspects of
the Citizenship and PSHE programmes of study. The course builds on work done in the Lower
School and will help students to lead confident, healthy and responsible lives as individuals and
members of society. Through work in lesson time and a wide range of activities across and beyond
the curriculum, students gain practical knowledge and skills to help them live healthily and deal
with the spiritual, moral, social, and cultural issues they face as they approach adulthood.
The AIMS are:
 To help students develop self-confidence and a sense of achievement and worth.
 To develop personal qualities along with social and study skills which will enable students to
make informed decisions, manage emotions, handle relationships and respond successfully to the
demands of school and community life.
 To promote physical and mental well-being.
 To prepare students for their roles in school and in the wider community as responsible citizens,
to show respect for the diversity of, and differences between, people; to make a positive
contribution to the world of work, and gain fulfilment from leisure opportunities.
 To enable students to reflect on social, political, moral and spiritual issues in order to develop
informed and rational judgement and responsible attitudes, values and beliefs.
The course is arranged into termly/half-termly topics, each lasting approximately 3 – 5 lessons,
covering a range of issues as indicated in the aims above.
ASSESSMENT
There is no formal grade given at the end of this course, although assessment is made throughout
the course using self and teacher assessments.
17
LANGUAGES - FRENCH AND SPANISH
Do you want to have the best chance to succeed in life?
You are thinking of getting a job that might involve travelling but you believe speaking another
language is not necessary because everyone in the world speaks English. Did you know that 75% of
the world’s population does NOT speak English and that Spanish is the second most spoken
language in the world before English?
Or maybe, you definitely want to work in England so what’s the point of speaking another
language? Well, did you know that about 20 different languages are spoken in the UK and at least
100 in London area? Would customers be more likely to do business with you if addressed in their
mother tongue or in English?
Languages are essential in today’s world and you will benefit from taking a language at Key
Stage 4.
Why take a language at GCSE?
Learning a language is not only a key to success, it is also
a life skill:
 Work: Using language skills in business opens the
door to a wide range of economic, social and
personal benefits. 74% of employers are looking
to employ people with conversational language
skills therefore more and more colleges and
universities are requiring a GCSE in a
language to get onto a course.
 Travelling: Communicating with the natives allows you to have a better insight into the
culture and increases your confidence.
 Personal development: Studying a foreign language improves your oral and written skills in
English too, and helps develop key communication skills that are crucial in the workplace.
Also when you know a second language you can use your knowledge and skills to
understand other foreign languages.
What does the course look like?
You can choose 1 or both of the languages you have studied in Key Stage 3: French or Spanish.
Lessons build on the core knowledge and skills learned at KS3 so that rapid progress can be made
from day one of the course. Also, a wide range of engaging activities is offered and excellent
interactive and differentiated resources are provided to support every student for them to achieve
their full potential.
Classes are usually small groups which allow teachers to give individual attention to students who
need it.
Students become more confident and independent learners by developing:
-
an enquiring mind and the ability to use different communication strategies and language
learning skills;
18
-
an understanding of the language in different contexts;
-
an awareness of the culture and countries of the language they are studying;
-
the ability to communicate effectively in the target language.
What topics does the course cover?




Lifestyle: Relationship and choices - health
Leisure: Free time and the media - Holiday
Home & environment: Local area – Environmental issues
Work and education: School and future plans – Jobs and future career
What about the exams?
Unit 1 Listening
Exam: end of year
11
Unit 2 Reading
Exam: end of year
11
Unit 3 Speaking
Year 10 and year 11
Unit 4 Writing
Year 10 and year 11
Examination
20% weighting
Examination
20% weighting
Examination
30% weighting
Examination
30% weighting
*Foundation Tier
30 minutes
( + 5 min. reading
time)
*Higher Tier
40 minutes
(+ 5 min. reading
time)
*Foundation Tier
30 minutes
Untiered
Differentiation by
outcome
Untiered
Differentiation by
outcome
A range of question
types based on prerecorded spoken
material in target
language
A range of question
types based on
written material in
target language
2 Controlled
assessments (weighting
15% each)
A dialogue with teacher;
5 questions + 1
unpredictable.
4-6 minutes
2 Controlled
assessments (weighting
15% each) Essay type
covering 6 bullet points.
*Higher Tier
50 minutes
* Students can mix tiers (foundation or higher) for listening and reading
19
GEOGRAPHY
“The evidence shows that students who study geography through their
school lives become some of the most employable people in society.
What Geography seems to lack, unlike media and film studies, is street
cred. However, unlike these two areas, which are oversubscribed with
people seeking a glamorous life, geography seems more likely to deliver
both a job and excitement.” The Guardian 2001
Do you want to understand the world around you?
When you see newspaper or TV reports about events in the world or decisions about
unemployment, dramatic changes or disasters in other countries, your geography course will help
you make sense about what’s going on
At Broadwater we study the Edexcel B Syllabus that allows us to cover a wide range of topics and
answer questions such as …
Unit 1 – Dynamic Planet: Restless Earth, Climate and Change, Battle for the Biosphere, Water
World, Coastal Change and Conflict, Extreme Environments.
Why are some areas able to cope with natural hazards and others not?
How will climate change affect me in the future?
Should we pay countries to protect their rainforests?
Why are areas of land turning to desert?
Why is Cornwall so good for surfing?
How do people survive in the outback?
Unit 2 – People and the Planet: Population Dynamics, Consuming Resources, Development
Dilemmas, Globalisation, Challenges in the Urban Environment, Changing Settlements in the UK.
Why have some children in China got no Aunts and Uncles?
If everyone lived like me how many worlds would we need? What’s wrong with that?
How much is my access to clean water is determined by the country that I live in?
Why does my insurance company use Indian call centres?
Why do 33 million people live in Tokyo?
Unit 3 – Making Geographical Decisions:
The unit assesses student’s ability to make decisions about geographical issues and justify them.
Unit 4 – Researching Geography
Students need to complete a fieldwork investigation and report. They complete a study on coastal
management
ASSESSMENT



Units 1, 2 and 3 are externally assessed through 1-hour examination papers.
Unit 4 is a controlled assessment – Report on a fieldtrip investigating Coastal Management
Each unit is worth 25% of the final grade.
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HISTORY
“History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived
again” Maya Angelou
Do you think it’s important to:
 understand the world in which we live?
 understand why the world is the way it is today?
 be able to look at topical issues and think about the possible consequences for the future?
 understand why people in power make the decisions that affect the ordinary people?
 question what we are told by those in authority and the media?
 have the ability to form a coherent, reasoned and persuasive argument?
 make your own decisions?
If the answer to any of the above was ‘yes’ then history is the choice for you.
Outline of the course: each unit is worth 25% of the final grade
At Broadwater we study the Edexcel GCSE History A syllabus: The Making of the Modern World.
This focuses on international relations throughout the twentieth century and will build upon the
knowledge and skills that students have gained at key stage 3. The course consists of four units,
three of which are assessed by a final exam and one of which involves a controlled assessment.
Please note that the information here may be subject to changes by the examining board.
Unit 1: Peace and War: International Relations 1900-1991
How the Cold War developed, three Cold War Crises – Berlin, Cuba and Czechoslovakia, the end
of the Cold War – the invasion of Afghanistan to the collapse of the Soviet Union.
 Students will be assessed through a single examination lasting 1 hour and 15 minutes. This
is worth 60 marks.
Unit 2: Modern World Depth Study: the USA 1919-1941
The boom of the 1920s, the changing role of women, race relations, gangsters, prohibition, the Wall
Street Crash, the Depression, the New Deal.
 Students will be assessed through a single examination lasting 1 hour and 15 minutes. This
is worth 50 marks.
Unit 3: Modern World Source Enquiry: War and the transformation of British society c1931-51
The impact of the Depression and regional variations, the Jarrow Crusade, the actions of the Labour
Government, the National Government, World War II and Britain standing alone, the Blitz, the
Battle of Britain, the role of Churchill, the experience for people at home and the role of the Home
Guard, the election of 1945, the setting up of the welfare state and the NHS.
 Students will be assessed by a single examination based on sources. This lasts 1 hour and 15
minutes and there are 50 marks available.
Unit 4: Representations of History: Vietnam 1960-75
The reasons for US involvement in Vietnam, the nature of the conflict and
reasons for US defeat, the impact of the war on civilians and the military in the
USA and in North and South Vietnam, the growth of protest in the USA and
the end of the conflict.
 Students are assessed through a single internally-assessed, externallymoderated assessment consisting of one task. The task is assessed under
controlled conditions and is worth 50 marks.
EXAM BOARD: Edexcel
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SOCIAL ETHICS
Social Ethics: a study of the society and factors which influence the
acceptable norms and patterns of behaviour.
All students will study Social Ethics for one period each week. This not
only satisfies the requirements of the Surrey Agreed Syllabus, but also
offers students the chance to actively discuss very practical day to day
issues that affect their own choices. The course will make a significant
contribution to students’ spiritual and moral development and will enable them to develop their
reasoning skills which are essential throughout their lives.
Students will study topics such as:
Matters of Life and Death (Near Death Experience, Abortion, Euthanasia, and Reincarnation);
Environmental and Medical Issues (Animal Rights, Medical Ethics, Cloning and Genetic
Engineering);
What is Morality? (Situation Ethics, Drugs, Capital Punishment and Morality);
Marriage and Family (Types of Family, Marriage, Homosexuality, Adoption, Homelessness)
There is no formal assessment in this course.
GCSE SOCIAL ETHICS – FULL COURSE
Interested in Politics, Sociology or just how people think on a range of current affairs…?
Then Social Ethics GCSE is for you!
To gain a Full Course, candidates will have two hours per week and will study over a two year
period. Topics to be studied include:
 The Right to Life (Abortion, Euthanasia)
 The Use of Medical Technology (Fertility Treatment, Gene Therapy, Genetic Engineering,
Cloning)
 Personal Responsibility (Sexual Relationships, Drugs)
 Social Responsibility (Marriage, Prejudice & Discrimination)
 Global Concerns (The Environment, Wealth, World Poverty)
 Conflict (War & Peace, Crime & Punishment, Conflict and Suffering)
Pupils will examine different religious viewpoints (Christianity and Islam) on the different issues
studied and compare these with their personal viewpoints. These GCSE courses requires students to
debate and reason on a range of current issues as well as compare the contrasting views of
Christians and Muslims.
ASSESSMENT:
The written examinations for this course will be taken at the end of years 10 and 11. Each
examination question paper is divided into two parts:
Part A: comprises four compulsory, short-answer, stimulus-response questions worth a total of 48
marks.
Part B: comprises two optional extended response questions from which candidates choose and
answer one question. Questions in Part B are worth a total of 24 marks.
EXAM BOARD: AQA
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ART AND DESIGN
Why study art and design?
If you want to develop skills that will expand your creativity and imagination
then you will enjoy GCSE art and design. This is a practical subject where you
will get the opportunity to work with a wide range of media and materials
however there is a written component for those who express themselves well
with words. The possibilities for personal expression are endless. This GCSE
can lead to higher education in courses such as A or AS level, and BTECs in art
and design which in turn can lead to careers in the fields of Advertising, Fashion
Design, Marketing, Architecture, Web Design, Publishing and the Media.
What skills will you need?
 Strong ability to draw from observation and
imagination
 The ability to make objects in 3D
 The ability to think up ideas independently
 The ability to experiment with media and materials
 High standards of presentation and layout
 Excellent organizational skills - to remember all
equipment and your sketchbook every lesson!
 Excellent attendance - as the coursework is
completed throughout years 10 and 11
 The ability to meet strict coursework deadlines
What skills will I learn?
The skills you will develop doing GCSE art will be varied but you will learn how to
 Understand the world of art, craft and design and relate it to your work
 Develop a working knowledge of materials, practices and art specialist skills to create high
quality outcomes such as painting, printmaking, textiles and three dimensional work
 Fully investigate and research given tasks and themes
 Write about works of art critically and analytically (there is a written component)
 Express your personal ideas, feelings and meanings using visual language
 You will also develop an understanding of the place of art craft and design in history and
society
Coursework
You will be expected to produce one portfolio of work, which is worth 60% of
your overall GCSE result. It is expected that you produce preparatory work in
the form of a sketchbook and/or work on paper and a final outcome that is a
development of this preparatory work. The project is set by your teacher and is
usually a theme – meaning you can develop the work in any area or direction
that interests you, providing it has a link to the given theme! This work is
completed in lesson time over years 10 and 11 so good attendance is essential.
Examination
For the exam you will be expected to produce one project, which is worth 40% of your overall
GCSE grade. The examining board sets this project however you have the choice of over 21
questions! Therefore there will be at least one that you like! You will be given six weeks to produce
the sketchbook of preparatory work and then sit a 10 hour timed exam over two days during which
you will produce the final outcome. Both the sketchbook of preparation and the final piece are
submitted for assessment and equate to 40%.
EXAM BOARD: WJEC
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MUSIC
GCSE Music is a guided option, offered only to those students who have shown a particular
interest, aptitude and ability in Music. Students will be advised by Mrs Looseley about the
appropriateness of the course for them.
There are three parts to the course:
PERFORMANCE, COMPOSITION and LISTENING AND APPRAISING
(approached through the 4 Areas of Study and set works as set by the
Examination Board)
LISTENING AND APPRAISING
40% of the total marks (assessed through a written examination at the end of the course)
Different analysis and musical study skills are taught through a variety of set works from 4 Areas of
Study. During the final examination there are two sections of questions – section A includes
questions based on recorded extracts of set works and in section B there is an in-depth question on a
chosen set work..
PERFORMING COURSEWORK:
30% of the total marks (internally assessed and moderated by Edexcel examination board)
Students will be required to produce a portfolio of performances both solo and ensemble. From this
portfolio the final solo and ensemble performance submission will be chosen. Performances may
be on any instrument, including voice, and in any style. Students will be expected to take the
opportunity to participate in school concerts, and musical events throughout the two years of study.
They must be prepared to have instrumental/vocal lessons, if not already doing so, and rehearse
both at home and in school as need requires. Students will also be expected to take an active part in
extra-curricular musical activities such as choir, orchestra etc.
COMPOSING COURSEWORK:
30% of the total marks (internally assessed and moderated by Edexcel examination board)
Students will be required to produce a portfolio of compositions from which two compositions will
be chosen for the final submission. There will be a number of composition projects throughout the
two years of study and these will encompass a variety of style and genres.
ASSESSMENT:
This takes place both internally throughout the course and externally by means of a final written
examination. Grades are awarded by the examination board.
Music Technology forms an important part of the course content and will be used where
appropriate.
EXAM BOARD: Edexcel
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DRAMA
If you enjoy expressing yourself creatively, have a passion for
acting, love exploring different topics and play texts and like to
discuss and debate various issues then Drama is the subject for you!
The GCSE course provides a variety of opportunities for students to develop their skills and
qualities in both performance and technical aspects of Drama. The course is organised as follows:
Unit 1 =
Drama Exploration – 30%
Practical – 20%
Documentation – 10%
You will explore a theme, issue or topic through a variety of drama activities
using explorative strategies, the drama medium, elements of drama and forms of
stimuli. In previous years we have explored racism, image and identity, terrorism, war and rioting.
There will be a teacher led six hour practical exploration of drama which will be based on the
activities you will have experienced in lessons. This will be filmed and marked by the teacher.
You will then have to produce a documentary response to the work conducted during the six hour
practical exploration. This should be no longer than 2000 words and written in the form of an
evaluation. All written work will be under controlled conditions in lesson time and marked by the
teacher.
Unit 2 =
Exploring Play Texts – 30%
Practical – 15%
Documentation – 15%
You will study a play script which will be chosen by the whole class and
teacher. You will explore different ways to approach the play including style, form, skills, setting,
lighting, costumes and props. It will include looking at performance skills and rehearsal techniques.
You will then participate in a 6 hour practical exploration of the play text based on what we have
been covering in previous lessons. This will be filmed and marked by the teacher
You will then have to produce a documentary response, analysing and evaluating your own and
others’ work during the practical process. (Maximum of 1000 words) All written work will be
under controlled conditions in lesson time and marked by the teacher.
You will also have to go and watch live theatre and evaluate the performance. (Maximum of 2000
words) There will be several trips to the theatre to see a variety of plays throughout the two years.
Unit 3 =
Drama Performance - 40%
Your final performance will be in the first half of the summer term of your last
year and is worth 40% of your overall GCSE grade. It is externally assessed
by an Edexcel moderator who comes into school to watch your performances.
Edexcel will provide the class with a brief which you will have to address in
your performance. Apart from that you are free to perform anything from
plays, devised work, theatre in education, improvisation etc…
There is the opportunity for students to be performance support and either do
costumes, lighting, scenery, stage management etc. Do not panic if you do not want to perform!!!
EXAM BOARD: Edexcel
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DESIGN AND TECHNOLOGY
The contribution of DT is quite distinct amongst the various subject areas of the curriculum. The
most obvious feature of the work is that students are required to produce practical solutions to real
problems.
Students will already have found that there is more to DT than just practical
work, and will be aware of a simplified procedure for designing and making
artefacts and models using a variety of materials. DT courses in the Years
10/11 aim to extend this valuable experience using the following objectives:
 The identification of problems which can be solved through
practical/technological activity
 Analysis of problems leading to detailed design specifications
 Gathering and assessing of relevant information
 Generation and recording of ideas as potential solutions to problems
 Planning and realisation of solutions
 Comparison and evaluation of performance of solutions
These courses have been developed for GCSE.
GRAPHIC PRODUCTS
Focused on the communication of ideas in designing and
making.
FOOD TECHNOLOGY
Focused on using food to explore, investigate and develop
products.
RESISTANT MATERIALS
Focused on using resistant materials to explore, investigate
and develop products.
GRAPHIC PRODUCTS
This course focuses on the communication of design ideas and
producing graphic based products. The work is centred on
design projects, with particular emphasis on graphic
techniques and modelling of solutions. As the students’
solutions will be modelled rather than manufactured, there
will be considerable opportunity to tackle a range of tasks e.g.
advertising, packaging and promotion. A wide range of
resources will be used to produce effective drawing and
models.
The use of Adobe Photoshop and 2D design will ensure that
students will acquire the necessary CAD/CAM skills required
at GCSE.
ASSESSMENT
Final grade is made up by:
Controlled Assessment 60%
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Exam paper 40%
Controlled assessment:
The students will produce 1 project in Year 10 and 1 in Year 11. For each one they will produce a
product, which is produced through development work focusing on a particular situation e.g.
designing a brand and menu for a new shop. A design folio is produced for each project relating to
this process. All work must be supervised and must therefore be completed in the lessons.
Exam There is one final examination paper set in one tier covering grades A* - G. The exam is
based on the theory work studied throughout the course.
EXAM BOARD: OCR
FOOD TECHNOLOGY
Students will work with a range of food in order to gain knowledge and understanding of the
working characteristics and processing techniques used when designing and making food products.
An awareness of industrial production will also be evident. Health and Safety underpins the whole
course. Students must provide their own ingredients and will cook at least once a week. Practical
skills include methods of cake making, sauce making, bread making, pastry making (shortcrust,
flaky, choux), desserts and savoury dishes.
ASSESSMENT
The final grade is made up by:
Controlled Assessment 60%
Exam paper 40%
Controlled assessment:
The students will produce one major project in Year 11. A product is produced through
development work focusing on a particular situation. A design folio is produced relating to this
process.
Students should present their folio using a range of methods including the use of IT. All work must
be supervised and must therefore be completed in the lessons.
Exam:
There is one final examination paper set in one tier covering grades A* - G. The exam is based on
the theory work studied throughout the course.
EXAM BOARD: AQA
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RESISTANT MATERIALS
Students will work with a range of resistant materials in order to gain knowledge and understanding
of the working characteristics and processing techniques used when designing and making products.
An awareness of industrial production will also be evident.
A project approach is used to cover much of the syllabus content, in Year 10 working on shorter
projects, developing into Year 11 where students can devise their own.
ASSESSMENT
The final grade is made up by:
Controlled Assessment 60%
Exam paper 40%
Controlled assessment:
The students will produce 1 project in Year 10 and 1 in Year 11. For each one they will produce a
product, which is produced through development work focusing on a particular situation e.g.
designing a trophy for a sport or occasion of their choice. A design folio is produced for each
project relating to this process. All work must be supervised and must therefore be completed in the
lessons.
Exam:
There is one final examination paper set in one tier covering grades A* - G. The exam is based on
the theory work studied throughout the course.
EXAM BOARD: OCR
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CURRICULUM SUPPORT FOR COIN CENTRE STUDENTS
This option is for students with statements for SLCN (Speech, Language &
Communication Needs) who have places in the COIN (Communication and Interaction
Needs) Centre. This option is delivered by an SEN teacher working in the COIN
Centre.
The teacher will have the extra time to work with students to further develop literacy
and numeracy skills that is not always available in class due to the demands of the
English and Maths GCSE curriculums; thus enabling students to achieve greater
success in their core subjects. There will also be time for students to further develop
the vocabulary, concepts, language and skills required to succeed in their other option
choices.
If students need individual Speech and Language Therapy (SaLT) this is delivered during
Curriculum Support sessions. Thus students are not withdrawn from core or option subjects. The
Speech and Language Therapist’s (SLTs) work collaboratively with the Curriculum Support teacher
to tailor support to individual student’s needs including specific word learning strategies, expressive
language, memory skills, thinking skills, organisation of ideas, revision techniques, exam language,
social skills and emotional literacy. This program supports the curriculum and enables the students
to cope with the increased language demands of Key Stage 4 and GCSEs.
This course is only offered to students who have places in the COIN Centre and they will be made
aware if this is an appropriate course for them. Please contact Mrs Link if you have any queries.
[email protected]
EXTRA CORE FOR SELECTED STUDENTS
There will be the opportunity to spend extra time on English and maths that
that will support the English and Maths GCSE curriculums; thus enabling
students to achieve greater success in their core subjects.
Time will also be available to consolidate work on non-core subjects.
There will be an expectation for some students to take this option. Students will be advised if this is
appropriate for them. Please contact Mr Coombes if you have any queries.
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Year 10 & 11 Option Choices
Ensuring you have a broad and balanced curriculum
It is important that students have a broad and balanced curriculum at GCSE. For this reason
the option blocks have been constructed to ensure that students do not narrow their choices
too early. It is expected that students at GCSE will study English, maths and science which
are the core subjects as well as a range of other subjects. There is an expectation nationally
that the majority of students will study at least:
 one humanity subject (Geography or History)
 one modern language (French, Spanish or Italian).
Students who are very good at languages may wish to consider choosing two languages,
Italian is available as part of the Godalming College choices of subjects.
For a small number of students Curriculum Support and Extra Core is available in option
column 1 which will help with literacy and numeracy for those requiring additional support
with English and maths. Students will be guided to do this option.
Computer science is available in option 2 which is offered as an alternative to a humanity or
language subject.
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BROADWATER SCHOOL - C u r r i c u l u m 2 0 1 5 - 2 0 1 7
To be completed and returned to form tutor by Monday 2nd March 2015
(Students returning their forms after this date may find their option choices limited.)
Surname (Capitals)........................................Forename...............................Tutor Group….............
Core Subjects: Taken by all students
English, Mathematics, Science, Social Ethics, Physical Education, and Social Science
OPTIONS
Students currently in 9HU1 & 9HU2 will be required to choose subjects from each column but must include:


one humanity subject (Geography or History)
one modern language (French or Spanish). (If a language is chosen as part of a college course
then this will count as the required language).
Students currently in 9HU3 will be required to choose subjects from each column but must include:
 one humanity subject (Geography or History)
 a small number of students may be advised to choose Curriculum Support/Extra Core
Students currently in 9HU4 will be required to choose subjects from each column:
 a number of students will be advised to choose Curriculum Support.
Choose ONE subject from EACH column
*If you choose IF College as an option (from Option 3/4) please also select a second choice from
columns 3 and 4 as college places are limited.
OPTION 1
OPTION 2
OPTION 3
OPTION 4
IF – COLLEGE (fill form below)
FRENCH
FRENCH
SPANISH
DT-GRAPHICS
SPANISH
DT - GRAPHICS
GEOGRAPHY
GEOGRAPHY
ART
DT - FOOD
HISTORY
HISTORY
DRAMA
DT – RESISTANT
MATERIALS
CURRICULUM
SUPPORT (for
COIN students)
ICT (GCSE)
MUSIC
COMPUTER
SCIENCE
EXTRA CORE
PE (VCERT)
PE (GCSE)
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Additional Subject: IF COURSES (Increased Flexibility)
NOTE: These are guided options and places are strictly limited.
They are selected at the expense of TWO of your subject choices.
NB – Every effort has been made to structure the option choices to meet the needs and interests of the students. We
cannot, however, guarantee to meet all the first preferences, particularly where, for example, the demand exceeds the
maximum group sizes.
IF COURSES
The school, in collaboration with other schools in the Waverley Federation and Godalming College
is able to offer a range of courses for selected students who would particularly benefit from
pursuing more practical interests as part of their studies. Please see the Waverley Federation
Special Options booklet for further information.
The courses require the student to:
 Attend the course at a school or college location for one day a week over 2 years.
 Travel independently to and from the location.
 Be confident enough to fit into the different environment.
 Keep up to date with normal school work.
 Apply and be interviewed before acceptance onto these courses.
The courses lead to qualifications at the following levels:
REMEMBER, these courses are selected at the expense of TWO of your chosen option subjects.
IF - Special Options Offer 2015-17
Students MUST choose to study TWO of the following:
GCSE
Location
Equivalence
Title
BTEC Level 2 First Certificate in Business
BTEC Level 2 First Certificate in Creative Digital Media
Production
GCSE Italian
GCSE Spanish
1
Godalming
1
Godalming
1
1
Godalming
Godalming
Tick
below
OR Students MUST choose any ONE of the following:
Title
GCSE
Location
Equivalence
Level 2 Award in Child Development & Care
Level 2 Certificate in Hairdressing & Beauty Therapy (VRQ)
1
1
BTEC Level 2 First Certificate in Sport
1
BTEC Level 2 First Certificate in Construction and the Built
Environment
Level 1 Diploma in Service and Maintenance Engineering
(VRQ) = available to advised students only
Construction
Engineering
1
MIT Skills
Grade D
MIT Skills
1
Mill Chase
Guildford
College
1
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Godalming
Rodborough
Guildford
Spectrum
Tick
below
Broadwater School
Summers Road, Godalming, Surrey GU7 3BW
Phone: 01483 414516
Email: [email protected]
Website: www.broadwater.surrey.sch.uk
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