Year 10 and 11 Curriculum

For a pupil to achieve the highest grades, hard work and a high level of commitment is required. Pupils would be expected to use the studios regularly during activity periods, half-days etc. The subject demands independence of thought, self-discipline, a willingness to experiment with ideas and processes, an open and enquiring mind, amongst other things, for the candidate to achieve their highest potential. It can be hard, sometimes frustrating work; it can also be very exciting and rewarding!

Although the department will supply all materials and media required at a small termly cost, sketchbooks, colour printing and extra materials will be recharged, but at a significantly lower cost than if bought elsewhere. Trips to galleries and other destinations will also be recharged as additional costs.

Course Content

The course has two components:

Coursework – 60% weighting

Examination – 40% weighting

Art pupils will be encouraged to work in a way that most suits them. Traditional techniques will be taught but how these are applied will be up to the individual. All approaches, scales and materials can be considered. High quality and ambitious work will be the most rewarding.

The coursework module work will be done through two projects which are designed to give pupils the opportunity to explore a wide range of media and methods. Work in the Shell will tend to be about developing skills, learning how to explore, experiment with materials and techniques, and looking at the work of others. The Fifth Form work will be focused towards individuals developing more resolved and sustained coursework projects with greater independence.

All work, however, would form the assessed portfolio. It is important that this folio shows a balance between the four assessment objectives in the syllabus – these are:

• develop ideas through investigations, demonstrating critical understanding of sources;
• refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes;
• record ideas, observations and insights relevant to intentions as work progresses;
• present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Projects are set to deal specifically with these areas. However, projects generally look at all assessment objectives together as they are interdependent. The final assessment is of the coursework, all projects being assessed as a body of work and the examination separately. Initial assessment is done internally; the work is then exhibited for moderation by an AQA appointed external examiner.

Studying SDC: Classical Greek

SDC: Classical Greek is an internally devised course which allows pupils to study beyond the confines of a GCSE curriculum.

SDC: Classical Greek FAQs for Parents

Studying Computer Science at GCSE

Bradfield College prepares young people for roles of leadership across a wide number of varied and important sectors, including the computer industry. Our OCR GCSE Computer Science course provides pupils with the foundation they need in order to not only become confident consumers of computer hardware and software but also the designers and developers of such products in the future.

The Computer Science OCR GCSE specification is modern and relevant and we teach pupils industry standard skills that will both prepare them for the world of work and also for success at IB and A Level, should they decide to take their computing studies further.

The OCR GCSE in Computer Science is a full GCSE and prepares pupils for a much smoother transition to IB Computer Science or A Level Computing where they can expect to use many of the skills acquired on the course.

The software/hardware engineering industry is keen to recruit and retain talented programmers and developers, therefore there is a great deal of work available for those that wish to develop skills that will lead to employment and leadership opportunities in the future. For those that simply wish to understand more about how software and hardware is developed, the Computer Science course will not only challenge, but entertain and fascinate curious minds. The course is approved by the British Computer Society and is also recognised as a valued step towards studying Computer Science as an undergraduate by several Russell Group universities.

Computer Science is a great way to develop critical thinking, analysis and problem-solving skills, which can be transferred to further learning and to everyday life. Pupils who want to go on to higher study and employment in the field of computer science will find it provides a superb stepping stone. Problem-solving skills are valued by almost every profession and Computer Science is one of the few GCSE subjects that formally teaches these skills.

Computer Science is now part of the English Baccalaureate. Any Computing specifications included in the EBacc have to be approved by the BCS (The Chartered Institute for IT) – and our OCR GCSE Computing has satisfied this requirement.

What is the difference between ICT and Computer Science?

ICT is more about learning to use applications, and understanding some of the basic theory about how computer hardware and software works. Computer Science is concerned with building applications and fostering a deeper understanding behind hardware and software engineering. ICT pupil learn to use applications for real world purposes, while Computer Science pupils actually build and develop applications for end users.

Course Content

Pupils will:

• Develop their understanding of current and emerging technologies and how they work
• Look at the use of algorithms in computer programming
• Become independent and discerning users of computing technology
• Learn to develop and write computer programs within Python
• Evaluate the effectiveness of computer programs/solutions and the impact of computer technology on society
• Learn to remain safe in a world of increasing technology and more publicly available data.

The Teaching

We employ the following teaching methods:

• Traditional lessons focused on theory, but supported by practical activities using Python and SQL
• The use of online learning, using materials developed by Bradfield and OCR
• Problem solving tasks e.g. developing solutions to real world programming problems

Assessment

Assessment consists of two written examinations at the end of the second year:

• Paper 1 Computer Systems – 1 hour 30 minutes (50%)
• Paper 2 Computational thinking, algorithms and programming – 1 hour 30 minutes (50%)

Both components are non-calculator papers.

Paper 1 consists of the following six topics:

1. Systems Architecture.
2. Memory and Storage.
3. Computer networks, connections and protocols.
4. Network Security.
5. System software.
6. Ethical, legal, cultural and environmental impacts of digital technology.

Paper 2 consists of five topics:

1. Algorithms.
2. Programming fundamentals.
3. Producing robust programs.
4. Boolean Logic.
5. Programming languages and Integrated Development Environments.

Studying Design at GCSE

For a pupil to achieve the highest grades, hard work and a high level of commitment is required. Pupils would be expected to use the workshops regularly during activity periods. The subject demands independence of thought and organisation, self-discipline, a willingness to experiment, an open and enquiring mind and an ability to communicate both on paper and verbally, amongst other things for the candidate to achieve their highest potential.

Course Content

The GCSE course is composed of two major components:

Coursework 60%

• A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions;.
• A selection of further work resulting from activities.

Exam 40%

• The exam board provides a title to which the pupils develop a response in the same format as coursework. The exam itself is where pupils manufacture their final piece under exam conditions.

Within the course, pupils will learn how to analyse products by experimenting with materials and processes to take this understanding into their own design work. The department has a wide range of materials available and machines, tools and equipment to which pupils have access. This ranges from traditional materials such as wood, plastic and metal, but also modern smart materials. Manufacture also uses traditional techniques but combines these with innovative technologies such as prototyping, 3D printing and laser cutting.

For the majority of Shell, the work focuses on developing skills and knowledge, while Fifth Form work will be focused towards individuals developing more resolved coursework projects with greater independence. All work however, would form the assessed portfolio. It is important that this folio shows a balance between the four assessment objectives in the syllabus. These are:

• Develop ideas through investigations, demonstrating critical understanding of sources.
• Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
• Record ideas, observations and insights relevant to intentions as work progresses.
• Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Initial assessment is done internally. The work is then exhibited for moderation by an AQA appointed external examiner.

Studying Drama at GCSE

Drama is one of the most dynamic and exciting subjects you could study at GCSE.

The College follows the AQA GCSE examination specification and the course is a combination of both practical work and theory.

Transferable Skills

Studying Drama will increase pupils’ knowledge and skills in Drama, but also provide a whole host of transferable skills that are invaluable to help with other subject areas and future careers.

Examples of these transferable skills include teamwork, creative collaboration, problem-solving and research skills. Pupils will develop their self-confidence and ability to think independently. Studying Drama provides an opportunity to be creative and to develop your imaginative skills.

Pupils will experience professional theatre through a range of theatre visits and have workshops with visiting professionals. The course is academically demanding and pupils will need to have good personal organisation skills and be able to manage their time well. The course expects those studying it to contribute with energy and enthusiasm.

Course Content

Component One – Understanding Drama (Written)

• Knowledge and understanding of Drama terminology and those who work in the subject.
• The study of one set text. This year’s text is Noughts and Crosses by Dominic Cooke.
• Analysis and evaluation of live theatre.
• Examined through a written exam lasting 1 hour 45 minutes.
• Worth 40% of the final mark.

Component Two – Devising Drama (Practical)

• Creating an original piece of theatre and performing it to an audience.
• Accompanied by a Devising Log Book.
• Worth 40% of the final mark.

Component Three – Text in Practice (Practical)

• Performance of two extracts from a published play.
• Worth 20% of the final mark.

60% of the final grade is from practical work and 40% from a written exam.

Studying English Literature and Language at GCSE

The study of English Language and English Literature at Bradfield College aims to develop confident, articulate communicators who can write and speak with clarity, accuracy and sophistication. Pupils are encouraged to engage thoughtfully with a wide range of texts and to respond using precise, appropriate and expressive language, both orally and in writing.

We teach the Edexcel International GCSEs in English Language (Specification A) and English Literature. These well-regarded qualifications offer a flexible and rigorous approach, with an emphasis on independent learning and critical thinking. As such, they provide excellent preparation for pupils progressing to A Levels or the IB Diploma Programme. Both courses include a coursework component alongside a final examination, and pupils are awarded two separate grades and qualifications at the end of the course.

English lessons at Bradfield are challenging yet highly rewarding. Teaching is designed to be varied, stimulating and purposeful, with a clear focus on progression and academic success. With sustained effort, active participation and intellectual curiosity, pupils are well placed to achieve strong outcomes in both GCSE subjects.

Beyond the Classroom

The English Department is vibrant and intellectually active, offering a wide range of enrichment opportunities beyond timetabled lessons. Pupils are encouraged to take part in theatre visits, writing competitions and departmental societies such as Poetry and Journalism. Regular visiting speakers, film screenings and other cultural events further enrich pupils’ experience of English and foster a lifelong engagement with literature and language.

Studying EAL at GCSE

In Year 10 EAL is provided for non-native speakers within the mainstream curriculum; this programme is designed to enhance language skills and support other subjects. Pupils follow an IGCSE English as a Second Language in the Shell (Y10), a qualification which focuses on candidates’ ability to use English as a medium of study, progressing to GCSE English Language in the Fifth Form (Year 11).

Pupils are also encouraged to take IGCSE or GCSE qualifications in their native language if an examination is available. This involves more than a test of competence in one’s mother tongue; pupils can learn valuable skills that are not necessarily developed in their other subjects.

During College holidays, in order to maintain English language skills, the EAL Department recommends a range of resources for use in continuing practice of English.

All Modern Foreign Language subjects at GCSE follow the same curriculum.

Studying Modern Foreign Languages at GCSE

The Modern Languages Department at Bradfield offers GCSE French, German and Spanish.

The study of a Foreign Language at GCSE is compulsory for all pupils and is considered as a core subject, one which will help pupils prepare for either A Level or the International Baccalaureate Diploma Programme. Aside from this, however, there are endless reasons why modern, forward-thinking pupils need to have proficiency in a foreign language. The job market is now truly global and will become more so. World travel is an integral part of our business and personal lives. To take the first step in breaking linguistic and cultural barriers by learning a language is more important now that it has ever been. Aside from all practical implications, the study of languages also breeds respect for others and their cultures. In terms of employability, it teaches the cross-curricular skills of analysis, research, team work and above all, the highly prized skill of communication. In the shorter term, universities consider foreign languages to be an essential part of education, with some insisting on a foreign language at GCSE as a pre-requisite for all undergraduate courses. So the learning of a foreign language is as important these days as it has ever been!

What are the requirements and what is it like?

• To study a language at GCSE, pupils must have at least one year’s learning completed. In many cases, pupils may have considerably more than this (certainly in French) but it is just as typical/equally possible for pupils to start with a new language in Faulkner’s and to carry on with it for GCSE.
• We follow the Pearson Edexcel International GCSE (IGCSE) course for German and Spanish, and the AQA GCSE course for French.
• All languages follow integrated courses and communication is central to all we do; we use a variety of other sources from textbooks to authentic online resources and websites that are tailored to the GCSE learner, for which every pupil has a personal login. Full ICT facilities are standard in all classrooms and pupils use their laptop or tablet in lessons. That said, we have not forgotten about the value of ‘old school’ learning and pupils will be expected to communicate and assimilate new language, which includes learning verbs and vocabulary off by heart.
• Visits and Trips: We encourage all pupils to visit the relevant countries during their GCSE course, and we offer several trips. In recent years, there have been GCSE trips to our partner school in Munich, to the Gredos centre near Salamanca and to Nice. We can also put you in touch with partner companies who can organise homestays and work experience abroad.
• We place great value not only on the language and its vocabulary and grammar, but also on the culture associated with the language. We therefore run co-curricular events and societies, such as Food Clubs, Film Clubs and so on, and all GCSE pupils are welcome to attend these.

What approach is needed for the successful study of a language at GCSE?

All human languages are complex, but contrary to popular belief, foreign languages are not inherently difficult – certainly no more difficult than any other subject. There are some specific requirements, chief among which is being able and willing to learn and practise new vocab regularly. We also encourage pupils to reflect on their own language(s), emphasise similarities and differences between languages and develop a critical eye and ear to spot patterns and thereby equip pupils with essential communication skills for life.

Studying Geography at GCSE

Geography at GCSE provides an excellent opportunity to gain a fuller understanding of our complex and interconnected world. It is a broad-based subject which develops a number of intellectual skills: literacy, numeracy, presentation skills and the application of ICT. Throughout the course the pupils are encouraged to develop a sense of place by studying a wide range of case studies at a variety of different scales, from global to local, in both the developing and developed worlds. The course also provides opportunities for fieldwork and for the study of contemporary issues.

Course Content

On the Edexcel IGCSE Course, pupils study themes in both physical and human geography including rivers, coastal environments, urban environments, economic activity and energy, and development and human welfare. It is an exciting topical course as shown by potential questions below:

• Can better approaches to river management reduce the future impact of flooding in the UK?
• What are the impacts of the HIV/AIDS pandemic in sub-Saharan Africa?
• How is technology changing the modern UK High Street?
• Is aid or fair trade more important in helping low income countries achieve the Sustainable Development Goals?
• What is the best way to redevelop and regenerate shanty towns?
• What are the costs and benefits of a safari holiday in Kenya?
• What is the future for small Pacific island states?
• Will renewable energy solve issues of global energy supply?
• How does geopolitics affect the goods we buy?

Assessment

Written papers (100% of total marks).

All Modern Foreign Language subjects at GCSE follow the same curriculum.

Studying Modern Foreign Languages at GCSE

The Modern Languages Department at Bradfield offers GCSE French, German and Spanish.

The study of a Foreign Language at GCSE is compulsory for all pupils and is considered as a core subject, one which will help pupils prepare for either A Level or the International Baccalaureate Diploma Programme. Aside from this, however, there are endless reasons why modern, forward-thinking pupils need to have proficiency in a foreign language. The job market is now truly global and will become more so. World travel is an integral part of our business and personal lives. To take the first step in breaking linguistic and cultural barriers by learning a language is more important now that it has ever been. Aside from all practical implications, the study of languages also breeds respect for others and their cultures. In terms of employability, it teaches the cross-curricular skills of analysis, research, team work and above all, the highly prized skill of communication. In the shorter term, universities consider foreign languages to be an essential part of education, with some insisting on a foreign language at GCSE as a pre-requisite for all undergraduate courses. So the learning of a foreign language is as important these days as it has ever been!

What are the requirements and what is it like?

• To study a language at GCSE, pupils must have at least one year’s learning completed. In many cases, pupils may have considerably more than this (certainly in French) but it is just as typical/equally possible for pupils to start with a new language in Faulkner’s and to carry on with it for GCSE.
• We follow the Pearson Edexcel International GCSE (IGCSE) course for German and Spanish, and the AQA GCSE course for French.
• All languages follow integrated courses and communication is central to all we do; we use a variety of other sources from textbooks to authentic online resources and websites that are tailored to the GCSE learner, for which every pupil has a personal login. Full ICT facilities are standard in all classrooms and pupils use their laptop or tablet in lessons. That said, we have not forgotten about the value of ‘old school’ learning and pupils will be expected to communicate and assimilate new language, which includes learning verbs and vocabulary off by heart.
• Visits and Trips: We encourage all pupils to visit the relevant countries during their GCSE course, and we offer several trips. In recent years, there have been GCSE trips to our partner school in Munich, to the Gredos centre near Salamanca and to Nice. We can also put you in touch with partner companies who can organise homestays and work experience abroad.
• We place great value not only on the language and its vocabulary and grammar, but also on the culture associated with the language. We therefore run co-curricular events and societies, such as Food Clubs, Film Clubs and so on, and all GCSE pupils are welcome to attend these.

What approach is needed for the successful study of a language at GCSE?

All human languages are complex, but contrary to popular belief, foreign languages are not inherently difficult – certainly no more difficult than any other subject. There are some specific requirements, chief among which is being able and willing to learn and practise new vocab regularly. We also encourage pupils to reflect on their own language(s), emphasise similarities and differences between languages and develop a critical eye and ear to spot patterns and thereby equip pupils with essential communication skills for life.

Cambridge IGCSE German – First Language

This course is designed for learners whose first language is German, and which is often a requirement by German schools and universities after studying in the UK. The syllabus develops learners’ ability to communicate clearly, accurately and effectively, develops their reading and writing skills and is also an excellent preparation for all courses we offer in the Sixth form. Full details of the course can be found on the Cambridge International website:

CAMBRIDGE IGCSE GERMAN – FIRST LANGUAGE

Studying History at GCSE

• How did World War I change the world forever?
• Who struggled for leadership of the USSR?
• How did Hitler and the Nazis come to power? Were the Nazi’s ever challenged?
• How significant was the NHS, war or women for the development of medicine in the UK?

These are just a few of the questions we might study in GCSE History. This course will teach you a lot about the last several hundred years and will help explain why the world is as it is today. However, History is not just a question of finding out about the past; it also means interpreting what happened and making up your own mind about it. This is something which appeals to many people studying History, even at GCSE level.

We are confident that this a stimulating and academically beneficial course which will appeal to all pupils.

Course Content

The course is Edexcel iGCSE.

Much of the People and Society course completed in Faulkner’s was created to support the successful study of History at GCSE and beyond. A range of online sources, textbooks, video extracts and podcasts are frequently used by knowledgeable and enthusiastic history staff.

As well as an interest in the subject, the particular skills that you need to succeed at GCSE are:

• Recall and arrangement. How good are you at remembering information and how well can you use the information to answer comprehension and essay questions?
• Description, analysis and explanation. Can you describe precisely the events and issues you are studying? Can you identify the most important features of them?
• The historical context. How good are you at looking at historical events from the perspective of different people in the past, and can you use historical evidence to arrive at conclusions about the past?

Syllabus

• A ‘Breadth Study’ considering the changes in Medicine (1848-1948)
• An investigation into the Vietnam War
• Two ‘Depth Studies’ on Germany (1918-45) and USSR (1924-53)

Studying Latin at GCSE

Studying Latin gives you a special understanding of the people whose empire stretched from India to the far west of Britain and shaped the development of the modern Western world. At GCSE you have the chance to study the language, history, art, and culture of Ancient Rome, through close reading of great authors such as Virgil, Horace, Ovid, Caesar, Livy, Pliny and Tacitus. You will develop and apply your linguistic knowledge of Latin to be able to read prose and poetry in the original language. You will learn to analyse and critically appraise primary sources, and write succinctly in English explaining your observations on the meaning, style and content of the texts and sources you have prepared.

While Latin GCSE is a language qualification, there are no Oral or Listening papers. You don’t have to translate from English to Latin in the exams, but you will be well-prepared and feel confident to do so. Why study Latin? Doing well at Latin at GCSE is a distinguishing feature on university and job applications. Latin is a valued qualification for careers in areas as diverse as the law, medicine, government, accountancy, media, creative occupations, IT, the theatre, intelligence. Knowing how Latin works can support and accelerate your learning of other languages whether at school or later in life. Much scientific and technological terminology draws heavily on Latin and Greek ideas and words. Your ability to understand and use a wider range of specialised and sophisticated vocabulary, with the ‘code-breaking’ skills you develop practising Latin unseen translation, will enable you to analyse, evaluate and express more complex ideas clearly. Latin counts as a language GCSE for UK university entrance. Latin is one of the specialist SAT subjects when applying to universities in the USA and the level required is very accessible if you have done well at GCSE.

Course Content

Component 1: Latin Language

Written Exam 1 hour 30 minutes (50% of qualification)

• Section A: A range of short comprehension questions testing understanding of the story line;
• Section B: Translation of a passage from Latin into English with a gradation of difficulty;
• Section C: Either English into Latin Translation or Grammar questions.50% of marks: two further papers, each 60 minutes.

Component 2: Latin Literature and Sources

Written Exam 1 hour 15 minutes (30% of qualification)

• Prescription of Literature (both prose and Verse) on a theme plus Ancient Source materials.

Component 3: Latin Literature (Narratives)

Written Exam 1 hour (20% of qualification)

• Prescription of Latin Literature forming a narrative accompanied by adjacent passages in English.

Studying Mathematics at GCSE

The Mathematics Department has two primary aims in the Shell and Fifth Form: to provide a broad and well-rounded mathematical education, based on developing key skills and problem-solving techniques, and to enable each pupil to achieve the best possible result in examinations at the end of the Fifth Form.

Pupils are entered for the IGCSE course offered by the Edexcel board, which offers two-tier entry. The higher tier covers the grades 9 to 4 and the foundation 5 to 1.

Course Content

The course does not have a formal coursework component and is assessed by two written papers at the end of the Fifth Form (Y11). These papers test the three main topic areas, which are Number and Algebra (60%), Shape, Space and Measures (25%) and Data handling (15%). Calculators are permitted in both of these papers.

We divide the year group into 10 sets according to past performance in weekly work and exams. We try to place each pupil in the environment in which he/she will do best.

The expectation is that all pupils will be entered into the higher tier in their Fifth Form year. The top students are entered in November of their Fifth Form moving on to sit a further mathematics qualification (AQA Level 2 Certificate in Further Mathematics) in June of their Fifth Form. This will introduce pupils to advanced techniques and acts as a good preparation for the most challenging mathematics courses in the Sixth Form.

Some pupils will benefit from taking the foundation tier in November of their Fifth Form, looking to secure a grade 4 or 5 in this early entry exam, with a view to taking the higher tier in the summer and increasing their grade.

Sets are regularly reviewed but movement between sets in the Fifth Form (Y11) is usually restricted, as continuity with the same classroom teacher is desired. As far as possible the same teacher will take the same set throughout the two years preceding their examination.

SDC: Music FAQs for Parents

Studying SDC: Music

If you enjoy playing, creating, or listening to music then you will enjoy studying SDC: Music. The course gives you the opportunity to express yourself through performing and creating music, and develops your musicianship skills. 75% of SDC: Music is coursework and several components of the course allow for you to specialise in the areas of music which most interest you. You will spend significant time working on improving your skills on your instrument or voice.

SDC: Music is an internally devised course which allows pupils to study beyond the confines of a GCSE curriculum, developing their musical knowledge together with a range of highly desirable skills:

• Complex problem-solving
• Digital literacy
• Self-regulation
• Analysis
• Creativity
• Communication
• Self-expression

REQUIREMENTS

SDC: Music caters for all abilities but to get the most out of it we recommend that pupils are at least Grade 3 standard when applying for the course. The ability to read music is a requirement and if you are not already able to do so, you will learn this as part of the course. Pupils need to be enrolled in instrumental, singing or music technology lessons. A natural interest in music is important and pupils should also have an open mind when listening to a broad range of musical styles. Pupils are not expected to have any experience of composing.

Discussion with the Head of Academic Music is advised.

COURSE CONTENT

PERFORMING – 25%

You will set yourself targets, document your practice in a journal, and reflect on your progress at regular intervals. A final performance will be assessed; this may take place individually in front of your subject teacher, or in front of an audience. You will be assessed on both the process of practising for your performance, and the accuracy and musicality of the musical performance itself. Although there is no assessed ensemble performance, it is expected that pupils will participate in a co-curricular ensemble if they take this course.

CREATING – 25%

You will create a composing portfolio consisting of experiments with musical techniques and devices across a broad range of musical styles. In the second year you will design your own brief and create a piece of music according to your personal interests and informed by your own musical research. You will collate your final pieces in a digital composition portfolio for assessment.

LISTENING AND APPRAISING – 25%

You will study and listen to a wide range of musical styles and genres and identify musical features using musical vocabulary. The examination will assess your knowledge and understanding of music and consists of multiple choice, short and long answer responses.

SPECIAL STUDY – 25%

You will develop an area of personal interest, and/or something that will make a significant contribution to your own development as a musician.

It offers you the opportunity to:

• develop and improve your own learning and performance;
• use your learning experiences to support your personal aspirations for further study and career development.

The final product may be an artefact (it is expected that this would take the form of a performance (solo or group), composition, or arrangement), or an extended piece of writing (minimum 2000 words).

SDC: SPECIFICATION

Studying Photography at GCSE

The approach to Photography is wide-ranging and all encompassing. Traditional ways of working such as darkroom work, to the very latest methods are all valid and encouraged. This includes all light and lens based media including film-making and animation.

The final portfolio submission may be presented and formatted as a PowerPoint. Creation of the PowerPoint will make up part of your course.

For a pupil to achieve the highest grades, hard work and a high level of commitment is required. Pupils would be expected to use the studios regularly during activity periods, half-days etc. The subject demands independence of thought, self-discipline, a willingness to experiment with ideas and processes, an open and enquiring mind, amongst other things, for the candidate to achieve their highest potential. It can be hard, sometimes frustrating work; it can also be very exciting and rewarding!

Although the department will supply all materials and media, required at a small termly cost, sketchbooks, colour printing and extra materials will be recharged, but at a significantly lower cost than if bought elsewhere. Trips to galleries and other destinations will also be recharged as additional costs. While the department has cameras, it would be advantageous for those pupils choosing Photography to own their own Digital SLR Camera and an external hard drive.

Course Content

The course has two components: coursework (60% weighting) and the examination (40%). The examination itself is very much like a timed coursework project.

The coursework module work will be done through two projects which are designed to give pupils the opportunity to explore in a wide range of media and methods. Work in the Shell will tend to be about developing skills, learning how to explore, experiment with materials and techniques, and looking at the work of others. The Fifth Form work will be focused towards individuals developing more resolved and sustained coursework projects with greater independence. All work however, would form the assessed portfolio. The portfolio of work will be presented in an online digital format. It is important that this folio shows a balance between the four assessment objectives in the syllabus – these are:

• Develop ideas through investigations, demonstrating critical understanding of sources.
• Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
• Record ideas, observations and insights relevant to intentions as work progresses.
• Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Projects are set to deal specifically with these areas. However, projects generally look at all assessment objectives together as they are interdependent. The final assessment is of the coursework, all projects being assessed as a body of work and the examination separately. Initial assessment is done internally; the work is then exhibited for moderation by an AQA appointed external examiner.

Studying Physical Education at GCSE

The Physical Education GCSE course (AQA board) provides an excellent opportunity to understand how the body works and how exercise affects our bodies and our minds.

Course Content

The course is divided into two parts: Theory and Practical.

Theory – 60%

There are two written exams to be sat at the end of the course each lasting 1 hour 15 minutes.

Paper 1: The human body and movement in physical activity

What is assessed?

• Applied anatomy and physiology
• Movement analysis
• Physical training
• Use of data

How is it assessed?

• Written exam: 1 hour 15 minutes
• A mixture of multiple choice/objective test questions, short answer questions and extended answer questions
• 30% of GCSE

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

What is assessed?

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

How is it assessed?

• Written exam: 1 hour 15 minutes
• A mixture of multiple choice/objective test questions, short answer questions and extended answer questions
• 30% of GCSE

There are two written exams to be sat at the end of the course each lasting 1 hour 15 minutes.

Practical – 40%

What is assessed?

• Practical performance in three different physical activities in the role of player/performer – one in a team activity, one in an individual activity and a third in either a team or in an individual activity.
• Analysis and evaluation of performance to bring about improvement in one activity.

How is it assessed?

• Assessed internally by teachers
• Moderated by AQA
• 40% of GCSE

For each of their three activities, pupils will be assessed in skills in progressive drills (10 marks per activity) and in the full context (15 marks per activity).

Pupils will be assessed on their analysis (15 marks) and evaluation (10 marks) of performance to bring about improvement in one activity.

Physical Education Core

Every pupil in Year 10 who does not choose GCSE PE is timetabled for a lesson of Core Physical Education each week. The main aims of the course are to teach and improve many physical and sporting skills in a wide range of activities, and also to monitor and influence positively the physical development of each pupil through a regular, structured sporting programme.

A good understanding and the basic skills of basketball, volleyball, badminton, tennis, rounders and swimming are covered along with weight-training and fitness exercises.

It is hoped that the course will also stimulate interest and enjoyment, and open up opportunities to enhance the wide range of games offered throughout the College.

Please note that those who opt for GCSE Physical Education will not do Core PE.

Studying Religious Studies at GCSE

• What do Muslims actually believe?
• What does a Christian think about the nature
• of God?
• What actually does Jihad involve? (Did you know that its primary meaning is a spiritual struggle to be a good Muslim?)
• Why do some people think abortion is wrong?
• Can ‘religious’ people ever go to war?

If these sort of questions interest you – and I hope they do because they are issues you read about every day in the news – then you should consider R.S. as one of your GCSE options.

This GCSE covers the study of two religions (Christianity and Islam), and four contemporary moral and ethical themes. You will be challenged with questions about belief, values, meaning, purpose and truth, enabling you to develop your own attitudes towards religious and non-religious issues in the 21st century. You will also gain an appreciation of how religion, philosophy and ethics form an important basis of our culture in British society today.

Skills you will develop:

• Critical thinking
• Analytical and Evaluative Skills
• Reasoning
• Debating and Discussion
• Working with others (leadership and responsibility)
• Developing personal attitudes, values and opinions
• Research

Course Content

You will take the following two components:

Component 1: The study of Religions: Beliefs, Teachings and Practices

You will be assessed on the Beliefs, Teachings and Practices of two major world religions:

• Christianity
• Islam

This is examined through one written exam of 1 hour 45 minutes that is worth 50% of your GCSE.

Component 2: Thematic Studies

You will study religious teachings and non-religious beliefs about ethical issues found in contemporary British society.

Religion and Life (The origins and value of the universe and the origins and value of human life – Big Bang Theory, Planet Earth, Global & Environmental Issues, Animal Rights, Sanctity and Quality of Life, Abortion, Euthanasia, Death and the Afterlife)

Religion, Peace and Conflict (Religion, Violence, Terrorism e.g. ISIS, War, Pacifism, Nuclear Weapons, Weapons of mass destruction)

Religion, Crime and Punishment (Causes of Crime, Aims of Punishment, Community Service, Prison, Corporal Punishment, Capital Punishment, Forgiveness, Good and Evil)

Sex, Marriage and Divorce (Heterosexual and homosexual relationships, Sex before and outside marriage, Contraception, Purpose of marriage, Same-sex marriage and cohabitation, Divorce and remarriage, Nature of families, Same-sex parents, Polygamy, Gender equality)

This component is also examined through one written exam of 1 hour 45 minutes that is worth 50% of your GCSE.

Each section, for both components, has a common structure of questions worth 1, 1, 4, 6, and 12 marks. There are also marks awarded for spelling, punctuation and grammar.

GCSE Religious Studies is an interesting, relevant and contemporary subject that will help you to understand the world in which you live and start you thinking about important moral issues, many of which you will actually encounter in your own life.

Studying Science at GCSE

Course Content

All Modern Foreign Language subjects at GCSE follow the same curriculum.

Studying Modern Foreign Languages at GCSE

The Modern Languages Department at Bradfield offers GCSE French, German and Spanish.

The study of a Foreign Language at GCSE is compulsory for all pupils and is considered as a core subject, one which will help pupils prepare for either A Level or the International Baccalaureate Diploma Programme. Aside from this, however, there are endless reasons why modern, forward-thinking pupils need to have proficiency in a foreign language. The job market is now truly global and will become more so. World travel is an integral part of our business and personal lives. To take the first step in breaking linguistic and cultural barriers by learning a language is more important now that it has ever been. Aside from all practical implications, the study of languages also breeds respect for others and their cultures. In terms of employability, it teaches the cross-curricular skills of analysis, research, team work and above all, the highly prized skill of communication. In the shorter term, universities consider foreign languages to be an essential part of education, with some insisting on a foreign language at GCSE as a pre-requisite for all undergraduate courses. So the learning of a foreign language is as important these days as it has ever been!

What are the requirements and what is it like?

• To study a language at GCSE, pupils must have at least one year’s learning completed. In many cases, pupils may have considerably more than this (certainly in French) but it is just as typical/equally possible for pupils to start with a new language in Faulkner’s and to carry on with it for GCSE.
• We follow the Pearson Edexcel International GCSE (IGCSE) course for German and Spanish, and the AQA GCSE course for French.
• All languages follow integrated courses and communication is central to all we do; we use a variety of other sources from textbooks to authentic online resources and websites that are tailored to the GCSE learner, for which every pupil has a personal login. Full ICT facilities are standard in all classrooms and pupils use their laptop or tablet in lessons. That said, we have not forgotten about the value of ‘old school’ learning and pupils will be expected to communicate and assimilate new language, which includes learning verbs and vocabulary off by heart.
• Visits and Trips: We encourage all pupils to visit the relevant countries during their GCSE course, and we offer several trips. In recent years, there have been GCSE trips to our partner school in Munich, to the Gredos centre near Salamanca and to Nice. We can also put you in touch with partner companies who can organise homestays and work experience abroad.
• We place great value not only on the language and its vocabulary and grammar, but also on the culture associated with the language. We therefore run co-curricular events and societies, such as Food Clubs, Film Clubs and so on, and all GCSE pupils are welcome to attend these.

What approach is needed for the successful study of a language at GCSE?

All human languages are complex, but contrary to popular belief, foreign languages are not inherently difficult – certainly no more difficult than any other subject. There are some specific requirements, chief among which is being able and willing to learn and practise new vocab regularly. We also encourage pupils to reflect on their own language(s), emphasise similarities and differences between languages and develop a critical eye and ear to spot patterns and thereby equip pupils with essential communication skills for life.