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GCSEat The Royal School Wolverhampton

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Contents


Welcome to GCSE

So what will my timetable look like?

English Language

English Literature

E.A.L

Modern Foreign Languages

History

Religious Studies

Sociology

Mathematics

Business Studies

Science

Computer Science

Physical Education

Geography

Arts, Craft & Design

Music

Food Preparation & Nutrition

Design & Technology

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Welcome to GCSE

The Royal School viSion

The Royal School fosters outstanding individuals through empowering people to exceed their expecta-tions. We are a nurturing and inclusive global community. We challenge and inspire our students to become happy and successful, with a lifelong love of learning.

School’s accountability

The government have set out new accountability measures for schools. Performance is measured across eight subjects. Therefore, our options system needs to reflect the following guidance set out by the government. Two of these indicators of school performance – Progress 8 and Attainment 8 – are based on pupils’ performance across eight subjects. These subjects are:

• a double weighted English element;• a double weighted Maths element;• three slots reserved for other EBacc

subjects (sciences, computer science, geography, history and languages).

• three slots that can be taken up by further qualifications from the range of EBacc subjects, or any other high value arts, academic, or vocational qualification.

MFL is compulsory at The Royal.

The options process

This booklet is designed to give you some help when choosing which subjects to study at GCSE. It has been written by the leaders of each subject in school and gives detail on each specification studied including content, methods of assessment and relevance to future careers. Some pupils may already know which subjects they wish to study further but for others it may be a difficult decision. All teachers at The Royal are here to help you with these important decisions.

When you complete Year 11 it is important for you to leave with quality GCSEs which enable you to pursue further study or your chosen career path. A typical student will achieve nine GCSEs, this will enable students the opportunity to achieve the highest grades by studying their chosen subjects in greater depth. Additional qualifications may be available in the after school activity programme.

When choosing your GCSE subjects it is worth considering the following:

•Motivation is important! You need to be happy with the subjects you choose. Ensure you are interested in the subject and will be able to enjoy it for the next two years. •Progress is key! You need to be able to achieve your potential in the subject. You may have natural ability but you will certainly have to work hard and be committed (both in class and at home) to continual improvement throughout the course.•It is your choice! Don’t be guided by what your friends are doing. Ensure your choice is right for you. Discuss your choice with teachers, parents, family or seek careers advice.

Routes to a level and University

The choice you make at GCSE does not necessarily govern the choice you make at A level. Many A levels are able to be studied without choosing the subject at GCSE.

With the exception of those for Medicine and Veterinary Medicine (grade C or above in GCSE Double Award Science and Mathematics), there are no GCSE requirements for entry to Cambridge, and there is no minimum number of A* grades required for any of our courses. (Cambridge university website)

Tutors are looking for evidence of academic ability as well as commitment and motivation for the chosen degree course. They will use GCSE results as one indicator of abilities, along with predicted grades at A Level, the personal statement, academic reference, any written work or tests that are required and, for shortlisted applications, performance at interview. (Oxford University website)

A typical Royal student will study the following:

core GcSe’s humanities MFl Two optional from:

Every student studies these subjects:

English (language and literature)

or

English as an Additional Language (EAL)

Maths

Science (Double Awards)

History

Geography

French

German

Spanish (dependent upon numbers)

Literacy (for pupils with SEN/EAL)

History

Geography

French

German

Computer Science

Art

Business Studies

DT

English for Academic Purposes

Home Economics

Music

PE

Religious Studies

Sociology

Triple Science

Flexibility is a priority at The Royal, but not all subject combinations are possible. We will spend some considerable time trying to ensure that all pupils are catered for and can do the subjects they want. However, if a subject is over-subscribed or under-subscribed, pupils may be asked to make another choice. There are a number of logistic, staffing and timetable constraints therefore, we cannot guar-antee that absolutely everyone will be able to do exactly what they want, but we will try our best!


So what will my timetable look like?

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how will you be assessed?

Students will begin their learning journey in Year 9 and will be assessed internally throughout the course before sitting two terminal examinations at the end of Year 11. Students are assessed against a series of ‘Assessment Objectives’ that are examination focused and embedded into the English curriculum from Year 7 onwards.

Paper 1Explorations in Creative Reading and Writing (50%)Paper 2 Writers’ Viewpoints and Perspectives (50%)

explorations in creative reading and writing

The source for the reading questions will be a literature fiction text. It will be drawn from either the 20th or 21st century. Its genre will be prose fiction. It will include extracts from novels and short stories and focus on openings, endings, narrative perspectives and points of view, narrative or descriptive passages, character, atmospheric descriptions and other appropriate narrative and descriptive approaches.

As a stimulus for students’ own writing, there will be a choice of scenario, written prompt or visual image that is related to the topic of the reading text in Section A. The scenario sets out a context for writing with a designated audience, purpose and form that will differ to those specified on Paper 2.


English Language

course content

All students will study GCSE English Language (AQA). Our assessments have been designed to inspire and motivate students, providing appropriate stretch and challenge whilst ensuring, as far as possible, that the assessment and texts are accessible to the full range of students.

The specification will enable students of all abilities to develop the skills they need to read, understand and analyse a wide range of different texts covering the 19th, 20th and 21st century time periods as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures.

The specification offers a skills-based approach to the study of English Language in an untiered context. Questions are designed to take students on an assessment journey through lower tariff tasks to more extended responses.

Departmental information

The department is made up of four experienced specialist staff members: Miss Hepworth (Subject Leader); Mrs Nabbs; Mrs Jessup; and Dr Higgs. As a department, we take every opportunity to stretch and challenge our students. We also offer a variety of theatre and cinema trips as well as ‘Film Appreciation’ as an Enrichment Opportunity.


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Writers’ viewpoints and perspectives

The sources for the reading questions will be non-fiction and literary non-fiction texts. They will be drawn from the 19th century, and either the 20th or 21st century depending on the time period assessed in Paper 1 in each particular series. The combination selected will always provide students with an opportunity to consider viewpoints and perspectives over time. Choice of genre will include high quality journalism, articles, reports, essays, travel writing, accounts, sketches, letters, diaries, autobiography and biographical passages or other appropriate non-fiction and literary non-fiction forms.

In Section B, there will be a single writing task related to the theme of Section A. It will specify audience, purpose and form, and will use a range of opinions, statements and writing scenarios to provoke a response.

non-exam assessment

The aim of the assessment is to allow students to demonstrate their speaking and listening skills by:• giving a presentation in a formal context.• responding appropriately to questions

and to feedback, asking questions themselves to elicit clarification.

• using spoken Standard English.

English Literature


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AS

course content

All students will study GCSE English Literature (AQA). Our assessments have been designed to inspire and motivate students, providing appropriate stretch and challenge whilst ensuring, as far as possible, that the assessment and texts are accessible to the full range of students.

Throughout the course, students will:• read a wide range of classic literature

fluently with good understanding and make connections across their reading.

• read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas.

• develop the habit of reading widely and often.

• appreciate the depth and power of the English Literary Heritage.

• write accurately, effectively and analytically about their reading, using Standard English.

• acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.


The department is made up of four experienced specialist staff members: Miss Hepworth (Subject Leader); Mrs Nabbs; Mrs Jessup; and Dr Higgs. As a department, we take every opportunity to stretch and challenge our students. We also offer a variety of theatre and cinema trips as well as ‘Film Appreciation’ as an Enrichment Opportunity.


Students will begin their learning journey in Year 9 and will be assessed internally throughout the course before sitting two terminal examinations at the end of Year 11. Students are assessed against a series of ‘Assessment Objectives’ that are examination focused and embedded into the English curriculum from Year 7 onwards.

Paper 1Shakespeare and the 19th-century novel (40%)Paper 2 Modern texts and poetry (60%)

Shakespeare and the 19th-century novel

Students will be examined in two key texts for Paper 1 of the Assessment. They must be able to demonstrate a sound understanding of a Shakespeare Text along with a classic novel, for example, ‘Great Expectations’ by Charles Dickens. The teaching of these texts will be embedded into the curriculum from Year 9 to enable a suitable breadth of study.

Modern Texts and Poetry

Students need to be familiar with a range of Modern Texts which could range from short stories to modern novel extracts. The skills that are developed during this process need to be applied to an unseen text in the examination. Students also have to study a range of 12 poems from the AQA Anthology and the study of such must prepare them to compare and contrast a range of ideas across a broad spectrum of poetic technique. They will then need to apply this to unseen poetry within the question paper.

Staffing Details

Subject Leader email address:[email protected]


EAL (English as an Additional Language)

course content

The EAL Department offers a structured programme of language acquisition and development to all students whose mother tongue is not English. After an initial assess-ment test, overseas students are either di-rected toward GCSE English Language and Literature or EAL classes. These two subjects are timetabled at the same time and EAL is therefore compulsory for those international students in Years 10 and 11 who have not yet attained the level of acquisition required for GCSE English. The aims of the EAL programme are:

1. To enable each student to acquire the language skills needed to live and work in the school’s multi-cultural community and to feel at ease using English both inside and outside the school. This involves developing the four skill areas of reading/writing/speak-ing/listening in addition to the development of lexical knowledge and grammatical understanding.

2. To enable each student, by the acquisi-tion of these skills, to have parity of esteem amongst his/her peers and equal access to the curriculum.

3. To prepare each student to sit IGCSE English as a Second Language at the end of Year 11

In addition, EAP (English for Academic Pur-poses) is offered within an option block.


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Reading, Writing and listening are tested through two examination papers. Speaking is tested through a face-to-face interview at the school. The Speaking Test is optional and endorsed separately.

Knowledge/skills developed

in Reading • To understand the overall message of a

text• To understand in detail a range of texts,

identifying finer points of detail • To scan a range of texts to locate rel-

evant details• To follow a line of discussion to its logi-

cal conclusion• To identify a writer’s viewpoint and at-

titude, stated and implied• To distinguish between facts, ideas and

opinions.

in Writing • To write messages or letters conveying

information for a range of audiences and purposes and covering a range of language functions

• To write clear, accurate, well-structured longer texts on a range of subjects and for a range of audiences and purposes


The department consists of two full time members of staff who are responsible for language development and achievement. However, as one of the main points of contact for international students, pastoral care is a priority and the department endeavours to offer a supportive environment in which to learn.

Room 1 is home to a DVD lending library and students are encouraged to borrow films free of charge in order to enrich their language learning experience.

The department has recently been fortunate in receiving visits from a Science specialist who has supported EAP Option students in this subject area.

course code (4eSo)

This is a two year course and the department teaches to Edexcel specification. The qualification is equivalent to many of the benchmarks of Level B2 of the Council of Europe’s Common European Framework of Reference for Languages.

The Edexcel International GCSE in English as an additional language (EAL) qualification is single tier covering the whole range of grades A* to G. Topics relate to the interests of students using English as an additional language for purposes of communication, for example in study and leisure situations. Contexts and settings are those that students are likely to encounter

while studying in UK, for example in the school and the media. Culturally sensitive and authentic reading and listening texts are used throughout.



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EAL

• To write in a range of registers to fit the context and the audience. To sum-marise information provided in text form for a given purpose or audience.

in listening • To understand spoken English, spoken

at normal speed, likely to be encoun-tered in social, educational or employ-ment contexts

• To understand a wide range of re-corded material and identify essential and finer points

• To understand a conversation between two or more speakers where informa-tion is negotiated and exchanged

• To identify a speaker’s viewpoint and attitude, stated and implied

• To distinguish between facts, ideas and opinions

in Speaking • To communicate comprehensibly and

clearly• To show the ability to cope with a

range of topics at different levels of complexity

• To use a range of vocabulary, grammar and structures appropriately

option eaP (english for academic Purposes)

The majority of our international students arrive in school having studied English as an academic subject in their own country. However, many of these students are not used to studying in English and using it across the curriculum throughout the school

day. English for Academic Purposes has been included within the option choices in order to provide extra support to those students who feel they require additional preparation in order to study their broad range of subjects in English. The subject is optional and the scheme of work tailored to student needs where possible. It is an academic support option for international students and is not externally examined.

The EAL Department aims to help students become more efficient and effective in their studies across the curriculum by:

•Developingstrategiestoimprovereading speed and the ability to comprehend complex academic texts•Developingstrategiestoproducemore coherent writing and to make clear, appropriate and relevant notes from academic texts•Encouragingstudentstoadopt various approaches for dealing with new or unknown vocabulary by practising effective use of dictionaries and through making effective vocabulary records•Exploringandevaluatingarangeofstudy skills, research techniques and developing critical thinking•Workingwithsubjectglossariesand looking at specific set tasks in individual subject areas•Developingspeakingskillsandtobuild confidence in expressing ideas and opinions and giving presentations•Promotinglearnerindependence

Staffing Details


Testimonials

“you have helped me and others so much with our english and your classes were always so fun and full of energy. you made a world of dif-ference to me.”




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course content

AQA specification is used for MFL.The new specification is divided into three themes:

Theme 1: identity and culture

Topic 1: Me, my family and friends• Relationships with family and friends• Marriage/partnership

Topic 2: Technology in everyday life• Social media• Mobile technology

Topic 3: Free-time activities• Music• Cinema and TV• Food and eating out• Sport

Topic 4: customs and festivals in French-speaking countries/communities

Theme 2: local, national, international and global areas of interest

Topic 1: home, town, neighbourhood and region

Topic 2: Social issues• Charity/voluntary work• Healthy/unhealthy living

Topic 3: Global issues• The environment• Poverty/homelessness

Topic 4: Travel and tourism

Theme 3: current and future study and employment

Topic 1: My studies

Topic 2: life at school/college

Topic 3: education post-16

Topic 4: Jobs, career choices and ambitions


MFL GCSE has a Foundation Tier (grades 1-5) and a Higher Tier (grades 4-9). Students must take all four question papers at the same tier. All question papers must be taken in the same series.

Paper 1: ListeningWhat’s assessed:Understanding and responding to different types of spoken language

how it’s assessed:Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier),40 marks (Foundation Tier), 50 marks (Higher Tier),25% of GCSE

(Each exam includes five minutes’ reading time of the question paper before the listening stimulus is played.)Questions:Foundation Tier and Higher TierSection A – questions in English, to be answered in English or non-verballySection B – questions in the target language, to be answered in the target language or non-verbally

Paper 2: SpeakingWhat’s assessed:Communicating and interacting effectively in speech for a variety of purposes

how it’s assessed:Non-exam assessment7–9 minutes (Foundation Tier) + preparation time10–12 minutes (Higher Tier) + preparation time60 marks (for each of Foundation Tier and Higher Tier)25% of GCSE

Questions: Foundation Tier and higher TierThe format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the photo card and different stimulus materials for the role-play. The timings are:Role-play – 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier)Photo card – 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier)General conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher Tier)




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Paper 3: ReadingWhat’s assessed:Understanding and responding to different types of written language

how it’s assessed:Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)60 marks (for each of Foundation Tier and Higher Tier)25% of GCSE

Questions: Foundation Tier and higher TierSection A – questions in English, to be answered in English or non-verballySection B – questions in the target language, to be answered in the target language or non-verballySection C – translation from target language into English (a minimum of 35 words for Foundation Tier and 50 words for Higher Tier)

Paper 4: WritingWhat’s assessed:Communicating effectively in writing for a variety of purposes

how it’s assessed:Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)50 marks at Foundation Tier and 60 marks at Higher Tier25% of GCSE

Questions: Foundation Tier Question 1 – message (student produces four sentences in response to a photo) – 8 marksQuestion 2 – short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) – 16 marksQuestion 3 – translation from English into target language (minimum 35 words) – 10 marksQuestion 4 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks

higher TierQuestion 1 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marksQuestion 2 – open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) – there is a choice from two questions – 32 marksQuestion 3 – translation from English into target language (minimum 50 words) – 12 marks

The AQA GCSE textbook is supported by an online web resource called ‘Kerboodle’. A variety of resources are used at GCSE, from traditional textbook work, online language sites, videos, news reports and other authentic material.

Students have the opportunity to take part in educational visits to France or Germany, student day conferences, trips to the local German Christmas market, and theatre productions.

Useful internet sites to use with GCSE MFL studies:• www.kerboodle.com• www.aqa.org.uk• www.zut.org.uk• www.wordreference.com• www.bbc.co.uk/schools/gcsebitesize

Staffing Details


History



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course content and Units

GCSE history offers a course full of excitement, trips and the study of British subjects as well as international history. Starting with Germany during the early twentieth century, students study the impact of World War One and the economic crisis, and how this gave conditions for Hitler to gain power. The British subjects include an examination of how Britain has become the nation and society it is today. Students study the impact of the English Civil War and how this event helped create the modern system of government we have today. Field trips include excursions abroad and in previous years we have visited Belgium, France, Dublin, London, Edinburgh, Poland and Paris.

Unit 1 Modern World

Germany 1890-1945Conflict and Tension 1984-1918

Unit 2 Shaping the nation

Power and People 1170- present dayRestoration England 1660-1685


To understand the thought processes of other people and belief systems.

To be able to recall details to explain why events occurred.

To be able to use information to argue the different points of an issue both orally and in writing.

To be able to analyse the accuracy of information and explain the effect of bias.

To self-study to improve levels of knowledge.


Two exams - 1 hour 45 minutes84 marks each

Future careers using this subject

History is a good general subject. It can be combined with sciences or humanities e.g. Sociology, Religious Studies and Geography. History is particularly useful to those consid-ering a career in business, teaching, social research or social planning, the police, social care and administration.

Useful Websites/ Further information

• http://www.alec.co.uk/free-career-asse-ment/careers-with-a-history-degree-or-history-major.htm

• http://www.kent.ac.uk/careers/history.htm

Staffing Details




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Religious Studies


aQa Religious Studies aReligious Beliefs and lifestyle 4050Two units will be studied:Unit 2 Christianity: Ethics 405002 andUnit 7 Philosophy of Religion 405007

ethicsThe Right to life Abortion Euthanasia

The Use of Medical TechnologyFertility treatments, Gene Therapy and Genetic Engineering Cloning

Personal Responsibility Sexual Relationships, Drugs

Social Responsibility Marriage, Prejudice and Discrimination

Global concernsThe Environment and World Poverty

conflictWar and Peace. Crime and Punishment


All examination groups are taught by Mr Hawthorne, who has a vast experience in teaching Religious Studies at GCSE and A Level. The department have been consistently high. Great importance is attached to the development of each student on the course and particular emphasis is placed on students reaching

their maximum potential. Each student is accepted onto the course whatever their ability level and encouraged to participate in discussion and active learning. All course assessments are closely linked to the AQA specification and on completion of unit assessments students are provided with a model answer based on past papers and examiner’s reports and mark schemes.


To gain a full course GCSE in Religious Studies A, candidates will take two units over two years. Each unit accounts for 50% of the total full course marks:Unit 7 Philosophy will be studied in Year 10Unit 2 Ethics will be studied in Year 11

There will be a written examination at the end of Year 11.

Each unit will be examined by a written paper: Unit 2 Ethics 1.5 hours Unit 7 Philosophy 1.5 hours


Candidates will be able to demonstrate detailed knowledge and thorough understanding of Religion. They will interpret, draw out and explain the meaning and importance of the beliefs and practices of the religion(s) and beliefs studied. They will use reasoned argument supported by a wide range of evidence to respond to religious belief, moral issues and ultimate questions, recognising the complexity of issues, candidates will be able to evaluate

different points of view to reach informed judgements about beliefs, issues and questions.


The GCSE course in Ethics and Philosophy provides a thorough introduction to the AQA GCE at AS and A Level Religious Studies course in the Sixth Form. This qualification is accepted by all of the top universities in Great Britain including Oxford and Cambridge. Past students taking Ethics and Philosophy have gone on to study Medicine, Law, Veterinary Science, Theology, Philosophy and Politics.


Mr Hopson would be happy to help if you need any further information, please contact the school and arrangements will be made.

Testimonials

“R.S is a good subject to take. it is fun and looks good on an application too.”

“R.S is very interesting and useful subject to take.”

Staffing Details



Sociology


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J696Unit B671: Sociology Basics Written exami-nation 25%•Socialisation,cultureandidentity•Sociologicalevidenceandresearch processesOne hour examination out of 60 marks Structured questions and two 12 mark es-says

Unit B672: Socialisation, Culture and Identity Written examination 50%•FamilyandHouseholds•MassMedia•CrimeanddevianceOne hour 30 minute examination out of 120 marks

A limited number of structured questions and three 24 mark essays

Unit B673: Applying Sociological Research Techniques Written examination 25%•Sociologicalevidenceandresearch processes

Learners will apply their sociological research knowledge to two pre-released investiga-tions.

One hour examination worth 60 marksStructured questions and one 12 mark essay


Students have the opportunity to visit the Law Courts in Wolverhampton where they receive a talk on the processes involved and a chance to stand in the dock! They can then sit in on real trials, some of which have been real eye openers! Students can relate to the course content and enjoy the topics covered. Student achievement is good. The department has a good record of adding value to student performance.


Unit B671: Sociology Basics Written examination 25%

Unit B672: Socialisation, Culture and Identity Written examination 50%

Unit B673: Applying Sociological Research Techniques Written examination 25%


•Howtoconductresearch;•Howtointerpretandevaluatepiecesof information;•Howtostructureandproduceessay work;•Howtousesociologicalterminology.


Sociology is a good general subject. It can be combined with sciences or humanities e.g. History, Religious Studies and Geography . Sociology is particularly useful to those con-sidering a career in business, teaching, social research or social planning, the police, social care and administration.


•www.johndclare.net

•www.historyplace.com

Staffing Details



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Mathematics

MathematicsIt may not teach us how to breathe oxygen and how to exhale carbon dioxide, or to love a friend and forgive an enemy, it may not even help us find our way to our one true love. But it gives us every reason to hope that every problem has a solution.

course content

Year 10 is now the middle year of the rigorous new GCSE specification where a third paper has been introduced, purely dedicated to problem solving, or as we like to think of them; fun puzzles!

The course should now have been introduced at Year 9 so Year 10 is the second year of the program. The grading has now changed to a 1 to 9 scale and the exams split into three papers. With the introduction of the third problem solving paper, it has become paramount that we fully prepare students to be independent problem solvers.The scheme of work we follow still continues to work very closely with the website “MyMaths”.

Due to the digital nature of the course, it continues to give all students the

opportunity to take advantage of the internet to accelerate their own learning even at this new level.

The scheme of work is written to two different levels with books that students can access digitally from home, along with specific videos and tutorials for any student to access for that extra little help outside the classroom.

Each student also has a homework book to work in from at home.

All homework and class books also have a link to a “MyMaths.co.uk” webpage that students can complete for extra help or even for fun!

Due to the layout of this new scheme of work, detailed reports can be produced for each student giving precise feedback on topics and areas, giving them areas of strength and areas of development and more importantly; detailed steps for how to improve and strengthen their knowledge.

Topics covered this year are:• Equations and inequalities• Circles and constructions• Ratio and proportion Factors, powers

and roots• Graphs 1• Working in 3D• Handling data 2• Calculations 2

We also look at group case studies to see how maths can be applied in real life

situations. This year we look at maths cases involving: “Lifeskills 2: Starting the business”, to give students the chance to investigate how maths can be used in real life.

This makes Year 10 a crucial year for building and preparing students for the more advanced GCSE course!

Staffing Details



Business Studies


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yeaR 10

What will you learn?In the first unit you will be introduced to the world of small businesses and will look at what makes someone a successful businessperson. You will find out how to develop an idea and spot an opportunity, and turn that into a successful business. You will understand how to make a business effective and manage money. You will also see how the world around us affects small businesses and all the people involved.

learning cycle 1 Spotting a business opportunity • Understanding customer needs is

central• How businesses analyse their market • Analysing competitors: refining or

enlarging the opportunity • Franchising and other start-up options

learning cycle 2 Showing enterprise • The skills and risks involved in

enterprise • The role of lateral thinking and

creativity • How new ideas come about and how

they can be protected• Weighing up risks versus rewards

learning cycle 3Putting a business idea into practice• Financial and non-financial objectives • Forecasting, determining costs and

price, the concept of profit • The concept and importance of cash

flow • Short- and long-term sources of

finance

learning cycle 4 Making the start-up effective • Anticipating customer needs • Marketing mix: 4Ps in relation to small

businesses • The importance of effective customer

service• Selecting staff and treating them fairly

learning cycle 5 Understanding the economic context• How changes in interest rates can

affect financing of small firms • Exchange rates: imported and exported

goods • How changes in the level of economic

activity can affect small firms • Business decisions affect stakeholders

in different ways

how will you be assessed? In the first unit covered throughout Year 10 you will be preparing to take a written examination paper with multiple choice and objective test questions.

What skills are you expected to demonstrate and develop? You will have an enquiring mind and be interested in learning about the world around you. Through research, investigation and practical tasks, you will discover what it takes to be a successful entrepreneur. You will experience how to be creative when making business decisions, and be confident using numbers to help solve problems.

Business Studies


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yeaR 11

What will you learn?The great thing about this qualification is that it gives learners an in-depth look into the dynamics of business activity. The department seeks to reflect the integrated nature of organisations and their decision-making processes. Additionally, this employs an analytical, evaluative and investigative approach.

learning cycle 1 Seeking a business opportunity - deciding what to offer • Entrepreneurs and enterprise • Analysing the market / Introduction to

data analysis• Market research and data collection • Introduction to the marketing mix

learning cycle 2 Marketing your products / services • Marketing mix - price and product • Marketing Mix - place and promotion • Marketing - Role of e-commerce and

the rise of internet shopping

learning cycle 3controlled assessment preparation• Business planning - bringing it all

together - people, processes, finance and marketing

• Mock controlled assessment Unit A291: marketing & enterprise

learning cycle 4 controlled assessment • Controlled assessment Unit A291:

marketing & enterprise: controlled assessment

• This is worth 25% of the final marks for the qualification

learning cycle 5 exam preparation • Exam revision and preparation• Examined units • Unit A292: Business & people: Written

examination 25%• Unit A293: Production, finance & the

external business environment: Written examination 50%

how will you be assessed? This GCSE Business Studies course comprises of 75% written examination and 25% controlled assessment. The assessment is structured as follows:• Unit A291: Marketing & enterprise:

Controlled assessment 25%• Unit A292: Business & people: Written

examination 25%• Unit A293: Production, finance & the

external business environment: Written examination 50%

how will you learn? You will complete a series of individual, paired and group tasks. The tasks will be a combination of written tasks, presentations, reports, publications (such as leaflets, flyers and posters), problem solving tasks, research and investigations.

Staffing Details



Science (Biology, Chemistry and Physics)


combined Science (8464)Students complete two GCSE’s over three years, covering 24 topics across all three subjects of biology, chemistry and physics. There are 16 required practical experiments.

Biology - Cell biology, organisation, infection and response, bioenergetics, homeostasis and response, inheritance, variation and evolution, ecology.

Chemistry – Atomic structure and the periodic table, bonding, structure, and the properties of matter, quantitative chemistry, chemical changes, energy changes, The rate and extent of chemical change, organic chemistry, chemical analysis, chemistry of the atmosphere, using resources.

Physics – Forces, energy, waves, electricity, magnetism and electromagnetism, particle model of matter, atomic structure.


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Triple Science (Biology (8461), chemistry (8462) and Physics (8463)Students work towards three GCSE’s over three years, by covering all topics in each of the biology, chemistry and physics subjects, but in more depth and detail than the combined science course. Extra practical work is also included in the Triple Science pathway.Students will complete a total of 24 compulsory practical experiments, which forms part of the overall assessment, along with many other experiments designed to enhance data manipulation, mathematical skills and scientific method.


The science department is self-contained in five spacious and well-resourced laboratories. GCSE science is taught by subject specialists within each discipline, all of our science teachers have a vast knowledge and understanding of the subject, methods of assessment and examination requirements.

Students are provided with all necessary textbooks and materials throughout the course. There are also many opportunities for study, revision and intervention including further sessions after school, the use of revision and homework booklets and the opportunity for trips, visits and guest speakers.

How Science Works (HSW) forms a vital aspect of each topic throughout the three years. This is a practical course and the development of these skills is crucial for examination success and progress through to A-level courses.

Science



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how will you be assessed? All courses are linear so students sit exams at the end of the course.

Combined science has six exams of one hour 15 minutes each, two for each of biology, chemistry and physics.

Each separate science has two exams of one hour 45 minutes.

All exams assess students’ ability to recall fact and knowledge, apply their scientific understanding to familiar and unfamiliar concepts and to explain and interpret experimental data.


• understanding of the effects of science on society

• knowledge of the material, physical and living worlds

• how to use hypothesis and evidence to understand science

• observational, enquiry and problem-solving skills

• skills in communication, maths and technology


Doctor, Surgeon, Vet, Engineer, Botanist, Geologist, Nuclear Scientist, Optician, Re-searcher, Sports Scientist, Criminal/Forensic Scientist, Pharmacist, Economist, Teacher, Sound Engineer, Cameraman, Chemical, Biological or Mechanical Engineer, Physicist, Pharmacologist, Farmer, Oceanographer, Zoologist, Materials Engineer, Construc-tion Engineer, Design Engineer. Exploration Scientist.

In fact, this list is nearly limitless. Science opens doors to higher education, amazing careers and fabulous destinations.

Staffing Details


Testimonials

“i like science because it allows me to do fun experiments.”

“We like to investigate complex sci-ence topics and explore why things happen.”

“Science allows me to understand what is happening in the world today, which i feel is very important in today’s society.”


Computer Science


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Unit a452 - Practical investigationAn investigative computing task, chosen from a list provided by OCR, controlled assessment which assesses the following: research, technical understanding, analysis of problem, historical perspective, use of technical writing skills, recommendations/evaluation.

Investigative task. OCR-set scenario with a choice of research tasks. 45 marks (30%).

Unit a453 - Programming ProjectStudents will need to:• Understand standard programming

techniques• Be able to design a coded solution to a

problem including the ability to: - Develop suitable algorithms - Design suitable input and output formats - Identify suitable variables and structures - Identify test procedures• Create a coded solution fully

annotating the developed code to explain its function

• Test their solution: - To show functionality - To show how it matches the design criteria - Identifying successes and any limitations

Controlled assessment. Programming task. Design, develop and test a solution to a problem within the OCR-set scenario. 45marks (30%).


This carefully planned course gives students a real, in-depth understanding of how com-puter technology works.

It offers an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing.

Through this qualification, students:• Develop their understanding of current

and emerging technologies and how they work

• Look at the use of algorithms in com-puter programmes

• Become independent and discerning users of IT

• Acquire and apply creative and techni-cal skills, knowledge and understand-ing of IT in a range of contexts

• Develop computer programmes to solve problems

• Evaluate the effectiveness of computer programmes and solutions and the im-pact of computer technology in society.

course Units (3 Units)

Unit a451 - computer systems and programming This unit covers the body of knowledge about computer systems on which the examination will be based.

One hour 30 minutes, Written paper, 80 marks (40%).

Why choose ocR GcSe computing?• It’s a great way to develop critical

thinking, analysis and problem-solving skills, which can be transferred to further learning and to everyday life.

• Students who want to go on to higher study and employment in the field of computer science will find it provides a superb stepping stone.

• Exciting new resources: we have teamed up with partners such as Raspberry Pi and Computing At School to invigorate the curriculum and develop new resources.

• Computer Science is now part of the English Baccalaureate and is included as one of the qualifications


•http://www.ocr.org.uk/qualifications/gcse- computing-j275-from-2012/

Staffing Details


Physical Education


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Physical education (edexcel) 2Pe01

Theory lessonsStudents will receive a well- rounded and full introduction to the world of PE, sport and sport science.

Fitness and Body systems:• Applied anatomy and physiology• Movement analysis• Physical training• Use of data

health and Performance:• Health fitness and well-being• Sport psychology• Social cultural influences• Use of data

Personal exercise Plan (PeP):• Aim and planning analysis• Carrying out and monitoring the PEP• Evaluation of the PEP

Practical PerformancePupils will be assessed in a range of sports with three sports grades (one team, one individual, one of choice) forming part of the final grade.


Experienced and enthusiastic PE department staff work closely to deliver this NEW demanding yet rewarding course. The Royal offers a whole range of sporting

activities and teams to compliment the GCSE curriculum. Our gifted and talented students are sent for City trials in a range of sports including football, swimming, athletics and netball. All students at The Royal have the option to join trips to national and international fixtures, outward bounds and CCF courses that enrich the GCSE curriculum.

how will you be assessed? Fitness and Body systems: Written examination of One hour and 45 minutes (36%) health and Performance: Written examination ofOne hour and 15 minutes (24%) Personal exercise Programme (PeP): (Non-examined assessment): Carry out, monitor and evaluate PEP. (10%)

Practical Performance (non-examined assessment):Three sporting activities (one team, one individual, one of choice) are performed during the exam window of Y11 (30%)


Students will know how to warm up, exercise and cool down safely. They will discover what happens to their body when they exercise. They will experience a variety of training methods and use heart rate monitors to work within the correct training

zone, and then apply this knowledge to plan, perform and evaluate a Personal Exercise Programme.

Students develop their skills in a range of sports as a performer.


There are many career pathways which benefit from G.C.S.E and A Level P.E. studies. These include careers in:

Sports ScienceAdministrationSports ManagementSpecialist sports coaching,Sports Equipment TechnologyPhysiotherapySports PsychologyThe Leisure Industry

Staffing Details



Geography


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The new contemporary specification helps bring the subject to life and inspire students to achieve more. It aims to encourage students to become responsible for their own learning, confident in discussing ideas, innovative and engaged.

exam board: ocRSpecification: Geography aSpecification code: J383

Planned international trips:Iceland 2015Morocco 2016China 2017

content overview

Learners must complete all components: 01, 02 and 03 to be awarded the OCR GCSE (9-1) in Geography A (Geographical Themes).

• Landscapes of the UK• People of the UK• UK Environment ChallengesLiving in the UK Today (01)60 Marks 1 hour written paper(30% of total GCSE)

• Ecosystems of the Planet• People of the Planet• Environment threats to our planetThe World Around Us (02)60 Marks 1 hour written paper(30% of total GCSE)

• Geographical Skills• Fieldwork AssessmentGeographical Skills (03)80 Marks 1 hour 30 minutes written paper (40% of total GCSE)

*Indicates inclusion of synoptic assessment.

how will you be assessed? A01:Demonstrate knowledge of locations, places, process, environments and different scales.

A02:Demonstrate geographical understanding of:• Concepts and how they are used in

relation to places, environments and processes

• The inter-relationship between places, environments and processes

A03:Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues and to make judgements.

A04:Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings

Staffing Details



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AS

Arts & Craft


Portfolio of Work - 60% 42021The portfolio will contain at least two top-ics. The first topic will be set by the teacher and aim to introduce the assessment objectives and correct method of working to the student. The second topic will be chosen by the student in consultation with their teacher. This topic will mirror the exam unit and be concluded with a ten hour final outcome undertaken as a mock exam. The portfolio will comprise 45 hours of work approximately.

externally Set Task - 40% 42022Question papers are issued by the exam board (AQA) from the 1 January of the second year of study. Students have until the end of the course to complete prepa-ration work for their chosen question. The preparation time includes a ten hour sustained focus of study where they work on an outcome to the unit.

The deadline for the end of the course will change from year to year and is published in advance by AQA at the following web address: http://www.aqa.org.uk/deadlines.php


The subject is taught by Miss Heather O’Neill and Mrs Laura Fabre. They are two experienced members of staff whose students have consistently achieved a sig-nificant value added score. Students are en-


Skills developed include creativity, imagina-tion, research, investigation and experimen-tation, the development of ideas from first hand experience and where appropriate secondary source materials


Jobs in Art and Design are wide and varied but often extremely competitive. Career paths may include illustration, fashion, graphic design, interior design, product design, museum / gallery curator, animator, photographer, production designer (theatre, film, TV), jewellery designer, make-up artist, fine artist. Art can also assist in gaining posi-tions in other job areas such as architecture, artefact conservation and press photogra-phy. Skills developed in Art and Design lend themselves to careers that involve managing projects, thinking creatively and communicat-ing ideas.


•http://www.aqa.org.uk/subjects/art-and- design/gcse/art-and-design-4200/why- choose

•http://www.prospects.ac.uk/types_of_jobs_creative_arts_and_design.htm

couraged to use the department outside of lesson time and additional sessions at lunch time and after school are offered. Past trips for GCSE students have included St Ives, London galleries, Barcelona as well as visits to more local venues such as Birmingham Museum and Art Gallery and Walsall New Art Gallery. An exhibition of student’s work is held at the end of the course to celebrate their achievements over the two units.


Both the portfolio of work and the exter-nally set task are marked by the teacher in the first instance with a sample marked by a visiting external moderator.

The work is marked on student’s ability to:

•Developideasinformedbycontextual sources

•Selectappropriatemethodsand techniques refining ideas as the work develops

•Recordideastoagoodstandardand relevant to intentions

•Realiseintentions,presentingapersonal response

Staffing Details



Music


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component 1: Music – Understanding Music40% of the total GCSEOverview of content • AoS1-Western Classical Music Tradition

1650-1910• AoS2-Popular Music• AoS3-Traditional Music• AoS4-Western Classical Tradition since

1910AoS1 is compulsory, one other optional AoS chosen from 2-4.Section A: Listening 68 marksSection B: Contextual Understanding 28 marksThe exam is 90 minutes long.

component 2: Performing Music(30% of the total GCSE)Overview of content• One solo performance (or sequence)

36 marks• One ensemble performance (or

multitrack recording) 36 marks 4-7 minutes in total

component 3: composing Music(30% of the total GCSE)Overview of content• One composition to a brief 36 marks• One free composition 36 marks• 3- 4 ½ minutes in total• Completed any time during course


The music department occupies a suite of dedicated rooms located on the senior school site. The department enjoys the support of a talented group of visiting music staff who bring a wide range of expertise with them. Students are encouraged to join various music ensembles and choirs and have the opportunity to perform both in school and at outside venues such as the LG Arena.


Music – Understanding MusicExternally assessed. A one hour and 30-minute written paper. All questions relate to the set AoS.

Section A consists of eight sets of linked listening questions covering all areas of study.

Section B assesses the students’ ability to analyse and evaluate music in written form; four linked questions (short and extended).

Performing MusicInternally assessed (controlled assessment, completed during the certificating year; internally marked, externally moderated.) 72 Marks

composing MusicInternally assessed (controlled assessment, completed at any time during the course but marked and submitted at the end;

internally marked, externally moderated.) 72 Marks.


Performing, creativity, meeting deadlines, independent working skills, cultural knowledge, listening skills, analysis, ICT, music theory.


Contemporary Writing & Production -Music Business Management Songwriting/Composition Music Education Music Production Music Engineering Music Therapy Tour Managers Promotion/Marketing Managers Booking Agents Studio Engineers Band Promotion Artist Management Media Publishing & Distribution Digital Associate Media Director Music Journalist Record Producer Music Agent Artist Management TV Music Marketing Manager Audio Engineering Music Arranging Recording Engineer Music Software Performer Conductor/Composer Recording Editing Lyricist

Staffing Details



Food Preparation & Nutrition

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By studying Food Preparation and Nutrition learners will:• be able to demonstrate effective

and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment

• develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks

• understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health

• understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices

• demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food

• understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new

ideas or modify existing recipes.


Component A Written Examination PaperThis consists of structured, short and extended response questions to assess content related to food preparation and nutrition.

This is worth 50% of the total GCSE.

Component B The Food Investigation Assessment. A scientific food investigation will assess the learner’s knowledge, skills and understanding in relation to scientific principles underlying the preparation and cooking of food.

This is worth 15% of the total GCSE.

Component C The Food Preparation AssessmentPrepare, cook and present a menu which assesses the learner’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food.


• Research and investigation• Planning• Organisation• Presentation of data • Evaluating of work• Practical skills for food preparation


• Careers in the Food Industry• Nutritionist/ Sports Nutritionist• Dietician• Teacher• Nursing• Healthcare• Socialcare


• www.ocr.org.uk• www.eduqas.co.uk

Staffing Details



Design and Technology


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Product Design 4557Product Design encourages candidates to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study and gain an insight into related sectors, such as manufacturing and engineering. It prepares candidates to make informed decisionsabout further learning opportunities and career choices. GCSE specifications in design and technology enable candidates to:

•activelyengageintheprocessesofdesign and technology to develop as effective and independent learners•makedecisions,considersustainability and combine skills with knowledge and understanding in order to design and make quality products•explorewaysinwhichaesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making•analyseexistingproductsandproduce practical solutions to needs, wants and opportunities, recognising their impact on quality of life•developdecision-makingskillsthrough individual and collaborative working•understandthatdesigningandmaking reflect and influence cultures and societies, and that products have an impact on lifestyle

•developskillsofcreativityandcritical analysis through making links between the principles of good design, existing solutions and technological knowledge


The Design Technology department is well equipped, with a wide range of tools and equipment continually under review.

The current teacher’s experience includes: Design Technology B.Ed (hons), City and Guild motor Vehicle studies (distinction). five years experience in the manufacturing industry (Production Engineering),15 years GCSE teaching experience and ten years experience teaching A’ level Design Technology and Electronics/Systems and Control

Previous GCSE Product Design results have been very high with excellent value added scores. 33% of last year’s class achieved A or A* from a class of 21.


There is one tier of assessment covering grades A* to G.

Unit 1: Written Paper (45551)40% of total marks, two hours - 120 marksCandidates answer all questions in two sections. Pre-Release material issued.

Unit 2: Design and Making Practice (45552)60% of total marks Approximately 45 hours - 90 marksConsists of a single design and make activity selected from a range of board set tasks.


Designing Skills •becreativeandinnovativewhen designing•designproductstomeettheneedsof clients and consumers•understandthedesignprinciplesofform, function and fitness for purpose•considertheconflictingdemandsof product design

Making Skills •selectandusetools/equipmentand processes to produce quality products•considerthesolutiontotechnicalproblems in the design and manufacture process


Design and Technology

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AS

•usetoolsandequipmentsafelywithregard to themselves and others•workaccuratelyandefficientlyintermsof time, materials and components•manufactureproductsapplyingquality control


This subject is ideal for pupils who enjoy researching, designing and making. It is a good choice for candidates who are thinking of careers in all areas of engineering, manufacturing, graphic design, packaging, product design, theatre and set design, architecture, adverting, jewellery design, construction, electronics, etc.

Previous pupils have gone on to study medicine, engineering, forensic science, geology, mining engineering, automotive vehicle design, aerospace engineering, architecture, construction, electronics, product design, etc.


•http://www.aqa.org.uk

Staffing Details


Testimonials

“i really enjoyed Product Design GcSe and was inspired to study it further at a’ level. i was also nominated for a central networks Technology award in Product Design which i received at the school’s awards evening. i could not have achieved all of this without you, thanks”.

Inspiring individuals to achieve their personal best and to compete and contribute as local and global citizens

Penn Road, Wolverhampton, West Midlands, WV3 0EG Tel: 01902 341230 www.theroyalschool.co.uk

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