Introduction
For Year 9 students, the opportunity to choose their GCSE option subjects is a very important step in their development as learners and thinkers.
Choosing GCSE subjects marks the first significant academic decision in each girl’s journey at St Helen’s. It represents the beginning of our formal academic pathway - one that starts with GCSEs, continues through purposeful choices at Sixth Form, and culminates in the outstanding A-Level results our students achieve at the end of Year 13.
Our Strategic Vision 2025–2030 places educational excellence at the centre of school life. The GCSE programme is a key stage in this journey, o ering breadth, challenge and opportunity. It allows each girl to explore her interests deeply, nurture intellectual curiosity, and develop the confidence and independence that will support her transition into the Sixth Form and beyond.
In this booklet you will find out about the curriculum in Upper School, the subject choices which are available and the support which is in place to help make these choices.
It is vitally important that the students themselves are at the very heart of this process, as their option choices will determine their curriculum in Years 10 & 11 and may also help to shape their studies in the Sixth Form and beyond.
We will hold a series of events for Year 9 students to guide them through the process and encourage them to reflect on their strengths and interests.
The process starts with an introductory assembly in December, led by Mr Bown and Y11 students, to outline the principle that we want Y9 students to choose subjects that they love, are intrinsically interested in and are good at. At the end of the Autumn term, parents and students will receive full subject written reports and have an opportunity to reflect on subject teacher feedback, ahead of the Y9 Options Fair and Y9 Parents’ Evening in the New Year!
The entire options process is predicated on providing students and parents the opportunity to ask questions and listen to feedback, so students can make an informed decision by the Options choices deadline of the 22nd January 2026.
GCSE Options Process Milestones 2026
Date
November 2025
In school activities
• Two extended Year 9 Form time sessions led by Y10 and Y11 pupils to focus on subject choices and an authentic pupil-led insight into what it is like to study GCSE subjects.
Think about…
•
What subjects do I enjoy?
• Is there any coursework?
Thursday 27th November 2025
Monday 1st December 2025
• Y9 Full Reports sent to parents. Full Reports include an attainment, learner descriptor, and organisation grade for each subject.
• Full reports will give a clear picture to students and parents of progress, areas of strength and areas of development.
• GCSE Options Fair for students and parents.
• Students and parents are able to talk with Heads of Department for the options subjects at this time
• What subjects you really enjoy, are talented at and are going well.
• What areas of each subject you need to work on.
• Any common themes across subjects that you need to develop, in order to flourish at GCSE.
• Create an action plan for the Spring term.
• Think of what sounds interesting about each course
• Think about what I find stimulating: creative, practical, written, scientific, linguistic, performing, programming work.
• Do I have any questions about any particular subjects?
• Which humanities subject interests me most?
• Which language option is best for me? Do I want to learn more than one language?
• Which other options am I considering?
• Do I need to choose between subjects?
• What help do I need to make these decisions?
Wednesday 3rd December 2025 to Wednesday 14th January 2026
• In Tutor Time students will complete a personal reflection sheet to help them identify their strengths and potential pathways.
• Over the next 2-3 weeks tutors will discuss potential options choices with students. Students may request a meeting with
• Ms Grange or other senior them make their decisions.
• Are there subjects I really love and want to continue?
• How good am I at self- motivating and organising myself for non-examined parts of certain courses?
• Do I enjoy reading or writing essays?
• Do I enjoy debate?
• Do I enjoy communicating in another language?
Thursday 15th January 2026
• Y9 Parents’ Evening
• An opportunity for teachers to give face to face feedback on how each student is progressing.
• An opportunity for core subjects to communicate what each student needs to still work on and how as well they can stretch themselves outside of class in order to make the best possible start to their GCSE studies.
• What subjects you really enjoy, are talented at and are going well.
• What is the balance between NEA subjects and non-NEA subjects? What will your workflow look like over the two-years?
• What subjects will work together well and complement each other e.g. essay writing subjects vs more practical or creative subjects?
Thursday 15th to Thursday 22nd January 2026
• An opportunity for Option subjects to discuss with students their potential at GCSE in the subject.
• Options form goes live on Thursday 15th January.
• This form must be submitted by Thursday 22nd January.
• Is every section of the form completed?
• Have my parents completed the Read Receipt once the form is submitted?
• Meet the deadline of 22nd January
Summary of Upper School Curriculum
We have designed the curriculum for the Upper School to ensure that every student receives a balanced and relevant education, but also so that there is scope for each student to shape their learning so that it best reflects their interests as well as their plans for the future - however undefined they may be at this stage.
All students study:
• English Language & English Literature
• Mathematics
• Science: Biology, Physics and Chemistry
• A Humanities subject (History, Geography, Religious Studies, Classical Civilisation)
• A Language: French, German, Mandarin, Spanish or Latin
• Option 1
• Option 2
• The school enters candidates for examinations set by the three major Examination Boards each board and select the one which they feel best suits the creativity and ability of our students.
Suggested approach to decision-making
1. Choose one of the four Humanities subjects
2. Choose a Language subject (a Modern Foreign Language or Latin)
3. Now choose two further Options from all the available subjects. This may include a second Humanities subject or a second Language.
What if you change your mind about your choices?
Once the deadline for submitting option choices has passed, we will construct the whole-school
You must make sure that you have had all the necessary conversations before you submit your form, which you must do by Thursday 22 January 2026.
If you start to have doubts about your choices after submitting your option choices, you must contact Mr Bown in person as a matter of urgency
Changes will only be made in exceptional circumstances and will be constrained by the timetable which will be set up over February half term.
You are required to study English Language, English Literature, Mathematics and Science.
English Language GCSE
Examination Board: Edexcel (IGCSE)
Information on assessment and course outline
Component 1:
Section A – Reading: A mixture of short- and long-answer questions related to a non-fiction text from Part 1 of the Pearson Edexcel International GCSE English Anthology and one previously unseen extract. Total of 45 marks.
Section B – Transactional Writing: One 45-mark writing task, from a choice of two involving a given audience, form or purpose. Candidates will be provided with the anthology text in the examination.
Assessment:
• Written examination: 2 hours 15 minutes
• 90 marks
• 60% of IGCSE
Spoken Language Endorsement (i.e. oral exam):
• Present a short talk about a topic of your choice
• Respond to questions and feedback
What skills will this course develop?
Component 2:
Assignment A – Poetry and prose texts:
One 30-mark essay question based on any three poetry or prose texts from Part 2 of the Pearson Edexcel International GCSE English Anthology. At least one poetry text and one prose text must be discussed in the assignment.
Assignment B – Imaginative writing: One 30-mark imaginative writing task.
Non- Examined Assessment:
• Coursework
• 60 marks
• 40% of IGCSE
The aims and objectives of this qualification are to enable students to:
• Read a wide range of texts fluently and with good understanding
• Read critically and use knowledge gained from wide reading to inform and improve their own writing
•
• Use grammar correctly, punctuate and spell accurately
• Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language Write e ectively and coherently using Standard English appropriately
• Listen to and understand spoken language, and use spoken Standard English e ectively. Spoken language will be reported as a separate grade on the student’s certificate
N.B. We are currently reviewing English GCSE exam boards, and any changes will be communicated to parents by Y9 Parents' Evening on the 30th and 31st January.
English Literature GCSE
Examination Board: Edexcel (IGCSE)
Information on assessment and course outline
Component 1:
Poetry and Modern Prose
Section A – Unseen Poetry:
one 20-mark essay question exploring the meaning and e ects created in an unseen poem. The poem will be reproduced in the question paper. This sectionassesses AO2.
Section B – Anthology Poetry:
one 30-mark essay question from a choice of two, comparing two poems from Part 3 of the Pearson Edexcel International GCSE English Anthology. This section assesses AO2 and AO3.
Section C – Modern Prose:
one 40-mark essay question from a choice of two on each of the set texts. This section assesses AO1 and AO4. Closed book examination: texts are not allowed in the examination. However, learners will be provided with the anthology poems in the examination.
Assessment:
• Written examination: 20 hours
• 90 marks
• 60% of IGCSE
What skills will this course develop?
The aims of this qualification are to enable learners to:
Component 2:
Modern Drama and Literary Heritage Texts
Assignment A – Modern Drama:
One 30-mark essay response to a teacher-devised assignment on the studied text. This section assesses AO1 and AO2.
Assignment B - Literary Heritage Texts:
One 30-mark essay response to a teacher-devised assignment on the studied text. This section assesses AO1, AO2 and AO4.
Non-Examined Assessment:
• Coursework
• 60 marks
• 40% of IGCSE
• Engage with and develop the ability to read, understand and respond to a wide range of literary texts from around the world
• Develop an appreciation of the ways in which writers achieve their literary e ects
• Develop the skills needed for literary study
• Explore, through literature, the cultures of their own and other societies
• Find enjoyment in reading literature and understand its influence on individuals and societies.
N.B. We are currently reviewing English GCSE exam boards, and any changes will be communicated to parents by Y9 Parents' Evening on the 30th and 31st January.
Mathematics
GCSE
Mathematics GCSE
Examination Board: Edexcel
Information on assessment and course outline
Examination (written): 100%
Level of Entry: Higher Tier
Paper 1: (one third of total) 1 hour 30 minutes, 80 marks, NON-CALCULATOR
Papers 2 & 3: (each one third of total) 1 hour 30 minutes each, 80 marks each, CALCULATOR ALLOWED
The course covers the following broad topic areas:
• Number
• Algebra
• Ratio, Proportion and Rates of change
• Geometry and Measures
• Statistics and Probability
What skills will this course develop?
• Knowledge and technical mastery
• Problem-solving
• Logical reasoning and the ability to think in abstract ways
• Mathematical literacy
• Perseverance and independence of thought
• Organisation, oral and written communication skills
• Breadth of application and mathematical insight
Classes in Mathematics are arranged in several broad bands depending on ability, to enable each student to tackle the course at a suitable pace and to enable us to support students appropriately. Upper sets may extend their learning beyond the GCSE curriculum.
Further Mathematics
Level 2 certificate
Further Maths will be delivered alongside the GCSE as extension where appropriate Students will then decide after the Year 10 School Examinations in the Summer Term whether they wish to learn the remainder of the content in Year 11. They will then opt whether to sit the qualification at the end of Year 11 after discussion with their teacher. Progress in the GCSE Maths course will be taken into account.
Examination Board: AQA
Level 2 qualifications are equivalent to GCSE but grades are awarded on a scale of 5-9 to reflect the challenge level of the qualification
Examination (written): 100%
Paper 1: (50% of total) 1 hour 45 minutes, 80 marks, NON-CALCULATOR
Papers 2: (50% of total) 1 hour 45 minutes, 80 marks , CALCULATOR ALLOWED
The course covers the following broad topic areas:
• Number
• Algebra
• Coordinate Geometry
• Calculus
• Matrix Transformations
• Geometry
The qualification is designed for learners who:
• are expected to achieve grades 7, 8 or 9 in GCSE mathematics
• are likely to progress to A-Level study in Mathematics and possibly Further Mathematics and needs a real love of algebra and problem solving..
Science GCSE Science GCSE
Examination Board: Pearson
All members of Upper School study Biology, Physics and Chemistry and most will obtain three separate GCSE qualifications in Biology, Chemistry and Physics. Some students will take Double Science, achieving two GCSE but still covering content from all three sciences.
Information on assessment
• All papers are set externally
• Assessment of investigative skills is embedded throughout the papers and there is no coursework
• All papers are examined at the end of Year 11
• One grade 9-1 will be awarded in each of the three separate Sciences or two grades 9-1 for (double) Science
• 2 papers in each Science subject which assess knowledge and understanding from distinct topic area. Everyone will sit Paper 1, which is 2 hours and those taking separate science will also sit Paper 2, which is 1 hour and 15 minutes.
Edexcel IGCSE in Biology, Chemistry and Physics
• 2 papers in each Science subject which assess knowledge and understanding from distinct topic areas.
• Each paper is 1 hour 45 minutes and is worth 50% of the GCSE
Edexcel IGCSE Trilogy (double) Science
• 2 papers in each Science subject which assess knowledge and understanding from distinct topic areas.
• Each paper is 1 hour 15 minutes and is worth 16 7% of the GCSE
Topic Areas
• Biology: Cell biology; Organisation; Infection and response; Bioenergetics; Homeostasis and response; Inheritance, Variation and Evolution; and 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; and using resources.
• Physics: Energy; Electricity; Particle model of matter; Atomic structure; Forces; Waves; Magnetism and electromagnetism; and Space physics
What skills will be developed by the Science courses?
• An ability to understand specific facts, vocabulary, concepts and principles as they relate to each of the scientific disciplines, and to appreciate and apply scientific knowledge in familiar and unfamiliar situations
• An ability to demonstrate an awareness of social, economic and environmental applications and implications in each of, and across all, scientific disciplines
• An ability to interpret data in many forms, some with calculations, and to explain and interpret
• Practical skills involving selecting apparatus, planning, making observations, recording data and analysing and interpreting results, always taking safety aspects into account
The GCSE Science courses which begin in Year 9 relate each Science subject to everyday life, to industry, to environmental concerns, to the history of scientific ideas, and to the applications of Science in a rapidly developing technological society.
You have several options when it comes to your Humanities subjects.
Classical Civilisation
GCSE
Examination Board: OCR
Information on assessment
• All papers are set externally
• There is no coursework or controlled assessment
• All papers are examined at the end of Year 11
Course Outline
• Religious beliefs and practices of the Classical World
• Classical culture, entertainment, literature and family life
• City life and the political organisation of a Roman city
• Myth as a symbol of power
• The impact of religion on the everyday lives of Greeks and Romans
What skills will this course develop?
• How to understand, analyse and interpret primary source material
•
• An ability to learn from archaeological evidence and building remains
•
• How to absorb factual detail and use this to write evaluative, analytical and persuasive responses
Geography GCSE
Examination Board: Pearson Edexcel IGCSE (9-1)
Information on assessment
Geography is an exciting, rich and very broad discipline that has something for everyone. The Pearson Edexcel IGCSE 9-1 course o ers our students the very best in terms of up-to-date and engaging content and themes. Students will cover both Physical and Human Geography, and all students will undertake physical and human Geography fieldwork. The physical fieldwork will be centred around a one-day residential, and the human fieldwork will be conducted locally. Geography is an excellent bridge between both science and the arts, and it will suit those students who have broad interests in the world around them.
Paper 1 (4GE1/01)
Physical Geography 1 hour 10 mins
There are two sections and 70 marks available. This paper represents 40% of the IGCSE. The questions are a mixture of multiple-choice, short-answer, data- response and open-ended questions.
Section A
• Hazardous Environments
• River Environments
Section B
• Students complete a section on fieldwork-related questions linked to River Environments.
Paper 2 (4GE1/02)
Human Geography 1 hour 45 mins
There are three sections 105 marks available. This paper represents 60% of the IGCSE. The questions are a mixture of multiple-choice, short-answer, data- response and open-ended questions.
Section A
• Economic Activity and Energy
• Urban Environments
Section B
• Students complete a section on fieldwork-related questions linked to Urban Environments.
Section C
• Students complete a section on Development and Human Welfare.
What skills will this course develop?
• Develops and extends knowledge of locations, places, environments and processes, and of
• Develops understanding of the interactions between people and environments, change in places and processes over space and time, and the inter-relationship between geographical phenomena
• Develops and extends their competence in a range of skills including those used in fieldwork, in using maps and GIS and in researching secondary evidence, including digital sources; and develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses
• Develops application skills in geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced arguments drawing on their geographical knowledge and understanding
History
IGCSE
Examination board: Edexcel
Information on assessment
• AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied
• AO2 Explain, analyse and make judgements about historical events and periods studied using second-order historical concepts
• AO3 Use a range of source material to comprehend, interpret and cross-refer sources
• AO4 Analyse and evaluate historical interpretations in the context of historical events studied
1: Depth Studies
2: Investigation and Breadth Studies
Course Outline
Paper 1 Depth Studies
• Germany: Development of Dictatorship, 1918-45
• A Divided Union: Civil Rights in the USA, 1945-74
What skills will this course develop?
Paper 2 Investigation and Breadth Studies
• Russia and the Soviet Union, 1905-24
• Changes in Medicine, c 1848-c 1948
• The study of history gives you a deeper understanding of the world today and builds your emotional intelligence
• It makes you highly employable! History encourages independent thought and communication skills and provides an excellent route into studying Law, Journalism, International Relations, Politics, PPE and Medicine
• History is a problem-solving subject, that helps us unearth a deeper understanding of the past. The subject encourages you to think critically and make informed judgments. In lessons we help you build logical arguments, discuss, debate and work corroboratively
• History is more important than ever. Knowing your history makes you an informed citizen, providing the skills to build a better tomorrow
• History is a study of power, and the exercise of power in all its forms, at all levels of society. Studying systems of power and forms of leadership provide vital skills that help you navigate life and lead; in whichever field you choose to go into
Religious Studies GCSE
Examination Board: AQA
Information on assessment
• Both papers are set externally
• There is no coursework or controlled assessments
• All papers are examined at the end of Year 11
Paper 1 Religions: Beliefs and Practices
Course Outline
1. Religions: Beliefs and Practices
• Christianity
• Hinduism
2. Themes: Philosophy and Ethics
• Arguments for and against the existence of God
• End of Life and Medical Ethics
• Family and Relationships
• Human Rights and Social Justice
What skills will this course develop?
• Critical thinking: the ability to analyse and evaluate evidence and scholarship
• Essay writing and comprehension: writing developed arguments demonstrating knowledge and understanding
• Communication skills: every lesson is characterised by rich debate and discussion to help refine your ideas and listen to a range of perspectives
• Teamwork and collaboration: working with your peers to deliver presentations and research projects
• Acquiring a suitable foundation for study of related subjects including philosophy, law, medicine and psychology
You must then choose at least one language from the following list: French, German, Latin, Mandarin, Spanish.
French GCSE
Examination Board: AQA
Information on assessment
• All papers are set externally
• There is no coursework
• All papers are examined at the end of Year 11 with the speaking element being assessed after the Easter holidays
Course Outline Topic Areas
Theme 1: People and lifestyle
• Topic 1: Identity and relationships with others
• Topic 2: Healthy living and lifestyle
• Topic 3: Education and work
Theme 2: Popular culture
• Topic 1: Free-time activities
• Topic 2: Customs, festivals, and celebrations
• Topic 3: Celebrity culture
What skills will this course develop?
• Understand written texts and spoken extracts in French
• Develop new ways of seeing the world
• Understand relationships between French and English
• Develop confidence and a positive attitude towards learning French
• Develop strong foundations to continue learning French at A Level
Theme 3: Communication and the world around us
• Topic 1: Travel and tourism, including places of interest
• Topic 2: Media and technology
• Topic 3: The environment and where people live
• Write accurately in French using a range of vocabulary and appropriate grammar
• Translate short texts from English to French and from French to English
• Speak clearly and confidently in French
German and Spanish IGCSE
Examination Board: Edexcel
Information on assessment
• All papers are set externally
• There is no coursework
• All papers are examined at the end of Year 11
Course Outline
Topic Areas
• Home and abroad
• Education and employment
• House, home, routine & personal relationships
What skills will this course develop?
• Modern world and the environment
• Social activities, health and fitness
• An understanding and use of written and spoken forms of the target language, in a range of familiar and practical contexts, and for a variety of purposes
• speaking, using a range of vocabulary and structures
• A knowledge and understanding of the target language grammar and its practical application
• A knowledge and understanding of countries and communities where the target language is spoken
• Positive attitudes towards modern foreign language learning
• Acquiring a suitable foundation for further study of the target language or another language
Latin GCSE
Examination Board: OCR
Information on assessment
• All papers are set externally
• There is no coursework or controlled assessment
• All papers are examined at the end of Year 11
Course Outline
• Study of passages of Latin for translation and comprehension
• For a section of the language paper there is a choice between grammar questions or English into Latin translation
• Language will be the focus for the bulk of Year 10
• With this foundation of language study, the Prose and Verse Literature will be the focus of study in Year 11
• Language skills will be reinforced by study of the literature
• Through the literature, themes of Roman history and civilisation will be covered
What skills will this course develop?
• The ability to identify, analyse and explain grammatical forms
• Memorisation skills, through an ability to acquire a broad Latin vocabulary, as well as recall and understanding of the inflections of these words
• The ability to use these language skills to translate unseen texts as well as to understand, in depth, the passages of set literature texts
• The ability to learn about Roman life and values through study of the literature texts
• The ability to analyse aspects of the content of the literature and to provide a personal response to it
• The ability to recognise and analyse aspects of literary style, characterisation and literary meaning in relation to the set texts studied
• To develop the ability to provide lengthy responses to the content and style of the literary texts studied
Mandarin GCSE
Examination Board: Edexcel
Information on assessment
• All papers are set externally
• There is no coursework
• All papers are examined at the end of Year 11
Course Outline
Topic Areas
• Identity and Culture
• Local area, holiday and travel
• School
• Future aspirations, study and work
• International and global dimension
Once you have made your Humanity and Language choice, you must make two further choices. You may choose to study a second Humanity or a second Language, or you may choose from the subjects described below and on the following pages.
Art GCSE
Examination Board: AQA
Information on assessment
Course Outline
Component 1: Portfolio
This is set and marked internally and is moderated by AQA. This component is marked out of 96, and forms 60% of the GCSE. The portfolio is selected from work undertaken during the course of study and must include a sustained project evidencing the journey from initial engagement to the realisation of intentions, along with a selection of further work undertaken during the student’s course of study
Component 2: Externally Set Assignment
The externally set assignment is available from 2nd January in Year 11. The externally set assignment is marked internally and moderated by AQA. This component is marked out of 96, and accounts for 40% of the GCSE. Students respond to their chosen starting point from an externally set assignment paper, evidencing coverage of all four assessment objectives. Students are given preparation time which begins in January and culminates in 10 hours of supervised time, which happens in May.
What skills will this course develop?
Investigative, analytical, experimental, practical, technical and expressive skills, as well as aesthetic understanding and critical judgement. In addition, students will acquire knowledge, understanding and application of art and design in contemporary and past societies and cultures. Studying art also enhances fine motor skills, hand-eye coordination, problem solving skills, lateral thinking, complex analysis, time management and critical thinking skills. Research demonstrates that involvement in the arts is associated with higher levels of attainment in both school and university.
Classical Greek GCSE
Examination Board: OCR
Information on assessment
• All papers are set externally
• There is no coursework or controlled assessment
• All papers are examined at the end of Year 11
Course Outline
• Study of passages of Classical Greek for translation and comprehension
• For a section of the language paper there is a choice between grammar questions or English into Classical Greek translation
• Language will be the focus for the bulk of Year 10
• With this foundation of language study, the Prose and Verse Literature will be the focus of study in Year 11
• Language skills will be reinforced by study of the literature
• Through the literature, themes of ancient Greek history and civilisation will be covered
What skills will this course develop?
• The ability to identify, analyse and explain grammatical forms
• Memorisation skills, through an ability to acquire a broad vocabulary of Classical Greek, as well as recall and understanding of the inflections of these words
• The ability to use these language skills to translate unseen texts as well as to understand passages of set literature texts in depth
• The ability to learn about ancient Greek life and values through study of the literature texts
• The ability to analyse aspects of the content of the literature and to provide a personal response to it
• The ability to recognise and analyse aspects of literary style, characterisation and literary meaning in relation to the set texts studied
• To develop the ability to provide lengthy responses to the content and style of the literary texts studied
* Classical Greek as an additional GCSE, as we have successfully done for a number of years.
Computer Science GCSE
Examination Board: AQA
Information on assessment and course outline
• All papers are set externally
• There is no coursework or controlled assessment
• All papers are examined at the end of Year 11
Paper 1 – 2 hours Computational thinking and programming skills 50%
Paper 2 – 1 hour 45 minutes Computing Concepts 50%
Paper 1: Computational thinking and programming skills
Computational thinking, code tracing, problem-solving, programming concepts including the design of
Paper 2: Computing Concepts
Theoretical knowledge of the fundamentals of data representation, computer systems, computer networks, cyber security, the ethical, legal and environmental impacts of digital technology on wider society and the aspects of software development.
What skills will this course develop?
• Problem-solving
• Analysis of problems
• How to develop your skills to understand the ever-changing world of technology
• Working independently and within a team to identify and solve problems
• An understanding of how algorithms can be unethical and the impact of these on society
• Writing code to solve problems
• Testing code
•
• Logical thought
• Research methods
Design and Technology GCSE
Examination Board: AQA
Information on assessment
Examination paper: Principles of design and technology (100 marks)
Non-Examined Assessment (iterative design challenge)
Course Outline
Topic Areas (Core Technical, Specialist Technical and Designing and Making Principles)
• Identifying requirements
• Learning from existing products and practice
• Implications of wider issues
• Design thinking and communication
Topic Areas (Specialist):
• Material considerations
• Mechanical devices and electronic systems
• New and emerging technologies
One from - Papers and boards; timbers; metals; polymers; textiles; electronic and mechanical systems
The examination paper contains a mixture of multiple choice, short answers and extended responses,
NEA (Iterative design challenge)
Students will explore a given context (one of three issued by AQA on 1 June 2025) and use the iterative design process to create a high-quality prototype
What skills will this course develop?
• Research and critical thinking/analysis skills
• Project management
• Creativity, problem solving and iterative design skills
• Use of traditional hand tools, machining, and CAD/CAM
• Formative and summative evaluation skills
• Visual communication skills
Drama GCSE
Examination Board: AQA
Information on assessment and course outline
Non-examined Assessment: 40%
Examination (practical and written): 60%
This is mainly a practical course with a practical and written examination.
Component 1: Externally marked (written)
Component 2: Internally marked, externally moderated (practical and written)
Component 3: Externally marked (practical)
Component 1: Understanding Drama
Students will study a set play. They will analyse and evaluate live theatre.
Assessment: Written examination. 40% of GCSE.
Component 2: Devising Drama
Students will create a piece of devised Drama. They will perform or contribute as a designer to the piece, and they will analyse and evaluate their own work.
Assessment: Devising log, devised performance (as a performer or designer). Internally assessed and externally moderated. 40% of GCSE.
Component 3: Texts in practice
Students will perform two extracts from one play (students may contribute as a performer or designer).
Assessment: Performance of Extract 1 and Extract 2. Externally marked. 20% of GCSE.
What skills will this course develop?
• An understanding of the process of rehearsal, performance and evaluation
• An appreciation of live theatre
• Group skills and self-awareness
• The ability to give and take constructive criticism
• Devised drama alongside text work
• Design skills
• Confidence and communication skills
Music GCSE
Examination Board: Edexcel
Information on assessment and course outline
Non-examined Assessment: 60%
Examination: 40%
Component 1: Performing
Students will perform two pieces, which can be in any style and on any instrument (including voice). One piece will be a solo performance and the other will be part of an ensemble.
Assessment: Internally assessed and externally moderated. 30% of GCSE.
Component 2: Composing
Students will compose two pieces, one to a brief set by Edexcel and one free composition in a style of the student’s choice. Compositions will be completed using Logic Pro X or Sibelius.
Assessment: Internally assessed and externally moderated. 30% of GCSE.
Component 3: Appraising
Students will answer questions based on four areas of study and eight set works. This exam will involve listening to excerpts of mostly familiar music and answering questions about the excerpts. Styles of music studied include Classical Music, Musical Theatre, Film Music, Pop Music and Fusions.
Assessment: Written examination. 40% of GCSE.
What skills will this course develop?
• Music performing skills, both as a solo performer and as a member of an ensemble
• An understanding of how musical compositions are developed and constructed
• chosen style
• A deeper understanding of a range of musical genres, styles, features and techniques
• Aural skills: the ability to hear and describe how musical features and techniques have been used in both familiar and unfamiliar music
Physical Education
GCSE
Examination Board: Edexcel
Information on assessment and course outline
Non-examined Assessment: 40%
Examination (written): 60%
Component 1: Fitness and Body Systems
Written examination: 1 hour and 30 minutes (36% of the qualification)
Topics included: Applied Anatomy and Physiology, Movement Analysis, Physical Training, Use of data
Component 2: Health and Performance
Written examination: 1 hour and 15 minutes (24% of the qualification)
Topics included: Health, Fitness and Well-being, Sport Psychology, Socio-cultural Influences, Use of data
Component 3: Practical Performance
Non-examined assessment: Internally marked and externally moderated (30% of the qualification)
Three sports in total; One team activity, one individual activity and a free choice from the list published by the DfE
Component 4: Personal Exercise Programme (PEP)
Non-examined assessment: Internally marked and externally moderated (10% of the qualification)
What skills will this course develop?
• Theoretical knowledge and understanding of the factors that underpin physical activity and sport
• and sport
• and using tactics, strategies and/or compositional ideas
• The ability to analyse and evaluate to improve performance
• Understand the contribution that physical activity and sport make to health, fitness and well-being
• activity and sport
