Key Stage 4
At Key Stage 4, we operate a pathways curriculum model. As part of the Year 9 options process, a wide range of data is used to determine the appropriate pathway for each student. This data includes Key Stage 2 fine grade data, Year 9 levels and cognitive ability test scores.
There are three main pathways:
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EBacc: Students will take at least one modern foreign language and either Geography or History, along with the core subjects of English, Mathematics and Science, the statutory elements through Lifeskills, Physical Education and Religious Studies and two free options;
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Progress: Students will receive lessons in English, Mathematics and Science, along with the statutory elements through Lifeskills, Physical Education and Religious Studies and three free options, with students having the opportunity to take EBacc-qualifying subjects;
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Foundation: Students will receive extra lessons in English and Mathematics and follow a workskills course, along with the statutory elements through Lifeskills, Physical Education and Religious Studies and up to three free options, with extra support and a personalisation available where appropriate.
Design and Technology
Head of Faculty : Mr S Fowler
Design and Technology -- GCSE
Key Stage 4 Co-ordinator : Mr R Kempin
GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.
This allows GCSE students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They also have the opportunity to study specialist technical principles in greater depth.
Design and Technology is purposeful, as well as being fun and exciting! Studying GCSE Design & Technology will build on what you have learnt about design and making at KS3. You will use your skills to design and make new better solutions to real problems on your own and with others.
CONTENT OF THE COURSE
The course is broken down into 3 main areas of assessment. These are;
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Core Technical Principles
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Specialist Technical Principles
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Design and Making Principles
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These areas are assessed in both the written examination and the controlled assessment NEA
The course will spend the first year looking at multiple mini projects that cover all of the areas of assessment to help build knowledge and skills. This will prepare the students for the controlled assessment in the second year that will be accompanied by theoretical knowledge to support the work being done.
The second year will mainly be spent completing the controlled assessment section of the course, along with additional theory knowledge to help prepare students for the final examination.
ASSESSMENT METHODS
The assessment of the course is divided into two parts
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Controlled Assessment NEA: 50% - This will be split into multiple sections where deadlines will be set on a regular basis.
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Final Examination: 50% - This will be a 2 hour written paper at the end of the course
EXAM BOARD: AQA
SPECIFICATION: 8552
For further details, please click on the link below:
There is the opportunity for aspiring students to continue along the Design & Technology pathway at Mayflower where we also offer A-level Design & Technology : Product Design.
Food preparation and nutrition -- GCSE
Head of FPN : Mrs A Chapman
GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students’ practical cookery skills to give them a strong understanding of nutrition.
CONTENT OF THE COURSE
Students will build on existing knowledge and practical skills from Key Stage 3 in preparation for the demands of the Non examination Assessment tasks. The theory that will be studied is integrated into five core topics:
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Food, nutrition and health
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Food science
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Food safety
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Food choice
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Food provenance
ASSESSMENT METHODS
Examination Assessment – 50% of GCSE
This will consist of a written paper: 1 hour 45 minutes
Non Examination Assessment – 50% of GCSE
This will consist of 2 tasks:
Task 1: Food Investigation
Students will undertake a practical investigation and write a report (1,500 – 2,000 words) to explain their understanding of the working characteristics, functional and chemical properties of ingredients.
Task 2: Food Preparation Assessment
Students will prepare, cook and present a final menu of three dishes within an allocated time of three hours, planning in advance how this will be achieved. Students will submit a written portfolio to demonstrate their knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task.
Food professionals work in many occupations including manufacturing, retailing, marketing, food service, universities and schools, government, research and development, quality assurance and food law enforcement.
EXAM BOARD: AQA
SPECIFICATION: 8585
For further details, please click on the link below:
AQA GCSE Food Preparation and Nutrition
English
Head of Faculty: Mrs J Bradley
GCSE English language and GCSE English Literature
English Language
The course is assessed by two external examinations:
Paper 1: Explorations in Creative Reading and Writing (50%)
Reading questions on a literary fiction text
Descriptive or narrative writing
Paper 2: Writers’ Viewpoints and Perspectives (50%)
Reading questions on a non-fiction text and a literary non-fiction text
Writing to present a viewpoint
Plus: Speaking and Listening (0%)
Students will give presentations through the course and respond to questions, demonstrating their ability to use Standard English. A separate mark will be awarded for this unit – it does not contribute towards the GCSE grade.
EXAM BOARD: AQA
SPECIFICATION: 8700
For further details, please click on the link below:
English Literature
The course is assessed by two external examinations:
Paper 1: Shakespeare and the Nineteenth-Century Novel (40%)
Questions on two set texts, focusing on an extract from each text and the text as a whole.
Paper 2: Modern Texts and Poetry (60%)
Three questions: an essay on a modern prose or drama text studied in class, a comparison of two poems from an anthology studied in class, and a comparison of two unseen poems.
EXAM BOARD: AQA
SPECIFICATION: 8702
For further details, please click on the link below:
Geography
Head of Dept: Mrs S Keyworth
GCSE Geography
DESCRIPTION OF THE COURSE
Geography is a highly topical subject, ever changing as world events unfold. The GCSE Geography course will help students make sense of what is going on in the world around them. The OCR B GCSE is contemporary, dynamic and exciting. It will encourage students to become a global citizen by exploring peoples’ place in the world, their values and responsibilities to others and the environment.
GCSE Geography provides a clear progression from Key Stage 3 Geography. It will help students to be more aware of everyday situations and issues faced by people in the UK and in the world around them. They will make links between the topics and approach the subject in an enquiring way.
Geography has strong links with other subjects including Science, Mathematics, RS, Lifeskills, and ICT and is ideal for a balanced curriculum.
The Geography GCSE will enable students to use and develop a wide range of essential skills and techniques such as communication, problem solving, enquiring and decision making which are transferrable across subjects and of course into the world of work. It will also develop more subject specific skills including fieldwork, cartographic (map), graphical, numerical and statistical skills.
The study of Geography can lead to a wide range of careers and is valued as an academic qualification by employers.
The course provides an excellent foundation for A level Geography.
CONTENT OF THE COURSE
The specification consists of three units (01, 02, 03)
Our Natural World (01)
• Global Hazards
• Changing Climate
• Distinctive Landscapes
• Sustaining Ecosystems
• Fieldwork
• Geographical Skills
People and Society (02)
• Urban Futures
• Dynamic Development
• UK in the 21st Century
• Resource Reliance
• Fieldwork
• Geographical Skills
Geographical Exploration (03)
• Geographical Skills
• Decision Making Exercise
Fieldwork
Fieldwork is an essential element of the GCSE Geography course. It must take place on at least two occasions, in contrasting locations and in both physical and human geographical contexts. It will be assessed within the Our Natural World (01) and People and Society (02) Units. Year 10 students currently undertake a residential fieldwork course in Surrey.
Assessment Methods:-
Our Natural World (01)
35% of total GCSE
70 Marks
1 hour 15 minutes written paper
People and Society (02)
35% of total GCSE
70 Marks
1 hour 15 minutes written paper
Geographical Exploration (03)
30% of total GCSE
60 Marks
1 hour 30 minutes written paper
EXAM BOARD: OCR
SPECIFICATION: Geography B (Geography for Enquiring Minds) (9-1) - J384 (from 2016)
For further details, please click on the link below:
http://www.ocr.org.uk/qualifications/gcse-geography-b-geography-for-enquiring-minds-j384-from-2016/
CONTACT: Mrs S Keyworth, Head of Geography
Mrs Cooke KS4 coordinator
History
Head of Dept: Mrs N Ball
History -- GCSE
CONTENT OF THE COURSE
This is a brand new GCSE that combines the elements of the old courses and builds upon the students experiences from Key Stage 3. The course comprises four topics covered in three Examination papers.
Unit 1 British Thematic Study with Historic Environment - Medicine in Britain 1250 – present with a study of The British sector of the Western Front: injuries treatment and the trenches.
This covers the developments in medicine from Medieval England to the present covering the developments through the Medical Renaissance and Eighteenth and Nineteenth centuries to consider the impact of technology today. This is combined with a case study of medical care in World War One on the Western Front
Unit 2 Period Study - The American West c1835 – c1895
This explores the development of the American West from the culture of the Plains Indians to their defeat and placement on reservations. This will also look at the homesteaders; cowboys and cattlemen; the issue of law and order and how the so called ‘Wild West was settled.
Unit 3 British Depth Study - Early Elizabethan England 1588 – 1588
This will look at the accession of Elizabeth and her establishment of her government and the settling of religion. Then, focus will switch to the series of plots and the worsening relations with Spain leading to the Spanish Armada. Finally, focus will switch to exploration and colonisation; the nature of culture and education and then reflect on the problems with poverty
Unit 4 Modern Depth Study - Weimar and Nazi Germany 1918 – 1939
This unit looks at the problems of Germany after World War One and how the Weimar Republic developed up until the depression. Then focus switches to look at the rise of Hitler and the Nazi party and how he gained power. The final focus is on the way in which life in Germany changed under Nazi rule.
ASSESSMENT METHODS
Paper 1 (1 Hour 15 minutes)
Medicine in Britain c1250 to present + Medicine on the Western Front in WWI 30%
Paper 2 (1 Hour 45 minutes)
The American West c1835 – c1895 + Early Elizabethan England 1558 – 1588 40%
Paper 3 (1 Hour 20 minutes)
Weimar and Nazi Germany 1918 – 1939 30%
EXAM BOARD: Edexcel 1H10
SPECIFICATION: J417
For further details, please click on the link below:
Religious Studies
Head of Department -- Mrs C Davis
GCSE Religious Studies
We believe that Religious Studies is an important subject because every area of life is touched by issues to do with belief. Following a Religious Studies GCSE course will enable students to study and explore what people believe about a range of philosophical and ethical issues. Students will have opportunities to engage with questions about why people believe in God and how beliefs can influence many aspects of their lives. Respect and consideration are also shown towards non-religious approaches to life.
In lessons, students will be expected to think, talk, discuss, question and challenge, reflect on and assess a wide range of questions. As young people growing up in a diverse society, studying religion will help them to understand and relate to people whose beliefs, values and viewpoints differ from their own, and help them to deal with issues arising, not only in school, but in the community and workplace.
The study of religion will also help students to make connections with a whole range of other important areas, such as music, literature, art, politics, economics and social issues.
DESCRIPTION OF THE COURSE
All Year 9 students have been studying the Religious Studies GCSE course since September.
Year 9
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Christian Beliefs & Teachings
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Christian Practices
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Buddhist Beliefs & Teachings
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Buddhist Practices
Year 10
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Religion, Human Rights & Social Justice
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Religion, Crime & Punishment
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Religion, Peace & Conflict
Year 11
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Religion & Life
ASSESSMENT METHODS
Assessment is by exam papers which contribute 100% of the total marks. Every student in Year 11 takes the full Religious Studies GCSE exam. Assessment is via 2x 1 hour 45 minute examination papers
EXAM BOARD: AQA
SPECIFICATION: 8062
For further details, please click on the link below:
Computer Science
Head of Faculty: Mr T Fox
GCSE Computer Science - Year 11
The new specification OCR GCSE Computer Science (9-1) is a single GCSE award and is examined in 3 components.
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Component 1 - Computer systems (written examination) 40% 1.5 hours
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Component 2 - Computational thinking, systems and programming (written examination) 40%
1.5 hours.
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Component 3 – Programming project (non-Examination assessment) 20% 20 hrs
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The study of Computer Science can lead to a wide range of careers and access to study at undergraduate level.
CONTENT OF THE COURSE
Component 1 - Computer Systems: Systems Architecture
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Memory
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Storage
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Wired and Wireless Networks
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Network topologies, protocols and layers
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Network Security
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System software
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Moral, Social, Legal, Cultural and Environmental concerns
Component 2 - Computational thinking, Systems and Programming
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Translators and facilities of languages
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Algorithms
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High and Low level programming
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Computational logic
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Data representation
Component 3 – Programming project: An extended programming project covering the skills of:
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Programming techniques
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Design
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Development
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Effectiveness and efficiency
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Technical understanding
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Testing, evaluation and conclusions
ASSESSMENT METHODS
Assessment is divided into three units:
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Component 1 - Computer systems (written examination) 40% 1.5 hours
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Component 2 - Computational thinking, systems and programming (written examination) 40% 1.5 hours.
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Component 3 – Programming project (non-Examination assessment) 20% 20 hrs
EXAM BOARD: OCR
SPECIFICATION: J276
For further details, please click on the link below:
GCSE Computer Science - Year 10
The new specification OCR GCSE Computer Science (9-1) is a single GCSE award and is examined in 3 components.
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Component 1 - Computer systems (written examination) 50% 1.5 hours
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Component 2 - Computational thinking, systems and programming (written examination) 50%
1.5 hours.
The study of Computer Science can lead to a wide range of careers and access to study at undergraduate level.
CONTENT OF THE COURSE
Component 1 - Computer Systems: Systems Architecture
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Memory
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Storage
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Wired and Wireless Networks
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Network topologies, protocols and layers
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Network Security
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System software
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Moral, Social, Legal, Cultural and Environmental concerns
Component 2 - Computational thinking, Systems and Programming
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Translators and facilities of languages
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Algorithms
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High and Low level programming
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Computational logic
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Data representation
ASSESSMENT METHODS
Assessment is divided into three units:
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Component 1 - Computer systems (written examination) 50% 1.5 hours
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Component 2 - Computational thinking, systems and programming (written examination) 50% 1.5 hours.
EXAM BOARD: OCR
SPECIFICATION: J277
For further details, please click on the link below:
Cambridge Nationals Certificate in ICT
The OCR Cambridge National Certificate in ICT builds on practical skills learned during Key Stage 3. The aim is to provide students with access to a wide breadth of ICT skills and content.
During the course, you will learn a variety of essential practical and theory skills in existing ICT software and technology, including the understanding of computer systems, the use of spreadsheets, web design and how to use multiple software packages to support the running of a small business.
The study of ICT can lead to opportunities in a wide range of careers as well as providing very important cross-curricular opportunities in digital literacy.
CONTENT OF THE COURSE
Unit R012 – Understanding Computer Systems (1 hour 45 written examination)
Unit R013 – Using ICT to create business solutions (coursework unit internally assessed, externally verified)
ASSESSMENT METHODS
Assessment is divided into four units:
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Unit R012 – Understanding Computer Systems (1 hour 45 written examination)
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Unit R013 – Using ICT to create business solutions (coursework unit internally assessed, externally verified)
EXAM BOARD: OCR
SPECIFICATION:
For further details, please click on the link below:
Mathematics
Head of Faculty: Mr A Eastwick and Mr T Forshaw
GCSE Mathematics
The GCSE Mathematics course has now changed and from June 2017 students will be sitting a new type of GCSE examination. The examination board used will be Edexcel. You are taught to develop your mathematical skills in a manner that encourages confidence to read, write and talk about the subject in a variety of ways. You learn to apply mathematics to everyday situations, to recognise when and how a situation may be represented mathematically and to select appropriate mathematical methods to solve it.
In most examinations, the use of a calculator is expected. A basic scientific type is recommended; suitable calculators at competitive prices are available from the Finance Office.
The Mathematics Faculty does not provide calculators for students; so, you must provide one yourself.
CONTENT OF THE COURSE
The new course is broken down into the following categories:
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Number
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Algebra
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Ratio, proportion and rates of change
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Geometry and measures
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Probability
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Statistics
ASSESSMENT METHODS
The GCSE is examined in June of Year 11. The examination consists of three written papers, a non-calculator and two calculator papers.
Students who take the higher paper can obtain grades 9 to 4.
Students who take the foundation paper can obtain grades 5 to 1.
EXAM BOARD: Edexcel
SPECIFICATION: 1MA0
For further details, please click on the link below:
Modern Foreign Languages
Head of Faculty -- Mrs C Ford
Head of French -- Mrs J Warden
In Years 10 and 11, students who opt to continue their studies of French at Key Stage 4 are prepared for the GCSE examination. They are entered into a tiered GCSE with the Edexcel examination board.
Qualification : GCSE
Board : EDEXL/GCSE Level : GCSE/9FC
Code : 1FR0F Title : French Option F
In Key Stage 4 students have a two week timetable and have five hours of French across the two weeks. The course book used is Studio, published by Heinemann. A Grammar and Translation workbook is part of students’ essential equipment. This workbook mirrors the text book and provides independent activities for students to acquire the grammar skills necessary at GCSE level. These activities are set as regular homework tasks.
Head of Spanish : Miss J Nicholson
In Years 10 and 11, students who opt to continue their studies of Spanish at Key Stage 4 are prepared for the GCSE examination. They are entered into a tiered GCSE with the Edexcel examination board.
Qualification : GCSE
Board : EDEXL/GCSE Level : GCSE/9FC
Code : 1SP0 Title : Spanish Option F
In Key Stage 4 students have a two week timetable and have five hours of Spanish across the two weeks. The course book used is ViVa, published by Heinemann. A Grammar and Translation workbook is part of students’ essential equipment. This workbook mirrors the text book and provides independent activities for students to acquire the grammar skills necessary at GCSE level. These activities are set as regular homework tasks.
Art and Design
Head of Department -- Mrs C Friday
DESCRIPTION OF THE COURSE
At GCSE, You will develop knowledge and understanding during the course through a variety of learning experiences and approaches, including engagement with sources. This will allow you to develop the skills to explore, create and communicate your own ideas.
You will learn how to research ideas, develop art skills, study art, craft and design from other artists/cultures, work in the style of other artists, experiment with 2D/3D materials. You will have the opportunity to explore new techniques and learn how to imaginatively interpret images using a range of materials.
You should choose this GCSE course, if:
· You enjoy working with a range of different art materials.
· You like creating art in a range of sizes within a sketchbook or on a larger scale.
· You like studying work by other artists/designers/cultures/photographers.
· You are willing to experiment and try out new ideas in new materials.
· You will become involved in your art and want to develop you own ideas.
· You want to create imaginative pieces of art.
Responding to the work of other artists/designers/cultures is an important part of GCSE Art and Design and in Year 10, we arrange an enrichment visit to a gallery/museum in London, providing students with an invaluable opportunity to see works of art first hand. Students are encouraged to use galleries as an additional resource within both units of the GCSE.
CONTENT OF THE COURSE
Students will demonstrate all of the skills above through the development, refinement, recording, realisation and presentation of their ideas through a portfolio and by responding to an externally set assignment.
Personal Portfolio: Worth 60% of overall grade
Students submit one Portfolio that includes a sustained project evidencing the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the student’s course of study. This work will be contained in sketchbooks and may include larger scale art in 2D or 3D form. This portfolio of work is completed during lesson time and homework throughout year 10 and the autumn term of year 11.
Externally set assignment: Worth 40% of overall grade
The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point. Students respond to their chosen starting point from an externally set paper with different titles to choose from. The papers are available from the 2nd of January and you have around 9 weeks to create your project. This will culminate in 10-hours of supervised time to create a final piece for the project
.
EXAM BOARD: AQA
SPECIFICATION: 8201
For further details, please click on the link below:
Music -- GCSE
Head of Department -- Mr J Tuck
DESCRIPTION OF THE COURSE
This course sets out to develop an appreciation and enjoyment of music through three musical elements: appraising, performing and composing. It includes learning about all styles of music from 1700 to the present day, so you should have an open mind to all styles of music. You should be able to play an instrument or sing well, before you start the course. You will be expected to perform by yourself and develop these skills to a higher standard during the course. This should ideally be through individual music lessons or this can be self-taught.
CONTENT OF THE COURSE
Component 1: Performing – 30% of qualification, non-examined assessment
For this part of the course, you will learn how musicians bring pieces of music to life through performance techniques. For your assessment, you will need to perform as a soloist and also as part of a group for a total of at least 4 minutes. Your teacher will record your performances in Year 11. The performances can be instrument or vocal based, including beat boxing, rapping and technology based performances.
Component 2: Composing – 30% of qualification, non-examined assessment
For this part of the course, you will learn how to express creative musical ideas through two compositions. One of the compositions will be based on a brief given by WJEC whilst the other is a free composition brief that you design. Your compositions must last a combined length of at least 3 minutes. You will be able to finalise your compositions using music technology or through live performances. You will also need to produce a score or a written account of how to perform your work.
Component 3: Appraising – 40% of qualification, written examination lasting 1 hour and 15 minutes
You will need to answer questions based on the four areas of study.
Area of Study 1: Musical Forms and Devices Area of Study 2: Music for Ensemble
Area of Study 3: Film Music
Area of Study 4: Popular Music
As well as general musical study about the four areas of study, you will study two set works in depth.
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Badinerie by JS Bach for flute and string orchestra with harpsichord (final movement, orchestral suite No 2 in B minor, BWV 1067)
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Toto: Africa (released 1982)
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The majority of questions in the examination will be either multiple choice or short answer questions. However, there will be one question which requires learners to write a longer response to a piece of music
Examination Board: Eduqas/WJEC Specification: 601/8131/X
https://www.eduqas.co.uk/qualifications/music-gcse/#tab_overview
BTEC Music
DESCRIPTION OF THE COURSE
This course sets out to develop an appreciation and enjoyment of music through three musical elements: listening, performing and composing. It includes learning about all styles of music from 1600 to the present day, so you should have an open mind to all styles of music. You should be able to play an instrument or sing well, before you start the course, because you will be expected to perform by yourself and develop these skills to a higher standard during the course. This should ideally be through individual music lessons or this can be self-taught.
CONTENT OF THE COURSE
Unit 1: The Music Industry – examination
In this unit you will learn about the different organisations that are involved within the music industry. Typical examples include record labels, performance venues, music publishers, promoters, broadcasting, music media, marketing, copyrighting, management and unions. Your knowledge of this unit will be assessed in a formal one-hour test.
Unit 2: Managing a Music Product – coursework
In this unit you will combine all of the skills that you have learned on the course. You will be required to plan, develop and deliver a CD music product consisting of musical material of your choice. You will be responsible for the quality of the product you create. You will also need to promote your CD through marketing strategies, so people hear the CD you have created. Once this is complete, you will review your work, both personally and through the analysis of customer responses.
Unit 6: Introducing Music Recording – coursework
In this unit you will learn how to capture sounds using a variety of techniques. You will learn how microphones work and how to select the appropriate microphone, depending on what the task is. You will learn how to record the sounds into software recording system and then how to mix and add appropriate effects. Finalising your work to CD or as an MP3 file will then complete the process.
Unit 7: Introducing Music Sequencing – coursework
In this unit you will learn how to use music software to create pieces of music. You will learn how to use the editing features of this software and how they can be used to compose and manipulate musical ideas and sounds. You will demonstrate your competence by creating a piece of music using the software.
EXAM BOARD: Edexcel
SPECIFICATION: PMG45
For further details, please click on the link below:
CONTACT: Mr J Tuck, Head of Music
Science
Head of Faculty Mr T Griffiths
At Key Stage 4, students will study the AQA Science A course. Depending upon ability and whether they participate in a college course, students undertake one of two pathways:
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Separate Sciences - 3 distinct GCSEs (Biology, Chemistry and Physics) are awarded.
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Combined Trilogy Science – 2 GCSEs are awarded.
Students will study the three disciplines, Biology, Chemistry and Physics throughout their KS4 course in varying levels of depth and detail according to the course they are following.
Separate Sciences -- GCSE
DESCRIPTION OF THE COURSE
The Science Faculty offers the opportunity to attain three distinct GCSE grades in Science: Biology, Chemistry and Physics.
Students will achieve distinct GCSE grades for Biology, Chemistry and Physics.
There will be a greater demand upon mathematical skills – this will make up 10% of Biology, 20% of Chemistry and 30% of Physics marks.
CONTENT OF THE COURSE
Biology
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Cell biology
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Organisation
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Infection and response
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Bioenergetics
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Homeostasis & response
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Inheritance, variation & evolution
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Ecology
Chemistry
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Atomic structure and the periodic table
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Bonding, structure and the properties of matter
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Quantitative chemistry
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Chemical changes
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Energy changes
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The rate and extent of chemical change
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Organic chemistry
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Chemical analysis
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Chemistry of the atmosphere
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Using resources
Physics
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Energy
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Electricity
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Particle model of matter
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Atomic structure
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Energy
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Waves
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Magnetism & Electromagnetism
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Space Physics
ASSESSMENT METHODS
Students will undertake 2 examination papers each 105 minutes in length per subject. Questions are expected to be a mixture of multiple choice, structured, closed short answers and open response. In addition to subject content, students will be examined on compulsory required practical investigations and practical skills.
EXAM BOARD: AQA
SPECIFICATIONS:
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Biology: 8461
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Chemistry: 8462
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Physics: 8463
For further details, please click on the relevant link below:
CONTACT: Mr T Griffiths, Head of Science
Combined Science -- Trilogy
DESCRIPTION OF THE COURSE
GCSE Combined Science Trilogy – Students will achieve 2 GCSE grades for this qualification.
There will be a greater demand upon mathematical skills – this will make up 20% of the overall marks.
CONTENT OF THE COURSE
Biology
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Cell biology
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Organisation
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Infection and response
-
Bioenergetics
-
Homeostasis & response
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Inheritance, variation & evolution
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Ecology
Chemistry
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Atomic structure and the periodic table
-
Bonding, structure and the properties of matter
-
Quantitative chemistry
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Chemical changes
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Energy changes
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The rate and extent of chemical change
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Organic chemistry
-
Chemical analysis
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Chemistry of the atmosphere
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Using resources
Physics
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Energy
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Electricity
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Particle model of matter
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Atomic structure
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Energy
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Waves
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Magnetism & Electromagnetism
ASSESSMENT METHODS
Students will undertake 6 examination papers each 75 minutes in length. Questions are expected to be a mixture of multiple choice, structured, closed short answers and open response. In addition to subject content, students will be examined on compulsory required practical investigations and practical skills.
EXAM BOARD: AQA
SPECIFICATIONS:
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Combined Science -- Trilogy AQA 8464
For further details, please click on the relevant link below:
CONTACT: Mr T Griffiths, Head of Science
Physical Education
Head of Department -- Mr M Sergeant
All students in Years 10 and 11 will continue to take part in Physical Education for 4 hours in each two-week cycle. During the course, the department will assess your performance, aptitude and attitude. At Mayflower, students are given an opportunity to take part in new sports that differ from Key Stage 3 curriculum.
These include team building games, wide games and extreme sports.
You will study a range of activities, one of which must be a game. You will develop your skills and technique, helping you to implement appropriate strategies and tactics, have an understanding of the rules and regulations and have the opportunity to officiate and coach in these sports. You will also be required to evaluate your own and others’ performance and to plan a safe and effective personal fitness programme relative to your sport. Examples of the activities you may take part in are:
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Athletics
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Badminton
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Basketball
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Dance
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Football
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Hockey
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Fitness
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Netball
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Rounders
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Rugby
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Softball
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Swimming
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Table Tennis
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Tennis
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Trampolining
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Volleyball
In addition to this compulsory provision, students also have the opportunity to study GCSE Physical Education,
GCSE Physical Education
DESCRIPTION OF COURSE
This course is designed for all students who have an interest in sport. It presents an opportunity for you to develop your physical ability and your understanding of the theoretical concepts in Physical Education. The course is divided into three sections: Theory, Practical and Personal Exercise Programme.
CONTENT OF THE COURSE
Component 1 Fitness and Body Systems
Anatomy and Physiology
Movement Analysis
Physical Training
Use of data
Component 2 Health and Performance
Health
Fitness
Well-being
Sports psychology
Socio cultural issues
Interpret data.
Component 3 Practical Performance
1 team activity
1 individual activity
1 team or individual activity
(students will have the opportunity to participate in many sports and select their top scores)
Component 4 Personal Exercise Programme
Aim and planning analysis
Carrying out and monitoring the PEP
Evaluation of PEP
ASSESSMENT METHODS
Component 1:
36% written Examination 1 hour 45 minutes
Component 2
24% written Examination 1 hour and 15 minutes
Component 3
30% 3 sporting activities
Component 4
10% Non-Examination assessment undertaken in school and externally moderated.
EXAM BOARD: Edexcel
SPECIFICATION: 1PE0
For further details, please click on the link below:
Edexcel GCSE Physical Education
CONTACT: Mr M Sergeant, Head of Physical Education
Business
Head of Department -- Mrs J Dulake-
Business GCSE
DESCRIPTION OF THE COURSE
Whilst studying GCSE Business (AQA 8132) you will be introduced to the real world of business and how businesses work.
“Many young people will seek work in industry and commerce. If they are to add value effectively, they need to understand the origins of wealth -creation and be familiar with the concepts and application of business and economics. Business literacy and numeracy are growing in importance and young people are increasingly becoming involved in the management of enterprise.”
The Nuffield Foundation
CONTENT OF THE COURSE
These are the units that will be covered:
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Business and the real world - The purpose of business activity, the role of business enterprise and entrepreneurship, and the dynamic nature of business.
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Influences on business - The importance of external influences on business and how businesses change in response to these influences
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Business operations – Production methods, customer services, procurement and quality control
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Human resources – Organisation structures, recruitment, motivation and training methods
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Marketing – Customer needs, segmentation, market research and the marketing mix (product, price, promotion, place)
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Finance – Sources of finance, cash flow, financial terms and calculations, analysing financial performance
Assessment Methods
Paper 1 (50%) 1 hour and 45 minutes
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Business and the real world
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Influences on business
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Business operations
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Human resources
Paper 2 (50%) 1 hour and 45 minutes
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Business and the real world
-
Influences on business
-
Marketing
-
Finance
EXAM BOARD: AQA
SPECIFICATION: 8132 GCSE Business
For further details, please click on the link below:
CONTACT: Mrs J Dulake, Head of Business Studies