Compulsory GCSE SUbjects

Subject Lead: Mrs Ann-Julie Webster

Subject Lead: Marsha Pryce

The GCSE Mathematics course is designed with the overarching intent of providing students a robust foundation in mathematical concepts, problem-solving, and reasoning skills. Building upon the Middle Years Programme (MYP) framework utilised in Key Stage 3 (KS3), this course aims to deepen students’ mathematical understanding and prepare them for the more advanced International Baccalaureate (IB) Mathematics curriculum in Key Stage 5 (KS5).

Throughout the GCSE Mathematics course, students engage with key mathematical topics such as algebra, geometry, statistics, and number theory. The curriculum emphasises both theoretical understanding and practical application, encouraging students to apply mathematical principles to real-world scenarios. The learning experiences are structured to enhance critical thinking, analytical skills, and mathematical fluency.

The course serves as a progression from the MYP framework by introducing more advanced mathematical concepts and fostering a deeper understanding of the interconnections between different mathematical areas. Students build upon the skills developed in KS3, including the ability to approach problems holistically, use mathematical models, and communicate solutions effectively.

As a crucial stepping stone towards KS5 and the IB Mathematics curriculum, the GCSE Mathematics course aims to equip students with the necessary skills and mindset for higher-level mathematical exploration. By the end of the course, students should be well-prepared to transition seamlessly into the more complex and theoretical aspects of the IB Mathematics program, empowering them for further academic pursuits and careers where advanced mathematical proficiency is valued.

Subject Lead: Mrs S Emslie

Building upon the Middle Years Programme (MYP) framework utilised in Key Stage 3 (KS3), the GCSE course aims to deepen students’ Scientific understanding by introducing more advanced Scientific content, concepts and skills. Students build upon the practical skills developed in KS3: the GCSE curriculum includes all the parts of what good science is at GCSE level: whether it be investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the curriculum will support students in building a deep understanding of science. This will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models.

The curriculum has been designed to spiral the 3 disciplines in small, manageable chunks at a time, and is also interleaved between paper 1 and paper 2 content. This way of designing the curriculum is to allow students better progression of content and understanding of connections between topics. Students will complete Year 10 by sitting a set of paper 1 mock exams to identify their strengths and weaknesses ahead of moving into Year 11 where they will continue to recall content of Year 10, complete interventions to maintain standards and knowledge and complete further mocks papers to ensure rigorous analysis of weaknesses to identify gaps in knowledge in advance of the GCSEs.

Subject lead: Geraldine Ahern

AQA French and Spanish GCSE is a two year course which builds upon the basic vocabulary and grammar points introduced throughout KS3 and develops this to a level of fluency. While the majority of the vocabulary and grammar points will have been seen by the students throughout KS3, the GCSE course allows these to be examined further, with the end goal being for the students to have a deepened understanding of the linguistics, as well as the confidence and autonomy to manipulate and use the language to communicate what they need to. 

This course covers a wide range of topics, allowing students to immerse themselves in the language of choice while attaching their knowledge to a range of topics which are both relevant and interesting to them and their lives. The assessments for this course are in Listening, Speaking, Reading and Writing, which are also the skills assessed on in KS3 languages, meaning the students enter their GCSE course comfortable and knowledgeable of the style of assessment which lies ahead. 

We have a range of subject specialists with over 30 years of teaching experience combined, each having a level of proficiency in both languages on offer. All of our teachers, while best preparing students for their exams, are knowledgeable on the importance of being able to speak many languages, as well as have a passion for language learning, which they are eager to pass on and embed into their teaching.

The course is designed to be enquiry based learning, in essence applying the critical concepts, many of which have been explored in key stage 3, and now applied to reality through a more critical, analytical lens. The course examines a number of geographical issues, both human and physical, in the UK and Globally. 

Paper 1 covers global issues: Hazards (tectonics and tropical storms); Development issues (key focus on India) and Urbanisation in emerging and developing countries.

Paper 2 covers the UK evolving landscape, features created through glacial and river and coastal processes . The problems and opportunities of urbanisation is assessed with a detailed look at urban land uses, patterns of development and regeneration. The last part of the paper reflects on the field work experiences of the students.

Paper 3 incorporates a more balanced and general assessment of people and environmental issues. It will draw upon their knowledge of the threats to one of the world’s biomes (Tropical rainforest or Taiga rainforest). The exam is often supported by resources which the students are expected to analyse and include in their answers.

Throughout the whole course students are encouraged to debate and apply their knowledge. The basic concepts will have been addressed in KS3  and are reinforced throughout the two years. The department will always encourage students to express their viewpoints and emphasise the importance of justifying their thinking.

The skills and knowledge gained act as a springboard for those looking to continue into Key Stage Five and beyond where global enquiries continue with conflict and the influence of global politics and superpowers are considered.

Subject lead: Catherine Bell

We believe in the importance of learning from history. We provide a curriculum that allows students to study different aspects of the past, so they can engage with key issues such as conflict, understand what drives change and how the past influences the present. We include exciting topics for today’s world that will resonate with students, helping them gain new insights into the world around them. GCSE History builds on the skills and topics taught within the IB MYP Key Stage 3, source analysis, understanding of cause and consequence and the ability to discuss opposing interpretations, equipping students with essential skills and preparing them for further study. Additionally, this GCSE course will build on the rise of extremism, development of medicine in society and the role of war in shaping society, that has been studied in KS3 to deepen students understanding of these topics

Students are able to use these skills to study four topics which have shaped our world today and unpick the history of language, culture, war, medicine and many other fundamental areas of our society.

The knowledge developed in this course provides students with a secure foundation to continue into IB History, further honing their historical knowledge and skills while studying a broader range of historical topics. The skills learned at GCSE will also support them in continuing their studies in a variety of subjects as History GCSE provides key critical thinking skills which can be transferred in their higher education.