MAKING THE RIGHT CHOICES
YEARS 10 AND 11
It is time to make choices for the future. During the next two years you will study some
compulsory or core subjects. The remainder of your GCSEs will be made up from subjects
you choose.
All Year 10 students will study
GCSE English Language and GCSE English Literature
GCSE Religious Education
All students study GCSE Mathematics. In addition, students may express an interest to
study iGCSE Further Mathematics.
All students study Physics, Chemistry and Biology but may elect to follow one of two
routes to GCSE
Route 1
certificated as three distinct GCSEs
Route 2
certificated as double science worth two GCSEs.
Students following Route 1 may choose 3 other subjects and those following Route 2 may
choose 4 other subjects. One of these subjects should be a language.
The choice of remaining subjects is made from the following
Art, Drama, French, Geography, German, History, Music, Physical Education and
Spanish
Design Technology. There is a choice of GCSE in a range of technology subjects or the
Level 2 Engineering Diploma. The Design Technology department will support and advise
you on the choice that suits you best.
Twilight Courses - a selection of twilight courses are available but unfortunately due to
pressure on the school’s budget they will incur a cost. As with other courses, if insufficient
numbers of students opt for a course and it is not financially viable, the course will not
run.
Japanese
Latin
Mandarin
All students will also take a non-examination course in Physical Education. They will have
the opportunity to pursue aspects of personal and social education and citizenship as
preparation for the experiences and challenges of adult life, a comprehensive course of
careers education and work related learning will also be taken. All students will have access
to some private study time.
It is important to maintain a broad and balanced curriculum which provides a foundation for
post 16 study and supports the strengths of the individual.
Please discuss this with your parents. They will have an opportunity to talk with your subject
teachers at the parent’s consultation meeting and you will be able to discuss your choices
with your tutor and other staff before making your final decision.
WHICH SUBJECTS SHOULD I
CHOOSE?
l.
Which subjects do you like? (make a list).
You will probably try harder at the subjects you like. You will gain more enjoyment
from doing these subjects and, similarly, interest often leads to success.
2.
Which subjects are you best at? (make another list).
You may stand a better chance of getting good results, and examination success, in
these subjects. (However, every student at Newstead is capable of success at GCSE
in any subject). If you can identify your skills and abilities during Year 9 this will
help you decide on courses.
3.
Which subjects do you need?
Have you any idea of the career you might wish to follow? If so, you may need
certain subjects as qualifications (list number three). You may be thinking of going
on to further study in some subjects in the sixth form and beyond. Many AS and A2
level courses require students to pass GCSE before beginning study. Subject staff can
give you further advice on this.
Mrs Badelow (Director of Careers and Guidance) is available, preferably by
appointment, to offer advice. Your form and subject tutors may also be able to offer
you information and advice and you will have the opportunity to discuss your choices
in January/February with a senior member of staff. You have been taught how to use
the Careers Library and various programs on the computer network. Use these
resources to help your research.
4.
What if you have no career in mind or if you change your mind?
Most Year 9 students are undecided about their future plans and many of those who
do have some ideas may find these change during the next two or three years.
Therefore, it makes sense to keep as many career options as open as possible.
This is best achieved by choosing a BROAD RANGE of subjects. AIM AT A
BALANCE: a balanced selection would include one humanities subject (History,
Geography) and one practical or creative subject (Music, Art, Drama, Design
Technology, Physical Education) as well as a Modern Foreign Language.
5.
Can you choose the same subjects as your friends?
Friends sometimes choose the same options because they have the same interests but
often this is not a good way to make your decision. Even though you choose the same
subjects as your friends, you may find yourself in a different group, for example, there
may be three History groups and four French groups.
6.
Can you change your mind?
Your course of study starts in September of Year 10 and is for two years. Changes
after September will only be made in VERY EXCEPTIONAL CIRCUMSTANCES
and provided that:i.
there is a valid educational reason
ii.
there is a vacancy in the subject you wish to take
iii.
it is before the end of September
iv.
it has the approval of (a) your parents (b) the Head of Department (c) the
Director of Careers and Guidance (d) the Head Teacher
v.
continuous assessments are not affected.
Changes before the commencement of the courses will be permitted provided there is
a vacancy in the subject you wish to take and your teachers agree that it is in your best
interests. All requests for change should be notified in writing to Mrs Benson.
7.
How will the choice be made?
i.
Presentation to students by Mr Webb, Mr Patrick and Mrs Benson – Monday
18th January 2016.
ii.
Presentation to Parents – Tuesday 19th January 2016.
iii.
Guidance meetings from Wednesday 27th January 2016.
iv.
Parents' Evening on Tuesday 26th January 2016 (please bring this booklet to
the meeting).
v.
Completed Option Forms need to be returned to your form tutor by Friday
19th February 2016.
Please note that whilst we will endeavour to meet as many preferences as possible some
limits on your choice may be imposed by such factors as the number of teachers in a
subject and the availability of specialist rooms.
BEYOND YEAR 11 – AND THE IMPORTANCE OF
CAREER EDUCATION
Given that the decisions you make now are likely to impact (at least to some extent) the
choices available to you beyond GCSEs, it is important that you understand what those
choices are. From staying on in 6th Form, to choosing an apprenticeship, there are a range of
options for young people aged 16 plus. However since 2013, leaving education altogether is
no longer one of them.
Now all young people are required to continue to participate in education until at least their
18th birthday. This is of significant benefit to you, not only because it provides the
opportunity to acquire a range of important employability skills, but it also enables you to
take the time to carefully consider the variety of options for your future. So, whilst you may
decide to stay on at Newstead Wood after Year 11, there are other choices available to you
too, including:
 full-time study at another school, college or with a training provider
 an apprenticeship or traineeship
Here to point you in the right direction
Although there will be lots of things to think about as you approach the next step in your
education, you can be confident that the Careers Team at Newstead Wood will be there to
advise and guide you at every stage of your journey.
You may already have a very clear idea about what you want to do next. Equally, you may
feel confused and unsure about what the future holds. Either way, it is important to recognise
that the options available to you in Year 12 will largely depend on the outcome of your next
two years’ of study, and the results of your GCSE exams.
Nevertheless, regardless of the outcome of your academic studies, we aim to ensure that the
decisions you make are informed. So throughout Years 10 & 11 you will benefit from the
knowledge and expertise of a Careers Department who are committed to delivering the very
best in career education. This includes participation in a wide range of valuable activities,
from CV workshops, the ‘Morrisby’ psychometric test and two weeks’ work experience in
Year 10, to planned one-to-one career guidance interviews and mock employer interviews in
Year 11. With a career learning programme that is underpinned by the principle aim of
helping our students to build their own knowledge about career, we partner with range of
external providers, including blue-chip employers and top universities, all of whom deliver
presentations and workshops designed to build employability skills and increase engagement
with higher education and the world of work.
Importantly, Ms Badelow, our Director of Careers & Guidance, operates an ‘open door’
policy for students, and you are actively encouraged to come and talk through any careersrelated ideas, concerns or queries as they arise.
Staying at school or college
To remain at Newstead Wood, or move to another school, you will be
required to meet certain entry requirements for 6th Form. It is important
that you understand what these requirements are before you start to make plans about your
future. Many 6th Forms, including Newstead Wood, offer Advanced level courses in
academic subjects such as the ones you have been studying at GCSE, as well as additional
subjects such as Government & Politics and Economics. Other schools may offer more
vocational qualifications, often joining with colleges to provide a particular course. Use the
Gov.uk website for more information about the courses available in your area.
Finding an apprenticeship or traineeship
An apprenticeship is a real job with training, so you can earn while you learn and get
recognised qualifications as you go. They take between one and four years to complete. Your
employer provides your on-the-job training and pays your wages, whilst your learning
provider can be a college, training organisation or university. You can complete this off-thejob training on day release (attending one day a week) or over a succession of days in a short
period (block-release). To find out more about apprenticeships and traineeships, visit the
Gov.uk website.
Our commitment to you
The careers provision at Newstead Wood is unique. As a school we are proud
of the exceptional academic success of our students, but we take equal
satisfaction in your personal development too. The Careers Department plays
a key role in this aspect of your education, helping to equip you with
important skills for future career happiness, such as decision-making,
resilience and an engagement with lifelong learning. We very much look
forward to supporting you in your journey.
ART (AQA)
Art is a very popular subject as a GCSE option and is limited to 25 places per group (50 in
total). It is therefore advantageous to not only have consistently gained high marks in Year 9,
but also to have been consistent with homework, producing high grade results.
Content and Skills
The core of the course ( as it is in Yr12 and 13) is drawing in all its’ forms.
However students opting to follow an art course will enjoy participating in a wide range of
practical activities including drawing, painting, sculpture, clay, printmaking, photography
etc., as well as critical studies in the history of art. The course will also include visits to a
gallery.
Study skills are taught in the areas of investigation, documentation, experimentation and
realisation.
There will also be the opportunity in Year 11 to specialise in a chosen area and to experiment
with larger pieces of work and different media. Individual projects are based on themes
which give scope for imaginative interpretation in 2-dimensional and 3-dimensional
materials.
Assessment
Coursework assessment is ongoing with clearly defined teacher-led projects in Year 10 and
more individually researched themes during Year 11. Students will be encouraged to pursue
studies in areas of the visual arts that interest them and to explore those areas in greater depth,
investigating influences, materials, meanings and personal responses to the artwork.
Examination
This consists of a 10 hour test. The brief is given to the candidates approximately eight
weeks before the test during which time research work is completed showing individual
interpretation and response to the theme. Any medium may be used for the preparation and
test piece.
The test piece research work and coursework are then exhibited and a grade awarded based
on 60% for the coursework and 40% for the test examination.
Please note: It is not possible to take AS or A level Art unless you have already completed
the GCSE course.
CHINESE GCSE (EDEXCEL)
TWILIGHT AND LUNCHTIME COURSE
The course is run as a twilight and lunchtime option and can be taken instead of, or as well as
a European language. There is one one hour session held after school and one one hour
session which runs from 1:30 to 2:30 during the lunch hour and afternoon registration. We
cannot guarantee which days they will be held on until we have finalised our staffing
arrangements. Students will take their GCSE exam in the summer of Year 11.
Course content
Students will develop both their linguistic and cultural knowledge of China. They will study
student-centred topics which will enable them to develop their language skills in speaking,
writing reading and listening.
Subject Specific Skills and Concepts
Students will learn to:
To listen and respond to different types of spoken language communicate in speech for a
variety of purposes
To read and respond to different types of written language
To communicate in writing for a variety of purposes
To use and understand a range of vocabulary and structures
To understand and apply the grammar of the language, as detailed in the specification.
Assessment Requirements
There are terminal exams in all of the four skills: speaking, writing, reading and listening.
Homework and Independent Study
Students will be expected to complete one hour of homework per week but will also need to
dedicate time to independent study to consolidate and revise their language skills.
Enrichment
Biennial Home-stay trip to China and cultural visits to places of interest in London to develop
the students’ knowledge of both language and culture.
COMPUTER SCIENCE
Examination Board: AQA
Why choose Computer Science?
Computing is of enormous importance to the economy, and the role of Computer Science as a
discipline itself and as an ‘underpinning’ subject across all subjects is growing rapidly.
Computer technology continues to advance rapidly and the way that technology is consumed
has also been changing at a fast pace over recent years. The growth in the use of mobile
devices and web-related technologies has exploded, resulting in new challenges for
employers and employees. For example, businesses today require an ever-increasing number
of technologically-aware individuals. This is even more so in the gaming, mobile and web
related industries and this course is designed with this in mind. Students studying this course
will
 develop their computational thinking skills, e.g., logic, abstraction & decomposition
 gain an understanding of the fundamental concepts of computing & around creating
software applications
 have opportunities to work collaboratively.
Having studied this course, students will be able to create their own mobile applications to
gain additional functionality from their mobile devices, such as mobile phones or tablets,
rather than being restricted to the applications available from other sources. They will also be
able to create interactive web-based applications as opposed to just being end users of these.
In the context of gaming, students will be able to create their own simple games instead of
being restricted to those produced for them by others. In essence, studying this course will
free the student from dependency on other people creating applications for them to use. They
will have developed the skills and understanding which underpin the creation of their own
applications.
Assessment
Paper 1- Computational Thinking & Problem Solving (40%)
Written Exam set on practically based scenarios. 1 hour 30 minutes
Paper 2- Written Assessment (40%)
Written exam based on non-programming theory elements of course such as networking and
ethical, legal & environmental aspects of digital technology. 1 hour 30 minutes
Non Exam Assessment (20%)
Students must develop a computer program to solve a problem and will have to produce an
original report outlining this development
GCSE DRAMA
ARE YOU THINKING ABOUT DRAMA?

Do you enjoy Acting and Performing?

Do you like working creatively, practically and in groups?

Do you enjoy going on theatre trips?

Do you enjoy studying plays practically?
If the answer to all the above is “YES!”- then Drama is the course for you !
Here are some quotes from some present Year 10 students; “Seriously - Drama is the best!”
(Ivana), “Drama gives everyone an opportunity to be great” (Yasmin),” Drama at GCSE is
great fun because you are working with other people who are all passionate about drama and
acting” (Jessye). “Drama is the most exciting and accepting subject” (Gemma).
WHAT WILL YOU DO ?





PERFORMANCE.
Each student will perform two key extracts from a play. One will be a group
performance of between 3 and 6 actors and the other will be either a duologue with a
partner or a solo performance of a monologue. Your Drama teacher will help you with
your choice of plays which may be a comedy or tragedy or a classic play e. g
Shakespeare or a Modern play.
Students will have the chance to do a Mock performance of a different play before
their final examination performance
DEVISING.
Students will have the opportunity to create, devise, plan, script and rehearse their
own original play and then perform it in front of an audience. This may be a piece of
children’s theatre for primary schools or a play suitable for their own age or older.
Students will Act, Direct, Script, Publicize and Design their plays; including set,
lighting, properties, costume and sound.
THEATRE TRIPS.
Students will have trips to the West End to see a selection of plays and learn about
different styles of performance as well as Stage Production, Lighting, Sound, and
Costume. Plays we have seen at GCSE so far have included; “ Blood Brothers”, “ The
Curious Incident of the Dog in the Night Time”, “War Horse”, “The Woman In
Black”, “The 39 Steps” and “ The Crucible”.
PRACTICAL STUDY OF PLAYS.
Students will practically study plays in workshops. This will include; rehearsed
readings and performing extracts of the play in class, improvising around scenes and
characters, acting techniques, rehearsal techniques, movement exercises, vocal
exercises, warm – ups, working with design elements like lighting, costume, sound
and masks. Possible plays for study may include; “Twelfth Night” by William
Shakespeare, “The Crucible” By Arthur Miller, “ An Inspector Calls” by J.B Priestly.
OTHER TRIPS AND WORKSHOPS.
Students will take parts in an acting workshop and tour at “The Globe” theatre on the
South Bank and a visit and tour of “The National Theatre”.
Students will take part in workshops in school run by visiting theatre companies e.g.
Frantic Assembly Physical theatre Company Or Trestle Mask Theatre Company.
HOW IS THE COURSE ASSESSED ?



The PERFORMANCE of plays will be assessed by an external examiner. ( 20% of
the course)
The DEVISING of an original play will be assessed by your Drama teacher and
externally moderated. The process and evaluation of the practical work will take the
form of a portfolio which can be written, videoed or both.
The final Performances to an audience will also be marked. (40 %)
The practical study of a PLAY and the study of a LIVE PERFORMANCE will be
assessed through a written examination (1 and a half hours’ length).
Section A will consist of an extract of the play you studied with six short questions
about staging and acting.
Section B will consist of two questions about one of the plays you saw in performance
and you are allowed to take in brief performance notes into the exam with you.
WHY DO THIS COURSE?






It’s fun and exciting!
It builds your CONFIDENCE, COMUNICATION SKILLS, CREATIVITY, SOCIAL
SKILLS, TEAM WORK, and LEADERSHIPS SKILLS.
You learn about different styles of acting and drama and techniques to build your
performance skills.
You learn about different plays.
You have the experience to Perform to audiences.
You learn PRACTICALLY, CREATIVELY, INTELLECTUALLY and
COMUNALLY.
D & T ELECTRONIC PRODUCTS GCSE
Sir Jony Ive is the designer of many of Apple's products,
including the MacBook Pro, iPhone, iPad and Apple Watch.
He studied industrial design at Newcastle Polytechnic (now
Northumbria University).
EXAMINATION BOARD: EDEXCEL
SPECIFICATION: 2EP01
Demand for highly skilled, imaginative product design engineers continues to rise and career
opportunities are varied, challenging and rewarding. The Design and Technology Electronic
Products GCSE is ideal if you are interested in electronics design or manufacturing as a
future career, or simply wish to develop your knowledge and skills. It covers all aspects of
the electronic product development process, and provides an insight into the design,
development and production of complex, modern electronic systems.
The Edexcel Design and Technology GCSE Electronic Products option consists of two
assessment units.
Unit Code 5EP02 - Knowledge and Understanding of Electronic Products – Undertaken
in year 10, students learn the necessary electronics theory and practice through the design and
construction of a series of mini-projects. Starting with a simple sensor based circuit using
discrete components, students progress on to circuits that use linear integrated circuits, digital
integrated circuits and, in their final mini-project, a programmable microcontroller based
circuit.
At the end of year 11, students sit an externally set examination of 1 hour 30 minutes in
duration that consists of multiple-choice, short answer and extended writing questions [40%
of the total GCSE marks].
Unit Code 5EP01 - Creative Design and Make Activities Products – Undertaken in year
11, Students investigate, design, develop, plan, make, test and evaluate an electronic product.
This 40 hour controlled assessment is carried out under informal supervision. Students
produce an A3 or A4 design folio alongside a final product [60% of the total GCSE marks].
Examples of the creative design and make activities that may be undertaken are:
 Environmental Control: A sensing system for automatic control of a fan
 Entertainment: An electronic netball score counter
 Security: An alarm system to protect a garden shed against break-in
 Indicators: A safety warning light system for use by cyclists
 Recording: An electronic die for use when playing board games
GRAPHIC DESIGN GCSE
British Graphic Designer Neville Brody
produced the original brand strategy for Nike
among other campaigns, studying Graphics with
a B.A degree from London College of Printing.
EXAMINATION BOARD: OCR
SPECIFICATION: J303
With the potential to develop an exciting career in Advertising, Illustration, Graphics Print,
Packaging, Media or Marketing, this course introduces students to the creative possibilities in
the Graphic Design studio environment. Graphics students develop their communication and
presentation techniques manually and via computer aided design and manufacturing using
Photoshop, 2D Design, Inventor, the sublimation printer and the laser cutter and are
encouraged to apply their English skills to develop innovative copy, slogans and strap lines.
They experiment with different media, collage, illustration and formal drawing techniques,
rendering, use of print and photographic equipment in the development of two and three
dimensional products, introducing mechanisms and using industrial graphics applications in
paper, card, styrofoam and polystyrene sheet.
Yr 10 Graphics practice projects, trips, visits, competitions- Students produce the original
concepts and all the associated promotional material for the DT Fashion Show, including
posters and flyers, tickets, backdrops and programs. They enter the prestigious PrintIT
competition, designing graphics to promote a Fair Trade product of their choice and visit the
Hoxton based print company LTD who provide industrial links, background knowledge from
design to finishing and can offer students work experience.
GCSE GRAPHICS- OCR J303
Yr10 Controlled Assessment A531- Introduction to Designing and MakingStudents research, design and model an innovative, functioning prototype from the OCR set
themes ‘Promotional Items’ or ‘Food and Drink’- producing an A3 portfolio showing design
development with photographs of testing and trialling and evidence of the final product [20
hrs and 30% of the total GCSE].
Yr 11 Controlled Assessment A533- Making Quality ProductsStudents design and manufacture a complete product from the OCR set themes ‘Pop-up
book’ or ‘Theatre or Concert Staging’ and produce design ideas which show high levels of
creativity. They then test and trial materials and processes to skilfully manufacture an
innovative quality product and record the key stages in a critical evaluation, producing an A3
portfolio showing design development with photographs of testing and trialling and evidence
of the final product [20 hrs and 30% of the total GCSE]
Examination A535- Sustainability and Technical Aspects of Designing and MakingAn externally marked paper with two sections: the technical aspects of working with
materials, tools and equipment; design of products to reflect the wider aspects of
sustainability and human use [1hr 30 minutes, 20% of the total GCSE]
Product Design GCSE
British Designer Thomas Heatherwick designed
and produced the 2012 Olympics Cauldron and
the new London Double Decker bus. He
studied 3D Design at Manchester Polytechnic
and Furniture at the Royal College of Art.
With the potential to develop exciting careers in Product Design including, Architecture,
Furniture Design, Jewellery Design Product Design etc this course introduces students to the
creative and manufacturing possibilities in the design studio environment. Students develop
their communication, modelling and presentation techniques manually and via Computer
Aided Design using Inventor, 2D Design and Photoshop. They apply their understanding of
the properties of materials to manufacture their products in wood, metal and plastic. They
have the opportunity to develop and prototype their products through industry standard
CAD/CAM techniques, in particular the process of 3D printing. Additionally they can
underpin existing manufacturing skills using an extensive range of workshop tools and
equipment, developing fully functioning three dimensional artefacts.
Yr 10 Product Design practice projects, trips, visits, competitions - Students enter the
Design Ventura Competition run by The Design Museum to create a well-designed product to
sell in the Design Museum shop, this year’s theme was ‘Move’. They take part in a workshop
at the Design Museum to help develop design ideas through drawing, discussion and simple
model-making Design Museum as part of the Design Ventura brief. Additionally this allows
the students to investigate existing products in the museum shop and understand the type of
clients they would be pitching their product at. The Product Design students also have the
opportunity to design and manufacture large pieces of costume jewellery in pewter, acrylic or
resin casting for the DT Integrated Fashion Show in March.
GCSE Product Design AQA 4555
Yr10/11 Controlled Assessment 45552- Designing and Making Practice - Students
research, design and model an innovative, functioning prototype from the AQA set themes producing an A3 portfolio showing design development through investigation, developing of
design proposals making, evaluation and communication. Students record their progress and
development through a making diary, recording all processes with annotated photographs of
the testing, trialling and evidence of the final product [45 hrs and 60% of the total GCSE].
Written Paper 45551- Materials and ComponentsStudents develop a comprehensive understanding of the processes and techniques which aid
manufacture and the commercial and industrial applications of a range of materials involved
in manufacturing their products in quantity. Whilst undertaking product analysis activities, it
is expected that students make detailed references to the materials used as well as considering
the associated manufacturing issues and constraints [2 hrs,40% of the total GCSE]
TEXTILES GCSE
British Fashion Designer Stella McCartney
studied a Foundation Course at Ravensbourne
College of Design and Communication and
graduated in Fashion Design from
Central Saint Martin’s in 1995.
EXAMINATION BOARD: OCR
SPECIFICATION: J307
With the potential to develop an exciting career in Costume Design, Fashion, Knitwear, Pattern
Cutting, Fashion Buying, Textile Design or as a Textiles Technologist, this course introduces
students to a breadth of opportunities in textiles and fashion. Through design and
manufacturing tasks which extend creative and practical skills and provide a grounding of the
theoretical aspects of the subject, students gain experience of working with threads, fabrics,
fastenings and pattern drafting techniques to design and make fashionable and functional
textiles items. Presentation techniques include hand illustration, mood boards, 2D Design and
Photoshop layering. Students experiment with fabric construction and manipulation, fabric
colouration, surface decoration and garment/accessory manufacture and up-to-date textile
developments in Smart Materials, e-Textiles, laser cutting and sublimation printing.
Year 10 practice projects, trips, visits and showcasing:
Insight into Textiles and Fashion career paths is provided by a trip to the Clothes Show Live
Exhibition and students also visit the V&A Museum, Creative Quarters for lectures and
workshops run by design professionals. Students relish the opportunity to showcase their
work in the DT Integrated Fashion Show in March, producing highly innovative garments
which apply Smart/eTextiles and are inspired by the work of Hussain Chalayan.
GCSE TEXTILES- OCR J302
Unit A571: Introduction to designing and making
Students research, design and model innovative, textiles prototypes from one of the OCR set
themes Flash from Trash or Cotton Onto It- producing an A3 portfolio showing design
development with photographs of testing and trialing and evidence of the final product.
[20 hrs and 30% of the total GCSE].
Unit A573: Making quality products
Students design, model and manufacture a quality product from one of the OCR set themes:
Twentieth Century Inspiration or Camouflage in Nature and feature designs with high levels
of creativity in an A3 portfolio, using ICT to support the design and manufacturing process.
Students record the key stages/processes of making and critically evaluate their progress.
[20 hrs and 30% of the total GCSE]
Unit A575: Sustainability and technical aspects of designing and making
An externally marked paper with two sections: the technical aspects of working with
materials, tools and equipment and the design of products to reflect the wider aspects of
sustainability and human use [1hr 30 minutes, 20% of the total GCSE]
LEVEL 2 CAMBRIDGE NATIONALS IN
ENGINEERING
EXAMINATION BOARD: OCR
SPECIFICATION: J830 & J833
Engineers design and make innovative new products, maintain and repair complex systems.
In short, engineers make a difference in the world. Cambridge Nationals are vocationally
related qualifications that take an engaging, practical and inspiring approach to learning and
assessment.
Two Cambridge National qualifications are offered by the Engineering Department, each
equivalent to one half of a GCSE. These combine to provide an equivalent of one GCSE,
taught over two years. Students may use one of their GCSE Free Choice Options to study
both of the following Level 2 qualifications:
The Level 2 Cambridge National Award in Principles in Engineering and Engineering
Business – Undertaken in year 10, this qualification concentrates on the wider context that
underpins engineering. Students will look at fundamental principles applied to practical
applications, as well as how businesses are structured and operate in a competitive world,
manage sustainable engineering and keep products and services at their optimum
performance. The qualification consists of the following two units:
R101: Engineering principles
R102: The engineered business world
The Level 2 Cambridge National Award in Systems and Control in Engineering –
Undertaken in year 11, systems and control in engineering is the study of microprocessor
control that uses sensors, feedback and actuators that constantly adjust for a desired
performance. Students will explore computer and microprocessor applications. They’ll learn
how systems are used in engineering environments such as product design, automated
manufacturing, maintenance and stock control. They’ll also take part in engaging practical
tasks such as producing simple electronic circuits, testing the operation of circuits, and
designing and testing a simple control system. The qualification consists of the following two
units:
R113: Electronic principles
R114: Simulate, construct and test electronic circuits
Assessment
Units R101 and R113 are examined units, with R101 sat at the end of year 10 and R113 sat at
the end of year 11. Assessment for all other units is assignment based, the emphasis being on
practical learning.
ENGLISH LANGUAGE &
ENGLISH LITERATURE
Studying English is about thinking clearly and precisely; it is about communicating with
clarity; it is about detailed and focused analysis of language and ideas; it is about enjoying
language in all its creativity, variety and playfulness. A good command of the skills of
English is invaluable for any pathway through life, and a good grade in English Language
GCSE is a powerful indicator of an ability to think and communicate clearly. As such, it is
highly valued by universities and employers as well as being essential for life.
All students study towards two GCSE qualifications: English Language and English
Literature. In 2015 the specifications for English changed substantially – most notably, there
is no longer a requirement for written coursework assessment. All assessment is therefore by
exam at the end of Year 11.
We do not regard the requirements of the exam as the 'be all and end all' in English and the
course will include texts which are not explicitly required for the final exam, include texts
from American writers and from other cultures and traditions. These will develop students
reading and writing skills, expose them to a wider range of cultures, develop a deeper
understanding of literature and literary genres and prepare them for the challenges of A Level
and university study.
Content
Students will develop their skills as readers and writers by exploring a wide variety of novels,
plays and poetry as well as non-fiction texts. They will develop their oral and written skills in
discussion, argument, role play, presentation and persuasion, both individually and in groups.
Subject Specific Skills and Areas of Understanding
Students are taught the skills of communicating clearly, reading with insight and engagement
and adapting their writing for a wide range of purposes and audiences.
Assessment
In both qualifications, all assessment is through examination at the end of the course. There
will be two examinations for English Language and two for English Literature, which will
include:









questions on an unseen piece of literary fiction.
questions on an unseen piece of non-fiction.
a creative writing task.
a persuasive writing task.
an essay on a Shakespeare play.
an essay on a 19th century novel.
an essay on a twentieth century text.
an essay comparing two poems.
a question on an unseen poem.
Speaking and Listening skills are also assessed as part of the English Language GCSE
through controlled assessments; students will receive a separate grade for this component.
GEOGRAPHY
At time of writing GCSE specifications for Geography have not been formally approved by
ofqual. However, draft specifications give a strong feel to the new GCSE Geography courses.
At Newstead we will continue to follow a broad geographical education based on current
issues facing our planet so that students can understand the complexities of the world they
live in. The course will build on and provides growth for knowledge and understanding as
well as building a strong base of transferable skills, techniques and attitudes highly regarded
by employers and universities.
Content
Once chosen and approved the GCSE Geography course will cover a wide range of themes
over the two years. Students will gain an in-depth appreciation in the Geography of the
United Kingdom as well as locations at different levels of economic and human development.
Issues of towns and cities around the world will be compared and contrasted with a focus on
economic and demographic change. Human impact on the natural environment will be
investigated as people seek to balance the need for resources with ecological and climatic
implications of their use. Management of these needs will be developed as well as the
management of the natural environment in terms of landscapes and natural disasters linked to
both the weather and the role of plate tectonics.
Subject Specific Skills and Areas of Understanding
During the two years students are expected to identify questions and issues relating to the
themes of the course. Students will establish appropriate sequences of enquiry including the
identification, collection, processing and evaluation of both primary fieldwork and secondary
evidence. Students learn to apply skills and techniques such as mapwork, Geographical
Information Systems (such as Google Earth), fieldwork and decision making, as well as
developing the relevant geographical language to communicate findings in a precise and
accurate way. As part of this process fieldwork will be undertaken in both an urban and
coastal environment.
Assessment
In GCSE Geography all assessment will be through examinations which will test subject
knowledge and understanding as well as key geographical skills. The examinations will also
assess students understanding of both fieldwork processes and findings as well as gauging
students ability to handle a range of materials to make informed decisions, a skill which is
highly regarded by both employers and universities.
HISTORY (Exam Board TBC)
GCSE History is an exciting opportunity to study key aspects of medieval and early modern
British history and 20th century history of Britain and the wider world. This fascinating
course will appeal to anyone who is interested in investigating historical events, researching
questions about cause and consequence, change and continuity and gaining an understanding
of current affairs in an historical context. History develops skills that are highly valued in the
workplace. History students are analytical and critical when considering information, can
weigh up conflicting factors carefully when decision making and are independent thinkers
and problem solvers.
The GCSE History specification is due to change in September 2016 and as yet the three
main exam boards have not had all of their new specifications accredited by OfQual, the
exam regulatory body. When we have definitive information we will inform students
immediately. However, the content of the course is likely to be similar to what we currently
teach and the only major structural change is that Controlled Assessment is being removed,
so there will be 3 exams at the end of the course instead of 2.
Likely content would be a selection of:







The Cold War 1945-75
The USA 1919-48
Weimar and Nazi Germany
Russia 1917-64
Britain during WW1
The British Empire
Tudor Britain
The History Department comprises the following teachers:





Miss Young (Head of GCSE History)
Mrs Smith
Mrs Strickett
Mrs Woodward
Mrs Rushton
We have approximately 70 students opt to study History for GCSE each year which means
class sizes are usually between 20-25 students. We endeavor to ensure that each class has
just one teacher for the duration of the 2 year course.
Students have 2 lessons each week and can expect to complete up to 1½ hours of homework
each week.
JAPANESE GCSE (EDEXCEL)
TWILIGHT & LUNCHTIME COURSES
The course is run as a twilight and lunchtime option and can be taken instead of, or as well as
a European language. There is one one hour session held after school and one one hour
session which runs from 1:30 to 2:30 during the lunch hour and afternoon registration. We
cannot guarantee which days they will be held on until we have finalised our staffing
arrangements. Most students will aim to take their GCSE exam in the summer of Year 10 but
if they are not ready to do so they will be able to take it in Year 11 instead. Some students go
on to take AS Japanese once they have completed their GCSE exam.
Course content
Students will develop both their linguistic and cultural knowledge of Japan. They will study
student-centred topics which will enable them to develop their language skills in speaking,
writing reading and listening.
Subject Specific Skills and Concepts
Students will learn to:
To listen and respond to different types of spoken language communicate in speech for a
variety of purposes
To read and respond to different types of written language
To communicate in writing for a variety of purposes
To use and understand a range of vocabulary and structures
To understand and apply the grammar of the language, as detailed in the specification.
Assessment Requirements
There are terminal exams in all of the four skills: speaking, writing, reading, and listening.
Homework and Independent Study
Students will be expected to complete one hour of homework per week but will also need to
dedicate time to independent study to consolidate and revise their language skills.
Enrichment
Biennial Home-stay trip to Japan and cultural visits to places of interest in London to develop
the students’ knowledge of both language and culture.
LATIN (OCR)
TWILIGHT COURSE
Course Content
This course combines linguistic, literary and cultural elements. Students will increase their
ability to handle the complex structures of an ancient language by widening their knowledge
of grammar and syntax and acquiring a more extensive vocabulary. They will become
proficient in applying this to comprehending Latin at sight, with accurate translation where
required. Students are required to study Latin prose and verse set texts. These include work
by Virgil, Tacitus and Cicero.
Methods of Learning
As this twilight course is delivered in an hour a week students are required to take
responsibility for maintaining the momentum of their learning of new grammar and
vocabulary. Language lessons continue to be based on the Cambridge Latin Course.
Subject Specific Skills and Concepts
-
ability to translate unseen Latin
ability to understand unseen Latin and answer comprehension questions in English
understanding and appreciation of a prepared set text with due regard to language and
context
Assessment Requirements
Assessment is by four terminal higher tier examinations
Language 1 – 1 hour 15 minutes
Language 2 – 45 minutes
Latin Verse - 1 hour 15 minutes
Latin Prose – 45 minutes
Amount of homework time required per week: 1 hour
Significant Dates
The examination is taken in the summer term of Year 10. Additional classes will be available
during school holidays and at lunchtimes in the run-in to the exams
MATHEMATICS
GCSE Mathematics (probably AQA)
There have been several changes to the content in the new syllabi with completely new topics
making an appearance at both tiers. But while there are some substantial new challenges for
Higher Tier candidates, the greatest change is a vast shift from the Higher to the Foundation
Tier which does not affect our cohort as all Newstead Wood students usually sit the Higher
Tier. The biggest change which is affecting all students is an increased focus on Ratio and
Proportion problems:
Subject
Number
Algebra
Ratio, proportion and rates of
change
Geometry and measures
Probability and Statistics
New
15
30
20
Old
17
35
-
20
15
28
20
All members of the maths department are using new teaching materials to ensure that your
daughter is fully prepared to reach her potential. We are continuing to evaluate newly
published resources and should be in a position to recommend revision guides and other study
materials in time for her exams.
The new GCSEs will be graded 1 to 9, with 9 being the top grade. We expect broadly the
same proportion of students achieving a grade 7 and above as currently achieve an A and A*.
Whilst the three assessment objectives
1. Use and apply standard techniques,
2. Reason, interpret and communicate mathematically,
3. Solve problems within maths and in other contexts
have not changed, they are now weighted differently with a greater emphasis on students’
problem solving skills. As a department we always had a strong emphasis on problem solving
and have respective tasks embedded into the scheme of work from year 7. Whilst this shift in
GCSE assessment objectives has reinforced our approach we have put an even greater
emphasis on problem solving as integral part in our teaching.
Your daughter will also be in one of the first cohorts to sit the new AS/A level exams in
Maths/Further Maths. The revised specification will be available to school in Spring 2016.
More details of the new maths GCSE are available on Moodle.
Level 2 Certificate in Further Mathematics
This qualification Further Mathematics has been designed for students who have a high
ability in, or are highly motivated by, mathematics. It has been constructed to broaden
knowledge of the pure mathematics topics contained in the GCSE Mathematics
specifications. This is an additional ‘stand-alone’ qualification, providing additional
challenge for students studying GCSE Mathematics and solid foundations for progression
onto Mathematics courses in the Sixth Form. This will be taught in normal timetabled lessons
alongside the GCSE Mathematics programme. Students interested in following Level 2
Certificate in Further Mathematics should indicate this on their Options Form after discussion
about its suitability with their current maths teacher.
In the late Spring/early Summer term, there will be further consultation between the
Department, students and parents about expressed preferences before choices are finalised.
This will be guided by performance in the Y9 Mathematics exam, combined with teacher
assessment.
Assessment
There is no coursework in either Level 2 Certificate or GCSE.
Both GCSE and Level 2 Certificate exams will all be completed in the Summer Term of Y11.
MODERN LANGUAGES (AQA)
Why study languages?
-
Enhance your employment prospects both abroad and in the UK in an increasingly
globalised job market
A powerful indicator of your mental ability to employers and universities. Many
leading universities expect students applying for any course to have done at least one
language at GCSE
Get more out of travel to other countries
Interact with speakers of other languages in the UK
Appreciate other cultures and ways of life and gain new insights into your own culture
Improve your ability to analyse, memorize, be creative and communicate
What can I study?
Courses in French, German and Spanish are offered in the daytime curriculum, with
Mandarin, Japanese and Latin offered in twilight and lunchtime sessions.
How will I learn?
You’ll practise the 4 skills of listening, reading, writing and speaking. There are exchange
trips to Bavaria in Germany in Year 10 and to Arras in France in Year 11 and a homestay
visit to Spain in Y10. There are trips to China and Japan in alternate years. Films, videos,
music, computer assisted learning and authentic materials are used to enhance the learning
experience.
What will I learn?
You’ll build on and extend what you learnt at KS3. There are 3 broad themes:
Identity and culture (family and friends, technology, free time, customs and festivals); Issues
of Interest (Home town and region, global and social issues, holidays and travel) and Study
and Employment (School, post 16 education, careers)
Assessment (These notes apply to French, German and Spanish. See separate entry for
Mandarin and Japanese)
There are 4 exams, each worth 25% of the final grade
Paper 1: Listening comprehension (45 minutes)
Paper 2: Speaking (conducted by class teacher and marked by exam board)
Role play, discussion of a photo card and conversation (10-12 minutes)
Paper 3: Reading comprehension (1 hour)
Paper 4: Writing (I hour 15 mins) 3 tasks with a choice of questions: 1 x 90 words, 1 x 150
words, and a translation into the language (50 words)
MUSIC (EDEXCEL)
Music is a popular subject at GCSE, particularly among students who already enjoy
participating in Musical activities inside or outside of school. The course will help you learn
more about the music you already enjoy and open your eyes to a world of music that you
didn’t know existed. Music GCSE is an exciting and engaging course that will develop your
confidence, creativity and expression through exciting performance and composition projects.
You will also have the opportunity to use our dedicated ICT Music suite for notating and
sequencing your own musical compositions.
Component 1: Performing Music (30%) – Approximately grade 4 ABRSM standard
(although the formal exams need not have been taken)
 One solo performance
 One ensemble performance
Assessment: Students will perform for a minimum of four minutes.
Component 2: Composing Music (30%)
 One composition to a brief set by Edexcel of at least one minute in duration
 One free composition set by the student, of at least one minute in duration
Assessment: A notated score (using Sibelius or Cubase computer software) and a recording
created under controlled assessment.
Component 3: Appraising (40%)
 A written paper lasting 1 hour 45 minutes
o Questions relating to the set works that you will study throughout the GCSE
course
o Questions on unheard extracts that link to the areas of study
Assessment: External examination.
Areas of study and the set works
1) Instrumental Music 1700–1820
● J S Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major
● L van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor ‘Pathétique’
2) Vocal Music
● H Purcell: Music for a While
● Queen: Killer Queen (from the album ‘Sheer Heart Attack’)
3) Music for Stage and Screen
● S Schwartz: Defying Gravity (from the album of the cast recording of Wicked)
● J Williams: Main title/rebel blockade runner (from the soundtrack to Star Wars
Episode IV: A New Hope)
4) Fusions
● Afro Celt Sound System: Release (from the album ‘Volume 2: Release’)
● Esperanza Spalding: Samba Em Preludio (from the album ‘Esperanza’)
PHYSICAL EDUCATION (AQA)
Content
The GCSE Physical Education course consists of theoretical lessons and practical work
involving developing skills, being creative/ tactical and evaluating performances. Through
these lessons students improve their ability to plan, perform and evaluate and increase their
knowledge, skills and understanding of the physical activities.
Subject Specific Skills and Areas of Understanding
Practical:
Students will be assessed as a player/performer in one individual activity, one team activity
and a third activity from either the individual or team category. A list of approved sports can
be found on the AQA website.
Students must demonstrate the ability to perform skills in practice situations with control,
consistency and accuracy. These skills must then be applied effectively within a complete
performance of the activity.
Students need to show a working knowledge of the rules, laws and code of conduct of each
activity they study. It is necessary for students to attend sports clubs, in order to develop
their performances. Assessment of practical performances will take place in lessons, training,
and during school matches. Students may also be assessed via video footage if they perform
sports outside of school.
Theory:
The theory studies complement the areas covered in the practical component. Seven
theoretical units are studied over the 2 years period

1. Applied anatomy and physiology

2. Movement analysis

3. Physical training

4. Use of data

5. Sports psychology

6. Socio-cultural influences

7. Health, fitness and well-being
Methods of Learning:
The course is supported by one main textbook, plus specialist websites and materials in the
library for wider reading and research by the students. Practical situations are used to
understand concepts and principles in the theoretical areas. Information technology is used to
assist in the analysis of their performance.
Assessment
Practical:
The practical assessment accounts for 40% of the final grade. Students are assessed
continuously throughout the course in their practical lessons, clubs and matches.
Sports not offered in curricular activities or the clubs program can be assessed in consultation
with the subject teacher and will require video evidence of training sessions and competition
performed outside of school.
Theory:
The written examination accounts for 60% of the final grade. Students are assessed on their
understanding of the social, psychological and physical factors affecting performance. The
written exam contains multiple choice questions and structured long answer style questions.
RELIGIOUS STUDIES (OCR)
This course begins in the Autumn term of Year 9 in order to ensure that we can offer the
GCSE full course in Religious Studies. The course provides an excellent basis for A Level
studies in Religious Studies which involves the study of Philosophy of Religion, Ethics and
Developments in Religious Thought. Students consider Islam and Christianity in depth as
well as looking at a range of other different religious beliefs.
Content
The syllabus will explore eight of the following areas:
Beliefs and practices in Islam
Beliefs and Practices in Christianity
Relationships and families
The existence of God
Religion, peace and conflict
Dialogue between religious and non-religious beliefs and attitudes
Subject Specific Skills and Areas of Understanding
Students will be given the opportunity to:
 Acquire knowledge and develop understanding of the beliefs, values and traditions of two
or more religious faiths
 Consider the influence of the beliefs associated with these faiths
 Consider religious responses to moral issues
 Identify, investigate and respond to fundamental questions of life raised by religion and
human experience
They will develop in the process the following skills:
 The ability to recall, select, organise and deploy knowledge
 The ability to describe, analyse and explain the relevance and application of religious
beliefs
 The ability to evaluate different responses to philosophical and moral issues.
Assessment
Each candidate will be assessed on
 two written papers 100%
SCIENCE
Examining Board
We follow the AQA syllabus in Science and will continue to do so with the ‘new’ Science
GCSEs for first examining in 2018.
Linear courses
All qualifications will be linear meaning that students will sit their examinations at the end of
courses.
Written assessments
All written assessments will consist of multiple choice, structured, closed short answer and
open response questions. All papers will assess knowledge and understanding from distinct
topic area.
Working Scientifically and Practical Assessment
All Science courses include investigating, observing, experimenting, testing out and thinking
about ideas. They also include required practicals that must be carried out by all students
with a record that they have done this. Questions in the written assessment will relate to
these practicals. Here at Newstead we will include many more practical exercises that will
enhance student learning.
GCSE Combined Science: Trilogy (8464)
This replaces the current Double Award. All three sciences are studied and cover topics in
the single science suite. There are six papers: two biology, two chemistry and two physics.
This is equivalent to two GCSEs.
GCSE Biology (8461)
Topics will include: cells, mitosis, transport in cells; the digestive system, the circulatory
system, plant organs and systems; communicable diseases in plants and humans;
photosynthesis and respiration; homeostasis, the nervous system, hormonal communication;
reproduction, variation and evolution; classification; interdependence and competition;
organization of an ecosystem, biodiversity.
There are two papers.
GCSE Chemistry (8462)
Topics will include: 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 changes; organic chemistry; chemical analysis; the chemistry of the
atmosphere.
There are two papers.
GCSE Physics (8463)
Topics will include: forces; energy; waves; electricity; magnetism and electromagnetism; the
particle model of matter; atomic structure.
Transition from GCSE to A Level
Although the Trilogy suite allows the transition to study Biology, Chemistry or Physics at A
Level, it does mean that in covering less detail the step from GCSE to A Level is larger.