The next two years of study are extremely important for you, as you embark on GCSE subjects that will help influence your future career. When choosing your subjects to study, try and select those you enjoy, and listen to the advice of your teachers, tutors and parents. It stands to reason that the more you enjoy studying a subject, the more likely you are to do well. If you have a clear idea about the career you want, make sure you find the subjects you will need to access that career. Here at the Duke of York’s Royal Military School, we believe you can achieve whatever you want, and we would like to help you attain the very best you can while you are with us. Please remember, curriculum does not mean lessons, qualifications and timetables. We want to ensure all young people who study here have the opportunity to develop resilience, endeavour and leadership necessary for the world of work that awaits you. So, as well as providing innovative approaches to teaching and learning, we do pride ourselves in creating thoughtful and well-motivated individuals by providing an all-round education with academic focus. Our extra-curricular provision is second to none: sports, clubs, performing arts, Combined Cadet Force, Duke of Edinburgh Awards, and Adventurous Training. We genuinely understand the true meaning of the word ‘curriculum’. Work hard; make the most of every single opportunity this unique School provides. You will enjoy the quality of life here and a sense of community throughout the school day and within the boarding houses. Our aim is a simple one: to provide you with great opportunities, great teaching and great outcomes. Alex Foreman Principal Looking forward with confidence, looking back with pride Dear Students, GCSE Subject Guide 2021 GCSE Subject Guide This guide is designed to ensure you will make informed GCSE choices. Please note: Subject information contained in this guide is correct at the time of publication. Changes to the content of courses may be made in the interests of the students and in the light of advice from examination boards. The blocking of subjects for timetabling purposes is dependent, to a large extent, upon student choices. We will endeavour to be as flexible as possible with subject combinations, but timetabling constraints and group sizes may make some subject combinations impossible. In this situation, students may not be able to follow their preferred combinations of subjects. The Principal reserves the right to withdraw subject options which do not attract viable numbers of candidates or which result in staffing permutations that cannot reasonably be achieved. If demand for a subject is beyond the number that can be taught in one set it may be necessary, for staffing reasons, to limit numbers in which case the School will select those who are to be offered places for that subject.
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The next two years of study are extremely important for you, as you embark on GCSE subjects that will help influence your future career. When choosing your subjects to study, try and select those you enjoy, and listen to the advice of your teachers, tutors and parents. It stands to reason that the more you enjoy studying a subject, the more likely you are to do well. If you have a clear idea about the career you want, make sure you find the subjects you will need to access that career. Here at the Duke of York’s Royal Military School, we believe you can achieve whatever you want, and we would like to help you attain the very best you can while you are with us.
Please remember, curriculum does not mean lessons, qualifications and timetables. We want to ensure all young people who study here have the opportunity to develop resilience, endeavour and leadership necessary for the world of work that awaits you. So, as well as providing innovative approaches to teaching and learning, we do pride ourselves in creating thoughtful and well-motivated individuals by providing an all-round education with academic focus. Our extra-curricular provision is second to none: sports, clubs, performing arts, Combined Cadet Force, Duke of Edinburgh Awards, and Adventurous Training. We genuinely understand the true meaning of the word ‘curriculum’.
Work hard; make the most of every single opportunity this unique School provides. You will enjoy the quality of life here and a sense of community throughout the school day and within the boarding houses. Our aim is a simple one: to provide you with great opportunities, great teaching and great outcomes.
Alex ForemanPrincipal
Looking forward with confidence, looking back with pride
Dear Students,
GCSE Subject Guide 2021
GCSE Subject Guide
This guide is designed to ensure you will make informed GCSE choices. Please note: Subject information contained in this guide is correct at the time of publication. Changes to the content of courses may be made in the interests of the students and in the light of advice from examination boards. The blocking of subjects for timetabling purposes is dependent, to a large extent, upon student choices. We will endeavour to be as flexible as possible with subject combinations, but timetabling constraints and group sizes may make some subject combinations impossible. In this situation, students may not be able to follow their preferred combinations of subjects. The Principal reserves the right to withdraw subject options which do not attract viable numbers of candidates or which result in staffing permutations that cannot reasonably be achieved. If demand for a subject is beyond the number that can be taught in one set it may be necessary, for staffing reasons, to limit numbers in which case the School will select those who are to be offered places for that subject.
From Year 9, all students receive regular independent careers advice and guidance, with a range of one-to-one interviews, small group discussions, and larger themed presentations. External speakers, particularly former School students, visit regularly to give inspirational talks and seminars, and meetings are arranged for those students who wish to join the Army, Royal Navy / Royal Marines or the Royal Air Force.
Choosing your subjects
Key Stage 4 Curriculum
The Key Stage 4 curriculum at the School follows National Curriculum guidance and offers a wide range of academic subjects leading to GCSE qualifications.
1. Core exam subjects studied by all GCSE studentsMathematics, English Language, English Literature and Science.
2. GCSE optional subjectsIn addition to the core subjects, students can choose from a wide variety of optional subjects. These will vary, depending on the student and their personal learning pathway. Usually, four optional subjects are studied.
3. Choosing your optional subjectsStudents are asked to select one subject from each of the four option blocks indicated on the option choice form.
4. Non-exam subjects studied by all GCSE studentsAll students follow non-examination courses in Religious Studies as well as the Personal, Social, Health and Economic Wellbeing Education programme (PSHEE). They are also expected to participate in weekly games sessions and the Combined Cadet Force (CCF) programme.
The English Baccalaureate demonstrates a measure of achievement across a core of selected academic GCSE subjects as recognised by the Government. This does not require any additional work; it just means students who study the following GCSEs and secure grade 5 or above in all of the components will achieve the EBacc:• English Language • Mathematics • Science (combined Science or separate Sciences) • A humanities subject (Geography or History) • A Modern Foreign Language
CareersProvision
The English Baccalaureate (EBacc)
Notes about students’ choicesAll students should choose at least one of the following subjects: Geography, History, Computing, French, Spanish, Triple Science (only for selected students).Plus, three other subjects from the following list to provide balance and breadth to studies: Textiles Technology, Resistant Materials Technology, Computing, Business, Art and Design, Drama, Dance, Music, Physical Education, Food and Nutritional Studies, Photography or Religious Studies. In order to gain the EBACC qualification, students should choose one Modern Foreign Language (French or Spanish) and one humanity (History or Geography). This is not compulsory. French and Spanish courses are designed for those who have already studied the language; not for beginners. It is possible to study both History and Geography.
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Core SubjectsEnglish Language
Studying English Language at GCSE enables students to develop independence in their analysis of both creative and non-fiction texts, as well as building the essential skills needed to write in these formats with both sophistication and innovation.
Students will explore a wide variety of high quality and challenging texts from the 19th, 20th and 21st centuries, exploring literary conventions appropriate for different audiences and purposes.
AssessmentStudents are assessed via two evenly weighted and un-tiered examinations. Paper 1 - Exploration in Creative Reading and Writing: This unit presents students with an unseen literary fiction text from the 20th or 21st century. Section A requires an in-depth analysis of how established writers use narrative and descriptive techniques to capture the interest of readers. In Section B, students are asked to produce their own creative responses to a given task, enabling students to demonstrate their own narrative and descriptive skill using a range of literary techniques and complex grammatical structures to enhance their piece.Paper 2 - Writers’ Viewpoints and Perspectives: This unit develops students’ perception of how writers communicate their perspectives on issues and themes that are important to the way we think, feel, and interact in our lives. For Section A, students are asked to critically compare the viewpoints expressed in two unseen, linked texts from different genres and contexts. Section B requires students to write for a specified form and audience, communicating their own perspective of the theme previously introduced to them.
English Literature
The English Literature course is designed to expose students to a wide variety of literary texts through exploring: writers’ methods and intentions; the influencing social and historical contextual factors; and the vital skills required to develop in the ability to respond personally to each text.
AssessmentThe English Literature assessment comes in the form of two closed book examinations. Paper 1 - Shakespeare and The 19th-Century Novel (40%): Paper 1 utilises extracts from previously studied Shakespeare and 19th-Century texts. Students will analyse the writers’ use of language, form and structure while exploring the conventions associated with each specific genre and linking to an individual character or theme.Paper 2 - Modern Texts and Poetry (60%): Paper 2 is divided into three sections. Section A requires students to answer a question on a studied modern prose or drama text. For Section B, students will compare thematically linked poems from the ‘Past and Present: Poetry Anthology’. Finally, Section C examines students’ ability to independently analyse an unseen piece of poetry, exploring comparative links to poems in their individual repertoires.
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Mathematics The assessments cover:1. Number 2. Algebra 3. Ratio, proportion and rates of change 4. Geometry and measures 5. Probability 6. Statistics
• Two tiers are available: Foundation and Higher.• The qualification consists of three equally weighted written examination papers at
either Foundation or Higher tier.• Paper 1 is a non-calculator assessment; Papers 2 and 3 are calculator assessments.• Each paper is 1 hour and 30 minutes long. • The content outlined for each tier is assessed across all three papers. • Each paper has a range of question types; some questions will be set in both mathematical and non-mathematical contexts.• Students need to commit many more formulae to memory than has been previously
required. • The qualification is graded and certificated on a nine-grade scale from 9 to 1 using
the total mark across all three papers, where 9 is the highest grade. Individual papers are not graded. • Higher tier: grades 4 to 9 (grade 3 allowed). Foundation tier: grades 1 to 5.
Combined Science: Trilogy
Most students will study Combined Science which is taught by specialist teachers through a practical basis in order to engage students. Our laboratories are all furnished with interactive whiteboards to support teaching and learning.
Across the two years, students study seven topics in Biology including infection, cell biology, homeostasis and ecology. In Chemistry, 10 topics are studied including energy changes, rates, organic and quantitative chemistry. In Physics, students study eight topics including forces, energy, waves and electricity.
A number of compulsory practical investigations are also set by AQA, and these can be examined in any paper. The final GCSE is worth two GCSE grades.
Biology, Chemistry and Physics
This course is offered to our most able and conscientious scientists. It covers all of the Combined Science work with some further depth and additional topics for each separate Science. There are also more compulsory practical investigations set which can be assessed in the final exam papers. This subject provides an extra challenge at GCSE and helps bridge the gap between GCSE and A Level Science.
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Exam Topics Assessment Exam Topics Assessment Exam Topics AssessmentBio1 1-4 75 min exam Phys1 1-4 75 min exam Chem1 1-5 75 min examBio2 5-7 75 min exam Phys2 4-8 75 min exam Chem2 6-10 75 min exam
Personal, Social, Health and Economic Wellbeing Education (PSHEE)
PSHEE covers topics which can be classified under three core headings: Health and Wellbeing, Relationships, and Living in the Wider World. PSHEE contributes to personal development by helping students to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help students to form and maintain good relationships, develop the essential skills for future employability, and better enjoy and manage their lives.
Running alongside all of this are strong links to whole year group workshops and weekly tutor time discussions. This allows for targeted work to be carried out with students while also allowing all to participate in a supportive manner.
Religious Education
All students follow a short, non-examined course in Religious Education. This is designed to maintain their awareness of how religion, philosophy and morality can be applied to contemporary issues. Students are encouraged to participate in engaging debates, so they can understand a range of views, and learn to respond with a reasoned and persuasive contribution of their own.
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Optional Subjects History History aims to develop an interest in and an enthusiasm for the study of the past.
This course has been chosen to provide the students with a broad understanding of the History of Medicine from 1250 AD to the present. We also study early Elizabethan England 1558 - 1588, and Modern World units that look at Germanyfrom 1918 - 1939 and Superpower relations 1941 - 1991. The course content offers something which should interest everyone.
AssessmentThe course is assessed by examination of all four units. The assessment weighting is 100% examination.
GCSE History at the School will provide an excellent introduction to the development of historical skills; it will develop knowledge, concepts and skills which have a wide-ranging transfer into the world of work and life generally; and it will form a first-class foundation for following our A level course.
Religious Studies
Religious Studies tries to answer the ultimate questions in life. It enables students to think critically about ethical and philosophical questions, and to develop informed opinions of their own.
Across two years, students build a robust understanding of two contrasting religions: Christianity and Buddhism. In addition, they develop their ideas about tough contemporary issues: relationships and families, peace and conflict, crime and punishment, human rights and social justice. Students also sharpen their analytical and critical thinking skills by arguing about ultimate questions: the value of human life, and the existence of God.
Lessons place an emphasis on debate and discussion, and then on written work that helps students translate their views into reasoned arguments. Those who wish to make an impact on the world will discover this is the ideal subject to nurture the crucial skills of listening and persuading.
AssessmentComponent 1: Study of Religions (50%)Beliefs, teachings and practices of:• Christianity• BuddhismComponent 2: Thematic Studies (50%)Four of the following religious, philosophical and ethical studies themes:• Theme A: Relationships and families.• Theme B: Religion and life.• Theme C: The existence of God and revelation.• Theme D: Religion, peace and conflict.• Theme E: Religion, crime and punishment.• Theme F: Religion, human rights and social justice.Each of the two components is assessed by a written exam lasting 1 hour and 45 minutes.
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Geography GCSE Geography tackles the big issues facing the world. It provides students with relevant and interesting knowledge about differences across the world today and looking to the future as well as a useful skill set for investigation and presentation.
In the Physical Geography part of the course, there is a great emphasis on topicality, for example the tsunamis of Japan and Indonesia, flooding in Tewkesbury and how towns around the coast are trying to deal with the impacts of rising sea levels and reduced budgets. Students analyse case studies and develop skills of problem-solving, and researching as well as their environmental awareness.
In the Human Geography part of the course, cities with problems of rapid growth, including Mumbai and Nairobi are studied alongside older cities like London and Birmingham. Issues arising from the world’s ever increasing population and the movement of people are studied together with the changing levels of world development. Why are some countries rising in wealth and importance while others slowdown in terms of improving quality of life?
There are several days of local fieldwork, supporting work covered during the course and collecting data for the geographical skills paper (Paper 3). Preparation for this paper involves collecting primary data on the field trip days and then presenting, interpreting and evaluating that data. This provides excellent opportunities to gain skills in ICT, data handling, GIS map skills, statistical analysis and report writing.
AssessmentPaper 1: The Physical Environment (35%)Paper 2: The Human Environment (35%)Paper 3: Geographical Skills and Fieldwork (30%)There are no controlled assessment requirements.
Modern Foreign Languages – French and Spanish
Languages at GCSE equip students with the knowledge and skills to communicate in a variety of contexts with confidence. Students will study key themes are studied over the course of the two years; identity and culture; local, national, international and global areas of interest; and, current and future study and employment.
In addition to class-based learning, there is an opportunity to practise the language by spending time at an exchange School.
AssessmentThe four skills of listening, speaking, reading and writing are assessed with an equal weighting of 25% of the total marks.Listening: The aim of this paper is to understand and respond to different types of spoken language. Section A includes questions in English, to be answered in English or non-verbally. Section B has questions in the target language, to be answered in that language or non-verbally. (25%)Speaking: The paper aims to assess effective communication and interaction for a variety of purposes. A short conversation, together with a brief discussion of a photo card, form this component. (25%)Reading: The reading paper assesses the understanding of different types of written language. Section A consists of questions in English, to be answered in English ornon-verbally while Section B has questions in the target language and requires non-verbal responses. (25%)Writing: The purpose of this component is to assess effective communication in writing for a variety of purposes. (25%)
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Business GCSE Business is a linear course which is examined at the end of Year 11. This updated course includes an investigation into business activity (both national andglobal), the role of business enterprise and entrepreneurship, and the dynamic nature of business in the real world. The four functional areas of business are also investigated which are business operations (including the importance of technology and e-commerce), human resources, marketing and finance.
AssessmentAt the end of Year 11, the students complete two, 1 hour 45 minute examination papers, each of which is worth 50% of the GCSE. There is no controlled assessment. The exam papers contain a mixture of multiple choice questions, and data response style questions.Please note: There is a high numerical element to the new GCSE Business exam so students should consider this before choosing the option.
Computer Science
Computer Science will encourage learners to: • Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation.• Analyse problems in computational terms through practical experience of solving
such problems, including designing, writing and debugging programs.• Think creatively, innovatively, analytically, logically and critically.• Understand the components that make up digital systems, and how they
communicate with one another and with other systems.• Understand the impacts of digital technology to the individual and to wider society.• Apply mathematical skills relevant to Computer Science. • Practical approach to developing computational skills.
Assessment Paper 1: Principles of Computer Science (written exam: 1 hour 30 minutes,50% of the qualification):• This paper consists of five compulsory questions, each focusing on one topic area.• Computational thinking - understanding of what algorithms are, what they are
used for and how they work; ability to follow, amend and write algorithms; ability to construct truth tables.
• Data - understanding of binary, data representation, data storage and compression.• Computers - understanding of hardware and software components of computer
systems and characteristics of programming languages.• Networks - understanding of computer networks and network security.• Issues and impact - awareness of emerging trends in computing technologies,
and the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues.
Paper 2: Applications of Computational thinking (practical exam: 2 hours,50% of the qualification):• This is a practical paper that requires students to design, write, test and refine
programs in order to solve problems.• Students will complete this assessment onscreen using IDLE to create python
code.• Students complete six compulsory questions on screen using Python 3.
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Food Preparation and Nutrition
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.
Main areas of study are:• Food commodities • Principles of nutrition • Diet and good health • The science of food • Food provenance • Cooking and Food Preparation
Assessment The final GCSE grade will be made up of the following:Written Exam: (externally assessed), made up of 20 multiple-choice questions and five further questions, which are sub divided (50%, 100 marks, 1 hour 45 minutes).Food Investigation: (Non Examination Assessment) Taken October Year 11. Food science investigation, written report of between 1,500 – 2,000 words that includes photographic evidence of practical investigations carried out (15%, 30 marks).Food Preparation: (Non Examination Assessment) Taken January Year 11. Design and make brief – Research topic, plan, prepare and include photographic evidence of practical cookery, three final dishes that fit the brief (35%, 70 marks).
Physical Education
Physical Education is a well-established GCSE course within the option system and is a popular choice with students who show ability in practical sport performance and have an interest in the theories and concepts that support it. The course is split into three components involving classroom theory, written coursework and practical assessments.
Component 1: Physical factors affecting performance• Applied anatomy and physiology• Movement analysis• Physical trainingComponent 2: Socio-cultural issues and sports psychology• Socio-cultural influences• Sports psychology• Health, fitness and well-beingComponent 3: Practical performance in physical activity and evaluating and analysing performance• Practical performance in three different activities in the role of player / performer
(one in a team activity, one in an individual activity and a third in either a team or individual activity).
• Analysis and evaluation of performance to bring about improvement in one activity.
AssessmentComponent 1 and Component 2 are assessed in two written papers at the end of Year 11. These combined components give 60% of the overall course marks. Component 3 has a weighting of 40% of the overall course marks. Students have the opportunity to develop their skills and performance in a wide variety of sports in which they are then assessed. At the end of the course, each student’s top three practical scores are taken forward. Students are required to demonstrate their ability to analyse and evaluate performance in one activity, in a written piece of work.
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Textiles Technology
GCSE Textiles (Art and Design) provides students with a wide range of creative, exciting and stimulating opportunities to design and make using Textiles. This course enables students to develop their ability to actively engage, develop imaginative and intuitive ways of working and develop knowledge and understanding of textiles media, materials and technologies in historical and contemporary contexts, societies and cultures. This subject teaches students to be independent, creative and motivated learners a characteristic desired for further education and in the workplace.
Assessment Unit 1: Portfolio of Work (Controlled Assessment). This will include projects based on printing and dyeing, fashion design, soft furnishings and surface pattern decoration. This is worth 60% of the marks. Unit 2: Externally Set exam task. The theme will be given in advance with a preparatory period to develop designs followed by 10 hours of supervised time to make the textile product. This is worth 40% of the marks. This course is a strong foundation for further progression to Fashion Design and Art and Design related courses.
Resistant Materials Technology
The course allows students to carry out designing and making activities using metal, plastic and wood. They may also use any relevant compliant materials, such as ceramics and textiles, for project work.
Students in Year 10 are encouraged to adopt an interdisciplinary approach towards the solving of design related problems. Emphasis is placed on contemporary design issues and the identification of possible contexts for future work. Students develop their technological literacy by learning about modern manufacturing techniques and processes.
They are reminded of the ‘value’ of handmade products and are encouraged to develop their practical skills prior to the production of a suitable design solution at GCSE level. Year 10 focuses on a range of short design and make assignments and the identification of an individual project proposal. Year 11 allows for the realisation of a quality three-dimensional outcome.
The following areas are covered: • Materials • Use of materials • Components and adhesives • Product analysis • Evaluation techniques • Quality assurance • Social, cultural, moral and environmental issues • Consumer choice • Health and safety issues • Techniques and processes • Use of machines • Systems and control • ICT CAD, CAM and CIM• Industrial practices • Advertising and marketing • Legislation
Assessment Written paper – 40% Coursework project – 60%
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Photography All students will experience elements of photography to ensure they are accomplished and practiced photographers by the end of Year 10.
They will firstly be introduced to the basic settings of a camera and a studio set-up. This will then gradually become more detailed and challenging as their skills develop. At the beginning of each project, students will be introduced to artists that they will try to encompass through their own studies.
It is essential in a visual subject that they always have a visual reference at their disposal. They will also understand how to achieve certain results that should aid their creative development. They will understand how to annotate images correctly and articulately, with a number of lessons focusing on this task. There will be plenty of support for literacy through the form of specialised word banks, writing frames and excellent contextual examples.
ICT is an important aspect of the modern photographer’s portfolio and will be a primary skill to develop. As time progresses, students will be faced with more difficult tasks and always expected to refine and improve earlier manipulated pieces. On finalising, Year 10 students should be accomplished in the use of the camera, lighting, Photoshop, annotating and evaluating an image and presentational skills.
AssessmentUnit 1: Coursework (60%)Unit 2: Exam (40%)Coursework based and moderated by teacher and exam board.
Having your own camera is obviously desirable, but not essential. Students will work in School and have opportunities to visit other locations.
Music Students study a variety of musical styles including classical, popular and world music.During the course students will learn how: • To improve their performing skills;• Music is constructed from initial ideas through to the finished product;• To analyse music in many styles and discover the social and historical context in
which music has been composed over the last 400 years or so.
Some prior musical ability to at least Grade 1 standard on an instrument or voice is necessary because of the performance requirements of the course. This needs to be supported by continued instrumental lessons with our Peripatetic team, who will work with students towards the Performance Coursework element. Students are also expected to commit themselves to an instrumental or vocal ensemble, in order to further develop their practical and aural skills.
AssessmentThe course is divided into three components:Component 1: Performing (30%). Students produce both a solo and an ensemble performance recorded during Year 11.Component 2: Composing (30%). Students produce two compositions, with a combined duration of not less than three minutes.Component 3: Appraising (40%), 1 hour 45 minute examination externally set and marked by the examination board.
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Dance This course enables students to develop creative, imaginative, physical and intellectual capabilities. Dance is an empowering form of non-verbal communication. It is both physical and expressive – this is what makes it similar to and different from other art forms and physical activities. If students have passion for the performing arts sector, including dancing and musical theatre, then this is the course for them. They will explore different dance styles such as Ballet, Jazz, Musical Theatre, Street Dance, Tap and Contemporary, and study an expansive range of dance practitioners and companies such as Bob Fosse, Martha Graham, ZooNation, Rambert and Jerome Robbins. Students will learn through practical workshops gaining a vital insight into what is required to succeed in the creative industries.
This course is split into three different components: Component 1: Exploring the Performing ArtsComponent 2: Developing skills and techniques in the Performing Arts Component 3: Performing to a brief
AssessmentStudents will be continually assessed through practical project work, coursework and controlled assessments. Practical assessment will include some public performance but also closed in-class presentations and workshop assessment. They are graded at Pass, Merit or Distinction/*. Students who have taken this course in the past have progressed onto a Level 3 qualification such as the BTEC Level 3 in Performing Arts and A Level courses.
Drama The BTEC Drama course encourages personal development through the exploration of a range of play texts and performance styles. It enables students to develop their acting skills, whilst also building the key life skills of teamwork, independent enquiry, reflection, creativity and self-management. Skills developed over this two-year course include training in voice, movement, characterisation and interpretation.
Students study three components: C1: Exploring the Performing Arts – this develops core knowledge and understanding of a range of performance styles and disciplines, and the key features that contribute to them, including practitioners’ roles, responsibilities, skills and techniques. C2: Developing Skills and Techniques in the Performing Arts – this component focuses on the development and application of key acting skills, including practical, interpretive, rehearsal and performance skills. C3: Performing to a Brief – requires learners to apply performance skills and techniques in response to a brief and stimulus, developing a group workshop performance for a selected audience.
AssessmentComponents 1 and 2 are assessed internally through structured assignments which include both practical and written elements. Practical assessment will include public performance, class presentations and workshop assessment. Component 3 is an externally assessed unit which provides the main synoptic assessment for the qualification. Students will be assessed on a task set by the examination board which will be evidenced through rehearsal logs, practical development and performance work. They are graded at Pass, Merit or Distinction.
Students who have taken this course in the past progressed to a Level 3 qualification such as A Level Drama or BTEC Level 3 in Performing Arts. This qualification is also very suitable for those who wish to study A Levels in English Literature and History.
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Fine Art Art students will develop the capacity to think creatively, generate ideas and establish connections that others fail to recognise, essential for the 21st century employer. By enrolling on the course, they will have the opportunity to explore a wide range of media, creating imaginative outcomes to promote confidence in decision-making. As students progress, they will build exceptional research skills by critical analysis of others’ work which are essential transferable skills.
Throughout the course, they are encouraged to explore a range of media and techniques, challenging their own ingenuity and innovativeness. Within Art, students will form spatial awareness skills with an ability to simplify, translate and transform ideas into both two and three dimensions, for a personalised self-directed outcome. The course will stimulate imaginations, encourage individual expression and add an extra dimension to future lives.
AssessmentUnit 1: Coursework (60%). Developmental work towards an outcome or series of outcomes.Unit 2: Exam paper (40%). Exam paper is released on 1st January (marked by teacher and moderated by the exam board). A 10-hour final piece. In order to maximize the student’s opportunity to develop research from original sources, the students will have enrichment opportunities. Students will be issued with a hardback sketchbook and an art folder.
