Dear pupil, I hope you enjoy the process of thinking about your studies. Yours sincerely. Dr Haydn Griffiths Headmaster

Transcription

1 GCSE AND IGCSE SUBJECT GUIDE (Fourth and Fifth Form)

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3 From the Headmaster: Dr Haydn Griffiths Headmaster s Office: headmaster@wrekincollege.com Dear pupil, As you move into Fourth Form (Year 10) there are core subjects that everyone studies: English language and English literature, mathematics and sciences (biology, chemistry and physics). You choose the remaining four subjects from the options as overleaf and you register your initial choices in the Summer term, with a view to making these definite after the parents meeting in May. The benefit of studying slightly fewer subjects than you have done up to now is that you will have more time in the timetable for those subjects in which you will be examined at GCSE and IGCSE. You will be encouraged to choose from a range of subject areas. The timetable will then be organised to accommodate the choices of as many pupils as possible. This guide gives you information about all GCSE and IGCSE subjects, whether core or optional, and you should read it carefully. In particular you should look at the course description for the optional subjects, and think through your decisions by talking to your parents, tutor, housemaster/housemistress and also to older pupils in your house. These are some of the things you might think about: How interested am I in this subject? How much do I enjoy this subject? If I do not study this subject will I be able to take it up in the Sixth Form? If I do not study this subject am I damaging my chances of following a particular degree or career path? How do my subjects fit together? Do I have a balance which reflects my strengths and interests? I hope you enjoy the process of thinking about your studies. Yours sincerely Dr Haydn Griffiths Headmaster

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5 CONTENTS INTRODUCTION CORE GCSE SUBJECTS English Language and English Literature 1 Mathematics 2 Sciences (Biology, Physics and Chemistry) 3 OPTIONAL GCSE SUBJECTS Art and Design 4 Design and Technology 5 Drama 6 Geography 7 History 8 ICT and Computer Science 9 Modern Languages (French, German and Spanish) 10 Music 11 Physical Education 12

6 INTRODUCTION The core subjects for GCSE (or IGCSE) are English Language, English Literature, Mathematics and Sciences (Biology, Chemistry and Physics). Pupils also select four subjects chosen from Art and Design, Design Technology, Drama, French, Geography, German, History, ICT, Music, Physical Education and Spanish. The more able mathematicians may also follow a Free Standing Maths Qualification. All pupils also follow supplementary courses in PSHE. Although all pupils study all three sciences, different courses are available for pupils of differing abilities. The most able scientists will take separate IGCSEs in the three sciences; while double award IGCSE or GCSE Sciences include examinations in all three sciences to give two IGCSE or GCSE qualifications (respectively). Decisions on setting and courses for Science are made by the Science Department at the the end of the Fourth Form, based on performance on the common syllabus material taught up until that point. The subject guides that appear in this booklet give brief synopses of each subject. Fuller details are available on the examination boards websites which are or depending on the subject. WHEN DO I CHOOSE? Early in the Summer term each pupil will have a discussion with his or her tutor to consider which combination of subjects to study to GCSE (or IGCSE) level and this can be further discussed at the Parents Meeting in early May. This combination will reflect the pupil s aptitudes and interests but should also consider what may be needed in the future. However, school examinations are taken in June and some pupils may amend their final decisions when the results of these examinations are known. It is quite common for a pupil to feel that I cannot do a subject until written evidence confirms our opinion that he or she can. The report to parents at the end of the Summer term will confirm the choices that have been made. If parents still have any concerns about these choices, then further discussions can take place during the holiday period. WHAT ARE TIERS OF ENTRY? GCSE (and IGCSE) grades run from A* to G. In some subjects e.g. Art, Drama, History, MFL, Music, separate Sciences and Physical Education, the examination papers assess ability across the whole range of grades. For others there are two tiers of entry that are referred to as: Higher Tier: lowest achievable grade D, highest achievable grade A* Foundation Tier: lowest achievable grade G, highest achievable grade C Failure to achieve the lowest grade possible in the higher level tier results in a candidate being classified as ungraded in that subject, so it is important that pupils sit the right tier papers for their individual ability. Some candidates can operate very successfully at the top end of foundation level work, but find the step up to higher level topics too difficult to take. The appropriate level of study for a particular candidate is ascertained during the course and the GCSE (and IGCSE) examination entries are then made accordingly. At the end of Fourth Form in the Science course, the pupils will be targeted at IGCSE in the three separate sciences, double award IGCSE (worth two GCSEs), or Science and Additional Science (worth two GCSEs) and the appropriate level of entry will be decided. Although it is attractive to gain large numbers of GCSE (or IGCSE) passes, the crucial factor is the standard of the grades obtained. The advice given on level of entry will reflect our desire to see the pupils gain the best grades that they can and each subject will be considered on its own merit.

7 As part of the government s GCSE reforms, all GCSE assessments from 2012 onwards are now linear in structure. Although the content is still unitised in the majority of subjects, no examinations can be taken until the end of the course (in the Summer examination period). There is no longer any opportunity to resit units, except for English Language and Mathematics, which will have retake opportunities in November or January. In addition, in certain subjects (namely GCSE English Literature, Geography and History) marks will be awarded for spelling, punctuation and grammar as well as for subject knowledge. Pupils will be informed which questions on the paper include these marks. All IGCSE courses are linear. WHAT DO MY GRADES MEAN? When they move into Fourth Form (Year 10), pupils will notice that the basis on which grades are awarded will change. In First Form to Third Form (Years 7 to 9), achievement grades are based on performance expected for age/ability. For Fourth and Fifth Forms (Years 10 and 11), grades are based on current performance against the standard required for GCSE (or IGCSE). A pupil who is to be entered for a foundation level GCSE (or IGCSE) will, therefore, not be given a grade above a C as that would be unrealistic. WHAT LIES BEYOND GCSE? Each year we hold an introductory evening about Sixth Form Life, followed by a meeting at which pupils and parents can find out more about the courses on offer in the Sixth Form. The Sixth Form Subject Guide provides details of the AS and A2 courses we offer. Also in November, most Fifth Form (Year 11) pupils take a psychometric test to analyse their skills and thinking patterns and, in conjunction with the Head of Careers, the tutor and housemaster pupils will discuss possible future university courses and career paths. There is also extensive higher education advice led by the Head of Sixth Form, which starts in the Lower Sixth year, so that pupils are fully conversant with the requirements and approaches to university applications when the time comes around. ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) Pupils for whom English is not their first language and who need additional assistance in improving their English language skills may receive lessons from the Support for Learning Department, for which an additional termly charge is made. The lessons are aimed at improving the pupils ability to use English competently in their academic subjects and to communicate fully in an English-speaking environment. These pupils will also work towards either an IGCSE in English as a second language, or the IELTS qualification, certain standards in which are a requirement for British university entrance. SUPPORT FOR LEARNING When pupils require Support for Learning because of learning difficulties, the school seeks to be supportive across the curriculum. Pupils who require Support for Learning are integrated into ordinary classes and teachers are made aware of individual pupils needs. Additional provision may also be offered on a one-to-one basis. Lessons such as these are usually timetabled and are taught by the Support for Learning staff. An additional termly charge is made for these. Assessment is initially carried out within the department, and may also include a consultation with an educational psychologist chosen by parents, as appropriate.

8 ENGLISH LANGUAGE AND LITERATURE Mrs G T Whitehead AQA Level 1/2 Certificate English Language 8705; English Literature 8710 english@wrekincollege.com ENGLISH LANGUAGE AND ENGLISH LITERATURE During the course of the two-year IGCSE programme all pupils study two separate disciplines under the banner of 'English : English Language and English Literature. In English Language there are three components. The first is an examination, testing reading and writing skills of non-fiction and media texts and carries fifty per cent of the marks available. The second component is a speaking and listening task which is assessed by the teachers in class. It carries ten per cent of the marks available. The third component requires pupils to complete a coursework project which includes research, writing for a specific purpose, audience and form and producing a written commentary. This carries forty percent of the marks available. English Literature involves two components for study. The first is an examination, testing pupils responses to a set text and some unseen poetry and carries sixty per cent of the marks available. The second component requires pupils to complete a coursework task which is a comparative essay on two texts. This carries forty percent of the marks available. All the exam papers for English Language and English Literature are taken at the end of the two-year course. Pupils will be given plenty of opportunities to practise their exam technique via internal examinations and timed essays in class. The coursework is completed at the end of the Fourth Form (Year 10) and the beginning of the Fifth (Year 11). Pupils may be entered for Higher or Foundation level papers. 1

9 MATHEMATICS Mr P Stanway GCSE: Edexcel FSMQ: OCR GCSE Mathematics 1MA0; FSMQ 6993 mathematics@wrekincollege.com All pupils follow the Edexcel Linear Mathematics A course, which has two levels of entry (Higher - grades A* to D, Foundation - grades C to G). The Mathematics syllabus covers content from four areas; Number, Algebra, Geometry and Measures and Handling Data. Pupils are set with regard to ability so that teachers can target their teaching at an appropriate level for each individual and tiers of entry are decided in March of the Fifth Form (Year 11) to allow each pupil the opportunity to achieve to the best of their ability. Pupils in the top set also follow the Free Standing Mathematics Qualification (FSMQ) in Additional Mathematics. This is in addition to their mathematics GCSE and provides a more challenging mathematics qualification for our most able students, and in doing so bridges the gap between GCSE and A Level. For GCSE, the assessment consists of two papers taken at the end of the course in June of the Fifth Form (Year 11). One paper is non-calculator; for the other the use of a calculator is permitted. Both papers are equally weighted and the grade is taken from the combined score from the two papers. There is no coursework element in GCSE Mathematics. There are two types of question on the examination papers. The first type are written to simply assess pupils understanding of a particular skill. In the second type, pupils are expected to be able to apply their mathematical skills to a range of problems and problem-solve in contextual situations. Practice of this second type of question is integrated into the teaching throughout the course. For the FSMQ course there is a single two hour examination. 2 MATHEMATICS

10 SCIENCES Mr A J Ware AQA Level 1/2 Certificates in Biology 8401; Chemistry 8402; Physics 8403; Double Award Science 8404; GCSE Science 4405; GCSE Additional Science 4408 physics@wrekincollege.com The key aims are to: Acquire a systematic body of scientific knowledge and facts, and an understanding of scientific concepts, principles, themes and patterns. Appreciate the practical nature of science, acquiring experimental skills based on appropriate, safe laboratory techniques. Appreciate the importance of accurate experimental work to scientific method and reporting. Form hypotheses and design experiments to test them. Sustain and develop an enjoyment of, and interest in, the scientific world. Appreciate the significance of science in wider personal, social, environmental, economic and technological contexts, and consider ethical issues. Select, organise and present information clearly and logically, using appropriate scientific terms and conventions. Prepare for more advanced courses in each of the three scientific disciplines. The key features and benefits: The courses include aspects of science that are relevant and appropriate for the 21st Century. Linear assessment generates a substantial increase in teaching time over the duration of the course. Assessment of investigative skills is through examination or practical coursework depending on the qualification entered, allowing us to tailor entries to the needs of our pupils. Provides a very sound foundation for progression to AS and A level science courses. SCIENCES All pupils start the separate science courses after Christmas in the Third Form (Year 9). Internal assessments are taken at the end of the Third Form (Year 9) and in the middle and at the end of Fourth Form (Year 10). These will used to decide whether pupils continue with three separate sciences in Fifth Form (Year 11) or follow a Double Science award either in the Level 1/2 Certificate (IGCSE) or GCSE. Separate Science Awards (IGCSE): Pupils will study for three Certificates in Science: Biology, Chemistry and Physics. Pupils will receive three separate GCSE equivalent grades from A* to G. Dual Award (IGCSE): This takes approximately two-thirds of the subject content of each of the separate science courses and combines them into a Certificate in Science (Double Award) specification worth two GCSEs. Pupils will receive two grades from A* to G. Dual Award (GCSE): This takes approximately two-thirds of the subject content of each of the separate science courses and combines them into separate Science and Additional Science qualifications. Pupils will receive two separate grades from A* to G. There is a controlled assessment element in this course. In all cases, public examinations are taken at the end of Fifth Form (Year 11). Two one and a half hour papers assess each separate science. Dual science (IGCSE or GCSE) is assessed by six one-hour papers, two per subject. 3

11 ART AND DESIGN Mr J G Phillips OCR GCSE Art and Design J160-J167 art@wrekincollege.com Pupils entering the OCR Art and Design examination can choose from painting and drawing, textiles, graphics, photography or three-dimensional work, but most produce work in a range of different materials. We aim to offer a broad range of media allowing each pupil to produce their best possible work and achieve the highest possible grade. This syllabus requires evidence of the study and appreciation of the work of artists, designers and craftsmen/women. After an initial re-assessment and review of the basic skills, pupils are encouraged to develop their own individual project based on their personal observations, research or ideas, and linked to their sketchbooks. Their sketchbook will provide a record of their ideas and preparation, but will also reflect their own interests and level of involvement and provide evidence of visits and research. The OCR syllabus provides an excellent framework with its broad areas of study and its clear aims and assessment objectives, but only pupils who are able to work independently in a very personal way will achieve the higher grades. Art Historical and Critical Studies should form an integral part of their project and pupils are encouraged to research the work of artists, architects, designers and craft workers with visits to the library, internet research, art galleries and exhibitions as appropriate. The evidence of these studies must be displayed in their sketchbooks with their preparation work, as well as being reflected in the final piece. We organise visits to help pupils understand how works of art and artefacts reflect expression, feelings and form, as well as the spirit of an age, and to encourage pupils to develop their work in original ways influenced by the things that they have seen. We will aim to take Fourth Form (Year 10) to a local gallery, i.e. Birmingham, Wolverhampton or Walsall, especially if there is an interesting exhibition. This can usually be achieved in a morning or an afternoon. Fifth Form (Year 11) will visit galleries in London. Candidates are required to produce a portfolio of work developed from a range of starting points. The focus is on including work that shows imagination, exploration, research, acquisition of techniques and skills. In the examination candidates select one question from an early release question paper to which they produce a personal response. Pupils will be given a period of time in which to plan and prepare and then they will have ten hours of controlled time in which to work on realising their ideas into a final piece. The final assessment takes place before the middle of May. We hold a private view part for this exhibition to which parents and staff are invited. The work is marked by all of the Art Department staff and a visiting moderator from the examination board then moderates the marks. 4 ART AND DESIGN

12 DESIGN AND TECHNOLOGY Mr K Livingstone AQA GCSE Design Technology 3545 design@wrekincollege.com The course teaches pupils about materials, manufacturing techniques and the modern design context. It encourages pupils to design and produce exciting and stimulating projects in a range of modern and traditional materials. In Fourth Form (Year 10) pupils undertake a series of short, interesting and challenging practical tasks through which they learn the majority of the manufacturing skills required to undertake the assessed coursework. Parallel to this, they will learn the theory required to successfully complete the analytical elements of the coursework and the written exam paper at the end of Fifth Form (Year 11). In this written paper pupils will have to respond to a brief through drawing and must answer questions on manufacture, industrial practices, environmental and social issues. The majority of the assessed coursework is undertaken in Fifth Form (Year 11) and pupils choose a design task from a list of options provided by AQA to undertake. They engage in research, design and modelling tasks before embarking on the making of their practical piece. All these stages, including an overall evaluation at the end, are presented in an A3 portfolio. DESIGN AND TECHNOLOGY Unit 1: Unit 2: A two-hour written paper that is marked externally by the examining body. It counts for forty per cent of the final GCSE mark. A coursework project for the full GCSE course should typically represent about forty to fifty hours of supervised time. It is run as a Controlled Assessment task, marked within the department and moderated by the exam board. It counts for sixty per cent of the final GCSE mark. 5

13 DRAMA Mrs G T Whitehead AQA GCSE Drama drama@wrekincollege.com THE AQA Drama course examines the processes of drama as well as the final product from the perspective of director, designer, deviser and performer. The course focuses on performance skills and the creation of improvised and scripted work in groups of three or more. Essential skills for this GCSE option are imagination and creativity, the ability to communicate clearly and a willingness to work closely and purposefully with others. The pupils will learn how to plan a piece of drama by interpreting genre, style and convention and the coursework component will focus on their ability to analyse and evaluate their own performances. There must also be a preparedness to experience live performance outside class time as an essential part of the course. GCSE Drama is an exciting and demanding option requiring self-discipline, motivation and perseverance. The role of performance skills is pivotal and so an eagerness to be involved and to perform to an audience is a key aspect of this course. Two assignments must be completed for the performance element, which comprises sixty per cent of the available marks for the course. The first looks at scripted text and explores it through performance. The second arises from a stimulus (which might be a poem, a picture or music) from which a piece of improvised drama is constructed using a range of techniques learned during the course. The written paper constitutes the remaining forty per cent of the marks and includes questions on written analysis of a selected scene from a set play (e.g. The Crucible or Billy Liar ) as well as a response to live productions seen during the course, and an analysis of pupils own performances in practical work. 6 DRAMA

14 GEOGRAPHY Ms L Jones AQA GCSE Geography 9030 geography@wrekincollege.com Six separate units are investigated over the two year course but pupils are encouraged to look for the links between the natural environment and the human influences acting upon it. Having a keen eye on the world around them will allow pupils to relate the course to contemporary issues. These may include debate over the closure of rural services to crisis management in the event of tropical storms. In Fourth Form (Year 10) pupils will study the challenges posed by changing populations, with a focus on how nations attempt to manage demographic issues, such as ageing (Europe) or rapidly growing populations (Asia). We consider the coastal environment and learn about how landforms are created by the power of the sea. Means of limiting the damage from destructive natural forces such as avalanches and storm surges are investigated. Then, our attention turns to glacial environments to see how ice has shaped and continues to shape landscapes. In our final topic in Fourth Form (Year 10) we learn about rural environments in developed and developing world scenarios with a view into changes in agriculture, land management and settlements. At the end of Fourth Form (Year 10) pupils carry out fieldwork for their Local Fieldwork Investigation. This is a 2,000-word report written under supervision in the classroom. The nature of the fieldwork varies from one year to the next, but in recent years we have visited Carding Mill Valley for river studies, Shrewsbury for comparing neighbourhoods and the Nant Ffrancon valley for tourism in glacial landscapes. In Fifth Form (Year 11) we begin by completing the Local Fieldwork Investigation, in which pupils develop a range of transferable skills including research, data presentation and analysis, IT use and report writing. Next, weather and climate is studied to give an understanding of why the UK experiences such changeable weather. We then ask how extreme weather hazards can be managed and look at the threats and responses associated with them. Finally, we ask why global and regional disparities exist in wealth and what is being done to help the poorest to close the development gap. GEOGRAPHY This content is then examined in two ninety-minute external GCSE modules at the end of Fifth Form (Year 11). The written papers are provided in two tiers, foundation and higher. Most pupils are entered for the higher paper, but occasionally candidates enter the lower tier papers. (40301/40302 F rather than H). Paper hours 37.5% Paper hours 37.5% Local fieldwork Investigation 25% As you can see, the course is broad and topical, offering a mix of classroom study, report writing and skills based work such as mapping and data interpretation. 7

15 HISTORY Mr D McLagan AQA Level 1/2 Certificate in History 8045 history@wrekincollege.com This is a Level 1/2 Certificate (IGCSE) Modern World History course. It consists of three examination papers, which are taken at the end of the course. In the first examination paper there is an opportunity to study three episodes of history in greater depth. We will study America during the inter-war period. This is the Jazz Age or the Prohibition era, a crazy time in which American society experiences great change. We then look at the period following the Wall Street Crash and the economic crisis of the Great Depression. Here you will encounter one of the great American Presidents, Franklin Delano Roosevelt. The American Depth Study is essentially a political, economic and social history of a sleeping superpower during a unique and exciting period of time. Other options include Weimar Germany and Race Relations in the USA, These topics will be assessed in a single hour and a half paper and will count for thirty-five per cent of the total marks. The second examination paper is an outline paper, which covers a selected period of international relations. The course begins in 1905 with the approach of the First World War and covers topics such as the Paris Peace Treaties following the Great War, the League of Nations, the origins of the Second World War and the onset and development of the Cold War to This is also assessed in a single hour and a half paper and it too will count for thirty-five per cent of the total marks. The final examined unit is a source paper on a selected topic from the outline period. The topic is announced in advance and the sources are pre-released prior to the examination. Students are permitted to take the pre-released material, with annotations, into the examination room. This paper, which lasts for an hour and forty-five minutes, comprises thirty per cent of the overall marks. Unit 8045/1 1hr 30m (35%) Unit 8045/2 1hr 30m (35%) Unit 8045/3 1hr 45m (30%) 8 HISTORY

16 ICT AND COMPUTER SCIENCE Dr G N Roberts Cambridge International Examinations IGCSE ICT 0417, Computer Science 0478 informationtechnology@wrekincollege.com ICT The Information Communication Technology syllabus combines theoretical and practical studies focusing on the ability to use common software applications, including word processors, spreadsheets, databases, interactive presentation software, , web browsers and website design. Learners will develop a greater awareness of how applications are used in the workplace, and consider the impact of new technologies on methods of working and on social, economic, ethical and moral issues. ICT is a skills-based course with an emphasis on applications that will be of use in the modern office. The skills learned will be useful to students in their work across the curriculum, and will prepare them for future employment. ICT AND COMPUTER SCIENCE COMPUTER SCIENCE Learners following the Cambridge IGCSE Computer Science syllabus develop their understanding of the main principles of problem-solving using computers. They can apply their understanding to develop computerbased solutions to problems using algorithms and a high-level programming language. Learners also develop a range of technical skills, as well as being able to effectively test and evaluate computing solutions. ICT Final written examination: 40% Two practical task examinations: 60% COMPUTER SCIENCE Final examination: two papers, one covering the theory knowledge (60%) and the second looking at a programming task covered in pre-release materials (40%). 9

17 MODERN LANGUAGES (FRENCH, GERMAN AND SPANISH) Mr R Nayman Edexcel IGCSE 4FR0 French, 4GN0 German, 4SP0 - Spanish languages@wrekincollege.com All pupils at Wrekin College are encouraged to continue with a foreign language to IGCSE. They can choose between French, German or Spanish or take two or even three languages. The IGCSE language courses are practical, up-to-date and flexible. Topics studied include: home and abroad, education and employment, house, home and daily routines, the modern world and the environment, social activities, fitness and health. The four skills areas tested are: Listening (25%); Speaking (25%); Reading (25%); Writing (25%) There is only one tier of entry for all the examination papers. There is a separate Listening and Speaking paper and a combined Reading and Writing paper. There is no coursework element and all examinations are taken between April and June in the Fifth Form (Year 11). The style of teaching which your child will experience in the MFL lessons at Wrekin College will reflect the above percentages. This means that lessons will contain a variety of Listening, Speaking, Reading and Writing activities. The IGCSE provides students with an excellent platform to move on to A level work in MFL. 10 MODERN LANGUAGES

18 MUSIC Mr F Murton Edexcel GCSE Music 2Mu01 music@wrekincollege.com This is not just an examination for musicians. GCSE Music has been designed to enable anyone who enjoys making music to succeed. There is a strong practical element involving both composition and performance. However, if you play an instrument to a reasonable standard then GCSE Music is a must as your performing skills will be a distinct help in achieving a high grade. There are three components that pupils undertake: Performing: Composing: Listening and appraising: Pupils are required to perform two pieces of music, one solo and one ensemble. Pupils work at various aspects of composition to produce two pieces, based on different areas of study. Many tasks will involve the use of the computers and the specialist music software, which we have in the department. Work for this part of the course will be finished by the end of the Lent term in Fifth Form (Year 11). This involves investigating and studying twelve pieces of music from throughout Europe and the world including popular music. It includes music as diverse as Jeff Buckley and Chopin, Bernstein s West Side Story, Handel s Messiah and Miles Davis. This is examined in June of Fifth Form (Year 11). All in all, this is an exciting course with a strong practical bias. Performing: Composing: Listening and appraising: Controlled assessment involves playing two pieces. The recording of these pieces is undertaken in controlled conditions (30% of total GCSE marks). Controlled assessment involves writing two pieces. The final write up of the compositions are under controlled conditions (30% of total GCSE marks). There is a one and a half hour listening exam, with eight questions based only on the music studied through the course, and a short essay question on one of the pieces (40% of total GCSE marks). MUSIC 11

19 PHYSICAL EDUCATION Mrs M N J Warner OCR GCSE Physical Education J586 physicaleducation@wrekincollege.com This popular and lively course provides an opportunity to deepen a pupil s knowledge of Physical Education by bringing a theory element to the subject. The course includes topics such as anatomy and physiology, psychology and sociology. Assessment for the GCSE course consists of four modules. This course provides a sound foundation for a number of careers, such as nursing, teaching, the police force and the armed forces. In addition GCSE Physical Education provides an important introduction to AS and A Level Physical Education, an essential course for many vocations within sport and fitness. Written Examination: The theoretical element of the course consists of two units: Unit B451: An introduction to Physical Education Unit B453: Developing knowledge in Physical Education The theoretical aspects of the course contribute towards forty per cent of the final GCSE Physical Education grade, each unit scoring twenty per cent. The topics covered include: Psychological aspects; motivation, feedback, decision making and goal setting. Physiological aspects; the skeletal and muscular systems, the long and short-term effects of exercise, types of training and principles of training, reducing risks and injuries. Sociological aspects; the effect of the media and sponsorship, government initiatives, levels, opportunities and reasons for participation in physical activity, key concepts and key processes in Physical Education, making informed choices about healthy active lifestyles. Each of the two units are assessed via a one hour written examination, consisting of fifteen marks for fifteen multiple choice questions and forty-five marks for short answer and extended response questions. There are sixty marks available for each paper. The examinations for units B451 and B453 are taken in the final term of the GCSE course. Practical Performance: The practical element of the course consists of two units - Unit B452: Practical Performance and Analysis 1 Unit B454: Practical Performance and Analysis 2 Candidates are assessed in a total of four different activities chosen from the activity profiles. Candidates are also expected to complete two pieces of coursework under controlled conditions focusing on analysing lifestyle and analysing performance. Both of the practical modules are marked out of sixty, with twenty marks available for each activity chosen and a further twenty marks for the controlled assessment pieces. Practical performance is worth a total of sixty per cent of the final GCSE Physical Education grade, each unit scoring thirty. Activity profiles: Invasion games; striking games; net, wall and target games; gymnastic activities; combat activities; dance activities; outdoor and adventurous activities; swimming activities. 12 PHYSICAL EDUCATION

20 Wrekin College Wellington Shropshire TF1 3BH Tel: Web: The Wrekin Old Hall Trust Ltd. Company Registration No Registered Office: Sutherland Road, Wellington, Shropshire TF1 3BH Registered Charity No: