Year 10 & 11 Options

Exam board: Pearson Edexcel GCSE

The study of Art & Design promotes and encourages the development of imagination, creativity and critical thinking. Students will work individually and together, developing ideas and exploring creative processes. Students will develop their use of sketchbooks to gather ideas that interest and inspire them, and refine these ideas into more resolved outcomes.
They will gain experience of working broadly across a range of disciplines within the design fields, learning about the building blocks of visual language, and covering work in the following areas:

•             Drawing and photography
•             Painting and printmaking
•             Textile and fashion design
•             Ceramics and sculpture
•             Graphic design
•             Contextual studies

The Art & Design GCSE comprises three projects spread across the two years. Each one is themed and students will be supported to produce a sketchbook of research and ideas, as well as a body of classwork for each. The themes are very much open to interpretation and the development of personal and individual imaginations will be promoted and  encouraged.

Assessment of work

Students are assessed across three projects, looking at four main criteria: the ability to research; the ability to develop design ideas from looking at the work of artists and designers; the ability to experiment with, review and refine their own work; and the realisation of ideas. Coursework related to the first two projects contributes 60% of the final assessment. The other 40% is for the final project. All work is marked internally and is externally moderated at the end
of the course, when an exhibition is mounted of every candidate’s work.

Exam: 0%

Coursework: 60%

Other controlled assessment: 40%

Further study

Completing a GCSE in Art is essential preparation for A levels in Art & Design and History of Art (Critical & Contextual Studies in Art). It is also good preparation for Photography A level.

Exam board: OCR GCSE

Classical Civilisation is a wide-ranging humanities subject, which explores the ancient world through original sources,  both literary and archaeological. All sources are studied in translation, so no knowledge of Latin or Greek is required. The course provides an excellent introduction to the classical world and its legacy. Students will study material from  ancient Greece and Rome, and other societies with which they came into contact.

Many learners come to Classical Civilisation due to a love of Greek mythology, and this forms a central part of the  GCSE. In the first year of the course, learners will study myths about the role of gods and heroes such as Hercules. They will also explore links between myth and the exercise of power, rituals surrounding death and burial, and festivals.

Other topics that run through the modules include gender, politics, and morality; these foster creative thinking and
encourage students to make comparisons between ancient and modern society. They also learn a range of skills, including the rigorous interpretation of written and material evidence, and analytical essay writing.

Assessment of work

Exam: 100%

Coursework: 0%

Other controlled assessment: 0%

Further study

Classical Civilisation can be continued at A level. A study of Classical Civilisation also complements further study of other humanities subjects such as English, History, Politics and Philosophy.

School Directed Course

The Creative Technology course offers a comprehensive exploration of digital innovation and design. This course combines technical knowledge with creative problem-solving, guiding students through the process of designing and
developing a functional game. Core topics include systems architecture, algorithms, and network security, ensuring a strong foundation in computational theory. Additionally, the course incorporates research into artificial intelligence and its ethical, cultural, and environmental implications, encouraging critical thinking about the role of technology in society.

Students will gain hands-on experience in creating innovative software and digital solutions. The programme dedicates 60% of its assessment to a game project, allowing participants to apply their skills to a complete development process — from initial concept to a fully realised product.

Beyond mechanics and interactivity, the course places a strong emphasis on image editing and visual design, enabling students to create compelling game assets and aesthetics. They’ll work with industry-standard tools to craft captivating visuals that enhance user experience and bring the game world to life.

By the end of the course, students will have developed the technical expertise, creative design skills, and ethical awareness needed for careers in the technology, creative and gaming industries. Additionally, it offers a glimpse into the mindset and approach required of a professional digital game designer. Through the programme, students will develop advanced technical expertise, building proficiency in industry-standard programming tools
and software.

The course covers three main areas of study:

Computational Theory will build a strong foundation in key computational principles, including:
• How computers are structured and how they process information;
• Key fundamental computing algorithms;
• The fundamentals of cybersecurity and strategies to protect systems;
• Investigate the ethical, legal, cultural, and environmental implications of emerging technologies such as artificial intelligence (AI);
• How digital innovation shapes society and the challenges in poses.

A Game Development Project allows students to bring their ideas to life by creating a fully functional game. This develops skills in:
• Creative Design: Students will design and create game graphics including sprites, backgrounds and menus
• Programming: Students will build and code the game using object-oriented programming languages, focusing on functionality, gameplay, and interactivity

Finally, students will discover the principles of Object-Oriented Programming and create functional software applications that demonstrate use and innovation.

Assessment of work

Computational Theory Exam (30%)

There will be a 1.5 hour exam in the second year of the course.

Game Development Project (60%)

A final project and supporting materials will be internally marked, with 30% of the overall mark awarded for creative design and 30% for programming.

Object-Oriented Programming (10%)

Students will create a functional mini program, like a calculator, to demonstrate their skills and understanding. This will be internally marked.

Further study

This course is designed to equip students with the skills and knowledge needed to transition smoothly to further study in the Sixth Form. Its structure aligns closely with the NEA component of the A level Computer Science syllabus.

Exam board: UAL

This course is aimed at students who have a passion for Drama and is shaped to get the maximum out of them as performers, production technicians and designers. The key qualities we look for are: enthusiasm, interest in theatre, and a ‘can do’ attitude. Students can approach this course as an actor, technician or a mixture of both.

Drama students will explore many aspects of performance and production, and develop as an artist, an academic
and a person. This course will enable students to develop resilience, responsibility, organisation, critical and creative thinking, teamwork, and professionalism. A variety of performance opportunities allow students to put their skills and technique into practice. Such projects include: From page to stage – bringing a text to life, devising, scripted performance, personal research project and presentation. All practical work is produced to the highest technical standard at King Alfred’s very own Phoenix Theatre. It is then internally marked and externally moderated.

Assessment of work

Practical assessments are carried out through a series of projects based on real industry scenarios and academic tasks.
Projects are accompanied by written work varying from essays and presentations to journals documenting student progress.

Qualification Structure

Controlled assessment: 100%

Further study

Students can go on to take A level Theatre Studies or the UAL Level 3 Extended Diploma in Performing Arts.

Exam board: Cambridge International Education IGCSE

The CIE IGCSE English Language qualification meets the needs of students of differing abilities and interests. Students
explore a variety of texts and develop their own writing. The syllabus encourages students to develop independent and critical thinking, engage with the richness of our language, and experiment with writing across a range of contexts and styles.
The course allows students to explore and engage critically with a variety of non-fiction texts. Underpinned by a skills-based approach, the emphasis is on building students’ confidence in developing and articulating a fresh, individual response to texts that is supported and justified. In addition to writing, speaking and listening skills are also assessed. Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways English can be used.

Assessment of work

2 Hour Exam Paper

Students answer three compulsory questions on three texts and write one piece of original non-fiction.

Coursework Portfolio

• Assignment 1: writing to discuss, argue and/or persuade in response to a text or texts
• Assignment 2: writing to describe
• Assignment 3: writing to narrate

Speaking and Listening Test

Compulsory 10-12 minute test compromised of individual talk and conversation which gives a separate pass/merit/
distinction certificate.

Exam: 50%

Coursework: 50%

Other controlled assessment: 0%

Further study

Students can go on to study A level English Literature.

Exam board: OCR GCSE

The OCR Literature qualification encourages an exploration of communication, culture and creativity through a range of poetry, drama and novels. The syllabus encourages students to develop independent and critical thinking, engage
with the richness of our language and literary heritage, and develop their ability to respond cogently to texts in their own writing.

Assessment of work

GCSE English Literature is made up of two units, each assessed by a two- hour exam. Unit 1 asks candidates to study one modern prose and one 19th-century prose text, whilst Unit 2 sees students study one thematically- linked poetry cluster and one Shakespeare play. There is an unseen element to each exam where candidates must compare one of the texts they have studied to a text or section of text which is new to them.

For illustrative purposes, this year’s Year 11 have studied the following texts: a selection of poetry on the theme of Love
and Relationships, A Christmas Carol OR Jekyll and Hyde, Macbeth, and Animal Farm.

Exam: 100%

Coursework: 0%

Other controlled assessment: 0%

Further study

Students can go on to study A level English Literature.

School Directed Course

This course offers an alternative to the GCSE Literature qualification. We have created a Literature syllabus that is
more closely aligned with our core values of knowledge and understanding of the world, independence and the transferable skills of creative thinking and communication.

Our overarching aim with this qualification is to instill in students a holistic appreciation of literature and its study, and with the ability to talk and write about texts in an assured and cogent manner.

Advantages of KAS Literature include:

1. The inclusion of a wide range of texts from far more varied cultures and time periods.
2. Providing far greater opportunities for students to make choices about their learning and assessment.
3. A movement away from final examinations as the sole method of assessment.
4. A movement towards varied modes of assessment including oral responses, recreative writing, traditional coursework and reading logs as well as final examination.

Sample course outline:

Year 10

Year 11

* The item of recreative writing will see the student respond by producing a piece of original written work based on a studied play.

** The item of recreative writing will see the student produce a piece of original writing based on studied text (500-1000 words). This work must be accompanied by a commentary (also 500-1000 words).

Assessment of work

Internal assessment: 100%

Further study

Students can go on to study A level English Literature.

Exam Board: OCR GCSE

By focusing on the major global issues likely to dominate our future sustainable use of the planet, Geography encourages students to think about their own place in the world, their values, their rights, and their responsibilities. Modern Geography attempts to provoke students into asking and coming up with answers to the big questions facing society. Topics students can expect to develop a well- informed opinion on include: climate change; hazard management; the disparities between rich and poor; the future of urban areas; sustainable management of global resources such as the Arctic and rainforest; the changing face of the 21st century UK.

Alongside the ability to think critically and creatively about the changing world, students will also develop fieldwork skills to allow them to investigate the theory learnt in class in the world around them. There are two field trips, one day trip and one residential, that explore the geography of contrasting places and environments.

Geography bridges the gap between the natural and social sciences. By developing an understanding of how physical and human systems operate and by considering why others’ views may differ from their own, the subject enables students to make sense of the world around them and encourages them to become active local and global citizens.
Employers and universities see Geography as a robust academic subject, rich in skills, knowledge and understanding. As a subject linking the arts and the sciences, it is highly flexible in terms of the subjects it can be combined with, both at GCSE and A level.

In terms of careers, Geographers can be found in every sector of the economy, working in corporations, local business, not-for profit organisations, academia, local and national government, and the media. Geography is part of the  academic group of English Baccalaureate GCSE subjects, and the Russell Group of universities have recognised it as one of their preferred ‘facilitating’ subjects, which support an application into a wide range of undergraduate courses.

Assessment of work

There are three exam papers at the end of the course: Our Natural World, People and Society, and Geographical Exploration.

Exam: 100%

Coursework: 0%

Other controlled assessment: 0%

Further study

Students can go on to study A level Geography.

School Directed Course

This five-term course is different from other GCSEs. It introduces students to the big socio-economic, environmental and ethical challenges facing the world, and allows them to develop their own informed responses. Students design and
implement social impact projects which align with their concerns. In line with one of the school’s primary objectives, they engage with external agencies to have an ‘impact on the world’. There is no exam. Instead, final outputs might take the form of an event, a film, podcast, a children’s book, a mini social enterprise, an awareness-raising campaign, or
something else. There is a strong emphasis on skills development, including: project management, research skills, presentation skills, and, collaboration. This is ‘real world’ learning.

To prepare students for the project elements of the course, there is formal learning about ethics, migration, human rights, inequality and poverty, sustainability, and peace and conflict. Students then select an area of particular interest, research it further with support, and develop their practical response.

Qualification Structure

Assessment of work

Students undertake two externally validated Higher Project Qualifications (HPQs), an individual project in Year 10, and a group project in Year 11. Each of these will address a ‘Global Challenge’ and propose a response to it. Each HPQ is equivalent to half a GCSE.

Further study

Global Challenges links to Geography, Politics, Economics and Sociology which students may want to take at A level.

Exam board: Pearson Edexcel GCSE

History GCSE at KAS equips students to understand crucial themes, stories and events that shaped our world. Students
learn to analyse and organise information, argue and explain their ideas, evaluate source material, and use evidence to
answer historical questions.

There are four main units of study:

• Migration to Britain from circa 800 – today. This is the story of how Britain has been shaped by and responded to human migrations, from Saxons and Vikings to the Windrush generation. This unit includes a depth study on the experiences of Caribbean migrants in Notting Hill in the 1950s and 1960s.
• The Cold War – How a conflict between two nuclear-armed superpowers dominated the second half of the twentieth century.
• Elizabethan England – Power, religion, society and culture in the Elizabethan age.
• Mao’s China – The dramatic and revolutionary impact that Mao’s rule had on the world’s most populous country.

The course provides an insight into contemporary debates in British history around colonialism and its legacy, and how our world has been shaped by global forces and powers.

Students who are inquisitive, and interested in understanding how our world was shaped by the past will thrive on this course.

In Year 10 we organise a trip to Berlin, to see a city at the epicentre of these events, and also take students out in London to see history on their doorsteps.

Assessment of work

There are three exams of between 1 hour 15 minutes and 1 hour 45 minutes in length. There is no coursework on the GCSE syllabus.

Exam: 100%

Coursework: 0%

Other controlled assessment: 0%

Further study

Students can go on to study History A level, and it is useful background for A levels in Politics, Economics and Sociology.

Exam board: OCR GCSE

Latin is all around us; it is the basis of much of our language and culture. Studying Latin helps enlarge and clarify  English vocabulary, grammar, and spelling. It is also invaluable when learning foreign languages – especially those directly derived from it, such as French, Spanish and Italian. It opens the door to much of the history, literature, and philosophy of the West, and is invaluable for an understanding of the Classical, Medieval and Renaissance periods in particular. Much contemporary art, film and writing derives from Greek and Roman history and myth. Latin at KAS is fun but challenging. As most students will not have had the opportunity to study Latin before, they will be guided through an intensive two-year course, culminating in the reading of two pieces of Latin literature in the original language. This is a programme that requires commitment, but one that offers great rewards.

Assessment of work

There are three components: Language, Prose Literature, and Verse Literature (set texts in the original Latin).

The Language paper is worth 50% of the GCSE and tests translation and comprehension skills as well as the understanding of the derivation of English words from Latin.

The Prose and Verse Literature papers are each worth 25% of the final mark. There is considerable choice of topics. Recent students have studied an extract from Apuleius’ The Golden Ass, about witches in Thessaly and extracts from Virgil’s Aeneid about the hero’s descent to the Underworld to meet his father. The examination tests linguistic understanding and literary appreciation, and students welcome the opportunity to study sources in the original language at such an early stage.

Exam: 100%

Coursework: 0%

Other controlled assessment: 0%

Further study

Students can go on to study A level Latin and/or A level Classical Civilisation.

Exam board: Pearson Edexcel GCSE

GCSE Mathematics at KAS is a three-year course and the students in Year 10 continue using the Pearson Edexcel GCSE (9-1) books that they started in Year 9. Currently in Year 9 all students are studying for the Higher level of entry, where they can achieve grades from 4-9.

The course encourages true understanding and mastery by putting mathematical questions into context to make the subject more relevant and accessible to students. Students will learn how to apply complex trigonometry, applications of probability, and how to recognise and interpret misleading statistics in the media.

Mathematics is a beautiful language that requires continued practice for fluency and enjoyment. Homework of 1 hour per week in Year 10 rising to 1.5 hours in Year 11 is expected. Parental guidance and encouragement are welcome and members of the Maths Department are always available to give specific help.

As in Years 7-9, students are encouraged to come to a ‘drop in’ Mathematics Clinic in the mornings
before school starts, for extra help when needed (these run each weekday from 8:05 – 8:55am).

Assessment of work

The examination involves three written question papers.

Exam: 100%

Coursework: 0%

Other controlled assessment: 0%

Further study

Students can go on to study A level Mathematics and/or A level Further Mathematics.

Exam board: Cambridge International Education IGCSE

Students can choose to study either French or Spanish or both.

In both French and Spanish, students work on all four skills: listening, speaking, reading and writing. The Department runs fortnightly debating clubs in both languages as well as drop in language support sessions.

In Spanish, Year 10 students are offered a chance to participate in our residential trip to San Sebastian in the Summer Term. Students are immersed in the language as they stay with Spanish families and attend school during the day.

In French, Year 11 students are offered a chance to participate in our residential trip to Lyon during the first week of October half term. Students are immersed in the language as they stay with French families and attend school during the day.

Assessment of work

Speaking is worth 25%. This will be a 8-10 minute oral examination in April or May of Year 11.
Listening is worth 25%. This will be examined in May or June of Year 11
Reading and writing is worth 50%. This will be examined in May or June of Year 11.

Exam: 100%

Coursework: 0%

Other controlled assessment: 0%

Further study

Students can go on to study A level French and A level Spanish.

Exam board: OCR GCSE

Music GCSE is an enjoyable and exciting way to consolidate and advance a thorough understanding of a wide range of musical styles and cultures. It is a creative course that is designed to suit all young musicians no matter how eclectic their taste.

GCSE Music students need skills on an instrument or voice (around Grade 5 level by the second year of the GCSE course) and an understanding of Music Theory (working towards Grade 3 prior to the start of the course). Any instrument and style of playing is acceptable. Students must take instrumental and vocal lessons, in or out of school,
and be willing to attend Music Theory sessions to supplement the work done in class and develop the skills necessary to access the course content.

Unit 1: Listening and Appraising (40%)
•             1 hour 30 minute Exam Paper with listening exercises using excerpts of music.

Unit 2: Performing (30%)
•             Performance 1: Solo performance (15%)
•             Performance 2: Ensemble performance (15%)

Unit 3: Composing Music (30%)
•             Composition 1: Composition to a brief (15%)
•             Composition 2: Free Composition (15%)

Candidates are required to contribute to some of the many extra-curricular musical activities in the school. This is a direct and enjoyable way to polish musical skills and broaden musical experience, as well as being a requirement of the exam.

Assessment of work

Students are assessed verbally throughout the GCSE course when both the teacher and their peers give feedback and positive criticism of their performances or compositions. The compositions are completed in lesson time under informal controlled assessment.

The Listening and Appraising exam is the final summative assessment at the end of Year 11. Students work towards this exam by completing practice exercises that are marked together and the answers reflected upon by the group.

Students regularly perform at school concerts to further develop their performing skills and to build their confidence.

Compositions are performed, annotated and recorded throughout the course as a record of progress made. Again, students are given feedback that is taken from the Assessment Guide developed by the exam board.

Exam: 40%

Coursework: 60%

Other controlled assessment: 0%

Further study

Students can go on to study A level Music and/or UAL Level 3 Diploma in Music Performance and Production.

Exam board: Eduqas / WJEC GCSE

In GCSE, the specification used is Art & Design (Photography). It emphasises the importance of photography as an art
form as well as a way to communicate ideas.

Development of ideas through sustained research and individual work is the most important aspect of the course.
Candidates are encouraged to understand the potential of photography through experimenting widely and creatively with the equipment, process and ideas they have available to them, which include:

• Analogue photography and work in the school darkroom;
• Experimental processes such as pinhole photography, cyanotypes and image transfer printing;
• Digital photography and the use of digital software such as Adobe Photoshop, Adobe Bridge and Adobe Lightroom;
• Making moving film and editing software such as Adobe Premier Pro;
• Designing and making self-published magazines to present their photographs and using software such as InDesign.

The course will also introduce students to aspects of photographic and art history, as well as looking at contemporary photography through gallery visits and trips to museums. The work we do in the school is also complemented with work carried out on school trips and on location.

Students may choose to work in many areas of the subject area, including: photo- journalism, fashion, portraiture, illustration, documentation, landscape and cityscape.

All students must provide their own DSLR (Digital Single Lens Reflex) camera in good working order, and a tripod is very useful. The Photography Department can advise students what to buy if necessary.

Assessment of work

The GCSE examination consists of a coursework portfolio (60% of the final mark), comprising several projects looked at together as a group, and externally set assignments (40% of the final mark). Work is documented in work journals and a portfolio. All work is internally marked and moderated by the exam board.

Exam: 0%

Coursework: 60%

Other controlled assessment: 40%

Further study

Students can go on to study A level Photography.

Exam board: OCR GCSE

GCSE specification in Physical Education will equip students with the knowledge, understanding, skills and values to
develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being. The content of OCR’s GCSE in Physical Education is divided into three components:

Component 1: Physical factors affecting performance
Students explore how parts of the human body function during physical activity and the physiological adaptations that can occur due to diet and training. They also develop skills in data analysis, and an understanding of the principles of training, why we train in different ways and how training plans can be made to optimise results.

Component 2: Socio-cultural issues and sports psychology
Students develop their knowledge of the social, cultural and psychological influences on levels of participation in sport,
and also how sport impacts on society more broadly.
This includes the individual benefits to health, fitness and well-being of participating in physical activity, as well as the influences of commercialisation, sponsorship and the media.

Component 3: Performance in physical education

Students are assessed in performing three practical activities and one performance analysis task. In the practical  performance, students are assessed in at least one individual and one team sport, with the third being a choice of either. They can be assessed in ‘onsite’ or ‘offsite’ sports. Onsite sports are those which can take place at school e.g. football, badminton, netball, table tennis, trampolining, handball and more. Offsite sports are those which require specialist locations or equipment e.g. skiing, amateur boxing, equestrian and more.

Students are required to demonstrate effective performance, the use of tactics and techniques, and the ability to  observe rules and conventions under applied conditions. They are assessed on their physical attributes, range of skills shown, quality of skills executed, and their decision making in competitive scenarios. They are also required to
demonstrate their ability to analyse and evaluate their own performance to produce an action plan for improvement. Students are also encouraged to lead their own warm-ups and prepare skill-based drills to improve their coaching.

Assessment of work

There are two exams assessing taught content in component 1 and component 2. Component 3 is the non- exam assessment (NEA), contributing 40% of the GCSE.

Exam: 60%

Coursework: 10%

Practical: 30%

Further study

This course will prepare
learners for the further study of PE or sports science courses, as well as other related subject
areas such as Psychology, Sociology and Biology.

Exam board: Pearson Edexcel IGCSE

Students follow the Pearson Edexcel IGCSE course in Science (Double Award) in Year 9. In Year 10 they can choose to either continue with this Double Award course or study science as separate subjects: Biology, Chemistry and Physics (Triple Award). Choosing to study Biology, Chemistry and Physics as separate subjects requires extra time as there is more content, and consequently it will take up one of the six non-compulsory options.

The Science course (Double Award) is built up of content taken from Biology, Chemistry and Physics, and students
will attain a qualification in Science worth two IGCSEs. If students choose to study Biology, Chemistry and Physics as separate subjects then they will obtain three IGCSEs.

There is no coursework for any of the routes, but students will complete several core practicals which are designed to develop a wide range of practical skills, assessed in the examination papers.

All three courses help to develop transferable skills valued by universities and employers, and also to broaden and deepen students’ analytical, logic, and maths skills.

Assessment of work

A summary of the two courses is shown opposite. For the Double Award, students take three examinations, one in each subject. For the Triple Award, students take two examinations in each of the three subjects.

Exam: 100%

Coursework: 0%

Other controlled assessments: 0%

Further study

Students can go on to study A levels in Biology, Chemistry and Physics from the Double or Triple courses.

Exam board: Eduqas / WJEC GCSE

This course allows students to explore a wide range of creative and technical skills, focusing on the design, prototyping, modelling and creation of functional and aesthetic consumer products, objects, and environments.

Over the course of two years, we introduce students to a range of materials and techniques, and encourage them to experiment. In their projects, students are given freedom to focus on areas of design they are most passionate about, such as product design, furniture design or sculpture. They also explore digital tools such as CAD software to develop prototypes and refine their ideas.

Our rewarding and immersive programme of study broadens students’ experience, develops imagination and technical skills, fosters creativity, and promotes personal and social development. The course also promotes critical thinking, problem solving, and innovation, providing a strong foundation for further study in design.

Assessment of work

Unit 1 – Portfolio (60%)
Students undertake a personal project based on internally set themes and with a series of assessment objectives. They will document their project in a practical portfolio that will be assessed internally before being externally moderated.

Unit 2 – Externally Set Assignment (40%)
This unit consists of two parts:

• Preparatory study period – students chose from a variety of assignments set by the exam board and spend time developing responses to the brief in the form of practical, critical and contextual preparatory work.
• Controlled assessment – students have 10 hours of supervised time in the Design Technology workshop to create a final piece based on the ideas they’ve worked on during the preparatory period. Students will then present their project (including preparatory work) for evaluation by the school before it is moderated externally.

Further study

Students can go on to study Three Dimensional Design (Art & Design) at A level.