Teacher Assessed Grades 2021 Year 11 - Coloma Convent ...
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Teacher Assessed Grades
2021
Year 11
Contents Teacher Assessed Grades ......................................................................................................................................... 2 Introduction ................................................................................................................................................................. 3 Timeline......................................................................................................................................................................... 3 Art .................................................................................................................................................................................. 5 Biology ........................................................................................................................................................................... 6 Business ........................................................................................................................................................................ 8 Chemistry ................................................................................................................................................................... 12 Computer Science .................................................................................................................................................... 14 Design and Technology............................................................................................................................................ 16 Drama .......................................................................................................................................................................... 18 English Language ........................................................................................................................................................ 19 English Literature ...................................................................................................................................................... 20 Food Preparation & Nutrition................................................................................................................................ 21 French .......................................................................................................................................................................... 23 Geography .................................................................................................................................................................. 24 German ....................................................................................................................................................................... 26 History......................................................................................................................................................................... 27 Mathematics (Higher) ............................................................................................................................................... 29 Mathematics (Foundation)....................................................................................................................................... 31 Music ............................................................................................................................................................................ 33 Physical Education ..................................................................................................................................................... 35 Physics ......................................................................................................................................................................... 37 Religious Studies ........................................................................................................................................................ 39 Science Combined Trilogy (Higher) ..................................................................................................................... 41 Science Combined Trilogy (Foundation) ............................................................................................................. 44 Spanish ......................................................................................................................................................................... 47 Results Day ................................................................................................................................................................. 48
Introduction
Dear Parents and Students,
In response to the disruption to education, due to the Covid-19 pandemic, the government decided
that there would be no GCSE or A-level examinations in summer 2021. Following a consultation
process it was concluded that schools were best placed to judge the performance of their students and
as such exam boards will award grades based on teacher assessment this summer. Students and parents
will no doubt have been anxious about this process and how it will affect their grades and progression
into further and higher education. Unfortunately, the Department for Education, Ofqual and the exam
boards have been slow in releasing guidance about the process and this has heightened concern.
In determining the process by which the school will assess students and to ensure the credibility of the
grades awarded by the exam boards it is our overriding aim that;
the grades awarded are an accurate reflection of a student’s current performance
all students have an equal opportunity to perform at their highest standard
no student will be disadvantaged in any way by the evidence selected for assessment
Each teacher assessed grade will be a professional judgement, balanced on different sources of evidence
and data. Students will be notified in advance of the evidence that each subject intends to use in making
these judgements. The primary evidence will be based on short tests and non-examination assessment
(NEA) for those subjects to which it applies. These tests will take place between 4th – 28th May
(inclusive).
These tests will be an objective method of determining the subject knowledge, skills and abilities that a
student would normally gain by studying the full course and hence will produce reliable evidence for
the exam boards. The tests will only cover specific topics from within each subject specification and will
only include topics that have been taught in the classroom.
This booklet outlines the topics and skills that will be assessed by these tests so that students are able
to direct their studies and seek support from their teachers where necessary. An alternate timetable
will run during this period and it may be the case that students will be expected to study at home at
certain times. Further details on specific dates and times of tests will be sent in due course.
We are expecting further guidance from Ofqual at the end of this month along with support materials
from the exam boards. The latest information from the DfE is that these support materials will be
available to schools from the end of March and the general public after the Easter holiday.
Following the assessment period, a detailed grading process will be carried out by each department.
This will be subject to rigorous multi-layered internal and external quality assurance procedures to
ensure that the final grades issued by the exam boards meet the aims set out at the start of this letter.
It is essential that staff are not approached by students or parents on the matter of the grading process.
Such actions could be seen by Ofqual as an attempt to interfere with the grading process and may lead
to a malpractice investigation and potentially a change in the grades awarded.
We recognise the concerns of all students and parents surrounding the implementation of teacher
assessed grades and we will endeavour to keep you regularly updated throughout the whole process.
Yours sincerely
Mrs A Stott
Deputy Headteacher
Timeline
What’s happening and when?
Teacher assessments will replace exams in summer 2021. This applies to assessments for GCSEs and
A-levels, as well as some vocational and technical qualifications (VTQs).
What's the timeline?
End of March – exam boards will release optional assessment materials on all subjects
(except art and design)
May 4th – 28th Students will be assessed in their various subjects
Before 18th June – Teachers will mark and moderate tests and consider additional evidence
before deciding on a Teacher Assessed Grade. There will also be a period of internal quality
assurance
18th June - deadline for the school to submit student results to exam boards
June and July - exam boards will conduct external quality assurance by checking evidence
for a sample of schools and subjects. It'll also follow up on any concerns it has about schools'
internal quality assurance processes
10th August - A-level and Level 3 BTEC results day
12th August - GCSE results day
After results are released – there will be a window for students to appeal if they think their
grade is incorrect.
Art Teacher Assessed Grades in Art will be based on the coursework they have submitted over the last two years. There is no art examination this year, 100% of the student’s mark will be based on the students’ coursework submission. Students’ best work will be compiled into a Digital portfolio of evidence which will be presented as a PowerPoint, this will be submitted for marking to the Art Department by 6th May. A selection of the students’ portfolios will then be submitted to Edxecel for external moderation as it would be normally. From the beginning of Year 10 students at Coloma complete three units of coursework, all of which address the four Assessment Objectives (AO’s). This ensures that students’ have a complete body of work that shows progression in skill and ability while addressing all assessment objectives. Students have completed two of these units and are currently working on the third which should be completed and submitted by 6THMay The areas that students will be assessed on are: AO1- Develop ideas through investigations, demonstrating critical understanding of sources. AO2 –Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. AO3- Record ideas, observations and insights relevant to intentions as work progresses. AO4- Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Biology
Teacher Assessed Grades for Biology will include evidence from two equally weighted
tests.
Test 1: Duration: 45 mins
Total mark: 45
Test 2: Duration: 45 mins
Total mark: 45
Both tests have 50% weighting. All content from the AQA GCSE Biology textbook/Kerboodle:
Test 1 Content & Structure:
B1.1 World of microscopes B3.5 Factors affecting enzyme action
B1.3 Eukaryotic and prokaryotic cells B3.6 How the digestive system works
B1.4 Specialisation in animal cells B3.7 Making digestion efficient
B1.5 Specialisation in plant cells B4.6 Tissues and organs in plants
B1.6 Diffusion B4.7 Transport systems in plants
B1.7 Osmosis B4.8 Evaporation and transpiration
B1.8 Osmosis in plants B4.9 Factors affecting transpiration
B1.9 Active transport B5.2 Pathogens and disease
B1.10 Exchanging materials B5.9 Human defence responses
B2.1 Cell division B5.10 More about plant diseases
B3.1 Tissues and organs B5.11 Plant defence responses
B3.3 The chemistry of food B6.1 Vaccination
B3.4 Catalysts and enzymes B6.2 Antibiotics and painkillers
B6.4 Developing drugs
Question types Skills Assessed
Multiple choice, structured, closed Demonstrate knowledge and
short answer and open response. understanding of: scientific ideas;
scientific techniques and procedures.
Apply knowledge and understanding
of: scientific ideas; scientific enquiry,
techniques and procedures
Analyse information and ideas to:
interpret and evaluate; make
judgments and draw conclusions;
develop and improve experimental
procedures.
Test 2 Content & Structure:
B8.1 Photosynthesis B13.10 Screening for genetic disorders
B8.2 The rate of photosynthesis B14.1 Variation
B8.3 How plants use glucose B14.2 Evolution by natural selection
B8.4 Making the most of photosynthesis B14.5 Cloning
B13.1 Types of reproduction B14.6 Adult cell cloning
B13.2 Cell division in sexual reproduction B16.3 Distribution and abundance
B13.3 The best of both worlds B16.4 Competition in animals
B13.7 Inheritance in action B16.5 Competition in plants
B13.8 More about genetics B16.7 Adaptation in animals
B13.9 Inherited disorders B16.8 Adaptation in plants
Question types Skills Assessed
Multiple choice, structured, closed short Demonstrate knowledge and
answer and open response. understanding of: scientific ideas;
scientific techniques and
procedures.
Apply knowledge and
understanding of: scientific ideas;
scientific enquiry, techniques and
procedures
Analyse information and ideas to:
interpret and evaluate; make
judgments and draw conclusions;
develop and improve experimental
procedures.Business GCSE
Teacher Assessed Grades for Business will include evidence from two equally weighted
tests.
There will be two assessments which will last for 40 minutes each. Each assessment has a 50%
weighting. For each assessment, you will be given:
5 multiple choice questions
1 three mark question
1 four mark question
1 six mark question
1 nine mark question
Total marks: 27
GCSE Business Assessment 2021 Revision List
Test Content:
You must focus your revision on the key areas below:
3.1.2 Business ownership Understand the different legal structures that Test 1 &
Sole traders businesses adopt Test 2
Partnerships Analyse the benefits and drawbacks of each legal
Private Limited Companies structure
Public Limited Companies Understand the concept of limited liability
Not for Profit organisations Evaluate which legal structure would be most
appropriate for a variety of business examples
3.1.7 Expanding a business Understand the benefits of growth in terms of unit Test 1 &
Economies and costs advantages due to economies of scale and Test 2
diseconomies of scale drawbacks of growth due to diseconomies of scale.
Understand the meaning of purchasing and technical
economies of scale.
Calculate and interpret average unit costs.
3.2.3 The economic climate Students should be able to demonstrate and Test 1 &
on businesses understand how businesses might be affected by Test 2
changes in the rate of interest.
How fluctuating interest
rates can affect businesses Students should be able to Identify how and why
that rely on overdrafts and businesses might be affected by changes in levels of
loans for finance. employment.
How fluctuating interest
rates can affect consumer Students should be able to discuss how demand for
and business spending. products and services may change as incomes
fluctuate.
Level of employment
Consumer spending
3.2.6 Competitive Understand the risks the business face and the reasons Test 1 &
environment why all businesses face uncertainty. Test 2
Uncertainty and risks
businesses face3.3.1 Production processes Be familiar with job and flow production methods and Test 1
Methods of production understand when each is appropriate.
Job
Flow
Efficiency in production How production might be made more efficient by the Test 1
Lean production use of lean production techniques
Just in time (JIT)
3.3.2 The role of Evaluate the use of managing stock using JIT to a given Test 1
procurement business.
Managing stock The benefits of reduced costs must be balanced
Just in time against the cost of more frequent deliveries and lost
Just in case purchasing economies of scale.
The benefits of having spare stock to satisfy demand
balanced against the cost of holding buffer stock.
3.3.4 Good customer Understand the sales process. Test 1
service
Methods of good service:
Product knowledge
Customer engagement (creating a positive
experience for the customer)
Post sales service (e.g. user training, help lines,
servicing).
Benefits of good customer service including:
Increase in customer satisfaction
Customer loyalty
Increased spend
Profitability
Dangers of poor customer service including:
Dissatisfied customers
Poor reputation via word of mouth
Reduction in revenue
3.4.1 Organisational Understand Internal organisational structures, span of Test 1
structures control, chain of command, delayering and delegation.
Centralisation and
decentralisation Understand why businesses have internal
organisational structures, including an understanding of
different job roles and responsibilities throughout the
business.
The impact that having a tall or flat organisational
structure has on how business is managed.
How organisational structure may affect the different
ways of communication.3.4.2 Recruitment and Understand the difference between internal and Test 1
selection of employees external recruitment and the benefits and drawbacks
of each approach.
The need for recruitment
and selection of employees Outline the main stages in the recruitment and
selection process, including an understanding of job
analysis, job description, person specification and
selection methods.
Analyse the benefits of having an effective recruitment
and selection process for a business including high
productivity, high quality output or customer service
and staff retention.
3.4.4 Training Explain the benefits of training employees for a Test 1
business, including increased productivity, ability to
Importance of training the deal with changes in technology, increased motivation,
workforce staff retention, production of higher quality goods and
good customer service.
Types of training undertaken
by businesses Understand the methods of training undertaken by
businesses including induction training, on-the-job
training, and off-the-job training.
Explain the benefits of induction training.
Analyse the benefits and drawbacks of on-the-job and
off-the-job training and evaluate which would be the
most appropriate method for a variety of businesses.
3.5.3 The purpose and Understand why businesses conduct market research, Test 2
methods of market research such as to identify market opportunities and to get a
Purpose of market research better insight into their customers and competitors.
Collect information about:
Demand
Competition
Target market
Methods of market research Understand the difference between qualitative and Test 2
to include primary and quantitative market research.
secondary:
Questionnaires Identify the benefits and drawbacks for various market
Surveys research techniques and select the best method for a
Interviews given business.
Focus groups
Internet research
Printed press e.g.
newspapers
3.5.4 The elements of the Understanding of the main features of pricing methods Test 2
marketing mix and the impact they will have on a business including:
Price skimming
Price penetration
Competitive pricing
Loss leader
Cost-plusProduct portfolio Understand how and why businesses might broaden Test 2
and balance their product portfolio using the Boston
matrix.
Be able to identify and explain the full categories of the
Boston matrix.
3.6.2 Cash flow Understand the consequences of cash flow problems Test 2
Importance of cash to and the effect of a positive cash flow
businesses
Interpreting cash flow Understand how and why cash flow forecasts are
forecasts constructed.
Difference between cash and
profit Complete and interpret sections of a cashflow forecast
(this includes an understanding of cash inflows, net
cash flow and the opening and closing balance.
Students are not expected to be able to construct an
entire cash flow forecast).
Evaluate possible solutions to cash flow problems,
including re-scheduling payment overdrafts, reducing
cash inflow, increasing cash inflow and finding new
sources of finance.
3.6.3 Financial terms and Understand the difference between variable costs, Test 2
calculations fixed costs and total costs.
Basic financial terms
Basic financial calculations Understand the concept of revenue, costs, profits and
Break-even loss.
Be able to calculate revenue, total costs, profit/loss.
Understand the meaning of the term break-even
output and interpret break-even charts.
Identify the break-even level of output and margin of
safety from a break-even chart.
Evaluate the use of using break-even analysis to a
business.Chemistry
Teacher Assessed Grades for Chemistry will include evidence from two equally weighted
tests.
Test 1: Duration: 45 mins
Total mark: 45
Test 2: Duration: 45mins
Total mark: 45
Test Content:
Test 1 Content: Test 2 Content:
C1 Atomic structure C3 Structure and bonding
C1.2 Chemical equations C3.1 States of matter
C1.6 Structure of the atom C3.2 Atoms in ions
C1.7 Ions, atoms, and isotopes C3.3 Ionic bonding
C1.8 Electronic structures C3.4 Giant ionic structures
C4 Chemical calculations C3.5 Covalent bonding
C4.1 Relative masses and moles C3.6 Simple molecules
C4.2 Equations and calculations C3.7 Giant covalent structures
C4.3 From masses to balanced equations C3.8 Fullerenes and graphene
C4.4 Yield of a chemical reaction C3.9 Bonding in metals
C4.5 Atom economy C3.10 Giant metallic structures
C4.6 Expressing concentrations C3.11 Nanoparticles
C4.7 Titrations C3.12 Applications of nanoparticles
C4.8 Titration calculations C8 Rates and equilibrium
C4.9 Volumes of gases C8.1 Rate of reaction
C7 Energy changes C8.2 Collision theory and surface area
C7.1 Exothermic and endothermic reactions C8.3 The effect of temperature
C7.2 Using energy transfers from reactions C8.4 The effect of concentration or pressure
C7.3 Reaction profiles C8.5 The effect of catalysts
C9 Crude oil and fuels
C9.1 Hydrocarbons
C9.2 Fractional distillation of oil
C9.3 Burning hydrocarbon fuels
C9.4 Cracking hydrocarbons
C10 Organic reactions
C10.1 Reactions of the alkenesTest Structure:
Question types Skills Assessed
Multiple choice, structured, closed short Demonstrate knowledge and
answer and open response. understanding of: scientific ideas;
scientific techniques and procedures.
Apply knowledge and understanding of:
scientific ideas; scientific enquiry,
techniques and procedures
Analyse information and ideas to:
interpret and evaluate; make judgments
and draw conclusions; develop and
improve experimental procedures.Computer Science
Teacher Assessed Grades in Computer Science will include evidence from two equally
weighted tests.
Test 1 – Duration: 35 mins Test 2 – Duration: 35 mins
Total mark: 25 Total mark: 25
All content from the GCSE Computer Science Specification J276/01
Test 1
Content
1.1 Systems Architecture
a. The purpose of the CPU.
b. Von Neumann Architecture:
o MAR (Memory Address Register)
o MDR (Memory Data Register)
o Program Counter
o Accumulator
c. Common CPU Components and their function:
o ALU (Arithmetic Logic Unit)
o CU (Control Unit)
o Cache
d. The function of the CPU as fetch and execute instructions stored in memory
e. How common characteristics of CPUs affect their performance:
o Clock speed
o Cache size
o Number of cores
f. Embedded systems:
o Purpose of embedded systems
o Examples of embedded systems
1.4 Wired and wireless networks
a. Types of networks:
o LAN (Local Area Network)
o WAN (Wide Area Network)
b. Factors that affect the performance of networks
c. The different roles of computers in a client-server and peer-to-peer network
d. The hardware needed to connect stand-alone computers into a Local Area Network:
o Wireless Access Points
o Routers/Switches
o NIC (Network Interface Controller/Card)
o Transmission media
e. The internet as a worldwide collection of computer networks:
o DNS (Domain Name Server)
o Hosting
o The Cloud
f. The concept of virtual networksTest 2
Content
2.2 Programming Techniques
a. The use of variables, constants, operators, inputs, outputs and assignments
b. The use of the three basic programming constructs used to control the flow of a
program:
o Sequence
o Selection
o Iteration (count and condition controlled loops)
c. The use of basic string manipulation
d. The use of basic file handling operations:
o Open
o Read
o Write
o Close
e. The use of records to store data
f. The use of SQL to search for data
g. The use of arrays (or equivalent) when solving problems, including both one and two
dimensional arrays
h. How to use sub programs (functions and parameters) to produce structured code
i. The use of data types:
o Integer
o Real
o Boolean
o Character and string
o Casting
j. The common arithmetic operators
k. The common Boolean operatorsDesign and Technology
Teacher Assessed Grades for Design & Technology will include evidence from two equally
weighted tests and a non-examined component (NEA).
Test 1 – Duration: 35 mins Test 2 – Duration: 35 mins
Total mark: 30 Total mark: 33
Mark Allocation
Test 1 25%
Test 2 25%
NEA 50%
Content from the AQA Design Technology GCSE Specification
Test 1 Content:
3.1.1 - Sustainability 3.1.4 - Systems approach to designing
3.1.1 - Environment 3.1.5 - Mechanical devices
3.1.1 - How the critical evaluation of new 3.1.6.1 - Paper and boards
and emerging technologies informs - Natural and manufactured timbers
design decisions - Polymers
3.1.2 - Fossil fuels 3.2.8 - Specialist techniques and processes
3.1.2 - Renewable energy 3.3 - Designing and making principles:
3.1.2 - Batteries Quality control
Test 1 Structure:
Question Types: Skills Assessed
7 x 1 mark: multiple choice Knowledge
3 x 2 mark Costing
Knowledge of properties of materials
Knowledge of industrial practice
1 x 3 mark: Knowledge of forces
1 x 6 mark: Describe and identify Knowledge of equipment and processes
1 x 8 mark: Analyse and evaluate Research and analysis of environmental issues relating
to the subjectTest 2 Content:
3.1.1 - New and emerging technologies: 3.2.9 - Surface treatments and finishes
Culture 3.3 - Designing and making principles
Society 3.3.4 - Design strategies
3.1.3.2 - Material properties 3.3.5 - Communication of design ideas
3.2.1 - Selection of materials and
composites
Test 2 Structure:
Question Types: Skills Assessed
1 x 2 marks Maths: Calculation
4 x 3 marks Maths: Calculation
Knowledge: Surface finishes
Prototyping
2 x 4 marks (analyse and evaluate) Knowledge: Specifications and suitability
Inclusion and safety
1 x 5 marks Communication of design ideas
1 x 6 marks (discuss and suggest) Knowledge and researchDrama
Teacher Assessed Grades for Drama will include evidence from one test and two non-
examined components (NEA).
Test 1 – Duration: 35 mins
Total mark: 20
NEA 1 – Devising Drama (Devised NEA 2 – Texts in Practice (Scripted
Monologue + Devising Log Monologue)
Mark Allocation/weighting
Test 1 40%
NEA - Devising Drama 40%
NEA - Texts in Practice 20%
Test 1 Content: from the AQA GCSE Drama Specification
Component 1: Understanding Drama – Set Text
3.1.1. Knowledge and Understanding
Characteristics of performance text and dramatic work.
• genre • the creation of mood and atmosphere
• structure • the development of pace and rhythm
• character • dramatic climax
• form • stage directions
• style • the practical demands of the text.
• language • the social, cultural and historical context in
• sub-text which the performance text is set
• character motivation and interaction
Test 1 Structure:
Question Type Skills Assessed
One essay style question from a choice Knowledge of the set text.
of two based on an extract from the Understanding and practical application of acting
set text BLOOD BROTHERS. OR design skill relating to the extract and to the
play as a whole.
Acting – Performing a role Understanding of performance skills: -
vocal and physical interpretation of character
• use of performance space and spatial
relationships on stage
• relationships - performers and audience
Design – Technical skill to support Understanding of one technical skill: -
performance • the design of set and props
• the design of costume including hair and makeupEnglish Language
Teacher Assessed Grades for English Language will include evidence from two equally
weighted tests.
Test 1 – will be based on Reading Paper 1 and will consist of:
One 4 mark question information retrieval Q1
One 8 mark question analysis of language Q2
One 8 mark question analysis of structure Q3
One 20 mark question all skills evaluation Q4
Example paper https://filestore.aqa.org.uk/sample-papers-and-mark-schemes/2017/june/AQA-87001-
QP-JUN17.PDF
Total mark: 40 Duration: 1 hour
Test 2 – will be based on Writing Paper 1 and will consist of:
One extended writing question Q5
(24 marks for content, 16 marks for technical accuracy)
You will have a choice of a descriptive or narrative option
Total marks: 40 Duration: 45 minutesEnglish Literature Teacher Assessed Grades for English Literature will include evidence from two equally weighted tests. Tests in English Literature will be based on Literature Paper 1 Shakespeare and the 19th Century novel See example https://filestore.aqa.org.uk/sample-papers-and-mark-schemes/2018/june/AQA- 87021-QP-JUN18.PDF Test 1 – will be based on Macbeth and will consist of an extract related to Lady Macbeth Total marks: 30 Duration: 35 minutes Test 2 – will be on your 19th Century novel Total marks: 30 Duration: 35 minutes
Food Preparation & Nutrition
Teacher Assessed Grades for Food Preparation & Nutrition will include evidence from
two equally weighted tests and a non-examined component (NEA).
Test 1 – Duration: 35 mins Test 2 – Duration: 35 mins
Total mark: 30 Total mark: 20
Mark Allocation
Test 1 25%
Test 2 25%
NEA 50%
Content from the AQA GCSE Food Preparation and Nutrition specification
Test 1 Content:
3.2.1.1 - Protein 3.3.2.3 - Fats and Oils: Emulsification &
3.2.1.3 - Carbohydrates aeration
3.2.2.1 - Vitamins 3.3.2.5 - Raising agents: Mechanical
3.3.1.2 - Selecting appropriate cooking 3.5.1.3 - Food labelling
methods 3.5.3 - Sensory evaluation
3.3.2.1 - Carbohydrates: Dry methods 3.6.1.2 - Food and the environment: Organic
3.2.2.3 - Water food.
3.3.1.1 - Why food is cooked: How heat is 3.6.1.2 - Food and the environment: Food
transferred to food waste
3.3.2.1 - Proteins: Coagulation and 3.6.1.3 - Sustainability of food
denaturation
Test 1 Structure:
Question Types: Skills Assessed
10 x 1 mark: multiple choice Knowledge.
1 x 3 mark Knowledge of hydration and function of water in
the diet.
3 x 4 mark: Describe, suggest & Evaluation and application of results in industry
explain Research and analysis of ecological and
environmental conditions
Research and discuss environmental impact and
sustainability of food.
1 x 5 mark: Describe Knowledge: Functional and chemical properties of
foodTest 2 Content:
3.2.3.4 - Diet, nutrition and health: Diabetes
3.5.1.1 - Factors which influence food choice
3.6.1.1 - Food sources: Organic and conventional farming
Test 2 Structure:
Question Types: Open ended questions Skills Assessed
1 x 8 marks (analyse and evaluate) Knowledge: How diet can affect health and
how nutritional needs change in relation to
health risks.
2 x 6 marks (discuss and suggest) Knowledge and research: Explain, justify and
suggest cost and income in relation to food
choice.
Research and comparing lifestyle choices.French
Teacher Assessed Grades in French will include evidence from two equally weighted
tests.
Test 1: Reading Paper Duration: 50 mins
Test 2: Writing Paper Duration: 50 mins
Test Content:
Speciation sub-themes to be covered for French GCSE
Family
Free time
Healthy and Unhealthy Eating + Charity work
School
Reading Paper Variety of reading exercises – multiple choice, answering in target
50 mins language and English (38%)
50% +
Translation into English (12%)
Writing Paper Writing of 1 essay of at least 90 words responding to 4 bullet points.
50 mins A more developed response of at least 150 words is likely to attract
50% higher marks. Choice of 3 essay tasks. (32%)
+
Translation of certain sentences (with grammatical features) from
English into the target language. (18%)Geography
Teacher Assessed Grades for Geography will include evidence from two equally weighted
tests.
Test 1 – Duration: 45 mins Test 2 – Duration: 45 mins
Total mark: 40 Total mark: 40
All content from the AQA Geography GCSE Specification
Test 1 Content:
3.1.1 Section A: The challenge of natural hazards
3.1.1.1 Natural hazards 3.1.2.3 Hot deserts
3.1.1.2 Tectonic hazards 3.1.3 Section C: Physical landscapes in the
3.1.2 Section B: The living world UK
3.1.2.1 Ecosystems 3.1.3.2 Coastal landscapes in the UK
3.1.2.2 Tropical rainforests
Test 1 Structure:
Question Types Skills Assessed
1 x 1 mark A03
1x 2 mark AO3
3 x multiple choice A03, A04
1 x 4 mark A01, A02
2 x 6 marks A02, A03
2 x 9 mark A01, A02, A03
Test 2 Content:
3.2 Challenges in the human environment 3.2.3 Section C: The challenge of resource
3.2.1 Section A: Urban issues and challenges management
3.2.3.1 Resource management
3.2.3.3 Water
Test 2 Structure:
Question Types Skills Assessed
2 x 1 mark A01
1 x 2 mark A01, A02
3 x multiple choice A04
1 x 3 mark A02
3 x 6 mark A01, A02, A03 & A02, A04 & A01, A02
1 x 9 mark (+ 3 SPaG) A01, A02, A03ASSESSMENT OBJECTIVES AO1: Demonstrate knowledge of locations, places, processes, environments and different scales AO2: Demonstrate geographical understanding of: concepts and how they are used in relation to places, environments and processes; the interrelationships between places, environments and processes AO3: Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements AO4: Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings
German
Teacher Assessed Grades in German will include evidence from two equally weighted
tests.
Test 1: Reading Paper Duration: 50 mins
Test 2: Writing Paper Duration: 50 mins
Test Content:
Speciation sub-themes to be covered for German GCSE
Family
Free time
Healthy and Unhealthy Eating
School
Reading Paper Variety of reading exercises – multiple choice, answering in target
50 mins language and English (38%)
50% +
Translation into English (12%)
Writing Paper Writing of 1 essay of at least 90 words responding to 4 bullet points.
50 mins A more developed response of at least 150 words is likely to attract
50% higher marks. Choice of 3 essay tasks. (32%)
+
Translation of certain sentences (with grammatical features) from
English into the target language. (18%)History
Teacher Assessed Grades for History will include evidence from two equally weighted
tests.
Test 1 – Duration: 45 mins Test 2 – Duration: 45 mins
Total mark: 24 Total mark: 24
All content from the Edexcel GCSE
Test 1 Content: Crime and Punishment through time c, 1000-1700
1000-1500: Crime and punishment in Medieval England
Nature and Changing definitions of criminal activity: Anglo-Saxon, Norman or Early medieval
and Later Medieval
The nature of law enforcement and punishment: Anglo-Saxon, Norman or Early medieval and
Later Medieval
Case Study on the Church
1500-1700: Crime and Punishment in early modern England
Nature and Changing definitions of criminal activity 1500-1700
The nature of law enforcement and punishment 1500-1700
Case Studies on the Gunpowder Plot and on Witchcraft
Test 1 Structure:
Question Types Skills Assessed
1 X 16 mark A decision to make between two choices.
Extended writing Wide range of knowledge applied, including the case studies.
(analysis, argument Arguments are analysed and compared to form a chain of reasoning with an
evaluation, end judgement.
Judgement) Clear sense of how factors interlink to show awareness of connections
2 X 4 mark Ability to show skills of change and continuity or similarity and difference
(Change and between two time periods using specific knowledge.
Continuity
question)Test 2 Content: Weimar and Nazi Germany 1918-1939
The origins of the Republic, 1918-1919
The early challenges to the Weimar Republic 1919-23
The recovery of the Republic 1924-1929
Changes in Society 1924-29
Early development
of the Nazi Party,1920–22
The Munich Putsch and the lean years,1923–29
The growth in support for the Nazis, 1929–32
How Hitler became
Chancellor, 1932–33
The creation of a dictatorship, 1933–34
Test 2 Structure:
Question Types Skills Assessed
1 X 12 mark Extended writing in which causation is the key skill being developed and
Explain why supported by specific knowledge
question)
1 x 8 mark source Source analysis skills (provenance) supported by specific knowledge
question
1 x 4 mark Ability to infer (surmise) evidence from an unknown source and to select
inference appropriate material to support it.
questionMathematics (Higher)
Teacher Assessed Grades in Mathematics will include evidence from two equally
weighted tests.
Test 1 – Duration: 45 mins – Non-calculator paper
Total mark: 35
Test 2 – Duration: 45 mins – Calculator paper
Total mark: 35
Content and Structure
Number Ratio and Proportion
Upper and Lower Bounds Using ratio for recipe questions
Surds Value for Money
Indices, negative Indices and fractional
Exchanging Money
Indices
Algebra Sharing Using Ratio
Solving linear equations and inequalities Introduction to Proportion
Factorise quadratic expression Direct and Inverse Proportion
Solve quadratic equations by Factoring,
completing the square and quadratic Geometry and Measures
formula
Solve simultaneous equations Pythagoras' Theorem
Finding the equations of a straight line Trigonometry, Exact Trigonometric values
Surface Area and Volume of a Prism,
Parallel and Perpendicular Lines
Spheres, Pyramids, Cones and Frustums
Iteration Statistics & Probability
Rearranging formulae Frequency Tables and Diagrams
Algebraic fractions Histograms
Algebraic Proof Averages from a Table
Inverse functions Cumulative Frequency and Box Plots
Composite functions Venn Diagrams
ProbabilityQuestion Types Skills Assessed
A mixture of 2 3, 4 and 5-mark questions Construct chains of reasoning to
asking about the elements of Maths with achieve a given result
relation to a set work.
Demonstrate and apply Mathematical
knowledgeMathematics (Foundation)
Teacher Assessed Grades in Mathematics will include evidence from two equally
weighted tests.
Test 1 – Duration: 45 mins – Non-calculator paper
Total mark: 35
Test 2 – Duration: 45 mins – Calculator paper
Total mark: 35
Content and Structure
Number Geometry and Measures
Multiplying and Dividing Decimals Pythagoras' Theorem
Rounding and Estimating Trigonometry and Exact Trigonometric values
Changing terminating decimals to fractions Metric Conversions
Converting between Fractions, Decimals and
Surface Area of a prism
Percentages
Ordering Fractions, Decimals and Percentages Volume of a prism
Reflections, Rotations, Translations and
Increase/Decrease by a Percentage
Enlargements
Percentage Change and Reverse Percentage
Plans and Elevations
Problems
Algebra Bisecting an Angle and Bisecting a Line
Solving Equations and inequalities Constructing Perpendiculars - From any Point
Expanding Single and Double Brackets Draw a Triangle Using Compasses
Factorising and Solving Quadratics Loci
Area of a Circle and Circumference of a
Solve simultaneous equations
Circle
Cubic and Reciprocal Graphs Sectors of a Circle
Finding the Equation of a Straight Line -
Statistics & Probability
y=mx+c
Ratio and Proportion Frequency Tables and Diagrams
Using ratio for recipe questions Representing Data - Stem and leaf
Value for Money Averages from a Table
Exchanging Money Venn Diagrams
Sharing Using Ratio ProbabilityQuestion Types Skills Assessed
A mixture of 2 3, 4 and 5-mark questions Construct chains of reasoning to
asking about the elements of Maths with achieve a given result
relation to a set work.
Demonstrate and apply Mathematical
knowledgeMusic
Teacher Assessed Grades for Music will include evidence from two tests and two non-
examined components (NEA).
Test 1 – Duration: 35 mins NEA 1 – Performance (3 mins)
Total mark: 24 Total mark: 30
Test 2 – Duration: 30 mins NEA 2 – Composition (1 mins)
Total mark: 12 Total mark: 30
All content from Edexcel Music Specification
Mark Allocation
Component Weighting Raw Marks Scaling Factor Scaling Mark
Mini Tests 40% 36 1.11 40
Performance 30% 30 1 30
Composition 30% 30 1 30
All content – from the Edexcel Music Specification
Test 1
AO3 - Demonstrate and apply musical knowledge
AO4 - Use analytical and appraising skills to make evaluative and
critical judgements about music
Question Types Skills Assessed
2 x Set work question Demonstrate and apply musical
A mixture of 1, 2, and 3-mark questions knowledge
asking about the elements of music with
relation to a set work.
I x unfamiliar listening Use analytical and appraising skills to
A mixture of 1, 2, and 3-mark questions make evaluative and
asking about the elements of music with critical judgements about music
relation to an unfamiliar piece of musicTest 2
AO4 - Use analytical and appraising skills to make evaluative and
critical judgements about music
Question Types Skills Assessed
1 x 12-mark essay Use analytical and appraising skills to
make evaluative and critical judgements
about music
NEA 1
AO1 - Perform with technical control, expression and
Interpretation
Question Types Skills Assessed
1 x 3-minute performance Interpret musical ideas through
performing, with technical
and expressive control and an
understanding of style and
context.
NEA 2
AO2 - Compose and develop musical ideas with technical control
and coherence
Question Types Skills Assessed
1 x 1-minute composition Compose and develop musical ideas
with technical control
and coherence.Physical Education
Teacher Assessed Grades for Physical Education will include evidence from two equally
weighted tests, a non-examined component (NEA) and a Practical Sports Performance
assessment.
Test 1 – Duration: 35 mins Test 2 – Duration: 35 mins
Total mark: 25 Total mark: 25
Mark Allocation/weighting
Test 1 30%
Test 2 30%
Written NEA 10%
Practical Sports Performances 30%
All content from the AQA Physical Education GCSE Specification
Test 1 Content:
3.1.1.1 The structure and functions of the musculoskeletal system
Muscles of the body
How the major muscles and muscle groups of the body work antagonistically on the major
joints of the skeleton to affect movement in physical activity at the major movable joints
3.1.1.2 The structure and functions of the cardio-respiratory system
Gaseous exchange
Blood vessels
3.1.1.3 Anaerobic and aerobic exercise
Understanding the terms aerobic exercise (in the presence of oxygen) and anaerobic exercise
(in the absence of enough oxygen)
3.1.2.2 Planes and Axes of movement
Identification of the relevant planes (frontal, transverse, sagittal) and axes (longitudinal,
transverse, sagittal) of movement used whilst performing sporting actions
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
The components of fitness
Linking sports and physical activity to the required components of fitness
Demonstration of how data is collected for fitness testing
3.1.3.3 The principles of training and their application to personal exercise/training programmes
Types of training
Identification of the advantages and disadvantages (the effects on the body) of training types
linked to specific aimsTest 1 Structure:
Question Types Skills Assessed
2 x multiple choice Knowledge AO1
1 x data 1 mark Knowledge and use of data AO1
1 x 2 mark (justify) Knowledge AO1, AO2
1 x 6 mark (state and explain) Knowledge applied to the sporting action AO1, AO2
1 x 4 mark
1 x 4 mark (describe) Knowledge applied to specific sports AO1, AO2
1 x 6 mark (analysis) Knowledge applied to sports. Analysed to demonstrate
reasoning. i.e. This means that ……
This is good because ……
It is clear that…
The use of…
AO1, AO2, AO3
Test 2 Content:
3.2.1.1 Classification of skills (basic/complex, open/closed)
Classifications of skill
3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance
The use and evaluation of setting performance and outcome goals in sporting examples
The use of SMART targets to improve and/or optimise performance
3.2.2.2 Commercialisation of physical activity and sport
Commercialisation
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
Prohibited substances
Drugs subject to certain restrictions (beta blockers)
Which type of performers may use different types of performance enhancing drugs
(PEDs) with sporting examples
The advantages and disadvantages for the performer of taking PEDs
The disadvantages to the sport/event of performers taking PEDs
3.2.3.3 Energy use, diet, nutrition and hydration
Reasons for maintaining water balance (hydration)
Test 2 Structure:
Question Types Skills Assessed
2 x multiple choice Interpretation of data AO1
1 x identify Knowledge AO1
1 x 4 mark identify and apply Knowledge and application to the sporting scenario
AO1 AO2
2 x 4 mark (state and explain) Knowledge applied to the sporting scenario AO1
AO2
1 x 4 mark describe Knowledge applied to specific sports AO1 AO2
1 x 6 mark (evaluation) A decision to make between two choices.
Knowledge applied to the case study. Analysed to
form a chain of reasoning with an end judgement.
AO1 AO2 AO3Physics Teacher Assessed Grades for Physical Education will include evidence from two equally weighted tests. Both tests have 50% weighting. All content from the AQA GCSE Physics Specification and Kerboodle text book. Test 1: 45 mins Test 2: 45 mins Total mark:45 Total mark: 45 Test 1 Content: P1 Conservation and Dissipation of Energy P1.1 Changes in energy stores Test 2 Content: P1.2 Conservation of energy P1.3 Energy and work P6 Conservation and Dissipation of Energy P1.5 Kinetic energy and elastic energy stores P6.1 Density P1.6 Energy dissipation P6.2 States of matter P1.7 Energy and efficiency P6.3 Changes of state P1.8 Electrical appliances P6.4 Internal energy P1.9 Energy and power P6.5 Specific latent heat P3 Energy Resources P6.6 Gas pressure and temperature P3.1 Energy transfer by conduction P6.7 Gas pressure and volume P3.2 Energy from wind and water P12 Wave Properties P3.3 Power from the sun and the Earth P12.1 The nature of waves P3.4 Energy and the environment P12.2 The properties of waves P3.5 Big energy issues P12.3 Reflection and refraction P4 Electric Circuits P12.4 More about waves P4.1 Electrical charges and fields P12.5 Sounds waves P4.2 Current and charge P12.6 The uses of ultrasound P4.3 Potential difference and resistance P12.7 Seismic waves P4.4 Component characteristics P13 Electromagnetic Waves P4.5 Series circuits P13.1 The electromagnetic spectrum P4.6 Parallel circuits P13.2 Light, infared, microwaves and P14 Light radio waves P14.1 Reflection of light P13.3 Communications P14.2 Refraction of light P13.4 UV, X-rays and gamma rays P14.3 Light and colour P13.5 X-rays in medicine P14.4 Lenses P14.5 Using lenses
Test Structure:
Question types Skills Assessed
Multiple choice, structured, closed short Demonstrate knowledge and
answer and open response. understanding of: scientific ideas;
scientific techniques and procedures.
Apply knowledge and understanding of:
scientific ideas; scientific enquiry,
techniques and procedures
Analyse information and ideas to:
interpret and evaluate; make judgments
and draw conclusions; develop and
improve experimental procedures.Religious Studies
Teacher Assessed Grades in Religious Studies will include evidence from two tests.
Test 1 – Duration: 35 mins Test 2 – Duration: 35 mins
Total mark: 36 + 3 SPaG Total mark: 36 + 3 SPaG
Content: From AQA Religious Studies Specification B (8063)
Test 1 content:
3.1.3 – The Triune God, Mission and Prayer
Forms of expression – music and the glory of God
Beliefs and teachings
Sources of authority
Practices
Theme A – Religion, Relationships and Family
Theme C – Religion, Human Rights and Social Justice.
Test 2 content: 3.2.1.2 - Judaism
Beliefs and teachings:
Key beliefs
The Covenant and the Mitzvot
Practices
The synagogue and worship
Family life and festivals
Structure: Both tests will have the same structure
Question Type Skills Assessed
AO1:1 Demonstrate knowledge and understanding of religion
2 x 1 mark question and belief, including beliefs, practices and sources of authority.
AO1:1 Demonstrate knowledge and understanding of religion
2 x 2 mark question and belief, including beliefs, practices and sources of authority.
AO1:3 Demonstrate knowledge and understanding of religion
2 x 4 mark question and belief, including similarities and differences within and/or
between religions and beliefs.
AO1:1 Demonstrate knowledge and understanding of religion
2 x 5 mark question and belief, including beliefs, practices and sources of authority
AO2: Analyse and evaluate aspects of religion and belief,
1 x 12 mark question including their significance and influence.Spelling, Punctuation and Grammar (SPaG):
Spelling, punctuation and grammar will be assessed in 12 mark questions against the following criteria:
Level Performance Descriptor Marks Awarded
High performance • Learners spell and punctuate with consistent accuracy 3
• Learners use rules of grammar with effective control
of meaning overall
• Learners use a wide range of specialist terms as
appropriate.
Intermediate • Learners spell and punctuate with considerable 2
performance accuracy
• Learners use rules of grammar with general control of
meaning overall
• Learners use a good range of specialist terms as
appropriate.
Threshold • Learners spell and punctuate with reasonable 1
performance accuracy
• Learners use rules of grammar with some control of
meaning and any errors do not significantly hinder
meaning overall
• Learners use a limited range of specialist terms as
appropriate.
No marks • The learner writes nothing 0
awarded • The learner’s response does not relate to the question
• The learner’s achievement in SPaG does not reach the
threshold performance level, for example errors in
spelling, punctuation and grammar severely hinder
meaning.Science Combined Trilogy (Higher)
Teacher Assessed Grades in Combined Science (Trilogy) will include evidence from six
equally weighted tests.
All tests will last 30 mins.
There will be two tests in each science each with a total mark of 30 marks.
All content for all tests can be found in AQA GCSE Biology/Chemistry/Physics text
books and Kerboodle.
All tests will have the same structure:
Question types Skills Assessed
Multiple choice, structured, closed short Demonstrate knowledge and
answer and open response. understanding of: scientific ideas; scientific
techniques and procedures.
Apply knowledge and understanding of:
scientific ideas; scientific enquiry,
techniques and procedures
Analyse information and ideas to: interpret
and evaluate; make judgments and draw
conclusions; develop and improve
experimental procedures.Biology Biology Test 1 Content Biology Test 2 Content: B1.1 World of microscopes B5.9 Human defence responses B1.2 Animal and plant cells B6.1 Vaccination B1.3 Eukaryotic and prokaryotic cells B11.5 Human reproduction B1.4 Specialisation in animal cells B11.6 Hormones and menstrual cycle B1.5 Specialisation in plant cells B11.7 Artificial control of fertility B1.6 Diffusion B11.8 Infertility treatments (IVF) B1.7 Osmosis B13.1 Types of reproduction B1.8 Osmosis in plants B13.2 Cell division in sexual reproduction B1.9 Active transport B13.7 Inheritance in action B1.10 Exchanging materials B13.8 More about genetics B2.1 Cell division B13.9 Inherited disorders B3.1 Tissues and organs B14.2 Evolution by natural selection B3.2 The human digestive system B14.3 Selective breeding B3.3 The chemistry of food B16.3 Distribution and abundance B3.4 Catalysts and enzymes B16.4 Competition in animals B3.5 Factors affecting enzyme action B16.5 Competition in plants B3.6 How the digestive system works B16.7 Adaptation in animals B3.7 Making digestion efficient B16.8 Adaptation in plants Chemistry Test 1 Content: Test 2 Content: C1 Atomic structure C7 Energy changes C1.2 Chemical equations C7.1 Exothermic and endothermic reactions C1.6 Structure of the atom C8 Rates and equilibrium C1.7 Ions, atoms, and isotopes C8.1 Rate of reaction C1.8 Electronic structures C8.2 Collision theory and surface area C3 Structure and bonding C8.3 The effect of temperature C3.1 States of matter C8.4 The effect of concentration or pressure C3.2 Atoms in ions C8.5 The effect of catalysts C3.3 Ionic bonding C9 Crude oil and fuels C3.4 Giant ionic structures C9.1 Hydrocarbons C3.5 Covalent bonding C9.2 Fractional distillation of oil C3.6 Simple molecules C9.3 Burning hydrocarbon fuels C3.7 Giant covalent structures C9.4 Cracking hydrocarbons C3.8 Fullerenes and graphene C3.9 Bonding in metals C3.10 Giant metallic structures C4 Chemical calculations C4.1 Relative masses and moles C4.2 Equations and calculations C4.3 From masses to balanced equations C4.6 Expressing concentrations
Physics Test 1 Content: Test 2 Content: P1 Conservation and Dissipation of P6 Conservation and Dissipation of Energy Energy P1.1 Changes in energy stores P6.1 Density P1.2 Conservation of energy P6.2 States of matter P1.3 Energy and work P6.3 Changes of state P1.5 Kinetic energy and elastic energy stores P6.4 Internal energy P1.6 Energy dissipation P6.5 Specific latent heat P1.7 Energy and efficiency P6.6 Gas pressure and temperature P1.8 Electrical appliances P1.9 Energy and power P12 Wave Properties P3 Energy Resources P12.1 The nature of waves P3.1 Energy transfer by conduction P12.2 The properties of waves P3.2 Energy from wind and water P12.3 Reflection and refraction P3.3 Power from the sun and the Earth P12.4 More about waves P3.4 Energy and the environment P3.5 Big energy issues P4 Electric Circuits P4.2 Current and charge P4.3 Potential difference and resistance P4.4 Component characteristics P4.5 Series circuits P4.6 Parallel circuits
Science Combined Trilogy (Foundation)
Teacher Assessed Grades in Combined Science (Trilogy) will include evidence from six
equally weighted tests.
All tests will last 30 mins.
There will be two tests in each science each with a total mark of 30 marks.
All content for all tests can be found in AQA GCSE Biology/Chemistry/Physics text
books and Kerboodle.
All tests will have the same structure:
Question types Skills Assessed
Multiple choice, structured, closed short Demonstrate knowledge and
answer and open response. understanding of: scientific ideas; scientific
techniques and procedures.
Apply knowledge and understanding of:
scientific ideas; scientific enquiry,
techniques and procedures
Analyse information and ideas to: interpret
and evaluate; make judgments and draw
conclusions; develop and improve
experimental procedures.Biology Test 1 Content: Test 2: Content B1.1 World of microscopes B5.9 Human defence responses B1.2 Animal and plant cells B6.1 Vaccination B1.4 Specialisation in animal cells B11.5 Human reproduction B1.5 Specialisation in plant cells B11.7 Artificial control of fertility B1.6 Diffusion B13.7 Inheritance in action B1.7 Osmosis B13.8 More about genetics B1.8 Osmosis in plants B13.9 Inherited disorders B1.9 Active transport B14.2 Evolution by natural selection B1.10 Exchanging materials B14.3 Selective breeding B2.1 Cell division B16.2 Organisms in their environment B3.1 Tissues and organs B16.3 Distribution and abundance B3.2 The human digestive system B16.4 Competition in animals B3.3 The chemistry of food B16.5 Competition in plants B3.4 Catalysts and enzymes B16.7 Adaptation in animals B3.5 Factors affecting enzyme action B16.8 Adaptation in plants B3.6 How the digestive system works B3.7 Making digestion efficient Chemistry Test 1 Content: Test 2 Content: C1 Atomic structure C7 Energy changes C1.2 Chemical equations C7.1 Exothermic and endothermic reactions C1.6 Structure of the atom C8 Rates and equilibrium C1.7 Ions, atoms, and isotopes C8.1 Rate of reaction C1.8 Electronic structures C8.2 Collision theory and surface area C3 Structure and bonding C8.3 The effect of temperature C3.1 States of matter C8.4 The effect of concentration or pressure C3.2 Atoms in ions C8.5 The effect of catalysts C3.3 Ionic bonding C9 Crude oil and fuels C3.4 Giant ionic structures C9.1 Hydrocarbons C3.5 Covalent bonding C9.2 Fractional distillation of oil C3.6 Simple molecules C9.3 Burning hydrocarbon fuels C3.7 Giant covalent structures C9.4 Cracking hydrocarbons C3.8 Fullerenes and graphene C3.9 Bonding in metals C3.10 Giant metallic structures C4 Chemical calculations C4.1 Relative masses and moles
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