In GCSE Language students will draw upon a range of texts as reading stimulus and engage with creative as well as real and relevant contexts. Students will have opportunities to develop higher-order reading and critical thinking skills that encourage genuine enquiry into different topics and themes.
For GCSE English Language students should: read fluently, and with good understanding, a wide range of texts from the 19th, 20th and 21st centuries, including literature and literary non-fiction as well as other writing such as reviews and journalism, read and evaluate texts critically and make comparisons between texts, summarise and synthesise information or ideas from texts, use knowledge gained from wide reading to inform and improve their own writing, write effectively and coherently using standard English appropriately, use grammar correctly and punctuate and spell accurately, acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language, listen to and understand spoken language and use spoken standard English effectively.
Paper 1: Explorations in Creative Reading and Writing
Paper 2: Writers’ Viewpoints and Perspectives
Non-examination Assessment: Spoken Language
English Literature encourage students to develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. Studying GCSE English Literature encourages students to read widely for pleasure, and as a preparation for studying literature at a higher level.The main aims are to read a wide range of classic literature fluently and with good understanding, and make connections across their reading, read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas, develop the habit of reading widely and often , appreciate the depth and power of the English literary heritage, write accurately, effectively and analytically about their reading, using Standard English, acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.
This is a linear qualification assessed by:
|How it’s assessed
|How it’s assessed
- Develop knowledge, skills and understanding of mathematical methods and concepts acquire and use problem-solving strategies.
- Select and apply mathematical techniques and methods in mathematical, everyday and real world situations.
- Reason mathematically, make deductions and inferences and draw conclusions
- Interpret and communicate mathematical information in a variety of forms appropriate to the information and context.
- GCSE Subject Contents
- Ratio, proportion and rates of change
- Geometry and measures
Assessments: GCSE Mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Students must take three question papers at the same tier.
Year 10 Science
Keeping healthy, Coordination and control, Medicine and drugs, Adaptation for survival, Energy in biomass, Variation, reproduction and new technology, Evolution, Fundamental ideas, Rocks and building material, Metals and their uses, Crude oils and fuels, Products from oil, Plant oils, our changing planet, Energy transfer by heating, Using energy, Electrical energy, Generating electricity, Waves and Electromagnetic waves.
Year 11 Science
Cells, tissues and organs, Organisms in the environment, Enzymes, Energy from respiration, Simple inheritance in animals and plants, Old and new species, Structure and bonding, structure and properties, How much, Rates and energy, Salt and electrolysis, Motion, Forces, Work, energy and momentum, Current electricity, Mains electricity, Radioactivity and Energy from the nucleus.
Computing is of enormous importance to the economy, and the role of the Computer Science as a discipline itself and as an ‘underpinning’ subject across science and engineering is growing rapidly. Computer technology continues to advance rapidly and the way that technology is consumed has also been changing at the fast pace over recent years. The growth in the use of mobile devices and web – related technology has exploded resulting in new challenges for employers and employees. For example, business today require and ever – increasing number of technologically – aware individuals. This is even more so in gaming, mobile and web related industries.
History fires pupils’ curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps pupils develop their own identities through an understanding of history at personal, local, national and international levels. It helps them to ask and answer questions of the present by engaging with the past.
Pupils find out about the history of their community, Britain, Europe and the world. They develop a chronological overview that enables them to make connections within and across different periods and societies. They investigate Britain’s relationships with the wider world, and relate past events to the present day.
As they develop their understanding of the nature of historical study, pupils ask and answer important questions, evaluate evidence, identify and analyse different interpretations of the past, and learn to substantiate any arguments and judgements they make. They appreciate why they are learning what they are learning and can debate its significance.
History prepares pupils for the future, equipping them with knowledge and skills that are prized in adult life, enhancing employability and developing an ability to take part in a democratic society. It encourages mutual understanding of the historic origins of our ethnic and cultural diversity, and helps pupils become confident and questioning individuals.
Units: Unit 1: (A) Study in development: Medicine through time, Unit 2: (C) Enquiry in depth: Elizabethan England, 1558 – 1603, Unit 3: Historical Enquiry: History Around Us (controlled assessment).
“The Best amongst you is (he) who learns and teaches the Holy Qur’an.” (Sahih Al-Bukhari, Volume 4, Hadith # 4739).
AlQur’an is the foundation of Islam. It is the primary source of all the teachings of the Deen. The Qur’an is not merely a source of reward and a sacred ritual; it has come as a guide, a reminder, an admonition and healing. At Afifah we aim to impart a comprehensive syllabus of Qur’an studies:
Tajweed is the science of reading AlQur’an correctly and in a beautiful way with all its laws and rules. It is the first step towards creating an internal bond with the Qur’an in order to read, understand and apply into each muslim/ah’s life.
Tilawah is the art of recitation of AlQur’an fluently and in a measured pace.
Tafseer is to understand the message of the Qur’an.
Hifzh is the memorisation of essential surahs/chapters.
Art and Design
GCSE Art and Design provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personally relevant and developmental in nature.
This two unit specification enables students to develop their ability to actively engage in the processes of Art and Design – to build creative skills through learning and doing, to develop imaginative and intuitive ways of working and develop knowledge and understanding of media, materials and technologies in historical and contemporary contexts, societies and cultures.