Fourth and Fifth Form Curriculum Handbook 2015 - 2017 by Cheltenham College

Fourth and Fifth Form Curriculum GCSE and IGCSE 201 - 201

CONTENTS

INTRODUCTION ………………………………………………………………………………..…. …………...…… 2 CORE SUBJECTS ……………………………………………………………………………………………………...6 ENGLISH AND ENGLISH LITERATURE ………………………………………….……..……………………...………. .6 MATHEMATICS, SCIENCE ……………………………………………………………….…………..…... …..………. 7 MODERN LANGUAGES, ENGLISH AS AN ADDITIONAL LANGUAGE ……..…………………………………………....9 OPTION SUBJECTS ……………………………………………………………………...………………………….....10 ART ………………………………………………………...………………………………....…………………….....10 CLASSICAL CIVILISATION, CLASSICAL GREEK ……………………………………………...…………………..……...11 DESIGN AND TECHNOLOGY: RESISTANT MATERIALS OR TEXTILES ………………………..……………..…………. 12 DRAMA, GEOGRAPHY…………………………………………………………………………..…………...……...…13 HISTORY …………………………………………………………………………………..………..………………...14 LATIN, MUSIC ………………………………..…………………………………………………………..…………...15 SPORTS SCIENCE, THEOLOGY, PHILOSOPHY & ETHICS …………………..………………………….….……………16 APPENDICES: …………………………………..……………………………………………..……………………... 18 SUPPORT FOR LEARNING LOOKING AHEAD (A LEVELS, UNIVERSITY AND CAREERS) GCSE EXAMINATION RESULTS 2014 A LEVEL EXAMINATION RESULTS 2011 + 2012 + 2013 + 2014

INTRODUCTION

THE FOURTH AND FIFTH FORM CURRICULUM AND CHOOSING SUBJECTS GCSE AND IGCSE GCSEs and IGCSEs are the qualifications that pupils at the College work towards during Fourth and Fifth Form. They are essential public examinations, and have two main functions: they are important stepping-stones on the way to A Level; and increasingly they play a significant role in university admissions and job applications. This booklet outlines the courses offered by the College and some guidance on how to choose amongst the options. GCSE and IGCSE are fundamentally the same qualification. GCSEs are the courses offered by all UK exam boards and form the basis of the government’s National Curriculum Key Stage 4. IGCSEs (International GCSEs) are offered in a smaller number of subjects by the Edexcel and CIE exam boards, and are widely used by leading independent schools. College pupils take IGCSE in Maths, Science, English Language and Literature, Geography, History, Modern Languages; and GCSE in all others. Each department chooses the course that offers the best introduction to A Level study, and the deepest and broadest education. Universities are very happy with IGCSEs as independent schools have been using them for years. Parents may be aware that new GCSEs are being introduced for Mathematics and English in either 2015 or 2016. However, IGCSEs are not changing in the foreseeable future, so the impact on Cheltonians will be relatively small in the short term. In the rest of this introduction the word ‘GCSE’ refers to both courses. The courses and examinations Pupils sit all GCSE examinations at the end of the Fifth Form, except Maths for Set 1 and some native-language GCSEs. GCSEs are examined through a mixture of written examinations and controlled assessment (in a diminishing number of subjects). Controlled assessment is the new term for coursework and is work that the pupils do in prep and class time, which is then assessed to form a percentage of the final GCSE mark. Coursework takes a variety of forms, from essays to projects, and is intended to give pupils a chance to work independently and on a broad scale. The most important things about GCSE are, -

that the quality of the results is what matters, not the number of passes; that pupils should follow an enjoyable and diverse set of courses that reflect all their strengths.

The top grade for GCSE is A*. The lowest pass grade is officially G; however, employers and universities do not regard any grade below C as a pass. The College considers C as the lowest pass grade. However, the Government has recently reformed GCSEs. Although most subjects won’t be introduced until 2016, the new GCSE English Language course starts in September 2015. For the new qualification, a numerical scheme will be used: 9 is the top grade and 1 the lowest. The top grade 9 has no current equivalent and is above all letter grades. Grade 8 is equivalent to A* and 7 to A etc. Therefore, the 2015-17 GCSE cohort will receive letter grades in all subjects except English Language, where they will receive a numerical grade. In some subjects exams or individual papers may be sat at Higher Tier, which covers grades A* to D, or at Foundation Tier which covers C to G. The overwhelming majority of College pupils sit papers at Higher Tier. When the College does enter pupils for Foundation, it is to secure a C grade in the subject, when it might otherwise not be attained. In essence we are seeking to use different papers in the Higher and Foundation Tiers to achieve the highest possible grade for each pupil in each subject. For instance, in each Higher Tier paper there is a mark threshold below which a candidate scores 0. It is very dangerous for a candidate near that threshold to enter a Higher Tier paper because they can easily fail the whole GCSE. By making judicious use of the Foundation Tier papers, we give each candidate the best chance of avoiding a fail. Subjects: Core, Modern Languages and options The great majority of College pupils take ten GCSEs: a six-subject core of English Language, English Literature, Mathematics, two science subjects, and a modern foreign language; and four options. Subjects are arranged in three groups: 1. Core: English (leading to GCSE in English and in GCSE English Literature). At the end of the Fourth Form, some pupils will be offered the possibility of concentrating their efforts on English Language as opposed to Literature. These pupils will therefore achieve nine GCSEs. Mathematics (leading to IGCSE Mathematics) 2

INTRODUCTION

Sciences: everybody studies at least two of the science subjects (out of Biology, Chemistry and Physics). Many pupils will know where their preferences lie, and this arrangement allows them to concentrate on their strengths and interests. Any pupil who wishes to study all three sciences can do so by selecting the third as an ‘Option’ subject. The bottom set in Science will sit GCSE Science, which is slightly more accessible than its IGCSE counterpart. A minimum grade C in Science is required by some university courses, or indeed professions, and this GCSE course maximises the chance of achieving a ‘pass’ grade for those for whom science is more challenging.

A modern foreign language: - French, German or Spanish - English as an Additional Language for pupils for whom English is not their native language. These pupils will therefore sit a maximum of nine GCSEs.

A choice of a further four subjects from: - Ancient Greek - Art - Classical Civilisation - Design and Technology (specifically choosing either Resistant Materials or Textiles) - Drama - French - Geography - History - Latin - Music - Sports Science (leading to a GCSE in PE) - Spanish - Theology, Philosophy and Ethics (TPE)

Nine GCSE option with Study Skills Most pupils will start on a full set of ten subjects (nine for those studying EAL). However, we offer a Study Skills option to replace one GCSE choice. Tutors, Housemasters and Housemistresses may advise pupils to concentrate on one fewer subject. The Study Skills course will feature study skills seminars, and prep sessions supervised by specialists in the core subject areas. Pupils should aim for a good balance of subjects: -

All pupils should take at least one Humanities subject (Geography, History or TPE) Good linguists should strongly consider taking two Modern Languages and/or Latin and/or Greek Pupils should consider taking one of Art, Design and Technology, Drama or Sports Science (please note that it may not be possible to take more than two of these). These subjects have a large practical element and thus add breadth to the GCSE curriculum.

In addition to their GCSE lessons, pupils continue to have a tutor-led PSHCE course as well as the full programme of College sports, music and activities. All pupils have a weekly tutorial period on Fridays that allows their tutor to address issues concerning academic progress. Extension and Support The College is committed to finding the right level of extension and support for every pupil. Classes in some subjects are differentiated by setting, especially in English, Maths, Science and Modern Languages. The setting arrangements in Fourth Form depend on performance throughout Third Form in class and in exams. In these setted subjects, the top groups go well beyond the confines and requirements of IGCSE, to work in more breadth or at a more advanced level. Optional subjects are not usually setted in order to provide us with the flexibility to timetable as many pupils’ desired choices as possible. Pupils aiming in due course for the most competitive universities and university courses should make full use of the extension activities on offer: extension classes in departments; Lower College Society; evening subject society meetings; trips and visits.

Pupils who need extra support should work with their tutors and with Dr Plint, Director of Learning (see entry later in the booklet). Please note that any pupil seeking special arrangements in exams, such as extra time, will need to be assessed by the Learning Support Department in the course of Fourth Form. Timetable for choosing Heads of Departments and I will speak to Third Form before the Spring Half Term, and I will speak to parents at the Third Form Parents' Meeting on Sunday 22 February 2015. The Parents’ Meeting is an excellent chance to discuss subjects and choices. Options choices are requested by Monday 2 March 2015. Pupils also benefit from an ‘GCSE Options afternoon’ in early February when they attend presentations from the optional subjects they are considering. The teaching timetable and blocking system The first choice of subjects is made completely freely; we want to know what subjects each pupil would ideally like to follow. On the basis of these choices we set up the timetable for next year. Although we do our best to meet pupils’ choices, the demands of timetabling and staffing mean that we cannot satisfy every combination of subjects asked for. In most cases the chosen subjects can be confirmed and you will hear nothing further. If there is a problem with the combination of chosen subjects we will contact you before Easter to discuss suitable alternatives. There is an opportunity to amend choices over the summer; by then choice is constrained by numbers, the timetable and the options blocks. If your son or daughter wishes to alter his or her choices, please let us know as soon as possible: the earlier we are informed, the more likely we can adapt the timetable to make the new combination of subjects work. Discussion of choices Please discuss these choices as widely as possible, especially with Housemistresses and Housemasters, subject teachers and tutors. Please do not hesitate to contact us if we can be of help. Those who think that they might in the end be aiming for very competitive university courses, such as Medicine, Veterinary Science and Architecture, will need to be especially careful in their choices. Good luck in choosing well! Mr D J Byrne, Deputy Head (Academic) Email: d.byrne@cheltenhamcollege.org Tel: 01242 265604 Mr S J Brian, Director of Studies Email: s.brian@cheltenhamcollege.org

CORE SUBJECTS

ENGLISH LANGUAGE and ENGLISH LITERATURE Head of Department â&#x20AC;&#x201C; Mr T E Brewis Examination specification: The English Department has not yet decided which English Language specification to adopt for teaching from 2015. Each awarding body has recently published its new syllabus for the reformed GCSE and teachers are currently evaluating which course will be most suitable for College pupils.

Aims The staff of the English Department thrive upon a collective passion for English, a genuine sense of delight and excitement that infuses and energizes lessons and activities. Our key aims are simple: to foster that same passion in our pupils; to ensure that they are inspired by their subject, their teaching and, often, by each other; to encourage every pupil to aspire to the highest standards; to nurture pupils so that they may fulfil or even exceed their potential.

GCSE English Literature Beginning in the Spring Term of Fourth Form, pupils will study a number of set texts, including poetry, prose and drama. They will be assessed wholly by exams at the end of Fifth Form.

Throughout the GCSE English Language and GCSE English Literature courses, every girl and boy is given the opportunity to learn to appreciate, understand and respond to Literature in all its manifestations, to write accurately, to argue cogently and to speak confidently. Every pupil will be taught to tackle and enjoy the challenge of independent study.

The syllabus will enable pupils to read, interpret and evaluate texts; they will develop an understanding of literal meaning, relevant contexts and of the deeper themes or attitudes that may be expressed in a piece of writing.

In short, the English Department is totally committed to shaping each pupil, during the Fourth and Fifth year at College, into a rounded, confident individual, who is expertly prepared to sit and excel in public examinations.

Through their studies, pupils will learn to recognise and appreciate the ways in which writers use English to achieve a range of effects, and will be able to present an informed, personal response to the material they have explored.

GCSE English Language The vast majority of the course will be covered in the Fourth Form and will be assessed wholly by exams at the end of Fifth Form.

The syllabus will also encourage the exploration of wider and universal issues, promoting pupilsâ&#x20AC;&#x2122; better understanding of themselves and of the world around them.

Pupils will develop the ability to communicate clearly, accurately and effectively in both speech and writing. They will learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, develop a personal written style and an awareness of the audience being addressed.

At the end of Fourth Form, a small group of pupils will cease studying English Literature in order to concentrate on achieving a pass in English Language, which is required for undergraduate study in Britain.

Teaching will also develops analytical and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively. Throughout the course, pupils will be encouraged to read widely, both for their own enjoyment and to develop their understanding of the ways in which English can be used.

Examination specification The English Department has not yet decided which English Literature specification to adopt for teaching from 2015. Each awarding body has recently published its new syllabus for the reformed GCSE and teachers are currently evaluating which course will be most suitable for College pupils. Contact: t.brewis@cheltenhamcollege.org

CORE SUBJECTS

MATHEMATICS

SCIENCE - BIOLOGY, CHEMISTRY, PHYSICS

Head of Department – Dr B E Enright

Head of Department – Mrs I C E Mech

Aims To stimulate and enable pupils to develop their numerical, algebraic and analytical capabilities.

We believe that Science plays such a vital role in the modern world that every pupil should study the full range of Science subjects throughout Lower College. Each subject (Biology, Chemistry and Physics) is taught by specialist teachers. Banded setting enables higher sets to move well beyond the specific requirements of the specification to more advanced material. All pupils follow the same course during the Third Form, making a start on the Edexcel IGCSE Separate Sciences course. At the end of the year, those who have found this course challenging move to the AQA GCSE Science A course, whilst those who have excelled and who are interested in the sciences at A Level are given the option of choosing two or three full IGCSE science courses. Those pupils having a strong interest in science and who are potentially interested in Engineering, Medicine, Dentistry, Veterinary Science, Oxbridge and Russell Group Science are encouraged to consider opting for all three science GCSE subjects – Biology, Chemistry and Physics.

Content All pupils are required to study Mathematics throughout Lower College. The content is centred on the specifications for Mathematics IGCSE, and Additional Mathematics for Set 1, which are enhanced and expanded as ability permits Teaching and Assessment/Exams Pupils work towards the IGCSE in Mathematics provided by the Edexcel Examination Board. This offers the same grades as the conventional GCSE for the same standard of work. The syllabus content is very similar to GCSE in many respects, but extends the study into important advanced ideas as a preparation for A Level – particularly calculus. Assessment is by two 2-hour written examinations taken at the end of the course.

Aims We aim: - to introduce pupils to a scientific perspective of the world and encourage them to be enquiring, critical and creative about it;

The top set will take their examination at the end of the Fourth Form. In the Fifth Form year they will study for the Additional Mathematics examination. This is an introduction to areas of A Level Mathematics and counts as a “Free Standing Maths Qualification”, graded from A – E. It earns points in the university application process if not superseded by the A Level. This gives these pupils an opportunity to extend their knowledge and ability, whilst seeing what is in store if they were to continue with the subject at A Level. In some years the top set will also sit AQA Further Mathematics level 2 too.

to show the relevance of Science to the world about us, especially to social, economic and environmental issues, and to outline how major scientific ideas contribute to technological changes that have impacted upon industry, business and medicine and have improved quality of life;

to develop confidence in using skills especially appropriate to Science but which are, in many cases, useful in everyday life. These include observation, measurement, deduction, forming hypotheses and testing them, analysis of data and evaluation of evidence. We also emphasise communication skills. Problem-solving is important and is often placed in a practical context by designing, carrying out and evaluating experiments to investigate how and why things happen. Training in the safe handling of apparatus and materials continues;

to encourage the understanding of the central concepts of Science, rather than the mere learning of a body of factual knowledge;

to establish a secure basis of understanding for anyone wishing to study any Science subject in the Sixth Form;

to challenge the pupils by taking them to Science conferences and inviting speakers in to College and to introduce them to Science-based careers.

Examination Specification OCR FSMQ Additional Mathematics, specification number 6993 IGCSE: Edxecel International IGCSE in Mathematics, specification number 4MA0 Web address: http://www.edexcel.com/quals/igcse/igcse09/maths/math sA/Pages/default.aspx

Additional Maths: OCR FSMQ Additional Mathematics, specification number 6993 Web address: http://www.ocr.org.uk/qualifications/type/fsmq/maths/ad d_maths/index.aspx

Contact: b.enright@cheltenhamcollege.org

CORE SUBJECTS

Courses, Assessment and Teaching The majority of our pupils will study the Edexcel IGCSE course for Double Award Science. Our reasons for adopting this course are: •

It allows us to offer an academically rigorous course that is stretching for the most able and accessible to all.

•

It allows us to continue our long tradition of ensuring that all pupils gain at least two GCSEs in science.

•

IGCSE is an excellent preparation for Sixth Form sciences and universities welcome the retention of a more academically rigorous course.

•

IGCSE is embraced strongly by the independent sector, which values its greater rigour.

We believe that this GCSE course is more suitable for those who are not going to continue with Science in the Sixth Form. There are the added advantages that a Foundation Tier is available, and that each course lasts one year, with the examination at the end of that year. These courses are modular which allows pupils to study smaller sections of work and write three modular exams with an additional unit being allocated to Controlled Assessment, which is undertaken as part of the teaching process. Our teaching methods are varied to suit the needs of each set’s ability range. The most able will be challenged beyond the immediate confines of the examination syllabus whilst those of more modest ability will be helped to attain a clear grasp of the essential principles, with a strong examination focus. Experimental work forms a very significant part of the courses; it is a means not only for learning science skills but also for arriving at a more secure understanding of the concepts. In addition, formal teaching, discussion, reading, tackling problems, researching and presenting ideas, learning how to use secondary sources, fieldwork and the use of our newly, upgraded ICT facilities to enrich experience all play a part in helping pupils to make good progress.

The main topics studied by the pupils are shown below. Biology The nature and variety of living organisms Structures and functions in living organisms Reproduction and inheritance Ecology and the environment Use of biological resources

Chemistry

Physics

Principles of Chemistry

Forces and motion

Chemistry of the Elements

Electricity

Organic Chemistry

Waves

Physical Chemistry Chemistry in Society

All pupils in the Fourth and Fifth Forms are entered into national Challenge competitions, which allow them to demonstrate their wider general knowledge in the sciences. Examination Specifications Details of the Edexcel separate science specifications 4BI0, 4CH0 and 4PH0 can be found at:

Energy resources and energy transfer Solids, liquids and gases Magnetism and electromagnetism Radioactivity and particles

http://www.edexcel.com/QUALS/IGCSE/IGCSE09/Pages/def ault.aspx

Details of the AQA GCSE Science A specification 4405 can be found at: http://filestore.aqa.org.uk/subjects/AQA-4405-W-SP14.PDF

All pupils undertaking the IGCSE award will sit two examinations per science subject, a 2 hour paper and a separate 1 hour paper. Paper 1 assesses the content of the subject whereas Paper 2 tests additional content and the scientific skills specific to each discipline. The grades awarded for each science subject range from A* to U (ungraded).

Contact: i.mech@cheltenhamcollege.org

Those who have found Science in the Third Form particularly demanding will study the AQA Science A course in the Fourth Form, followed by the Additional Science course in the Fifth Form. GCSE Science A offers pupils the opportunity to gain a good understanding of a broad range of topics across Biology, Chemistry and Physics, whereas GCSE Additional Science gives pupils the opportunity to study additional, more complex topics across the three sciences. 8

CORE SUBJECTS

MODERN FOREIGN LANGUAGES (MFL) French, Spanish, German

Foreign Visits And Exchanges It is hoped that pupils in Lower College will take the opportunity to travel abroad to improve language skills. There are well-established visits to Spain and Germany and also the opportunity to visit France on other arranged trips. Individual exchange visits can also be arranged.

Head of Department - Mrs E Leach There are French, German and Spanish sets in the Modern Languages timetable block. French and Spanish are also available in the options blocks.

Contact: e.leach@cheltenhamcollege.org

Aims The aims of the IGCSE courses in MFL are: - to develop an ability to use language effectively for purposes of effective practical communication in speech and writing, about everyday matters - to offer insights into the culture and civilisation of countries where the language is spoken, thus encouraging positive attitudes towards language learning and towards speakers of foreign languages. - to enable pupils to understand foreign language texts, and to encourage them to read, listen and research for pleasure in a foreign language - to increase pupils’ exposure to imaginative and creative forms of writing - to give pupils a thorough understanding of the language’s grammar and syntax - to provide pupils with techniques which can be applied to other areas of learning, such as analysis, inference and memory skills - to develop a fuller awareness of the nature of language and language learning - to prepare pupils for advanced study

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) Head of Department – Miss S L Proudlove Pupils for whom English is not their native language are advised to choose EAL in the Modern Languages block in the timetable. Although this will result in one less GCSE, it is recommended if pupils are to achieve their potential. It is possible to study French, Spanish or German in the other option blocks if pupils have a strong background in these languages. The aim of the department is to equip EAL pupils with the necessary skills and confidence in English to allow them to integrate successfully and achieve their full potential. The detail of lessons depends on any group’s particular needs, as identified through diagnostic testing. However, the focus of the lessons will be on enhancing all four skills: listening, reading, writing and speaking. Vocabulary building and strengthening of grammatical accuracy are key and are tackled with a communicative and integrated approach. The department aims to support not only learning of language, but also what the pupils are covering in other subjects. To this end there is a strong cross-curricular aspect to lessons and a focus on developing effective study skills. There may also be an opportunity for pupils to take an additional English language qualification such as the EdExcel or CIE IGCSE English as a Second Language (ESL) or Cambridge First for Schools (level B2 on the CEF).

Content The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as pupils progress through their studies. Pupils are prepared for the papers offered by Cambridge International Examinations and will mainly study material related to the five following topic areas: 1. 2. 3. 4. 5.

Everyday Activities Personal and Social Life The World Around Us The World of Work The International World

Commercial courses form the core of the course, but these are supplemented by material from authentic sources.

It is also possible to have individual, shared or small group lessons, for which there is an extra charge. Those identified with particular needs are encouraged to take extra lessons and parents will be informed. Each pupil is involved in his or her programme along with the Head of EAL or EAL teacher. Work is regularly reviewed and suggestions made and targets set.

Assessment and Teaching At the end of the course, pupils take an examination, consisting of four papers: reading, writing, speaking and listening.

The EAL department also has “EAL Clinic” – when EAL pupils can drop into the department for supervised study, assistance with prep, help with particular language areas or just for a friendly chat (in English of course!).

Examination specification

We are dedicated to internationalism at College and want to ensure that all pupils achieve their potential.

www.cie.org.uk/qualifications/academic/middlesec/igcse/s ubjects

Contact: s.proudlove@cheltenhamcollege.org 9

OPTION SUBJECTS

ART Head of Department – Miss J Wallace-Mason Teaching and Assessment GCSE Art is assessed internally and then externally moderated. All work is marked upon the extent to which candidates demonstrate the following assessment objectives: • Develop ideas using contextual sources and showing analysis and understanding

Aims • This course will suit you if you are creative and enquiring •

Willing to explore and experiment with a wide range of materials and processes

•

Someone who enjoys keeping a comprehensive and personal sketchbook to research, record and evaluate ideas and thoughts, and is flexible enough to develop different ideas before finding a conclusion

•

Refine ideas through experimenting and selection of media and processes

•

Record ideas in visual or other forms Present a personal response making connections with previous work

•

You should be keen to learn to draw competently as this is the springboard for developing ideas

•

Outcomes could be drawings, painting, mixed media pieces, semi-relief or prints

•

Work is often underpinned by digital photography

Note from the Head of Department A sincere approach is expected from the outset. Pupils should be prepared to study elements of drawing and painting in a manner sympathetic to the theme being studied, and to use free time to complete coursework.

Content Within this syllabus, 60% of marks make up the Coursework, consisting of work carried out in class, prep and independent holiday assignments over four terms.

There are compulsory after-school activities and many extra workshops and clinics are offered to assist with this.

Coursework shows the artistic progression made during this time, using a range of different materials and techniques, culminating in pupils presenting work in two different unit areas.

Web address:

Examination Specification AQA 4202: Papers 42021/42022

http://web.aqa.org.uk/qual/newgcses/art_dan_dra_mus/n ew/art_overview.php

The first unit relates to a broad set theme, where a final piece must be produced; this needs to be backed up by a comprehensive and creative body of work.

Contact: j.wallacemason@cheltenhamcollege.org

The second unit is made up of work that shows other investigations not related to the first. The Controlled Test, worth 40%, will examine a pupil’s personal response to one theme offered within an examination paper, given out in January of the Fifth year. Each candidate has approximately seven weeks to prepare thoroughly for a 10 hour exam, generally taken over four sessions within the school timetable, prior to the Easter holiday. Candidates will only be awarded a grade if they have completed two units of Coursework, the preparatory work for the Controlled Test and the timed exam.

OPTION SUBJECTS

CLASSICAL CIVILISATION

CLASSICAL GREEK

Head of Department – Mr T A Lambert

Classical Civilisation is an option open to all pupils. The subject is entirely in English. The GCSE course is completely self-contained: there is no need for any previous experience in a Classical subject.

Classical Greek is aimed at pupils who are coping very well with their Latin in Third Form. There is no need for any previous experience with Greek – but we would expect pupils to be showing strong linguistic ability elsewhere. Greek is best studied alongside Latin.

Aims The aims of the GCSE course in Classical Civilisation are:  to foster an interest in the history, literature and culture of Greek and Roman societies;  to encourage pupils to see links between the past and the present, and to draw useful comparisons between the two;  to help pupils to view sources from the ancient world in a critical and careful way;  to develop the ability to construct considered arguments on Classical topics.

Aims The aims of the GCSE course in Classical Greek are:  to help pupils to produce clear and precise translations of the language;  to encourage a fascination with the workings of language;  to help pupils to access and enjoy ancient works of literature by actual Greek authors. Content Like Latin, the Greek course splits evenly into two sections: Language and Literature.

Content The course splits into four sections – three examined topics, and one controlled assessment, a 2000 word essay.

The Language papers test pupils’ ability to understand the language, through translation and comprehension tests. Candidates will be required to learn a Defined Vocabulary List of approximately 365 words – one for each day of the year – and to recognise and translate the majority of the endings and constructions commonly found in Fifth-century Athenian Greek.

Topics which have previously proved popular with pupils include: • Greek comedy – the study of shocking and disturbing plays such as Oedipus Rex, Antigone and Medea, which deal with subjects like hybris (arrogance), patricide (killing your own father), and even infanticide. Many of these plays are still rated as some of the greatest ever written. • Roman entertainment – we look at what Romans did to keep themselves amused: gladiators, charioteers, dancing-girls and philosophers rub shoulders with poets, priests and juggling dwarves. • Epic – from Homer to Ovid, tales of large-scale battles, beautiful maidens, invincible warriors, horrifying monsters and vengeful god(desse)s have captivated audiences around the world for thousands of years. We read through the texts in English, and learn about the world in which they were created.

The Literature papers require pupils to read 270 lines of Greek by a selection of ancient authors. We study 135 lines of historical writing in the Fourth Form, and the remaining 135 lines of poetry in the Fifth Form. The texts reflect the Greeks’ interest in cunning, bravery, adventure, and the bizarre, and provide pupils with a real insight into the methods of storytelling in the Hellenic world. Word from the Head of Department “We have been fortunate to have around seven pupils per Form choose Greek for several years, a number of whom have become our best Classicists, continuing with the subject to A2 level and at University. Greek is one of the specialist subjects unique to schools like Cheltenham, and we hope that this year’s Third Form will keep the College’s strong Classical traditions alive, by opting for Greek in healthy numbers.”

Word from the Head of Department “Since its arrival in 2011, Classical Civilisation has seen an explosion in numbers, with over 120 pupils now studying the subject. Pupils enjoy the variety and intrinsic interest of the topics, which certainly provide plenty of challenge. Classical Civilisation became a full A Level subject in September 2013, and its expansion looks set to continue.”

Examination Specification OCR Greek GCSE – J291 Web address: http://www.ocr.org.uk/download/kd/ocr_33659_kd_gcse_ spec.pdf

Examination Specification OCR Classical Civilisation GCSE – code J280

Contact: t.lambert@cheltenhamcollege.org

Web address: http://www.ocr.org.uk/download/kd/ocr_9944_kd_spec.p df

OPTION SUBJECTS

DESIGN AND TECHNOLOGY RESISTANT MATERIALS or TEXTILES

Textiles Technology The course involves designing and making a range of Textile items: garments, accessories, and soft furnishings. A creative and original approach is encouraged along with high standards of design work.

Head of Department â&#x20AC;&#x201C; Mr D J Lait There are two Design and Technology courses potentially available: -

Pupilsâ&#x20AC;&#x2122; work includes traditional techniques and the latest technology - from felt making and silk painting to CAD CAM embroidery and digital transfer printing. Fashion illustration, pattern cutting and construction techniques are also taught.

Resistant Materials Technology Textiles Technology

Pupils can only study ONE of these, due to a common core element.

Project folders are produced alongside the practical work, investigating theoretical and technical aspects, styles and trends. The GCSE project is chosen within a theme, with the outcome being very flexible to accommodate all talents and aptitudes. This coursework element runs from the end of the Fourth Form through to the following Spring term.

Aims The course should enable pupils to: -

actively engage in design and technology; make design decisions, combining knowledge and understanding and considering sustainability; develop practical skills to enable the construction of high quality products; explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making; analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; develop decision-making skills through individual and collaborative working; understand that designing and making reflects and influences cultures and society, and that products have an impact on lifestyle; develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge.

Textiles is usually a very popular option. In the event of it being oversubscribed, priority will be given to pupils who have demonstrated aptitude and industry in the completion of their Third Form Textiles projects. Assessment The Resistant Materials course follows an Edexcel specification and the Textiles Technology course follows an AQA specification. The assessment of both is split as follows:

Content Resistant Materials Technology Through project work pupils are given an understanding of the influences placed on the design and manufacture of products. In the Fourth Form they complete a number of designing and making tasks to improve skill levels and knowledge.

Coursework (60%) Pupils design and make a product or different products. They will develop skills in researching, designing, reviewing, planning, making and testing and evaluating.

Terminal exam (40%) Pupils will be examined on materials, processes, industrial and commercial practices, quality and health and safety issues relating to their chosen specialism.

Examination Specification Edexcel Design & Technology: - Resistant Materials Technology 2RM01 AQA Design & Technology - Textiles Technology 4572

These will involve the use and study of wood, metal and plastic and their processing, including, computer aided manufacture (CAM).

Web addresses: Resistant materials

Project folders are produced with the practical work and cover design influences, market trends, presentation techniques, computer aided design (CAD), production plans and evaluation.

http://www.edexcel.com/quals/gcse/gcse09/dt/Resistant/P ages/default.aspx

Textiles http://web.aqa.org.uk/qual/newgcses/dandt/new/textiles_ overview2.php?id=06&prev=06

The GCSE project is chosen within a theme and runs from the end of the Fourth Form through to the Spring Half Term of Fifth Form.

Contact: d.lait@cheltenhamcollege.org 12

OPTION SUBJECTS

DRAMA

appropriate choice for pupils for whom English is not their native language.

Head of Department – Mrs S M McBride

Contact: If you have any questions about opting for GCSE Drama please contact Mrs Sian McBride, Director of Drama,

Aims To develop a wide range of creative and performance skills, alongside an ability to analyse text both as a performer and an audience member. As part of the course pupils will gain an awareness of a variety of dramatic styles, genres and conventions and develop an appreciation of live theatre from a critical standpoint.

s.mcbride@cheltenhamcollege.org

Examination Specification AQA GCSE Drama 4242 http://web.aqa.org.uk/qual/newgcses/art_dan_dra_mus/n ew/drama_overview.php

Content The course is highly practical and suits people who really enjoy performing. It is also a course that requires pupils to work productively within a group, as candidates are always ultimately assessed as part of a performance group. To excel on this course pupils need a passion for all things dramatic, a willingness to take risks and an ability to use their imagination.

GEOGRAPHY Head of Department – Mr R J Penny Aims We live at a time when, as never before, the environments, economies and cultures of places across the world are linked. Only Geography can provide full knowledge of the physical and human environments in which we all live, and an understanding of the connections between them.

The emphasis throughout the course will be the creation of outstanding performance; theoretical knowledge and understanding will in part be gained through practical exploration and performance. However to prepare effectively for the written exam there will also be regular classroom based theory lessons.

Content Geography continues to be the most popular option at IGCSE and results are excellent with over 62% routinely securing A*-A. The course offers contemporary issues whilst maintaining the traditional core of the subject. The following themes are studied during the two-year course:

Assessment and Teaching Assessment is via a combination of assessed performance (60%) and written examination (40%). Five assessed performances will be undertaken during the two year course, with the two highest marks forming the basis of the final mark. These involve either devising original Drama or performing an extract from a play. The examination, which is taken in the summer of Fifth form, includes questions about pupils’ performance work and contribution during rehearsals and an evaluation of a live performance seen.

The natural environment and people: The IGCSE introduces important interactions between complex natural systems and human activities. How humans exploit, and manage the natural environment (River Environments), and how we are affected by the forces of nature (Natural Hazards).

People and their environments: The evolution of human society at a range of scales, and how it may continue to develop sustainably are examined through Economic Activity and Energy, and Urban Environments. Discussions in class relate closely to those being held by world leaders about issues of immediate concern.

Global issues: The topic of Development and Human Welfare is explored looking at poverty and under-development – how is it propagated by our globalised systems and how can the international community address the problems using trade and aid?

Geographical Skills: Although there is no coursework in the IGCSE, fieldwork skills are still examined. We undertake two separate full-day fieldtrips in the Fourth Form to study River Environments in the Forest of Dean and urban land

Due to the inclusion of a review question on the paper, there is an expectation that all pupils will regularly visit the theatre as part of the College’s extensive programme of theatre visits. Word from the Head of Department The subject develops vital transferable communication and interpersonal skills. Furthermore, the activities undertaken in lessons allow pupils to develop as effective and independent learners with enquiring minds. It is also often lots of fun. The most important thing is that if pupils choose Drama they understand that they are making a commitment to contribute actively in every lesson. Performance is an important component of the GCSE Drama course. Candidates perform English language pieces and are assessed on vocal clarity and pronunciation. Owing to this, Drama may not be an 13

OPTION SUBJECTS

use, environmental quality and regeneration in Cheltenham.

Germany between 1918 and 1945. Pupils then compare this to America’s experience between the wars. Heading into the Fifth Form we examine change in the Middle East, c.1917- c.1995. The bold personalities and actions of Hitler, Stalin, Churchill, Khrushchev, Kennedy, Dayan, Nasser and Arafat, amongst many others, beg many questions in class discussion.

Assessment and Teaching We encourage an enquiry-led approach to learning, and our emphasis is on pupils’ analysis and understanding. To support and extend our pupils there is an active Lower College Geography Society, Reading Group, Film Club, a Geography Library, regular entries to national essay competitions (RGS and Cambridge Land Economy) and weekly clinics for consolidation of learning.

The pupils enjoy expanding their studies from a European to a more global perspective, and the relevance of these topics in comprehending and interpreting events in the present is easily established. Britain’s evolving position is stressed, and the course expands further still as we finally investigate the geostrategic significance of events in the Middle East within a global context, tracing the shifting fortunes of Great Britain and the USA alongside the rise of the USSR through the early years of the Cold War, 1945-62.

The IGCSE is assessed through a single examination of 3 hours from June 2014. A Word From The Head of Department In addition to its own unique content and skills base, Geography possesses both scientific and literary elements, which are prized by admissions tutors and employers alike. Geographers are literate, numerate, independent thinkers who are able to apply theories and models to real world places, people and environments.

Assessment and Teaching The method of study and assessment is varied. Chronology is important, and the narrative arc is thereby emphasised. In all components of the course the ability to understand and interpret a variety of source material will be assessed.

Examination Specification Edexcel IGCSE in Geography (4GEO). Paper Code 4GEO/01

Structured essay questions are designed to test the pupils’ ability to recall and use evidence and to write with argued relevance. Together these teach skills of analysis and argument, and enhance literacy.

Web address: http://www.edexcel.com/quals/igcse/edexcelcertificate/geography/Pages/default.aspx

Contact: r.penny@cheltenhamcollege.org

The IGCSE examination aims to differentiate between candidates of very different abilities through assessment of the depth and fluency of response to a common task. There is no coursework or controlled assessment.

HISTORY

All internal exams set (and indeed a majority of preps) are based on IGCSE papers, allowing pupils to practise exam technique throughout the two years. This is crucial to pupils’ potential to achieve their best in the final two exams, of one and a half hours each.

Head of Department – Miss J E Doidge-Harrison Aims The IGCSE History course is designed to further historical understanding and political awareness, and to develop the skills that professional historians use as part of their regular working practice. These skills of source comprehension, inference, cross-referencing and use of sources within a balanced argument all add benefit to other humanities subjects and in addition build a general awareness of how to write, and how to sustain a convincing judgment.

Examination Specification Edexcel International GCSE in History (4HI0) Web address: http://www.edexcel.com/quals/igcse/intgcse11/history/Pages/default.aspx

Contact: j.doidge-harrison@cheltenhamcollege.org

Extended essays analysing interpretations and assessing the extent of change over time complement the source work and stand pupils in good stead for History at a higher level. Beyond this, we aim to enjoy and relish the difference of the past, and to appreciate its resonance with events in the world today. Content The course follows international affairs in the Modern World. The Fourth Form builds on the Third Form study of the First and Second World Wars through looking at 14

OPTION SUBJECTS

LATIN

MUSIC

Head of Department – Mr T Lambert

Head of Department – Mr D McKee

Historically the most popular of our GCSE options, Latin is available to pupils who are coping well with the subject in Third Form.

Aims Music at GCSE is ideal for pupils who have made a promising start in instrumental playing or singing, though anyone with an interest in music of various styles will enjoy the course. Performance, composing, listening and appraising are developed; as well as the opportunity to introduce Music Technology skills.

Aims The aims of the GCSE course in Latin are:   

to help pupils to produce clear and precise translations of the language; to provide pupils with a clear framework for appreciating other European languages; to help pupils to access and enjoy ancient works of literature by actual Roman authors.

Subject Content Listening and Appraising (20% - externally assessed) Composing and Appraising (20% - externally assessed) Performing (40% - internally assessed). Composing (20% - internally assessed).

Content The course splits evenly into two sections: Language and Literature.

Assessment and Teaching Unit 1: This is designed to develop pupils' aural awareness and improve dictation skills. There is a test with a listening and written paper of 1 hour. Five Areas of study are covered. They are: Rhythm and Meter, Melody and Texture, Harmony and Tonality, Timbre and Dynamic, Structure and Form, each being tested through knowledge of Three Strands of Learning which focus upon specific styles and genres from The Western Classical Tradition, Popular Music of the 20th and 21st Centuries and World Music.

The Language papers test pupils’ ability to understand the language, through translation and comprehension tests. Pupils will be required to learn a Defined Vocabulary List of approximately 450 words, and to recognise and translate the majority of the endings and constructions commonly found in Classical Latin. There is no requirement to translate from English into Latin, though we do find opportunities to practise this skill, for those that enjoy a more rigorous challenge.

Unit 2: One composition (10%) is presented in the final term, completed in 20 hours of controlled assessment. Pupils can explore a range of musical styles through focus on two or more of the Five Areas of Study and must relate to the Strand of learning prescribed by the board (The Western Classical Tradition in 2014). Use of music software is encouraged and pupils will present a score and a recording of the final composition. Appraisal of the outcome in relation to the Areas of Study chosen indicating the link to the strand (10%) will follow, in 2 hours of controlled time.

The Literature papers require pupils to read 270 lines of Latin by a selection of Roman authors. We study 135 lines of ‘prose’ (non-poetic) writing in the Fourth Form, and the remaining 135 lines of poetry in the Fifth Form. The texts cover a wide variety of topics such as war, love, entertainment and happiness. As well as being an interesting read in their own right, they are also of particular interest to those planning to study English, History or Modern Languages, as well as to Classical specialists.

Unit 3: Two performances to be recorded in the final term: one solo and one ensemble or duet. Most pieces will last at least 3-4 minutes. Most candidates who achieve top grades perform at Grade 5 standard or above. It is also possible to complete a Music Technology sequenced performance.

Word from the Head of Department “Latin remains a popular GCSE subject at the school, generally chosen by around thirty to forty pupils per Form. Pupils enjoy the challenge and academic rigour of the subject, the analytical skills it helps to develop, and the gateway it opens to a different world. In recent years, large numbers of pupils have continued with the subject to A2 level and beyond.”

Unit 4: One composition to be completed in 25 hours of controlled assessment. Pupils can explore a range of musical styles including all contemporary techniques through focus on two or more of the Five Areas of Study in any style or genre. Use of music software (either Sibelius or Logic) is encouraged and pupils will present a score and a recording of the final composition.

Examination Specification OCR Latin GCSE – code J281 Web address:

Examination Specification -AQA Music 4270

http://www.ocr.org.uk/download/kd/ocr_9985_kd_spec.pdf

Web address: http://www.aqa.org.uk Contact: t.lambert@cheltenhamcollege.org

Contact: d.mckee@cheltenhamcollege.org 15

OPTION SUBJECTS

SPORTS SCIENCE

THEOLOGY, PHILOSOPHY AND ETHICS (TPE)

Head of Department â&#x20AC;&#x201C; Mrs R K Faulkner.

Head of Department: Rev Dr A J Dunning

Aims This syllabus provides an opportunity to study both the practical and theoretical aspects of physical education. PE gives the opportunity to develop skills in a range of sports and activities and to improve performance.

Aims The aim of GCSE in the Theology, Philosophy and Ethics Department is to provide a rigorous introduction to philosophical, ethical and theological argument whilst exploring the questions that have preoccupied some of historyâ&#x20AC;&#x2122;s most famous thinkers.

Content The two aspects to PE GCSE combine in the following way: Theory (40%) and Practical (60%). The course involves candidates participating in a range of practical activities as well as developing knowledge to improve ability. Analysis, evaluation and performance within a team environment are key skills within the course.

Pupils who opt for GCSE in the TPE department take the OCR Religious Studies B in Philosophy and Applied Ethics. This offers pupils an introduction to philosophical and theological discussion of the following areas: belief in God, religious experience, the end of life, good and evil, revelation, and religion and science. The Ethics unit gives an introduction to applied ethics in the areas of relationships, medical ethics, wealth and poverty, peace and justice and equality and the media.

Candidates MUST have a strong level of all-round practical ability and a keen interest in Human Biology. It is expected that pupils will have played at B team standard or above in the main games in which they will be assessed. Sports played to a high level outside of College may also be considered.

Teaching and Assessment Pupils are taught this course from the Western Christian Philosophical perspective but may also study different faiths, or secular perspectives, for the purposes of comparing and contrasting views.

Assessment and Teaching Theory section: candidates study two key areas:

Particular emphasis is placed on the development of core philosophical skills, including analysis, evaluation of evidence and objective presentation of different viewpoints. Pupils are encouraged to participate in debate to facilitate the development of coherent and informed views about issues in modern society.

Healthy, active lifestyles Pupils study the relationship between health-related exercise and performance in physical activity, the influences on a healthy and active lifestyle, and the role of physical activity on health. This includes the planning of fitness training and the nutritional demands of different sports/events. Your healthy, active body Pupils study the cardiovascular system, the respiratory system and the muscular and skeletal systems. They also look at body composition, performance enhancing drugs and safety issues. Assessment - a 1 hour 30 minute examination at the end of the two years.

The OCR GCSE contains no coursework. Pupils are examined in four, one hour exams at the end of the course. Teaching is discussion based but also exam focused. Pupils are encouraged to bring their own questions and experiences into the classroom. As pupils choose the second religion that they study there is also extensive opportunity for personal research and study. Pupils will be encouraged to develop self-motivation, enthusiasm and curiosity. A Word from the Head of Department In the TPE department at Cheltenham College we aim to stimulate critical engagement with all aspects of human life. In our lessons we can often be found discussing not only the work of great philosophers and theologians but also debating the latest issues from this weeks news.

Practical section: Candidates are assessed in terms of their performance in FOUR chosen activities from a large selection of possible choices. Candidates are assessed on their ability to analyse performance in ONE of their chosen activities. A Word from the Head of Department PE is designed to inspire, motivate and focus pupils. The course will also give the opportunity to find out about possible careers available in the sport science industry.

Examination specification http://www.ocr.org.uk/download/kd/ocr_68270_kd_gcse_ spec.pdf

Contact: a.dunning@cheltenhamcollege.org

Exam Specification Edexcel GCSE in Physical Education (2PE01) www.edexcel.com/quals/gcse/gcse09/pe/Pages/default.as px

Contact: r.faulkner@cheltenhamcollege.org 16

APPENDICES

SUPPORT FOR LEARNING

HIGHER EDUCATION AND CAREERS

Dr M Plint (Director of Learning)

Head of Upper College and Head of Higher Education & Careers – Mr S M F McQuitty

The College aims to support all pupils in their learning and actively seeks to identify and to provide for a pupil’s individual learning requirements.

The department is located in the Symondson HE/Careers library. This impressive resource centre consists of purpose-built offices, a meeting room, specialist library and a projector for group presentations. It has been developed as part of the major refurbishment to the 1865 building incorporating the main College library and theatre.

If specific learning requirements have been identified at a previous school, it is essential that parents or guardians inform the Director of Learning and provide copies of any relevant assessment reports from other professionals such as educational psychologists or doctors. This ensures that continuity of appropriate provision is maintained.

In today’s workplace, success often starts with achieving a good degree at the most suitable university. Some will choose a subject because of the career they wish to pursue whilst others will know the discipline that they wish to study but be a little unsure as to where it may lead. Work experience can prove to be vital when securing a place at university, as well as providing inspiration regarding the choice of future career and degree.

At the start of Fourth Form, entrants take a series of standardised tests of literacy skills. Test results identify pupils’ strengths and indicate any areas of difficulty. Where difficulties are noted, the Director of Learning discusses options and strategies for support with College staff, parents and pupils. Pupils may also be referred to the Learning Support Department for monitoring, further assessment or for individual support by teachers. Pupils are welcome to seek advice or support of their own accord, on a drop-in basis.

Subject choices The usual minimum entry requirement for a UK university is three passes at A Level, sometimes supported by one at AS Level. GCSEs in Mathematics and English (or the IELTs qualification) are required and sometimes a foreign language is as well. A GCSE in a science subject is necessary for certain careers, such as teaching.

Regular extra lessons may be arranged for an extended duration or for a shorter period of time. Lessons take place at times that do not result in pupils missing their subject classes and are given by experienced, specialist teachers. There is usually a charge for regular extra lessons. Parents are contacted before such extra lessons are arranged.

At more competitive universities the minimum offer is likely to be BBB (and may of course be higher). Medical, Veterinary Science, English, History and Law courses usually require AAA or AAB. Offers from Cambridge and Oxford are unlikely to be lower than A*AA in any discipline.

Teachers, Tutors, Housemasters and Housemistresses are provided with information regarding a pupil’s support needs and individual learning preferences through the Additional Learning Needs list and College database. Information for teachers is reviewed and updated each term. Teachers receive training in order to ensure that they are aware of current developments in supporting pupils’ learning needs.

Care needs to be taken over A Level subjects for certain degree courses. Below are some guidelines, but students (and parents) are strongly encouraged to use the UCAS website (www.ucas.com) which has the latest information about specific degree requirements. Chemistry is normally required for Agriculture, Biochemistry, Biology, Dentistry, Food Sciences, Medicine, Oceanography, Pharmacy, Physiology and Veterinary Sciences. Biology would normally be highly advisable for Medicine (in most cases universities now specifically request this subject) and Veterinary Medicine, although the third subject can be flexible. Most other scientific subjects at the top universities prefer two science A Levels plus Mathematics. Engineering requires Mathematics and, in most cases, Physics too.

Parents who believe their daughter or son should be considered for any special examination arrangements are invited to contact the Director of Learning. College policy accords with stipulations made by the regulatory body for public examinations, which updates the regulations annually. Contact: m.plint@cheltenhamcollege.org

APPENDICES

On the Arts side, the main theme of the degree course is usually required at A2 with, in some cases, a foreign language. Grouping Arts and Social Science disciplines together, such as English and History, or Geography and Economics with Government and Politics, can often be both beneficial and interesting. Arts subjects with a modern or an ancient language are always a potent combination. Pure Economics degree courses often require Mathematics A Level.

veterinary science and law applicants particularly. The department coordinates College’s internal preparations for the increasing number of university tests such as the national ones for Medicine (BMAT and UKCAT) and Law (LNAT) and any individual ones for particular institutions, most notably Oxford. The department also invites university representatives from across a range of disciplines and backgrounds to speak to students and parents about the UCAS process and personal statements. Members of the department regularly attend training conferences at UCAS headquarters and keep up to date with other events in London, Oxford and Cambridge.

The following areas do not usually require any specific pattern: Archaeology, Art and Design, Business Studies, non-European Languages, Law, Drama, Philosophy, Politics/International Relations, Psychology, Sociology, Theology, but benefit from a range of disciplines, e.g. for Archaeology: Fine Art, History and Mathematics plus a fourth subject. It is worth noting that Art and Design courses will require both a portfolio of work and in many cases a Foundation Course to be taken in a gap year.

CAREERS Careers guidance and personal skills development are considered central aspects of a pupil’s education at College. In the Fourth Form pupils are able to sit the COA psychometric profiling tests, which is extremely useful for narrowing down the multitude of career paths. In the Fifth Form there is continued support, encouragement and help with CV writing, interview skills and work experience placements. At the end of the Summer Term in Lower Sixth all students attend the department’s PreUniversity Week.

Cheltenham College has an excellent record in placing candidates at the major universities with Birmingham, Bristol, Cambridge, Durham, Edinburgh, Exeter, Leeds, London, Manchester, Newcastle, Nottingham and Oxford being some of the most popular destinations over the last six years (precise details can be found in the ‘Higher Education’ booklet which can be accessed on this section of the College website. http://cheltenhamcollege.fluencycms.co.uk/he

The department works closely with Tutors, PSCHE and Leadership and Life Skills delivery as well as department heads. We actively support the Science Department and a number of our students regularly attend events at local universities run by Headstart and the Smallpiece Trust. Other options, such as the excellent Year in Industry gap year placement scheme, Higher Apprenticeships and professionally sponsored Degree Programmes, also exist and these opportunities are promoted at all times throughout the academic year.

GCSE performance is an important selection factor with B grades or higher often being required in Mathematics or English for many degrees, and GCSE grades can be used by Universities as an indicator of suitability – e.g. a good grade in Latin or Modern Languages for English or History or a good Mathematics standard for Business Studies, Estate Management and Economics. HIGHER EDUCATION College handles a large and diverse range of university applications. These are made, via UCAS to British universities as well as to foreign institutions principally in North America, Australia & New Zealand, Europe and the Far East. In the Fourth and Fifth Form, university issues are addressed as part of the PSHCE programme. During the Sixth Form there is a series of termly meetings with the Head of Upper College, Mr McQuitty, to cover all issues. A comprehensive booklet is produced annually ensuring the most up to date information is available to parents, staff and students.

The department fosters a range of contacts with local and national businesses, professional bodies (such as RIBA, the Royal College of Surgeons and the Law Society), hospitals and charities. We continue to work with the Cheltonian Association to offer diverse and exciting opportunities for our students to learn more about a chosen profession. Contacts:s.mcquitty@cheltenhamcollege.org (Head of Upper College) d.evans@cheltenhamcollege.org (Deputy Head of Upper College) To be appointed: (HE & Careers Advisor)

Individual students see either the Deputy Head of Department or Higher Education & Careers Advisor to discuss their particular circumstances and to seek advice over personal statements and choices about degrees and institutions. A comprehensive mock interview programme is in place to cover those subjects and students likely to be called; Oxbridge, medical, dental, 19

APPENDICES

GCSE exam results 2014

SUBJECT ENTRIES Art 20 Biology 24 Chemistry 24 Chinese 1 Classical Civilisation 33 DT: Materials 42 DT: Textiles 12 Drama 13 English 112 English Literature 99 French 61 Geography 87 German 14 Greek 5 History 77 Latin 29 Mathematics 112 Further Maths 18 Music 7 Physical Education 41 Physics 24 Religious Studies 30 Russian 2 Science B 13 Additional Science 13 Science (Double 150 Award) Spanish 52 Total 1115 Cumulative percentage 2013

Year

% A* grades

% A*/A grades

% A-C grades

2010 2011 2012 2013 2014

24% 28% 26% 28% 36%

57% 56% 55% 57% 66%

95% 94% 95% 96% 96%

8 20 10 1 3 6 5 9 41 35 32 7 2 25 12 39 15 4 6 21 8 2

7 1 1 4 12 10 1 8

7 9

3 4

A* % 40.0% 83.3% 41.7% 100.0% 9.1% 14.3% 41.7% 0.0% 8.0% 41.4% 57.4% 36.8% 50.0% 40.0% 32.5% 41.4% 34.8% 83.3% 57.1% 14.6% 87.5% 26.7% 100.0% 0.0% 0.0%

1 4 11

3 23 4 5 44 40 13 25 7 1 19 12 36 3 3 20 3 14

12 12 2 3 41 8 12 21

D 6

2 19 5 14

1 6

A*-A % 45.0% 100.0% 87.5% 100.0% 18.2% 69.0% 75.0% 38.5% 47.3% 81.8% 78.7% 65.5% 100.0% 60.0% 57.1% 82.8% 67.0% 100.0% 100.0% 63.4% 100.0% 73.3% 100.0% 0.0% 0.0%

A-B% 70.0% 100.0% 100.0% 100.0% 54.5% 97.6% 91.7% 61.5% 83.9% 89.9% 98.4% 89.7% 100.0% 100.0% 81.8% 100.0% 79.5% 100.0% 100.0% 85.4% 100.0% 96.7% 100.0% 23.1% 0.0%

A-C% 100.0% 100.0% 100.0% 100.0% 75.8% 100.0% 100.0% 92.3% 94.6% 100.0% 100.0% 98.9% 100.0% 100.0% 94.8% 100.0% 99.1% 100.0% 100.0% 92.7% 100.0% 100.0% 100.0% 76.9% 69.2%

42.7%

64.0%

86.0%

96.7%

24 399 36% 29%

14 337 66% 57%

8 220 86% 83%

5 123 97% 97%

1 32 100% 99%

46.2% 36%

73.1% 66%

88.5% 86%

98.1% 97%

APPENDICES

A Level exam results 2011 - 14

SUBJECT

ENTRIES

Art

Biology

Business Studies

Chemistry

Chinese

DT: Materials

DT: Textiles

Economics

156

English Literature

A*-A %

A-B%

A-E%

65.0%

92.5%

100.0%

44.6%

73.9%

100.0%

21.3%

50.6%

98.9%

47.9%

75.5%

99.0%

61.3%

96.8%

100.0%

38.1%

76.2%

100.0%

48.0%

84.0%

100.0%

50.7%

79.5%

99.3%

55.8%

85.3%

100.0%

French

48.9%

84.4%

100.0%

Further Maths

62.9%

85.7%

100.0%

Geography

124

62.1%

88.7%

100.0%

German

84.6%

100.0%

Gov. & Politics

28.0%

70.7%

100.0%

Greek

100.0%

History

124

47.6%

79.0%

100.0%

History of Art

31.8%

59.1%

95.5%

Italian

100.0%

Japanese

100.0%

Latin

93.3%

100.0%

Mathematics

160

73.1%

88.8%

100.0%

Music

82.4%

94.1%

100.0%

Physical Education

30.6%

53.1%

100.0%

Physics

50.0%

75.0%

100.0%

Psychology

33.3%

54.2%

100.0%

Religious Studies

54.8%

83.9%

100.0%

Russian

100.0%

Spanish

50.0%

78.6%

100.0%

Theatre Studies

57.9%

92.1%

100.0%

Total

1558

258

545

431

222

52%

79%

100%

17%

52%

79%

94%

98%

100%

Cumulative percentage

1 2

3 1