North London Collegiate School The Upper School Curriculum 2024 - 2026
An Independent School for Students aged 4-18 Founded 1850
THE UPPER SCHOOL CURRICULUM 2024 - 2026 TO:
All members of Year 9
FROM: Mr S Etienne, Deputy Head (Academic) Moving into the Upper School is an important time for all students. A new range of activities will be open for you, your lessons will continue to challenge and inspire you – but you will have more choice over what you are studying and the opportunity to play an increasingly leading role in the life of the School. This booklet tells you more about the different courses you will be taking over the next two years, and we recommend that you read it very carefully. It includes vital information about the core subjects (the subjects you have to do) and the various optional GCSE courses you may choose to study next year alongside your compulsory subjects. Some of these options are already familiar to you (for example, Geography, Latin, or Art), but some are brand-new subjects (such as Russian, Italian and Classical Greek). There is a lot of information, but do remember there are many people who can help you make your choices. You can talk to your teachers, your form tutors or the Head of Middle School at any time. Planning your academic programme for the next two years is a big responsibility, and it will also be exciting too. In addition to your academic studies, we really want you to be involved in the extra-curricular life of the Upper School, looking even further ahead to your university choices and possible future careers. There is a huge amount on offer, from sports to music, engineering to debating and drama. There are lots of chances for you to be creative and write for all kinds of newsletters and magazines, and you can be active and take part in the Bronze Duke of Edinburgh’s Award Scheme. In Year 11, those new opportunities for you increase even further – SAC, Time Out, The Green Team – and a dedicated pastoral area in the Joan Clanchy Building. Look forward to next year and be happy and confident about choosing your Upper School subjects. Choose subjects you are passionate about – that you will really enjoy studying. Upper School is the start of a new phase in your education and we are here to help you. We shall do all we can to support you as you make these decisions; we ask you to submit your GCSE and IGCSE choices by 30th January, so we can begin constructing the timetable and building it around your choices.
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THE UPPER SCHOOL CURRICULUM All pupils take the following subjects as compulsory courses in Years 10 & 11:
HOW TO CHOOSE FROM THE OPTIONAL COURSES
• English Language (IGCSE) • English Literature (IGCSE) • Mathematics (IGCSE) • Biology (IGCSE)* • Chemistry (IGCSE)* • Physics (IGCSE)* • A Modern Language
You may choose either four or five of the optional courses. In choosing your subjects, you should follow these guidelines:
*Students may choose to take two Sciences in order to take an extra humanity or language. Please see FAQs.
To supplement these compulsory courses, all pupils take either four or five further optional courses, chosen from the following list: Art Classical Greek Computer Science Design and Technology Drama French Geography German History Italian Latin Mandarin Music Religious Studies Russian Spanish
• Students must include at least one of their current modern languages – i.e. French, Spanish, Mandarin or German. Students may include more than one modern language if they wish. • Students must include at least one humanities subject – i.e. Geography, Religious Studies, Latin or History. Students may include more than one humanities subject if they wish. • Students are also offered a range of other subjects to choose from that may offer an additional creative yet academically rigorous outlet – i.e. Art, Computer Science, Design and Technology, Drama, and Music. • Italian, Russian and Classical Greek are twoyear beginners’ courses leading to GCSE at the end of Year 11. We run these courses only if there is a sufficient number of students (though there is usually good uptake).
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FREQUENTLY ASKED QUESTIONS How do I choose my optional subjects? You should choose the subjects that you enjoy, find interesting and that you feel most likely to do well at. You should ensure that you include at least one humanities subject (Geography, Greek, History, Latin or Religious Studies) and at least one of your existing modern languages (French, German, Mandarin or Spanish) amongst your choices.
Why would I choose two Sciences instead of three at GCSE? Will this disadvantage me? If you are looking to take any of the Sciences at A level then you should study all three Sciences at GCSE. It is really important to study all three Sciences for certain courses such as Medicine. However, if you are a student who is passionate about the Arts and Humanities, and you know that you will not be studying Science in the Sixth Form, then you may decide you would rather study two Sciences so that you are able to pursue your interest in Languages or the Humanities, for example. If you decide you want to select just two Sciences, do make sure that you have discussed this with your tutor first.
Why do I have to study a language I already learn if I want to take Italian or Russian (ab initio)? The reason we suggest students do this is because your current language provides a ‘safety net’ in case you find your new language isn’t for you. It is also important to choose an ab initio language for its own sake, not to ‘replace’ the study of a current language which you find challenging. However, do feel free to discuss your language choices with Mrs Venter if you have a particular reason to study just an ab initio language. We want to help you make the choices that are best for you.
How do I decide whether to take four or five optional courses? Students may choose four or five optional courses. If you choose four you will have some supervised study periods each week, or you might choose to have some music lessons or practice at these times (though it is, of course, still possible to fit in music lessons and practice alongside five subjects). If you choose five then you will have eleven GCSEs, whereas if you choose four then you will have ten GCSEs. If you are really undecided about how many subjects to take, we would probably advise you to choose five at this stage and then see how you find things in Year 10.
How can I find out in more detail about each subject? Your teachers will give presentations in the next few weeks about the content of each subject, to complement the information provided in this booklet. If you have further questions after hearing the presentations and reading the information then you should ask your subject teacher or the Head of Department.
Are some subjects that I might take in the Upper School better regarded than others by universities or employers? Universities and employers will be interested in a good profile of grades across a broad spread of different subjects, but they will not regard some GCSE subjects as being “better” or “more useful” than others. The overall choices structure ensures that you will have an appropriate profile for university applications.
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To what extent should my university plans influence my choice of subjects?
What if I might want to take up a new subject when I get to the Sixth Form?
If a subject you want to study at university is available for GCSE, then presumably you will want to take that subject in the Upper School. Overall, universities are generally more interested in the profile of grades you have achieved than which specific subjects you have chosen in the Upper School; It is wise to maintain a reasonably broad balance of subjects to keep your options open for Higher Education, but the balanced nature of the Upper School curriculum automatically takes this into account. If you have any questions about specific university courses you should seek advice from Ms Mardell, Director of University Admissions.
There are a number of new subjects you might want to take up the Sixth Form, such as Classical Civilization, Economics and Politics. It is worth considering how your profile of Upper School subjects will prepare you for any subject you intend to study: If you want to take up a new language in the Sixth Form, do your Upper School subjects include a suitable profile of modern and/or classical languages? If you want to take up a social sciences or humanities subject in the Sixth Form, do your Upper School subjects include a suitable profile of subjects such as History, Geography or Religious Studies?
To what extent should my career plans influence my choice of subjects? Remember that employers are likely to pay more attention to how well you have done in your IB or A-level programme and in your university studies. As with universities, employers are generally more interested in the profile of grades you have achieved than which specific subjects you have chosen. If you have any questions about the requirements for specific careers then you should seek advice from Dr Silverman, the school’s Careers Advisor.
To what extent should the subjects I am considering for the Sixth Form influence the choices I make for the Upper School? You should check the relevant page in the course guide to see whether or not GCSE is required to study a subject at IB or A-level in any subject. If you have any further questions about the requirements for specific IB or A-level subjects then seek advice from subject staff or from Mr Etienne or Mr Tosh.
Do we know who will be teaching different courses? Staffing depends upon the outcome of a complex timetabling process which will not be completed until July, so there is no way of knowing who will teach different courses in the Upper School at this stage. Students should base their choices on how much they enjoy or are interested by a subject and what they judge their potential to be, not on who might teach them.
Who can I turn to if I need further guidance? Your tutor is your first and most important source of advice. Dr Silverman will be happy to give advice about requirements for specific careers, and Ms Mardell will be happy to give advice about requirements for university courses. Current Year 10 and Year 11 students can also provide some advice on their experience of different courses in the Upper School. If you need further advice, Ms Demetriou will be happy to speak to you.
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ART
Edexcel GCSE
Studying Art helps to develop critical thinking and the ability to interpret the world around you. Creativity is essential in a global economy that needs a workforce that is knowledgeable, imaginative and innovative. The development of transferable skills such as critical and analytical thinking and creative problem-solving in Art is increasingly looked upon favourably by colleges and the workplace. Studying the arts can also help with understanding, interpreting and negotiating the complexities and diversity of society. Engagement with the arts helps young people develop a sense of their own identity and values.
GCSE Art is an exciting and open course. The subject matter, and to a considerable extent, the ways of working are chosen by you. This enables each student to bring their personal passions and strengths to the fore. Throughout the course you can work in any of the areas of Fine Art – including painting, drawing, printmaking, sculpture, photography and film/ digital media. Alongside the intrinsic problemsolving core of the course, you will improve your practical and technical skills in a wide range of media. Alongside you will broaden and deepen your understanding of artists and art movements.
As an essentially coursework-based subject, Art is an enjoyable counterbalance to other (heavily exam-based) subject options. It develops communication skills - visual and verbal- presenting opportunities for personal expression and independent thinking. Art provides students with the working processes to engage with the issues of today. Art develops increased sensitivity, empathy and tolerance with the subject presenting a forum to discuss, share, experiment and collaborate with like-minded others. Students are encouraged to question, challenge and respond to the world (it’s issues, beauty, injustice, absurdity...). Our artists are encouraged to provoke change, challenge conventions and find meaning.
There are two elements to the course – coursework and the exam. The coursework element (which is built from your work during Year 10, concluding in January of Year 11) is worth 60% of your overall result. Your coursework consists of a work journal (sketchbook) and final pieces. Your work journal will include research, drawings, photos, practical experiments and work showing the development of your ideas. Year 10 starts with a teacher led project, with students learning specific skills and techniques and becoming increasingly self-directed as the unit progresses. In Year 11 you are expected to further capitalise on your independence by driving your own course of study.
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ART The GCSE examination component starts in January of year 11 and is worth 40% of the overall mark. The theme is set by the exam board and past titles have included; Journey, Lock and Reflections. In the ten hour examination (over several days) you produce a final piece(s) to complete the project. GCSE Art offers a different pace of working to other subjects and students often find it to be an enjoyable form of work which sits apart from the working methodologies of other disciplines. As such it can fit well with other academic and practical based subjects. For support, sessions are run throughout the year whereby staff are available to assist outside of lesson hours.
Edexcel GCSE
How am I assessed? For both coursework and the exam, you receive marks for 4 Assessment Objectives which follow the process of making Art (Develop, Refine, Record, Present) so you are marked for your research, analysis and thought process as well as your technical abilities. All projects are marked by your teacher and an external moderator visits the school to view your work which you will display in an exhibition in the Summer term. To help you get ready for the course, practise your observational drawing, visit art galleries when you can, take photos documenting personal observations of the world around you, and gather resources that intrigue you.
Students wishing to pursue a Sixth Form qualification in Art should take the GCSE course as it provides an essential foundation for the study of Art in the Sixth Form
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CLASSICAL LANGUAGES: LATIN LATIN
In addition to the joy of exploring weird and wonderful aspects of the Roman world, a GCSE qualification in Latin helps students to develop their use of logic to solve a range of problems. It encourages close analytical reading of a foreign language for translation, but also for the analysis and evaluation of style and intent in literature. The study of literature allows students to develop precise criticality, as well as vital essay-writing skills.
The Latin GCSE course continues the language work which has been established in the Middle School and provides students with the opportunity to read and discuss some of the finest Latin Literature. Along with Greek, Latin is distinctive among foreign language GCSEs in offering the study of both language and literature. Students read selections from the Roman poet Virgil, exploring Rome’s mythical past and the hero Aeneas’ adventures on his way to founding the city that would become Rome. The prose literature studied includes scathing political allegations by Cicero and accounts of praiseworthy courage by Livy.
The GCSE examination consists of three separate papers. The first paper tests language understanding; a defined vocabulary list is set for this, which students learn during the twoyear course. The Classics Department also provides in-house Grammar and Construction guides to support language learning. The second and third papers assess students’ knowledge of the prose and verse literature which they have studied during the course. There is no coursework.
Language work builds on the familiar foundations established through study of the Cambridge Latin Course, expanding linguistic confidence through gradual additions of more advanced forms by following John Taylor’s Latin to GCSE textbook. Translation passages also offer readers the opportunity to explore key historical events and their cultural impact; with topics ranging from the origins of Rome, to conflict with Hannibal and the rise and fall of figures such as Caesar and Nero.
Latin GCSE: Components and Weighting
OCR GCSE
Language
1 hour 30 minutes 50%
Verse Literature
1 hour 25%
Prose Literature
1 hour 25%
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CLASSICAL LANGUAGES: GREEK CLASSICAL GREEK
A GCSE qualification in Classical Greek helps students to develop their use of logic to solve a range of problems. It encourages close analytical reading of a foreign language for translation, but also for the analysis and evaluation of style and intent in literature. The study of literature allows students to develop precise criticality, as well as vital essay-writing skills. It is an accelerated two-year course, for which no previous knowledge of Greek is required, and, as a result, it is an impressive academic feat.
The Greek GCSE course will appeal to students who enjoy studying languages and want to expand and deepen their knowledge of the Classical World. We use a carefully structured course which enables pupils to learn Greek quickly and confidently. It is not long before students can read some of the world’s best literature in the original language, from the Fables of Aesop to stories from Greek history and mythology. As with Latin, it is distinctive among foreign language GCSEs in offering the study of both language and literature. Students read selections from the influential works of Homer, exploring either the Trojan War or Odysseus journey homer. The prose literature studied focusses on the works of the first Western historian, Herodotus.
The GCSE examination consists of three separate papers. The first paper tests language understanding; a defined vocabulary list is set for this, which students learn during the twoyear course. The Classics Department also provides in-house Grammar and Construction guides to support language learning. The second and third papers assess students’ knowledge of the prose and verse literature which they have studied during the course. There is no coursework.
Language work builds on the familiar structure of a Classical language established through study of the Cambridge Latin Course, using John Taylor’s popular Greek to GCSE textbooks to develop grammatical knowledge and linguistic confidence through story reading.
Classical Greek GCSE: Components and Weighting
OCR GCSE
Language
1 hour 30 minutes 50%
Verse Literature
1 hour 25%
Prose Literature
1 hour 25%
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COMPUTER SCIENCE
OCR GCSE
Principles of Computer Science enable and underpin almost everything we do in modern society.The incredible advances in Computer Science seen in the last fifty years have facilitated some of the greatest achievements of the human race. The course develops
The syllabus covers the following topics:
students’ abilities to break down and solve problems by writing efficient algorithms and the emphasis throughout is on developing the skills of algorithmic and computational thinking. Students also gain an understanding of how computer hardware represents and stores data.
• Networking • The Impact of Digital Technologies on Society • Algorithms • Programming Fundamentals • Boolean Logic • Programming Languages and Integrated Development Environments
• Computer Systems Architecture • Memory and Storage • Computer Networks • Systems Software
The GCSE course in Computer Science provides progression from Middle School Computing by building on the knowledge and skills taught. Students will also learn how to develop their own applications. The course is delivered using a mixture of theory and a practical programming task. The main programming language used throughout the course is Python. Assessment is based upon two short-answer written papers each contributing 50% of the overall mark. Students are also required to undertake a set of challenging programming tasks building their programming experience and knowledge.
Students wishing to pursue a Sixth Form qualification in Computer Science should take the GCSE course as it provides an essential foundation for the study of Computer Science in the Sixth Form.
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DRAMA This exciting and intellectually stimulating course concentrates on developing students’ imagination, teamwork, and ability to articulate their ideas with confidence and clarity. The Drama course equips students with highly transferable skills, enabling learners to develop into effective communicators and collaborators. Throughout the course, students engage with innovative contemporary Theatre and learn how to analyse both classic and modern literary texts. Students’ own creativity is at the heart of the subject and each unit gives scope for learners to hone their originality. Self-reflection is another hallmark of the subject and students learn to become independent thinkers who can evaluate their own work with precision and nuance. Drama provides a wide range of foundational skills, fostering a love of literature and the power of spoken language. Learning in this subject is highly practical and sharpens students’ understanding of how visual meaning is constructed. Students learn how to approach creative challenges from the contrasting perspectives of actor, director, and designer, building their ability to solve problems from different angles. Design routes are also available within the course for students who wish to study how designers translate concepts into contemporary practical design. Students who take Drama also relish the opportunity the course provides to really grow in confidence, impacting all areas of their life.
Eduqas WJEC GCSE
There are three main sections to the course: 1. Devising Theatre (40%) Teacher assessed, board moderated practical work. Students will be assessed on either acting or design. They will participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by the exam board. They will produce a practical performance, supporting evidence and an evaluation of the final performance or design. 2. Performing from a Text (20%) Externally assessed by a visiting examiner. Students will be assessed on either acting or design. They will study two extracts from the same performance text chosen by the centre and will work in groups to present a performance of these extracts. 3. Interpreting Theatre (40%) Written Exam. Section A: ‘An Inspector Calls’ by J.B. Priestley Students will be assessed on their ability to analyse one set text as an actor, designer and director. Section B: Live Theatre Review Students will analyse and evaluate a given aspect of a live theatre production seen during the course.
Students wishing to pursue a Sixth Form qualification in Drama should take the GCSE course as it provides an essential foundation for the study of Drama in the Sixth Form.
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DESIGN AND TECHNOLOGY GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will work creatively when designing, making and applying technical and practical expertise to real world contexts. The GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth and apply their classroom learning to practical solutions to problem solving. This video link from the Design and Technology Association gives a great insight into what D&T is and why we study it. https://www.youtube.com/ watch?v=4lLSEDVSAp4
Course Structure As an academic subject with creative and practical elements, AQA Design and Technology is examined across two components, a non-examined assessment (NEA) and a 2-hour examination. Both are worth 100 marks and 50% of the overall course. Commitment to work beyond the classroom is required of all students especially around NEA completion in Year 11. However, enthusiasm and a proactive approach are the most valuable traits of a successful student in the subject.
AQA GCSE
NEA Component The NEA is a substantial design and make task undertaken from summer term of Year 10 until Easter of Year 11. Students independently respond to contextual challenges set by the exam board. Previous contexts have been areas such as: • Designing for a high-profile sporting event • Addressing the needs of the elderly • Supporting children’s learning and play The NEA is broken down into the following areas: • Identifying and investigating design possibilities • Producing a design brief and specification • Generating design ideas • Developing design ideas • Realising design ideas • Analysing & evaluating
Examination Component Alongside the NEA, students sit a 2-hour examination that will be assessed on the following three theory areas:
Core Technical Principles A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding. (20 Marks) • New and emerging technologies • Energy generation and storage • Developments in new materials • Systems approach to designing • Mechanical devices • Materials and their working properties
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DESIGN AND TECHNOLOGY Specialist Technical Principles
Designing and Making Principles
Several short answer questions (2–5 marks) and one extended response to assess a more in-depth knowledge of technical principles. (30 Marks) • Selection of materials or components • Forces and stresses • Ecological and social footprint • Sources and origins • Using and working with materials • Stock forms, types and sizes • Scales of production • Specialist techniques and processes • Surface treatments and finishes
A mixture of short answer and extended response questions. (50 Marks) • Investigation, primary and secondary data • Environmental, social and economic challenge • The work of others • Design strategies • Communication of design ideas • Prototype development • Selection of materials and components • Tolerances • Material management • Specialist tools and equipment • Specialist techniques and processes Designing and making principles overlap with the GCSE NEA that student undertake.
Students wishing to pursue a Sixth Form qualification in Product Design/Engineering should take the GCSE course as it provides an essential foundation for the study of Product Design/Engineering in the Sixth Form.
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ENGLISH LANGUAGE and ENGLISH LITERATURE
Edexcel International GCSE (IGCSE)
Whilst both courses are mandatory, the study of English Language and Literature in the Upper School provides a particularly rich and wide raft of intellectual opportunity for the students. Throughout the two years, students will develop their writing skills and encounter varied and challenging works of literature from all eras and from a diverse range of authors. Crucially, they also learn to express themselves with conviction and precision. Beyond the classroom, the English department is particularly dynamic and active through its full programme of debates, lectures, readings and theatre trips. The School’s well established Literary Society, where a specific
Our English Literature course encompasses both Shakespeare – in a range of genres – and modern drama – with particular focus on the works of Wole Soyinka and Arthur Miller. While we always aim to see a production of ‘set texts’, each class will also enjoy at least one other theatre trip as a means of broadening their experience of drama. The students will explore both nineteenth and twentieth century prose – Austen and Joyce for example – and such study will include learning how to place such seminal writing in its social and historical context. The prescribed text for prose study is Chinua Achebe’s Things Fall Apart. Naturally, poetry will be at the heart of our English
genre or theme is explored each week, is open to all students in the Upper School. The students also participate in literary debate and discussion in Æstel, an Upper School reading group. As part of Tuesday afternoon enrichment activities there is also Read & Create or KnitLit.
studies, and we will offer a varied and fulsome selection of work in terms of era, ethnicity, gender and culture, including poems by John Keats, Christina Rossetti, Imtiaz Dharker, Sujata Bhatt and Kamau Brathwaite. Students also have the opportunity to examine a range of contemporary poetry through the T.S. Eliot Symposia and to participate in the Year 10 Shakespeare conference.
Our English Language course involves creative and autobiographical writing, the analysis of non-fiction texts and the production of speeches and pieces of journalism. Students will also be able to take these writing skills further by means of Upper School publications such as the creative writing journal, Weasel Words. Alongside reading and writing, verbal expression is central to our language work and to this end, the School’s public speaking and debating societies, which are also overseen by teachers in the English Department, are open to all Upper School students.
By the end of the two-years of study, the breadth and depth of the two courses combined will mean that students will feel thoroughly confident in their ability to scrutinise and appreciate text whatever its purpose, shape or origin.
The Upper School English curriculum will provide those students wishing to pursue a Sixth Form qualification in English with a strong foundation for their Sixth Form studies.
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GEOGRAPHY
Edexcel International GCSE (IGCSE)
‘Geography is the study of the earth’s landscapes, peoples, places and environments’. The GCSE course aims to widen student’s knowledge of places and environments and to develop their understanding of the geographical theory which underlies many of today’s key issues such as climate change, food security, poverty, sustainable development and global migration. The specification emphasises the dynamic nature of the subject and the ways in which people and environments are interdependent. A variety of skills are taught including data analysis, independent research and investigation, decision making, problemsolving, application of ICT as well as written, graphical and oral communication.
People and their Environments
The course is made up of 3 sections:
One of the following: • Fragile environments and Climate Change e.g. the concept of sustainability; exploitation and sustainable development of rainforests; climate change: causes (natural and anthropogenic) and consequences • Globalisation and migration e.g. the rise of the ‘global economy’; global tourism; international migration – economic migrants, refugees and asylum seeker issues • Development and human welfare e.g. development indicators: the development gap at different scales e.g. the global ‘North-South’ divide, core and periphery; the consequences of rapid population growth; fair and free trade; debt relief; the work of NGOs and UN agencies
The Natural Environment and People Two of the following: • River environments e.g. river landscapes, including waterfalls and meanders; the uses and management of water supplies and flooding • Coastal environments e.g. coastal landscapes including caves, arches and stacks; coastal ecosystems e.g. coral reefs: the use of coastal environments for e.g. tourism; coastal protection • Hazardous environments e.g. the causes and management of hurricanes, volcanic eruptions and earthquakes
Two of the following: • Economic activity and energy e.g. TNCs; the growth of tertiary industry: the ‘energy gap’; renewable and non-renewable energy sources • Ecosystems and rural environments e.g. major global biomes; current issues in farming including overproduction v food shortages and GM crops; rural to urban migration • Urban environments e.g. urbanisation; urban problems including congestion, crime and environmental quality; regenerating ‘inner cities’; shanty towns in shanty towns in developing countries; the ‘greenfield v brownfield’ debate Global Issues
The assessment of the course is by two examination papers at the end of Year 11. There is NO coursework, however fieldwork is a compulsory part of the course and is tested in the examinations. GCSE. Geography students will go on a residential fieldtrip/day trips in Y11. It is preferable, but not essential, that students wishing to pursue a Sixth Form qualification in Geography should take the IGCSE Geography course. Pupils wishing to take a Sixth Form Geography course who have not studied IGCSE Geography should discuss their choice with a member of the Geography Department.
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HISTORY The History course we have chosen at GCSE is wide-ranging and allows students to grapple with key historical issues and periods. Students in Year 10 will pick up on work from the end of Year 9 on genocide and human rights with a unit studying Germany from 1890-1945. This half century was a period of both democracy and dictatorship and the rise and fall of Nazism is a vital and key area of study. Students will also have the opportunity to consider developments in the later twentieth century through our wider world depth study of conflict and tension between East and West, 1945-72. The focus of this unit will be on the causes and events of the Cold War. Students will examine how and why conflict occurred and also why it proved so difficult to resolve tensions. At the end of Year 10 students, have the chance to broaden their historical knowledge and investigate one of the key periods of English history, Elizabethan England. Here they will be able to focus on the major events of Elizabeth’s reign and touch on economics, religion, politics, society and culture.
AQA GCSE
As part of this unit there will be the opportunity for students to study a specific historical site associated with the period. For 2021, the exam board’s specified site was Kenilworth Castle, Warwickshire; the site changes every year and there is likely to be the opportunity for a day trip to visit this. Finally, students will be introduced to a thematic study on migration, empires, and the people, from c. 790 to the present. This will give students an opportunity to gain an understanding of diversity in the past and how the identity of the people of Britain has been shaped by their interaction with the wider world. Key areas studied include the ebb and flow of peoples into and out of Britain and the causes, impact and legacy of empire. AQA History GCSE is examined through two examination papers at the end of Year 11 testing a range of analytical and argumentative skills, as well as key knowledge. Students do not complete any coursework. The lack of coursework and the structure of the course allows us plenty of time to discuss and debate material.
It is preferable, but not essential, that students wishing to pursue a Sixth Form qualification in History should take the GCSE History course. Pupils wishing to take a Sixth Form History course who have not studied GCSE History should discuss their choice with a member of the History Department.
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MATHEMATICS Edexcel International GCSE (IGCSE) All students study Mathematics through to Year 11 at the end of which they sit the Pearson Edexcel IGCSE. The subject is hugely popular and a majority of students continue the subject into the Sixth Form whether on the IB pathway or A-level. As well as providing a secure foundation for further study, the Mathematics course is rewarding in itself. Pupils will study a broad range of mathematical ideas, from algebra to trigonometry to proof and statistics. Some of these, such as percentages, will prove useful in later life. Many are interesting in and of themselves. The focus at NLCS is on developing a deep conceptual understanding of the material rather than merely learning techniques. A significant aspect of the course is the development of coherent mathematical communication orally and on paper and emphasis is placed on using notation and terminology accurately and confidently. Pupils will learn to produce increasingly sophisticated Mathematics and will be encouraged to embrace a challenge through a variety of problem-solving tasks. The IGCSE syllabus covers three main areas:
Number and Algebra: • calculations using powers and roots, standard form and bounds • forming and solving algebraic equations and inequalities in a variety of contexts, using a range of techniques • plotting, sketching, and interpreting graphs • working with abstract concepts such as sets and functions • using calculus to solve problems involving rates of change
Geometry: • using properties of angles, polygons, and circles • understanding a range of transformations • understanding ideas of space and shape • using ruler, compasses and protractor appropriately • using trigonometry to solve geometrical problems in two and three dimensions
Statistics: • understanding basic ideas of statistical averages • interpreting and representing data in a variety of forms • using probability theory to answer questions about randomness and chance The IGCSE assessment consists of two question papers, each of which is worth 50% of the overall mark. The papers are both two hours in length and, although calculators are allowed, non-calculator skills are also assessed. From Year 9, students will be placed in classes which give them the best chance of success. All sets cover the same scheme of work and all students are stretched appropriately. Pupils are offered numerous enrichment opportunities such as attending the weekly Maths Club, attending Maths Society lectures or taking part in national competitions. It is the Mathematics department’s ambition that all students will leave the School with a love of the subject and deep-seated numerical confidence. We will make sure that their study of Mathematics is rewarding, challenging, and fun.
The IGCSE Mathematics course will provide those students wishing to pursue a Sixth Form qualification in Mathematics with a strong foundation for their Sixth Form studies.
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MODERN LANGUAGES FRENCH, GERMAN and SPANISH Edexcel IGCSE
ITALIAN and MANDARIN
RUSSIAN
Edexcel GCSE
CAIE IGCSE
The Modern Languages Faculty offers students in Year 10 the unique opportunity to study multiple modern languages, many of which are not readily on offer. This will set them apart in times when foreign language proficiency is highly sought after in every professional and cultural domain. Time and again, our pupils discover how beneficial it is to become proficient in modern languages, not only because it deepens one’s understanding of other cultures, but also because it is such a valuable complementary skill in the areas of economics, science, politics, engineering, law and the arts. We aim to develop the ability to communicate effectively in the foreign language and seek to nurture an appreciation of the cultural contexts in which the languages are spoken. GCSE study in modern languages leads to an enhanced understanding of the cultures they study, as well as a firm grounding in the language. We include elements of literature, art, music, history and theatre alongside our teaching of the GCSE topics. Students can continue with their study of French, German, Mandarin or Spanish in Year 10 and Year 11. In addition, they have the exciting opportunity to take up Italian or Russian as a beginner’s language to work towards a GCSE qualification in Year 11. In past years, the majority of pupils have chosen to study two modern languages, and some students have opted to study three. Please note, we recommend that students select at least one of their current languages amongst their choices. To build confidence and enjoyment in their language learning, students benefit from weekly conversational lessons with a language assistant from Year 11. For Italian and Russian, these lessons begin in Year 10.
Since this is the stage where students’ language skills afford them increased confidence to be adventurous, The MFL Faculty offers plenty of opportunities to immerse themselves in the languages they study, and to express themselves creatively. This includes numerous residential language trips, opportunities and projects in London, symposia and lectures, the opportunity to write or produce media for NLCS’s own modern languages magazine The Linguist, as well as an array of competitions. Over the last years, GCSE language students have had much success in national competitions such as the Anthea Bell Translation Competition, The Oxford German Olympiad, the UK Linguistics Olympiad, as well the ISMLA Creative Writing Competition. We also promote exchanges with peers abroad through pen friendship schemes and the Spellian Programme. French, German and Spanish follow the Edexcel IGCSE specification, which teaches the language through five areas of experience: Home and Abroad, Education and Employment, Personal Life and Relationships, The World Around Us and Social Activities. Russian follows the Edexcel GCSE specification and Mandarin and Italian follow the CAIE IGCSE specification, both of which address similar topic areas. Teaching focuses on four skills: listening, reading, writing and speaking. Each of these skills is examined separately, and is worth 25% of the total marks for both IGCSE and GCSE. In all the languages we offer, students are given the knowledge and tools to excel at A Level or IB.
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MUSIC The study of Music is unique – combining the nurturing of creativity with performing, listening and analytical skills, its academic and practical demands make it a highly valued subject. Einstein once said that “the greatest scientists are artists as well” - studying Music makes use of a wide range of skills such as problemsolving, research, planning and critical thinking. It is an attractive option for musicians, allowing them to cultivate their love of singing or playing in the Performance module, whilst also giving them a chance to express themselves through the Composition component. Students will explore music from a diverse range of styles, genres, traditions times and places. They will develop their ability to give perceptive and critical responses to music. The course covers three main areas of musical engagement: Composing 30% Two compositions are required over the two years. Students have freedom over the style and instrumentation in both cases, but they need to be differentiated, and at least one must be notated using staff notation.
(CAIE IGCSE)
Performing 30% Students are required to play or sing a solo piece or pieces and either sing or play in an ensemble. The level required must be a minimum of Grade 5 standard by Year 11. It is expected that students receive regular tuition on their first instrument for the duration of the course. Listening 40% Students explore and analyse music through specific areas of study: • Music from the Western Classical tradition covering 17th-19th centuries • Choral and solo vocal music from the 20th century to the present day including art song, musicals and popular song • Music for Dance: Tango, Salsa and Electronic Dance Music • Music for Small Ensemble: a focus on the music of India, Hindustani classical music and Arab takht ensembles • Music for Stage and Screen: music written for ballet, film music and computer game music.
Students wishing to pursue a Sixth Form qualification in Music should take the corresponding IGCSE Music course, as it provides an essential foundation for the Sixth Form Music courses.
North London Collegiate School | 18 | The Upper School Curriculum 2024 - 2026
RELIGIOUS STUDIES AND PHILOSOPHY AQA GCSE The RSP department offers a GCSE which nurtures a broad understanding of Philosophy, Ethics and the perspectives of major world faiths. In so doing, we will consider the views of philosophers, the Abrahamic faiths and Eastern faiths. Two of these religions, Christianity and Buddhism, will be studied in detail. The course is for those of any religious persuasion or none. All religions are taught objectively and presuppose no existing knowledge, although the work students have done and the skills they have developed in Years 7-9, provide a useful grounding. There are three elements of this course: • Ethics • Philosophy of Religion • Study of the beliefs and practices of Buddhism and Christianity Moral Philosophy examines such questions as what we mean by right and wrong as well as how we make moral decisions. Practical ethics deals with such issues as human relationships, peace and justice, medical ethics, materialism and equality. This is approached through the ethical perspectives of the major world faiths. Philosophy of Religion asks fundamental questions about the origins of the universe and the existence of evil and suffering, through philosophical and theological perspectives.
Students enjoy two years of interesting study and lively debate. They are equipped with skills in written argument. Students are given a lifelong appreciation of the part faith plays in the lives of believers and the ability to interact with people of different religious backgrounds. Students are encouraged to think deeply and reflect upon questions about the meaning and purpose of life, and to consider religious and philosophical responses to questions like: • Is euthanasia morally permissible? • Is all human life sacred and what principles should guide the decisions of doctors? • How should criminals be treated by the judicial system? • Is it possible to prove or disprove God’s existence? • What is the relationship between faith and reason? • Is religious experience valid evidence? • Is animal testing morally acceptable?
It is preferable, but not essential, that students wishing to pursue a Sixth Form qualification in Religious Studies and/or Philosophy should take the GCSE Religious Studies course. Pupils wishing to take a Sixth Form course in this area who have not studied GCSE Religious Studies should discuss their choice with a member of the Religious Studies & Philosophy Department.
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IGCSE SCIENCES
Separate Edexcel International GCSE (IGCSE) Sciences In all three Science subjects, students will experience dynamic, exciting courses with rigorous theoretical concepts supported and enhanced with frequent practical work. Teaching staff place a strong emphasis on inspiring students and extending their understanding beyond the examination specifications, drawing on up-to-the-minute developments to further enhance students’ appreciation of the applications of the concepts they are studying. Practical work is a key component of all Science IGCSE subjects and is used to enhance students’ understanding of theoretical concepts while developing their observational, analytical and evaluative skills. Links between subjects are emphasised, and all three Science subjects work closely together to support and enhance student understanding of the fundamental concepts which underpin all scientific subjects. Study for all three IGCSE Sciences begins in Year 9 and is assessed with final examinations at the end of Year 11.
Assessment in all three subjects follows the same pattern of two externally assessed papers: Paper 1: A 2 hour examination covering all the core material from all sections of the course. Paper 1 accounts for 61.1% of the total qualification marks Paper 2: A 75 minute examination covering both core and extended additional material from all sections of the course required for the triple award. Paper 2 accounts for 38.9% of the total qualification marks There is no coursework component to the courses in any subject and no formal assessment of practical skills, though practical work forms a fundamental component of the courses in all subjects and is used to enhance students’ appreciation of the theoretical concepts covered. Most students at NLCS study Edexcel IGCSE ‘Triple’ Science, leading to separate IGCSE qualifications in Biology, Chemistry and Physics. However, if you know that you will not be selecting to study a Science in the Sixth Form and you would like to have more options to study the Arts, Languages and Humanities, then you may select two Sciences to study (please see FAQs).
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CHEMISTRY Chemistry describes how the material world works and gives us the power to turn one substance into another. An understanding of Chemistry is vital if we are to have an appreciation of why the world is how it is. Students begin their studies of Edexcel IGCSE Chemistry in Year 9. During the course they will cover the fundamental ideas which explain why matter behaves as it does. The structure of atoms and the ways in which they combine are investigated; thus the differences in chemical reactivity that result from these structures can be explored and explained. Topics such as reduction and oxidation, chemical kinetics, organic chemistry, analysis, stoichiometry, industrial processes and equilibrium are covered, leading to a broad and detailed understanding of our chemical world.
Edexcel International GCSE (IGCSE)
A strong emphasis is placed upon experimental work, improving the manipulative and observational skills of students. Practical activities help to give the subject context, show that atom-scale processes have measurable impacts, and give students an opportunity to test ideas and evaluate the extent to which experimental results support the theoretical concepts they have covered.
The IGCSE Chemistry course will provide those students wishing to pursue a Sixth Form qualification in Chemistry with a strong foundation for their Sixth Form studies.
North London Collegiate School | 21 | The Upper School Curriculum 2024 - 2026
BIOLOGY Biologists strive to explain how living organisms function and interact, how they originate and proliferate, how we can collect evidence to enhance our understanding and how we can use our natural resources in a responsible, sustainable way. Students begin their study of Edexcel IGCSE Biology in Year 9, and the course provides an exciting, challenging and detailed introduction to the vast field of Biology. Students will meet theoretical concepts from a wide range of biological topics, such as explaining how biological molecules interact to form cells, tissues, organs and organ systems and how these systems function; how organisms reproduce and transmit characteristics from one generation to the next and the consequences of this for natural selection and evolution; how populations interact with and affect their environment, and how we can use our knowledge and understanding of the natural world to provide sustainably for our increasing population.
Edexcel International GCSE (IGCSE)
Students will meet both theoretical and experimental concepts throughout the course, enhanced through regular undertaking of practical work in class to develop students’ skills of observation and data analysis. At the same time, much emphasis is placed upon the students’ ability to communicate their ideas effectively and develop critical and evaluative skills.
The IGCSE Biology course will provide those students wishing to pursue a Sixth Form qualification in Biology with a strong foundation for their Sixth Form studies.
North London Collegiate School | 22 | The Upper School Curriculum 2024 - 2026
PHYSICS Physics is the science which describes how the world works using the complementary languages of Science and Mathematics. Physicists are problem solvers, versatile and capable of clear, analytical thought, and the skills learned in Physics can be applied in a range of careers, something which is recognised by many employers. Students begin their study of Edexcel IGCSE Physics in Year 9, and the course provides students with a broad understanding of physical facts and principles supported and enhanced with practical experience and rigorous mathematical analysis. Students will cover material from a wide range of topics within the auspices of Physics, including topics from Forces and Motion, Electricity, Magnetism & Electromagnetism, Waves and Radioactivity. Furthermore, topics such as Astrophysics, Energy Resources & Energy Transfer and studies of the nature of States of Matter draw links between Physics and students studies of other scientific disciplines.
Edexcel International GCSE (IGCSE)
The IGCSE Physics course develops students’ laboratory-based investigative skills based on safe, precise laboratory techniques and reflective evaluation of the techniques used. Practical work is used to develop students’ appreciation of the theoretical basis of the topics while developing their skills of data analysis, including constructing and using graphs and perform calculations, evaluating their methods and applying their conceptual understanding to suggest explanations for the results obtained.
The IGCSE Physics course will provide those students wishing to pursue a Sixth Form qualification in Physics with a strong foundation for their Sixth Form studies.
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