I/GCSE Options 2026-2028

I/GCSE Options Study period 2026-2028

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My choices After you have read through your options in the booklet, use the handy tool below to mark up your choices.

Core subjects

Optional subjects

 English Language  English Literature  Mathematics

■ 3D Design ■ Fine Art ■ Textile Design ■ Classical Greek ■ Computer Science ■ Drama ■ Geography ■ Health, Nutrition and Cooking (non-examined) ■ History ■ Latin ■ Music ■ Religious Studies

Your choice of up to 2 of the following languages:

■ Chinese ■ French ■ Italian ■ German ■ Spanish Science:

 Biology  Chemistry  Physics

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The I/GCSE Years

CONTENTS Core Subjects English Language and English Literature Mathematics Modern Languages Chinese French and Italian German and Spanish The Sciences: Biology, Chemistry and Physics

7 8 9 9 10 10 11

Optional Subjects Art and Design 3D Design Fine Art Textile Design Classical Greek Computer Science Drama Geography Health, Nutrition and Cooking History Latin Music Religious Studies World Aware Programme The Elective Programme

13 13 14 15 16 17 18 19 20 21 22 23-24 25 26 27

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I/GCSE YEARS Creating a broad and balanced curriculum for the future Introduction

Entering the I/GCSE years gives you your first significant opportunity to design your own curriculum. This is a very important time and it is therefore essential to spend time researching, discussing and considering the options open to you and their implications for your studies at 16+, for higher education and beyond. You will receive plenty of advice from your teachers, your Academic Tutor, your Housemistress and the Futures Department. The Assistant Head (Upper School), the Futures Department and the Higher Education Advisor will be talking through your option choices with you in the Lent term.

The curriculum

Your I/GCSE curriculum should be broad and balanced in order that you keep as many opportunities open as possible. This is the reason that, whilst there are many opportunities to choose subjects, there is also a protected core of subjects studied by every girl. These are subjects which universities and employers normally expect, as they show that you have acquired a good range of fundamental skills across a variety of subjects.

Core subjects

English (including English Literature) A Modern Foreign Language Mathematics Physical Education (non-examined) Science (at least two sciences, but usually three sciences ) Religious Studies (examined or non-examined)

Building your curriculum: the number of I/GCSEs

When you are choosing your I/GCSEs consider very carefully what is a manageable workload. Most pupils will sit nine with some taking ten and, in exceptional cases, eleven. However, remember that it is not the quantity of I/GCSEs that you have that matters but rather the quality of the I/GCSEs that you gain and the fact that you leave enough time and energy for your other interests that is important. In addition to excellent academic qualifications, employers and universities also want to know that you have a range of interests and skills. It is important to take advantage of the many opportunities open to you.

Lyceum Learning

The Lyceum Learning programme was designed to be a dynamic outward looking course that develops our student’s collaboration and communication skills, whilst inspiring their creativity. The programme is available from Remove to Upper Fifth, for all pupils. It runs for one lesson a week and is a non-examined subject.

The aims of this programme are to develop philosophical and critical thinking, which underpin an examination of the world around us. Working on and enhancing skills that reinforce many I/GCSE and A Level subjects.

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Beginning of February – You will discuss your choices with your Academic Tutor and Housemistress and have the opportunity to discuss these with a member of the Future’s department. If any amendments are needed during this time, you should inform your Housemistress who will make the adjustments as deemed necessary.

It was built around themes and competencies that students will have the opportunity to work towards and develop, with an overarching aim of challenging how students look at the world and analyse it, to encourage independent learning and thinking. Students will learn how to construct/deconstruct arguments, examine key questions surrounding metaphysics, epistemology and values, whilst studying themes such as, ‘the self and the other’, ‘truth knowledge and the world’ and ‘why should I obey?’

At the end of the Lent term – A form showing proposed choices is sent to your parents for their final approval.

End of April - Your parents will have the opportunity to discuss your choices with your Academic Tutor and teachers at the annual Parents’ Meeting. Amendments can still be made at this time but will be subject to the timetabled blocks.

They will develop their debating, investigation and presentation skills, with work in Lower School contributing to the Wakefield Award.

Alterations to I/GCSE qualification grading

The right choice

In 2017, I/GCSEs altered their grading system as a result of the government review into national qualification standards. The chart below outlines an approximate equivalence between the previous I/GCSE grading system and the current qualification in case it is still helpful.

As long as the timetable allows, you will be able to make minor alterations to your choice of subjects. It is important to make the choice that is right for you and therefore you will have the opportunity to talk through your choices with your Housemistress. Your Academic Tutor is also on hand to help you in your decision making as are the Futures Department, the Deputy Head (Academic) and the Assistant Head (Upper School).

How the new grades compare with the old ones Old grades

In conclusion

New grades

This is an exciting time and we want you to enjoy your I/GCSEs and have a good foundation on which to build 9 further study. With a carefully created profile of subjects A* and extra-curricular activities you should be able to move on to your A Levels with confidence, having thoroughly 8 A enjoyed these two years.

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6 5 STRONG PASS 4 STANDARD PASS

Mrs Emma McKendrick D Headmistress 3 E

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1 Mrs Anna Dourountakis G Assistant Head (Upper School) U U

The process for making a choice

November - An overview of the I/GCSE choices programme will be introduced at the Michaelmas Term Parents’ Meeting followed by a ‘Transition to GCSE’ event for the UIV students.

Mid January – The Futures Department will advise you on how to create your own I/GCSE programme alongside subject specific advice from your subject teachers. This will include explaining how choices made now will have some bearing on possible careers in the future, and how to create a balanced programme.

You will have access to the I/GCSE Subject Options Booklet which gives detailed information about the content involved in each subject and the demands of controlled assessments (coursework). You will then be asked to submit your preliminary combination of I/GCSE subjects.

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ENGLISH LANGUAGE ENGLISH LITERATURE MATHEMATICS

Core Subjects

MODERN LANGUAGES: CHINESE FRENCH ITALIAN GERMAN SPANISH THE SCIENCES: BIOLOGY CHEMISTRY PHYSICS

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English Literature

Examination board Specifications

Examination board Specification

Pearson Edexcel I GCSE A (4EA1)

This specification features a relevant, up-to-date and engaging selection of texts ranging from British heritage to modern international. Students are taught from the I/GCSE Pearson anthology offering a range of non-fiction and fiction texts in preparation for the exam and coursework elements.

Course summary: • An external exam at the end of the course entitled Paper 1 worth 60%. The exam tests the skills of reading (a range of unseen and seen texts) and transactional writing.

• Internally assessed coursework worth 40%: an essay based on reading poetry or prose and an imaginative writing piece.

• Students will also complete the Spoken Language Endorsement as a separate certificate.

Aims of the qualification: The aims and objectives of this qualification are to enable students to: • Read a wide range of texts fluently and with good understanding.

• Read critically and use knowledge gained from wide reading to inform and improve their own writing.

• Write effectively and coherently using Standard English appropriately.

• Use grammar correctly, punctuate and spell accurately.

• Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language.

Pearson Edexcel I GCSE (4ET1)

The course offers a wide range of engaging texts from the literary heritage to the modern and culturally diverse; texts include poetry, prose and drama. Specification teaching focuses on the study of whole texts, developing students’ comprehension and critical reading skills, as well as their ability to produce clear and coherent writing using accurate Standard English. The wider reading of literary texts is also encouraged to help students develop their skills.

Course Summary: • An external exam at the end of the course entitled Paper 1: Poetry and Modern Prose worth 60%. The exam is in three sections comprising of a modern text, unseen poetry and seen anthology poetry.

• Internally assessed coursework worth 40%: an essay based on a text from the literary heritage, ‘Macbeth’ and an essay based on a modern text, ‘An Inspector Calls’.

Aims of the qualification: • To engage with and develop the ability to read and respond to a wide range of literary texts from around the world.

• To develop an appreciation of the ways in which writers use literary effects and develop the skills needed for literary study.

• To explore the writer’s use of language to create effects.

• To find enjoyment in reading literature.

Ms Bryony Watts Head of English

• Listen to and understand spoken language, and use spoken Standard English effectively.

Ms Bryony Watts Head of English

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English

English Language

Mathematics

Mathematics Examination board Specification Website

Further Mathematics Edexcel International GCSE Mathematics (Specification A- 4MA1) www.edexcel.com

Examination board Specification Website

Course content The Edexcel International GCSE provides a thorough grounding in Mathematics, whether you are intending to progress to further study in Mathematics or are looking for a final qualification. It builds on the topics covered in the Lower School and covers a wide range of mathematical knowledge and skills. These are grouped into four areas:

AQA AQA Certificate Level 2 Further Mathematics (8365) aqa.org.uk/8365

Course content This qualification fills the gap for high-achieving students by assessing their mathematical skills in a different style and across a few extra topics to the standard GCSE syllabus. Greater depth is entered particularly in algebraic reasoning, thus preparing pupils fully to maximise their potential in further studies at A Level. It also offers the opportunity for stretch and challenge that is intended as an additional qualification to GCSE Mathematics, rather than as a replacement. The content assumes prior knowledge of standard GCSE level Maths and covers the areas of algebra and geometry in greater depth and breadth. This qualification places an emphasis on higher order technical proficiency, rigorous argument and problem-solving skills.

It also gives an introduction to calculus and matrices and develops further skills in trigonometry, functions and graphs.

• Number • Algebra • Geometry • Statistics You will use a lot of what you learn in International GCSE Mathematics in the other I/GCSEs that you study, for example in Science you may be asked to use formulae and solve equations, in Geography you will need to read charts and diagrams and use statistics, and in 3D Design and Technology you will need to use measures and make scale drawings.

This course will be targeted at pupils who are likely to already be on course for a 9 at GCSE.

In Mathematics you will use a range of techniques to assist your learning, including whole class tuition, group work, investigative projects and the use of computers as an aid to study. During the course you will be taught to use numerical skills in a purely mathematical way and also in real life situations, use algebra to set up and solve problems, demonstrate manipulative skills and use graphs.

You will also develop your understanding of ideas of space and shape, basic ideas of probability and use a range of statistical techniques.

• Number • Algebra • Coordinate Geometry (2 dimensions only) • Calculus • Matrix Transformations • Geometry

The course is examined by two written papers, offered in the June and November of each year; there is no controlled assessment (coursework) requirement. Each paper is two hours long and worth 50% of the total marks, and you might be asked to solve a problem about anything that you have studied on either paper. You will be expected to have access to a suitable, scientific calculator for both papers (suggested model = Casio fx-83GT CW or Casio fx-991CW).

The course is examined across two papers each of 1 hour and 45 minutes. Paper 1 is a non-calculator paper with Paper 2 allowing the use of a calculator. Both papers cover questions on any part of the syllabus and each paper makes up 50% of the qualification.

10 4 8 3 8 4

Mr Oliver Wills Head of Mathematics

Mr Oliver Wills Head of Mathematics

9 7 2= 5+ 1 7 6 = 5 + 1 8

Having the ability to speak a foreign language opens up a whole host of opportunities for a girl’s future, whether it be in the world of engineering, business, politics or medicine to name but a few. Languages also help to develop a girl’s soft skills – empathy, communication and confidence – which are highly valued by universities and employers and, of course, very useful life skills.

All pupils must study at least one language to I/GCSE although many choose to study two languages at this level and we absolutely love to accommodate triple linguists where we can! The languages on offer are Chinese, French, German, Italian and Spanish. The vast majority of pupils study French at I/GCSE and many choose to study this alongside another language or two. It is absolutely possible (and not uncommon) to hit the top grade having only started a new language in Upper Fourth (Year 9).

Pupils in their I/GCSE year have four lessons and one prep per week. The aim of each course is to enable pupils to communicate effectively and successfully in their chosen language or languages. Pupils learn to extract information from authentic sources and we use a wide range of material including magazines, newspapers, textbooks, and of course online resources. Indeed, the department fully embraces the use of online tools and apps to enhance the teaching of modern languages and provide the girls with as many opportunities as possible to learn and be creative with their languages. Pupils are able to practise and develop their language skills in class, in small groups and in conversation lessons with the language assistants. Furthermore, all pupils have access to a wealth of foreign language films and TV series on the School’s E-stream facility which can be accessed anywhere. The aim is to enable the pupils to give information and to express their ideas and opinions both in written form and orally, taking part in task-based and creative writing exercises. Grammar is seen as an integral part of the course and supports all the pupils’ language skills enabling them to communicate accurately and effectively.

Chinese Examination board Specification Website

AQA 8673 www.aqa.org.uk

Course summary The skills are equally weighted and are tested separately as follows: Paper 1: Listening: A 45 minute paper that tests understanding and responding to different types of spoken language and requiring a variety of verbal (English) and non-verbal responses.

Paper 2: Speaking: A 10-12 minute exam (not including preparation time). The exam consists of a role-play, a discussion based on a photo stimulus and a general conversation.

Paper 3: Reading: This examination lasts one hour and requires pupils to understand and respond to different types of written language. Questions in English, to be answered in English or non-verbally. The final section of this paper is a translation from Chinese (Mandarin) into English (a minimum of 50 characters).

Paper 4: Writing: A one hour and 15 minute examination testing effective communication in writing for a variety of purposes. The examination is made up of three sections.

The first section is a structured writing task responding to four bullet points in approximately 75 characters (there is a choice from two questions). The second question is an open-ended writing task of approximately 125 characters (there is a choice from two questions). Finally, pupils need to complete a translation from English into Chinese (Mandarin) (minimum 40 words).

Topic areas include: Identity and culture, local, national, international and global areas of interest, current and future study and employment.

Mrs Charlotte Sabnis Head of Modern Languages

We encourage all pupils to take the opportunity to take part in educational trips organised by the School or independent organisations and spend time in the country where the language of their choice is spoken.

In addition the Department tries, where possible, to provide opportunities to communicate online, via Skype or other online platforms, with pupils of their age in the target language country.

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Modern Languages

Modern Languages

Modern languages

Italian Examination board Specification Website

French, German and Spanish

AQA Italian 8633 www.aqa.org.uk

Course summary The skills are equally weighted and are tested separately as follows: Paper 1: Listening: A 45 minute paper that tests a variety of comprehension skills and requires a variety of verbal and non-verbal responses.

Examination board Specification Website

Edexcel (IGCSE) French 4FR1 German 4GN1 Spanish 4SP1 www.edexcel.com

Course summary The skills are tested separately as follows: Unit 1: Listening: A 35 minute paper that tests a variety of comprehension skills.

Paper 2: Speaking: A 10-12 minute exam (not including preparation time). The exam consists of a role play, a discussion based on a photo stimulus and a general conversation.

Unit 2: Reading and writing: A one hour and 45 minutes paper externally set and marked by the exam board. The reading section will contain a variety of comprehension tasks, including longer written answers that demonstrate an ability to manipulate the language. Two written pieces, one of 60-75 words testing the ability to communicate and a longer piece of 130-150 words testing your linguistic ability and accuracy. Additionally, this paper also includes a 10 mark grammar question.

Paper 3: Reading: This examination lasts one hour and requires pupils to understand and respond to different types of written language. There will be a variety of questions both in English and in the target language requiring verbal and non-verbal responses in both languages. The final section of this paper is a translation from the target language into English.

Paper 4: Writing: A one hour and 15 minute examination testing the ability to communicate effectively on paper. The examination is made up of three sections. The first section is a structured writing task responding to four bullet points in 90 words. The second question is an open-ended writing task of 150 words. Finally, pupils need to complete a translation from English into the target language.

Topic areas include: Identity and culture, local, national, international and global areas of interest and current and future study and employment.

Unit 3: Speaking: 8-10 minutes. A presentation and discussion of a picture–chosen by you and a conversation on two topic areas randomized by the exam board. The assessment is carried out by your teacher and assessed by the exam board. The Speaking Assessment is separately endorsed.

Topic areas include: home and abroad, education and employment, personal life and relationships, the world around us and finally, social activities, fitness and health.

Mrs Charlotte Sabnis Head of Modern Languages

Mrs Charlotte Sabnis Head of Modern Languages

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Examination board Specifications

Website

Edexcel (IGCSE) Biology 4BI1, Chemistry 4CH1, Physics 4PH1 Double Award 4SD0 www.edexcel.com

In Upper Fourth, students begin the Edexcel IGCSE courses in Biology, Chemistry and Physics. The material studied during this year forms the foundation for both the Separate Sciences courses and the Double Award Science course.

As a result, students have three possible routes to choose from when progressing into Lower Fifth. The three routes are as follows: 1. Three Separate Sciences Your daughter chooses to study Biology, Chemistry and Physics as separate GCSE subjects. At the end of the course they will receive three GCSE grades, one for each subject.

2. Two Separate Sciences Students who wish to free up an additional option choice may elect to drop one science and continue with the two remaining science subjects. This route results in two GCSE grades, one for each of the sciences studied.

3. Double Award Science Your daughter enrols on the Double Award Science course.

This course includes content from Biology, Chemistry and Physics, but the breadth of content and range of assessed skills is reduced compared with studying the three subjects separately. Although students study elements of all three sciences, the reduced content means that this route leads to two GCSE grades rather than three. The grades awarded for Double Award can either be the same or adjacent (for example 9–9 or 9–8), but not further apart. The final result is calculated using a combined score across all three sciences, meaning that performance in each science contributes to the overall grade rather than being assessed independently. Students taking the Double Award are not precluded from continuing with any of the Sciences at A level.

For each of these three routes, pupils are taught in sets throughout Lower and Upper Fifth, so that they can work at a pace and level suited to their ability. Furthermore, every class is taught by a subject specialist.

Our recommendation is that most students study all three sciences as separate GCSEs, as this keeps the greatest number of options open for study in Sixth Form and beyond.

However, it is important that students select the route that is most likely to lead to their best possible outcomes. The Double Award course can suit students who work hard but find the pace or volume of separate sciences challenging, or those who benefit from a more structured approach and additional time to build confidence.

For this reason, if students are uncertain about which route to take, our recommendation is that they continue with all three separate sciences initially. This keeps open the option of transferring onto the Double Award Science course at a later stage, should this be considered the most appropriate pathway.

Unfortunately, it is not possible to move in the reverse direction from Double Award to three Separate Sciences.

Students are encouraged to discuss the decision as to which route to take with their tutor, their science teachers, the Head of Science, the Assistant Head (Upper School), and the Futures Department.

Both the Separate Science and Double Award Science qualifications are accepted by universities and employers as excellent proof of knowledge and understanding.

Successful candidates gain lifelong skills, including: •

Confidence in a technological world, with an informed interest in scientific matters.

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An understanding of how scientific theories and methods have developed, and continue to develop, as a result of groups and individuals working together.

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An understanding that the study and practice of science are affected and limited by social, economic, technological, ethical and cultural factors.

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An awareness that the application of science in everyday life may be both helpful and harmful to the individual, the community and the environment.

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Knowledge that science overcomes national boundaries and that the language of science, used correctly and thoroughly, is universal.

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An understanding of the usefulness (and limitations) of scientific method, and its application in other subjects and in everyday life.

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A concern for accuracy and precision.

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An understanding of the importance of safe practice.

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Improved awareness of the importance of objectivity, integrity, enquiry, initiative and inventiveness.

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An interest in, and care for, the environment.

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An excellent foundation for advanced study in pure sciences, in applied sciences or in science-dependent and vocational courses, e.g. Medicine, Veterinary Science and Engineering.

Mr Charlie Littledale Head of Science

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Science

Science

Movement between courses Students who initially choose not to enrol on the Double Award Science course may, under certain circumstances, transfer from Separate Sciences to Double Award Science at a later stage. This is only possible if they have continued to study all three separate sciences, as the Double Award course requires knowledge from Biology, Chemistry and Physics. Students who have already dropped one of the sciences would therefore not be able to move onto the Double Award pathway.

ART AND DESIGN: 3D DESIGN FINE ART

Optional Subjects

TEXTILE DESIGN CLASSICAL GREEK COMPUTER SCIENCE DRAMA GEOGRAPHY HEALTH, NUTRITION AND COOKING HISTORY LATIN MUSIC RELIGIOUS STUDIES

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Examination board Specification Website

OCR Art and Design: 3D Design (J175) www.ocr.org.uk

Pupils will work creatively and analytically while researching and analysing sources that inspire them. This includes exploring their own interests as well as the work of influential artists/sculptors, product/furniture designers and historical design movements.

Pupils need to work with inquisitiveness and a thirst for exploration, risk-taking and experimentation. They should consider a broad range of inspiration or stimuli to inform their own, creative responses. Researching and analysing are key skills used throughout the course, and which secure marks in both assessments. Exploration and discovery should come from both the natural world and human creations. Some focus should be given to the influences of key designers, artists, creators, design movements, cultures, and countries both historical and contemporary.

Component 1 – Portfolio (60%) marked out of 120.

Learners must produce work in response to a centre (or learner) set starting point, brief, scenario or stimulus. It is a portfolio of practical skills.

This component is a non-exam assessment, and it is internally assessed and externally moderated.

The portfolio is usually comprised of two projects, the first focusing on practical skill development and the second focusing on a chosen starting point or theme. Each project involves the communication of creative ideas in a sketchbook.

This assessment begins in September of the Lower Fifth and runs until December of the Upper Fifth.

Component 2 – Externally Set Task (40%) marked out of 80.

The early release paper will be issued on 2 January in the year of certification. It provides learners with five themes, each with written and visual starting points or stimuli.

From these, one option must be selected by the learner on which they must base their personal response. Pupils are given a set period of time to prepare for the externally set task 10-hour supervised time period. This component is a non-exam assessment, and it is internally assessed and externally moderated.

Pupils spend the second term of Upper Fifth researching inspirational material relevant to their theme and steadily respond with creative ideas and exploratory practical work, all documented in a sketchbook or digital portfolio.

The final stage is a 10-hour practical controlled test in the workshop (usually two five-hour days).

Mr Haroon Cockar Teacher in Charge, 3D Design

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Art and Design

3D Design

Art and Design

Assessment:

Fine Art Examination board Specification Website

Component 1: Personal Portfolio 60% of the qualification

AQA Fine Art 8202 www.aqa.org.uk

Students compile a portfolio showcasing their knowledge, understanding, and skills. The theme for the portfolio is “Everyday Life.” The project begins with a study of portraiture, after which students explore their unique interpretations of the theme.

The Fine Art course is perfect for students who enjoy creative exploration and are keen to develop their artistic skills while broadening their cultural awareness. It is especially suited to those who have a genuine interest in visual art and are eager to work independently and imaginatively.

Assessment objectives: • Develop ideas through investigations, demonstrating critical understanding of sources.

• Refine work by exploring ideas, selecting and experimenting with media, materials, techniques and processes.

Throughout the course, students will have the chance to experiment with a wide variety of media, including painting, collage, printmaking, ceramics, and mixed media.

This breadth allows for highly personal and inventive outcomes, tailored to each student’s strengths and interests.

• Record ideas, observations and insights relevant to intentions as work progresses.

• Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Students will investigate a rich and diverse range of images, artefacts, and artistic traditions from both historical and contemporary contexts, across different cultures and global locations. This exposure will be an essential part of their creative development and the formation of personal responses in their work.

Component 2: Externally set assignment. 40% of the qualification Students respond to their chosen starting point from an externally set assignment paper, evidencing coverage of all four assessment objectives.

Drawing will be explored for various purposes, with a strong emphasis on developing observational skills.

Sketchbooks are a vital tool throughout the course, providing space to explore ideas, research relevant artists, and document visual experimentation.

• Preparatory period of 3 months followed by 10 hours of supervised time Mrs Kirsten Mortimer Director of Creative Arts

Pupils will become familiar with the four key assessment objectives, which underpin both the practical and written components of the course. Final outcomes are supported by individual, tailored investigations that reflect each student’s unique creative journey.

The course is enriched by opportunities to visit leading galleries such as Tate Britain, Tate Modern, The National Gallery, and The National Portrait Gallery, helping students to contextualise their studies and gain real-world inspiration.

Students also benefit from open access to the Art studios throughout the week, which allows them to pursue their projects beyond timetabled lessons and take full advantage of our facilities in their own time.

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Examination board Specification Website

Edexcel Art and Design: Textile Design 1TE0 www.edexcel.com

Aims Textile Design is a versatile practice that involves the creation, selection, manipulation and application of a range of materials such as fibres, yarns and fabrics, processes are taught that include; weaving, knitting, stitching and printing to create individual personal responses.

Textile Design at GCSE will enable students to learn how to gather source material, how to draw inspiration from collected imagery and to develop ideas through the exploration of techniques.

Personal responses will be created tailored to student’s individual ideas and concepts, be it garment or sculpture.

Areas of study Work must demonstrate integrated knowledge, understanding and skills. Work is not limited to one area of study and students could develop work in at least one of the following areas of study.

• Constructed textiles • Digital textiles • Dyed fabrics • Printed fabrics • Fashion design • Installed textiles • Soft furnishings • Stitched and/or embellished textiles.

Knowledge, understanding and skills in Textile Design There are many skills, techniques, materials, processes and concepts that are essential to all areas of study in Textile Design.

• The use of formal elements and visual communication through a variety of approaches - drawing, photography, collating primary and secondary images, artist/designer research • The use of observational drawings and mark making to record from sources and communicate ideas; this includes fashion illustration • To be aware of characteristics of materials such as natural and synthetic, functionality, recyclability and sustainability • Properties of colour, texture and light • The effects and creative potential of combining and manipulating different two-dimensional and threedimensional materials and media • The use of digital and/or non-digital applications.

• Develop and explore ideas • Research primary and contextual sources • Experiment with media, materials, techniques and processes • Present personal response(s) to theme(s) set by the centre.

Component 2: Externally set assignment/practical exam 40% of the qualification 72 marks (18 marks for each of the four Assessment Objectives) Content overview The Externally Set Assignment (ESA) represents the culmination of the GCSE course as it draws together all the knowledge, understanding and skills developed in Component 1. Students must present personal response(s) to an externally set broad-based thematic starting point, set by Pearson in the ESA paper.

This component allows students opportunities to: • Develop and explore ideas • Research primary and contextual sources • Experiment with media, materials, techniques and processes • Present personal response(s) to the externally-set theme.

Career/Further Education Possibilities: Fashion Design, Fashion Marketing, Fashion Promotion, Fashion Journalism, Fashion Buying, Styling, Fashion Journalist/Editor, Costume and Design, Fashion Forecasting, Fashion Photography, Fashion Merchandising, Textiles Design, Footwear Fashion.

Miss Amy Majerski Head of Textiles

Drawing and other materials processes All students must use drawing to support the development process within each chosen area of study. However, students are not required to demonstrate technical mastery of drawing skills unless this is relevant to their area of study.

Assessment Component 1: Personal Portfolio 60% of the qualification

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Art and Design

Textile Design

Content overview Students create a personal portfolio of work that demonstrates knowledge, understanding and skills. This component allows students opportunities to:

Classical Greek

Classical Greek Examination board Specification Website

OCR Classical Greek J292 www.ocr.org.uk

Greek Studies require good learning and analytical skills, and are highly regarded qualifications, sought after for the rigour and breadth of knowledge they produce. Downe House prides itself on being able to offer a full range of Greek Studies.

Greek complements subjects such as History, English and Modern Languages, and this GCSE is appreciated by both universities and employers for the skills it imparts of clear-thinking and precise use of words. Pupils thinking of studying subjects ranging from Medicine to Law would particularly benefit from a study of this subject, where both logic and precision of thought are essential attributes.

Course Pupils take up a starter course in the Upper Fourth to give them a taster of this traditional subject. The first year of the Classical Greek GCSE course is spent mainly on acquiring linguistic knowledge and skills, many of which are shared in common with Latin. Pupils also learn about the culture and history of Ancient Greece so that they are learning the language in context rather than in isolation. From this we progress to the study of real Greek literature.

The Department has a track record of excellent results in the subject.

Papers The examination in Greek consists of three papers. The one hour thirty minute written paper tests understanding of the language by passages for unseen translation and comprehension, including the option to translate from English into Greek. The other two papers are one hour each and focus on short prepared texts (one prose, one verse), testing knowledge of content, historical context and literary style. Pupils will read adapted (and some un-adapted) Greek literature, and will acquire an appreciation of style and literary content. A defined vocabulary list, shorter than that for the Latin GCSE, is prescribed; there will be no controlled assessments (coursework).

Beyond A Level Greek gives excellent preparation for many oversubscribed courses at university. Apart from pupils of Classics and Archaeology, modern linguists, historians, theologians, as well as scientists will all find Greek a great support to their studies. Pupils of Classics enjoy success in a huge variety of careers from journalism to accountancy, and from management to publishing. Because the study of Classical Languages promotes both analytical rigour and sensitivity to art, it gives the pupil an enviable preparation for life after school.

Mrs Sarah Waller Head of Classics

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Computer Science Examination board Specifications Website

Topic 1: Computational thinking – understanding of what algorithms are, what they are used for and how they work; ability to follow, amend and write algorithms; ability to construct truth tables.

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Topic 2: Data – understanding of binary, data representation, data storage and compression.

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Topic 3: Computers – understanding of hardware and software components of computer systems and characteristics of programming languages.

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Topic 4: Networks – understanding of computer networks and network security.

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Topic 5: Issues and impact – awareness of emerging trends in computing technologies, and the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues.

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Topic 6: Problem solving with programming understanding what algorithms are, what they are used for and how they work in relation to creating programs.

Understanding how to decompose and analyse problems. Develop the ability to read, write, refine and evaluate programs.

Edexcel (GCSE) Computer Science 1CP2 www.edexcel.com

Computers are everywhere. We all depend on technology to communicate, so learning how it works and how it has evolved is an empowering skill. Students who choose to study computer science will gain an in-depth understanding of how computer technology works and look at what goes on ‘behind the scenes’. They will develop their programming skills in Python as they are challenged with increasingly complex programming tasks enabling them to create their own applications. Similarly, through developing their problem-solving skills, they will be able to derive appropriate algorithms (key to the success of the course).

The transferable skills that students will acquire include computational and critical thinking, programming, analysis and problem-solving, all of which will equip them to succeed at A Level, the workplace and beyond.

This is an updated course specification (September 2020) which recognises the well-established methodologies of computing, alongside the technological advances which make Computer Science such a dynamic subject.

Mr Graham Bradshaw Head of Computing and ICT

Assessments

The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Computer Science consists of two externally-examined papers. Paper 1 is a written examination and Paper 2 is a practical onscreen assessment.

Paper 1: Principles of computer science

Paper 2: Application of computational thinking

What is assessed This paper will assess Topics 1 to 5 from the list above.

What is assessed This paper will assess Topics 1 and 6 from the list above.

How it is assessed • Written examination: 1 hour and 30 minutes • 50% of the qualification • 75 marks

How it is assessed • Onscreen examination: 2 hours • 50% of the qualification • 75 marks

Assessment overview This paper consists of five compulsory questions, each one focused on one of the topic areas. The questions consist of multiple-choice, short, medium, and extended open-response, tabular and diagrammatic items.

Assessment overview This practical paper requires students to design, write, test and refine programs in order to solve problems.

Students will complete this assessment onscreen using Python 3. This assessment consists of six compulsory questions.

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Computer Science

Subject content •

Drama

Component 2: Performance from Text Non-examination assessment 20% of the qualification – 48 marks

Drama Examination board Specification Website com

Content overview

Edexcel Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Drama (1DR0) www.qualifications.pearson.

• • •

Students will either perform in and/or design for two key extracts from a performance text.

Centre choice of performance text.

Performer or designer routes available.

Assessment overview

GCSE Drama offers a comprehensive exploration of both the theoretical and practical aspects of theatre, including performance, design, and technical elements. The course fosters critical engagement with playscripts, live and recorded performances, and encourages thoughtful selfevaluation. Students are expected to actively participate in performances and to develop a refined and articulate writing style.

•

•

Over the two-year programme, students will enhance their analytical abilities and cultivate the capacity to offer insightful evaluations. Performance skills are developed progressively, with increasing confidence and stage presence evident across each component. These skills extend beyond the subject, supporting personal and academic growth in a range of future endeavours.

•

A recording of the live performance is assessed externally by an examiner. Centres are free to cover the performance/designing of the two key extracts in any way. This freedom caters for centres with different cohort sizes and allows them to choose group, solo and/or partner-based routes for assessment.

Performance/design realisation covering both key extracts is worth 48 marks.

If two separate performances are done covering two key extracts, then each performance/design realisation is worth 24 marks.

Component 3: Theatre Makers in Practice Written examination: 1 hour 45 minutes 40% of the qualification – 60 marks

The curriculum includes the study of plays, playwrights, theatre practitioners, and the technical aspects of theatre production. As part of the course, students will attend a live theatre performance, which they will analyse and evaluate from the perspective of a theatre critic. Additionally, they will contribute either as performers or designers to two assessed performance components, culminating in a final written examination in the Upper Fifth.

Throughout the course, students will develop holistically as performers, designers, writers, and creative collaborators.

They will gain a deep understanding of theatre history and practice, while also acquiring essential transferable skills such as communication, creativity, and resilience, help to prepare a pupil for life at school and beyond.

In the GCSE Drama course:

Content overview • • •

Practical exploration and study of one complete performance text.

Choice of 12 performance texts.

Live theatre evaluation.

Assessment overview 3A – covers the List A performance text choices. 3B – covers the List B performance text choices. Section A: Bringing Texts to Life (45 marks) • This section consists of one question broken into five parts (short and extended responses) based on an unseen extract from the chosen performance text.

• Performance texts are not allowed in the examination as the extracts will be provided.

Section B: Live Theatre Evaluation (15 marks) • This section consists of two questions requiring students to analyse and evaluate a live theatre performance they have seen.

• Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words.

Component 1: Devising Non-examination assessment 40% of the qualification – 60 marks Content overview •

Create and develop a devised piece from a stimulus (free choice for centre).

•

Performance of this devised piece or design realisation for this performance.

•

Analyse and evaluate the devising process and performance.

•

Performer or designer routes available.

Assessment overview • Internally assessed and externally moderated.

• There are two parts to the assessment: 1) A portfolio covering the creation and development process and analysis and evaluation of this process (45 marks) The portfolio submission will be handwritten/typed evidence between 1500–2000 words.

2) A devised performance/design realisation (15 marks).

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Mrs Georgina Hughes Head of Film and Academic Drama

Geography

Geography Examination board Specification Website

AQA Geography 8035 www.aqa.org.uk

The AQA 8035 specification for Geography GCSE includes contemporary and stimulating content and aims to be innovative, relevant and interesting. The very up-to-date nature of the content matches the aim of giving a clear overall view of our world in the 21st century. The course content focuses on geographical processes and has an equal balance of themes within human and physical geography. We choose topics which we know pupils will find interesting, challenging and relevant to their own experiences. There is also continuity from their prior work in Geography.

Our studies will allow for pupils’ personalised and independent learning, and will help them to develop a very wide range of skills for communication, use of graphs and maps, application of ICT and GIS, interpersonal, business and problem-solving contexts, and also literacy and numeracy skills.

Assessment is through the main themes of the course, which are examined in three written papers, assessing the topics in human and physical geography along with geographical skills (through fieldwork) as follows: Paper 1: Living with the physical environment.

This paper will be separated into three sections.

Section A: The Challenge of Natural Hazards (Pupils will have to answer all questions in this section) Section B: The Living World. (Pupils will have to answer all questions in this section) Section C: Physical Landscapes in the UK. (Pupils will answer two out of three questions in this section) This Paper will comprise 35% of the GCSE marks and will contain multiple-choice, short answer, levels of response, extended prose question types. The exam will be 1 hour 30 minutes long.

Paper 2: Challenges in the human environment.

This paper will be separated into three sections.

Section A: Urban Issues and Challenges. (Pupils will have to answer all questions in this section) Section B: The Changing Economic World. (Pupils will have to answer all questions in this section) Section C: The Challenge of Resource Management. (In this section there will be one compulsory question and then a choice of one out of three further questions) This Paper will comprise 35% of the GCSE marks and will contain multiple-choice, short answer, levels of response, extended prose question types. The exam will be 1 hour 30 minutes long.

Paper 3: Geographical applications This paper replaces the previous fieldwork unit in past GCSE syllabuses.

Pre-release resources will be made available from late March in the year of the exam. Pupils will study these in class with their teacher in preparation for Section A. Pupils have to take part in two days of fieldwork, one of these will have a human geography emphasis and the other a physical/environmental geography emphasis. Section B will test the pupils on their ability to recall how they carried out these investigations and also their findings.

Section A: Issue evaluation (Pupils will answer all questions in this section) Section B: Fieldwork (Pupils will answer all questions in this section) This Paper will comprise 30% of the GCSE marks and will contain multiple-choice, short answer, levels of response, extended prose question types. The exam will be 1 hour 30 minutes long.

The geography course encourages an enquiry-based approach to learning, and gives the department a chance to choose our own world exemplars within each study theme. Geography at GCSE has always enabled the acquisition of knowledge and an understanding of current events, leading pupils to make well-informed judgements about environments. With our use of a very wide range of resources for learning we feel certain that pupils should be inspired, motivated and challenged by our studies.

This specification provides a very good foundation for further study of geography or related subjects, for A Level Geography, other Principal Subjects and for the Global Perspectives and Independent Research elements of Sixth Form studies. Our primary aims in teaching the subject for GCSE have always been to make our studies motivating, enjoyable and interesting-and to allow pupils to attain very high grades in a nationally popular and well-regarded subject.

Mrs Nicola Price Head of Geography

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Health, Nutririon and Cooking

Health, Nutrition and Cooking

• To build on the practical skills learnt in the first three years in food.

Please note that this subject has no formal qualification or examination.

• To develop an understanding and need for safe working practices.

Course outline This course extends over the Lower and Upper Fifth years and is a non-examined course. It involves a double lesson each week and the pupils are divided into groups of no more than eight. Each group will complete approximately 10 weeks, after which the double lesson becomes a double prep. The pupils work individually and will cook a variety of dishes which form part of a well-balanced diet. Pupils will also be investigating and analysing nutritional content of ready-meals, some of their own meals and applying the nutritional knowledge gained to their daily life. Topics such as the impact of stress on eating, the importance of hydration, general nourishment of the brain and body, exercise & eating, the importance of regular meals and impact of missing meals, responsibility for ethical/moral food choices, the use of seasonal foods, appreciating Great British classic dishes together with foods from around the world and budgeting skills will be covered in this course.

• To develop a love and enthusiasm for foods from all around the world.

If the pupils are considering continuing with cookery in the Sixth Form, this course provides a good grounding for the LEITHS Food & Wine course as well as the Cookery in the Sixth Form course, but is not a requirement.

• To make pupils more aware of recycling, re-using and reducing packaging to improve environmental concerns.

• To introduce skilful and demanding dishes.

• To encourage speed and organisation in the kitchen.

Aims of the course • Allow pupils to work individually so that almost all lesson time will be devoted to practical work.

• To develop an understanding of the relationship between health and diet and its application to various circumstances.

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• To foster a critical and analytical approach to the choice of labour-saving devices.

• To improve the pupils’ ability to plan and prepare balanced meals.

• To increase awareness of the eating patterns and diet of different groups in a changing society.

• To develop the understanding of the cost of a wide range of foods so that they are able to budget effectively.

• To improve pupils’ ability to adapt or modify recipes to suit different situations and needs.

• To improve the pupils’ knowledge of food labelling and marketing of foods so that they become more discerning consumers.

• To make sure that pupils consider moral and social issues e.g. Fair Trade, grow your own projects and using local sustainable foods.

Miss Seema Singh Head of Food and Nutrition

Examination board Specification Website

EdExcel IGCSE History (4HI1) www.edexcel.com

History may not repeat itself, but it does rhyme.

At IGCSE History, we prepare our students to engage with the most pressing issues of today: •

How can a democracy fall into dictatorship?

•

What obligations does one country have to another, or will self-interest always win out?

•

How far should rights be sacrificed in the pursuit of equality?

•

Is there any prospect for peace in the Middle East?

Despite fierce competition, History remains one of the top ten most popular subjects at university, and is valued by employers as a rigorous and academic subject: •

It prepares students to analyse information, to make their own judgements and to communicate these effectively

•

It asks students to engage critically with written sources: ‘Who wrote this and why?’ stands as the most vital question in today’s world of AI and misinformation?

•

It encourages students to go out into the world asking questions, placing current tensions and cultural differences within a historical context, and being open to the perspectives of others

For many students, of course, it may simply be love of the subject which drives them, the opportunity to engage with the lives of those who have gone before them, to gain a greater understanding of their own family’s experiences and their individual place within the human story.

Assessment: There are two externally assessed papers, each lasting 1 hour and 30 minutes.

Paper 1: Depth Studies Candidates answer one question on each of two Depth Studies: •

Germany: development of dictatorship, 1918–45

•

A world divided: superpower relations, 1943–72.

Paper 2: Investigation and Breadth Study Candidates answer: •

One question on the Historical Investigation (Russia and the Soviet Union, 1905-24)

•

One question on the Breadth Study (The Middle East: conflict, crisis and change, 1917-2012).

It is hoped that the course will enable pupils to have a better understanding of the world in which we live, together with an awareness of the need to handle information critically. It goes without saying that study of History IGCSE provides an important grounding for those considering study of the subject in the Sixth Form and beyond, but this course also provides a valuable grounding in political institutions which will be extremely useful for those considering Politics in the Sixth Form and Politics or International Relations at university. Above all, we seek Mrs Jennifer Grant Head of History and Politics

We pursue a 20th Century focus at IGCSE History.

In Lower Fifth, we start by studying Russia’s path to Communism, beginning with the nature of Tsarist rule, the demands for reforms and the collapse of the Romanov Dynasty in 1917. We look further into how it was a small group of revolutionaries led by Lenin was able to consolidate control over the Russian Empire by the mid1920s.

In the Lent term, we move to Germany after the First World War, examining the establishment of the democratic Weimar Republic, the challenges faced by post-war Germany and the reasons for Hitler’s rise to power. We then examine the consolidation of Nazi rule, its implications for German society, and the impact of Hitler’s decision to invade Poland in 1939.

In the Summer term, we focus on the Cold War from its beginnings at the end of the Second World War through to the establishment of NATO and the Warsaw Pact, signaling the beginning of a new conflict.

In Upper Fifth, we begin with the Korean War, examine the major crises of the Cold War, from the building of the Berlin Wall to the Cuban Missile Crisis, and conclude with the beginnings of detente in the 1970s.

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History

History

Our final topic examines the roots of the Arab-Israeli conflict, beginning with the final years of the region’s occupation by the Ottoman Empire, leading to the establishment of the British Mandate of Palestine and then the creation of the state of Israel. We then examine the subsequent decades as Israelis, Palestinians and the surrounding Arab states sought to establish a lasting settlement in the region.

Latin

Latin Examination board Specification Website

OCR Latin J282 www.ocr.org.uk

Course The Latin GCSE course is a continuation of the course studied in the Upper Fourth. Its aims are to enable pupils to read Latin competently, to appreciate some of the literature in the original language and to acquire some understanding of the civilisation within which it was produced.

The course requires the development of language skills, with the practice of both direct translation and comprehension work. A selection of verse from some of Rome’s best poets, such as Virgil, Ovid and Horace are set for detailed study for the verse examination and passages from authors such as Tacitus, Pliny and Cicero are similarly studied in detail for the prose paper. In addition, the course instils some knowledge of the life, history and customs of the Roman people and encourages pupils to appreciate the similarities with, and differences from, their own civilisation, and the influence of one on the other.

There are no controlled assessments (coursework) in this subject, as all topics are covered in the examination.

The three papers taken are: Latin Language Latin Prose Literature Latin Verse Literature Qualities The Latin GCSE course helps to enrich one’s understanding of modern languages, including English, and also provides a direct link to the thoughts and beliefs of the ancients through the study of their literature. The thought processes required for translation skills involve both logic and the ability to render a foreign language into good English.

There will also be the option to translate from English into Latin. Therefore an aptitude for languages, an imaginative sympathy for the past, an appreciation of literature, and an open and enquiring mind are the qualities this course will foster.

Latin complements subjects such as History, English and Modern Languages, and this GCSE is appreciated by both universities and employers for the skills it imparts of clear-thinking and precise use of words. Pupils thinking of studying subjects ranging from Languages, History, English Literature, Art History, Medicine and Law would particularly benefit from a study of this subject, where both logic and precision of thought are essential attributes or where art and literature continually draw inspiration from the Classics.

Mrs Sarah Waller Head of Classics

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Music

Music Examination board Specification Website

Edexcel Music 1MU0 www.edexcel.com

The Edexcel GCSE Music course provides an exciting opportunity for pupils to explore a range of musical styles whilst developing a solid understanding of the key musical disciplines; performance, composition and listening and appraisal.

Course overview Unit

Requirements

Weighting

Assessment Method

Component 1: Performing

One solo performance 30% Coursework (recorded), One ensemble performance internally assessed,

externally moderated

Component 2: Composing Two compositions 30% Coursework internally

assessed,

externally moderated Component 3: Musical Written exam paper based 40% Written paper, externally set appraisal on the four areas of study and marked

The skills involved in each of these units are closely related and the complete course content is defined by four Areas of Study, each of which includes two set works. These works will be the subject of the examination in Component 3 and will provide the basis for one of the compositions created for Component 2.

Area of Study

Set Works

1

J.S. Bach: 3rd Movement from Brandenburg Concert no. 5 in D major

Instrumental music 1700-1820

L. van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor ‘Pathetique’

2

H. Purcell: Music for a While

Vocal music

Queen: Killer Queen (from the album Sheer Heart Attack)

3

S Schwartz: Defying Gravity (from the musical Wicked)

Music for stage and screen

J Williams: Main Title-Rebel Blockade Runner from the soundtrack to Star Wars Episode IV: A New Hope

4

Afro Celt Sound System: Release (from the album Volume 2: Release)

Fusions

Esperanza Spalding: Samba Em Preludio (from the album Esperanza)

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Music

Detailed requirements Component 1: Performing music Pupils must give two performances: one as a soloist and the other as a member of an ensemble. Each performance must last a minimum of one minute, with a combined duration of at least four minutes. The performances, each worth 30 marks, are recorded and marked internally, before being submitted to EdExcel for moderation.

There is a free choice over the music performed and recordings will take place in the Upper Fifth year. To achieve the highest marks, the pieces selected should be equivalent to approximately ABRSM Grade 5 standard.

Component 2: Composing music By the end of the Lent term of the second year, pupils will have completed two contrasting compositions. These pieces will total a minimum of three minutes of music and will be submitted for assessment as both a written score and a sound recording. As in Component 1, the work is internally assessed and externally moderated and each composition is worth 30 marks.

The first composition is a free composition where pupils can draw inspiration from the set works as well as their own interests. The second composition will respond to a brief set by Edexcel released in the September of the UV year. The brief will relate to the areas of study covered in preparation for the Unit 3 examination. This might mean adopting a technique found in one of the set works, writing in the same form as one of the set works, or writing in the style of one of the set composers.

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Component 3: Music – Listening and appraising Pupils sit a 105-minute written paper in the final term of the second year. The paper, which is worth 80 marks, is divided into two sections. Section A (68 marks) requires pupils to respond to extracts from their set works, played on a CD during the examination. In Section B (12 marks) pupils will be required to compare an extract from one of their set works with an extract from an unfamiliar, but related work.

Teaching structure All pupils receive two double lessons each week, Lessons will focus on the Performing, Composing and Appraising components of the course. Pupils also work closely with their instrumental and/or vocal teachers in preparing the performances for their Component 1 submissions.

Mr Alex Leadbeater Director of Music

Examination board Specification Website

AQA Religious Studies 8062 www.aqa.org.uk

This is a full course GCSE which will be taught over two years with the examination taken alongside other I/GCSEs at the end of the Upper Fifth year.

We will follow AQA Religious Studies which allows a study of two religions (in our case Buddhism and Christianity) along with four philosophical and ethical studies which are examined from a Christian perspective.

The GCSE is constructed as follows: The study of religions: beliefs, teachings and practices Christianity and Buddhism

Written exam 1 hour 45 mins

50%

Written exam 1 hour 45 mins

50%

Thematic Studies: •

Religion and life

•

Relationships and family

•

Religion, human rights and social justice

•

Religion, crime and punishment

•

The philosophical, ethical and theological arguments from Christianity, Buddhism, secularism and wider philosophy will be examined

This is an exciting course which enables pupils to examine and question their own and others’ belief systems as well as having a strong emphasis on forming their own views. The study of Christianity and Buddhism allows pupils to compare a wide range of contrasting religious viewpoints, and the course on the whole covers key ideas in philosophical and ethical thinking.

We use a variety of approaches, including workbooks, videos, group work, presentations, visiting speakers and visits to places of worship. There is an excellent record of examination success in this subject at Downe House. It is our aim to stretch our pupils to attain the highest possible results whilst providing interesting, stimulating and fastpaced lessons.

GCSE Religious Studies provides an excellent foundation for any combination of subjects in the Sixth Form and this new course links particularly well with our A Level Theology and Philosophy examination. Religious Studies is academically rigorous and develops a unique set of key skills including recalling, selecting, organising and deploying knowledge, describing, analysing and explaining the relevance and application of religious ideas as well as evaluating a range of responses.

Mr Matthew Hall Head of Psychology, Philosophy and Religious Studies

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Religious Studies

Religious Studies

World Aware Programme

World Aware Programme The World Aware Programme is designed to encourage flexibility in thought, creativity, awareness, exploration, and action, ensuring that girls in the Upper School embrace all the opportunities available to them at Downe House and contribute positively to the community and society beyond. The programme aims to equip girls to become informed, active and responsible young women, who are outward looking and ready to face the demands of an ever changing world.

In the Upper School we wish to equip the girls with the emotional intelligence to manage relationships and resolve situations sensitively, allowing them to develop harmonious relationships and friendships for life. We very much believe that today’s friends are tomorrow’s business partners and therefore communication and global networking are substantial strands of the World Aware Programme.

We encourage our girls to show academic curiosity, be analytical and critical in their thinking and embrace Artificial Intelligence in a way that makes them evaluative and reflective in the use, delegation, and ethical use of applications.

We aim to understand diversity and respect differences, further relating these to our common humanity. Raising awareness on human rights finds expression in Assemblies, Debating, Junior Phoenix Society and MUN, and helps

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create an atmosphere of collaboration and understanding of how people, places, and environments are all inextricably interrelated, and that personal choices and events impact all member of the community.

The girls in the Upper School have a keen social conscience and a belief in the importance of social justice in bringing about improved welfare for all people in the community and beyond. Within this area of the World Aware Programme, they are encouraged to focus on sustainable development: understanding the need to maintain and improve quality of life without damaging the planet for future generations. This is supported by the work of the DECos, Environmental Societies and through pupil voice at House/ School Council meetings. This awareness on a macro level encourages a mindset in which the critical evaluation of global issues and an appreciation of the effect these have on our attitudes are explored in a meaningful way. Issues are raised at School Council level and find expression in House meetings, assemblies, Murray Centre residencies and lectures.

LEARN

LIFE

LEAD

Academic Aspiration Independence; developing a work ethic; study skills; artificial intelligence; Foote Essay Prize; Elective Programme; internal revision support; Learning and Reseach Council; creative writing competitions; Maths Olympiad, STEM competitions; Berbas Computational Thinking Competition; Scholars’ Book Club; Medley Lectures; Junior Phoenix and Junior Fledgling Society.

Aspiring Women: Health and Lifestyle Personal Development - inspiring, enabling and empowering young women; Learning for Life; Respect Project with Radley; Wellbeing agenda and activities; evening yoga; Food Forum Committee; designated wellbeing areas with the Houses; sports team training.

Aspiring Leaders and Recognition Duke of Edinburgh; Service Award; entrepreneurial skills, House positions of responsibility, Reps for Environmental Council; Equality Diversity Inclusion (EDI); Model United Nations (MUN); E-Champions; Lower Fifth buddies; Literary Reps; Commendation Certificates; House reward systems; Scholars programme; Creative Arts Award Holder’s Club.

Enrichment and Creativity House activity programme; Current Affairs; JPS; Book Club; Common Ground; Rotary Youth Speaks; Model United Nations (MUN); House Investment Competition; Debating Society; Dissection Society; Environmental and Sustainability Research Group; Microscopy Society, STEM Club; Twilight Lectures; Engineering Society; Coding Club; Meet the Experts; Tech Club; self defence course; Chamber Orchestra; Symphony Orchestra; Sinfonia Orchestra; Young Musician of the Year; choirs; Jazz Band; Berkshire Young Musicians Competition Dance Company; Drama Scholars’ Play; Art Club; Photography Club, Coding Club, Tech Club.

Building Community Human connections (staff and girls); teamwork and collaboration; House Art; Drama; Gym; Dance; Music; Debating; Science; Sports events; belonging; cultural celebrations; House family groups; At Home talks (new); House Families; inter-House socials; Scholarships; Happy Day; Roots; Chapel; UIV Volunteering Day; student-led magazines and journals; podcasts; Inter-House Winter Sports Day.

Rewards: awards: badges; recognition in assembly; leadership opportunities; Ambassadors; pupil voice; positions of responsibility; House Sways.

Communitcation: Preparing for World of Work, Connections & Service Morrisby Testing; House Investment Competition; work shadowing; trips; application for leadership roles; Global Schools’ Exchange Programme; Junior Phoenix Society, assembly updates; parent talks; leading House Council; Duke of Edinburgh; local House charity links; international House charity links; work shadowing; DH LINKS events.

The Elective Programme The Elective Programme is a collection of six-week modules, or Electives, which are offered by certain members of staff according to their specialist academic interests. Occupying a double lesson per week, these Electives take the participant well beyond the curriculum and introduce them to new and exciting ideas. The benefits to building a vigorous super-curriculum are multiple, not least expanding and enriching the core curriculum by allowing pupils the opportunity to pursue new and exciting avenues of study which they otherwise might not have encountered.

The link is here if you need more information: https://issuu. com/downehouseschool/docs/elective_programme_a4_ issuu Mr Tim Breeze Head of the Elective Programme

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World Aware Programme

There are lots of opportunities in the Upper School to get involved in the World Aware Programme, these are catagorised into three strands: Learn, Life, Lead.

The Downe House podcast streams on all channels

DH-GCSE-Aug2025

Cold Ash, Thatcham, Berkshire RG18 9JJ T: 01635 200286 www.downehouse.net