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The

G C S E Ye a r s


Through interactive days like the Magazine-in-a-Day, Business Enterprise and Geography field trips, Students will experience the realities of the world of work, gain insight into further education and have the opportunity to reflect on their future career.

THE GCSE YEARS

The Duke of Edinburgh Bronze award continues early on in the year, with an assessed walk on footpaths around Suffolk. The CCF is also an option and taster sessions late in Year 9 will enable informed decisions on whether to be part of this community, service based activity. There is also the chance to be involved in concerts and the Junior Drama Production.

LOUISE VAN DER LINDE

GEMMA TOOTH

The emphasis throughout Years 10 and 11 is the individual developing a sense of independence and resilience across all areas of life in readiness for the demands of Sixth Form

Students are encouraged to become involved in activities beyond the classroom whilst developing their time management skills as the demands of a wide range of subjects are balanced with the full life that is offered by the College. Moving into Year 10 is an important step – decisions have been made about subjects that can affect a student’s path in the future. It’s a time to focus and work towards key examinations, acquiring qualifications which will last them a lifetime. It is important that students aspire to inspire, feel challenged and work with excellence to maximise their potential. We aim to encourage and increase a sense of independence as the year progress. We help them to achieve this through a strong Tutor system that fosters good relationships between student and Tutors and also with their peers. Tutors monitor student progress, set targets across subject areas and ensure students have a healthy balance between work, in and out of the classroom, and extra-curricular activities. Two Tutor meetings a week and a third period are set aside for one to one interviews or small group discussions. The Tutor programme focusses on supporting students in a range of study skills using the Elevate Programme. The aim is to develop student’s organisation and preparation for examinations early on. Most of all, Tutors are there to support students and to ensure they are on the whole living a balanced, happy life; supporting them in their decisions.

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By Year 11 (the second part of the GCSE programme), an enhanced work ethic and personal responsibility for self-learning is expected. Good practice, formulated in Year 10, is underlined. The Cambridge Profile Aptitude tests and follow-up interviews help students to match ability and personal inclination with likely employment fields. Regular ‘Career Bite’ talks also help students consider their subject combinations and career paths for the future. Mock GCSE Examinations take place in January. Later in the year the focus shifts to revision schedules led by Tutors with GCSE Examinations beginning in May, with the majority in June. A Level subject choices have also been provisionally chosen by this stage. In late June, and with the examinations finished, there is a change of tone with time for Work Experience, an extended Activity Programme and Duke of Edinburgh. Students might be expected to take an increasing role in house affairs now and they will participate in an Introduction to the Sixth Form programme in preparation for upward transition through the College. The senior part of the school, with business suits to purchase in the summer holidays, is then just around the corner! M I S S L VA N D E R L I N D E , B E D ∙ H E A D O F Y E A R 1 0 M I S S G TOOT H , B S c P GC E ∙ H E A D O F Y E A R 1 1

THE GCSE YEARS ∙ PAGE 3


produce your own notes and make them better and more personal to you. I am glad that the sport has stayed at its high level - also moving up a year opens new opportunities to be involved in better teams thus improving hugely your all-round capability as an athlete. A L E X WA R D

The transition from Year 9 to 10 has been a pretty smooth one for me. Year 9 settled me in to life at Fram and prepared me for starting my GCSE courses and I am building upon those foundations in Year 10. I am enjoying focusing on fewer subjects this year and taking on board new challenges, such as CCF and Silver DofE. I feel my independence, maturity and confidence are flourishing in Year 10, along with friendships, especially within my House, but also within my year group and across the school. It is nice not being a ‘newbie’ any more and being able to support the Year 9s, but also being confident enough to seek advice and help from the older years. TA L L U L A H TO R R A N C E

I found the transformation moving from Year 9 to Year 10 a lot harder and more challenging than I thought. Even though I thought that reducing subjects would create less work, it actually did the complete opposite and the days go a lot quicker in Year 10 than they did in Year 9 which is a bit worrying as GCSEs are coming closer and closer by the second.

CARA SWINBURN

There are also some positives moving into Year 10 because you have a lot more privacy than you did in a massive Year 9 dorm. You are put into a smaller dorm which is really helpful as it makes a really good working environment for when you are doing revision and Prep. Also, when you move into Year 10 the teachers want you to set a good example to the new Year 9s, which is totally understandable.

FROM YEAR 9 TO YEAR 10

The sports and activities in Year 10 are the same as they were in Year 9. The change from Year 9 to 10 was one that presented itself with the added pressure of GCSEs. The extra workload has been apparent from day one. This is in lessons and after school in Prep time. This extra work has not depleted the amount of time allocated for sport though, which I was glad to hear. Also the expectations from the teachers has multiplied with the realisation that GCSEs are scarily close. But with this extra expectation comes more freedom to PAGE 4 ∙ THE GCSE YEARS

For me, moving from Year 9 to 10 has been a hard transition. As you’ve chosen your preferred subjects you are expected to behave differently. Due to the fact that you are starting your GCSE years, you are expected to take responsibility for you're work and the quality within it, if your wanting to succeed. Unfortunately the level of work is marginally harder, the Preps are longer and more challenging. As time moves on you manage to find a balance between work and socialising. Luckily for you, Fram has lots of sports and activities on offer so don’t be afraid to join in. Don’t forget that you are all setting examples for new Years 9s, who will be in your position in a year's time.

All I would say about moving from Year 9 to 10 is work hard then you will be able to play hard. SAM SPORBORG

I found the transition from Year 9 to Year 10 more challenging than I thought; teachers and tutors have higher expectations of you and the standard of work increases. However, subjects that I found less enjoyable can be dropped which allows more time to focus on the ones I prefer like Art and French - these lessons are more engaging as everyone in the class has also chosen that subject. There is also a change in the way you are treated as you are setting an example and helping the year below and this puts a certain pressure on the way you behave. R I TA G A R C I A - H E R N A N D E Z THE GCSE YEARS ∙ PAGE 5


organising my revision timetable closer to the exams and also balancing all of my co-curricular activities with studying.

One of the main things I have learnt being a Year 11 is to be resilient and persevere, it has been a rough journey with mainly ups but a few downs. Overall, I enjoyed

the challenge that Year 11 gives, and wish you the best of luck for next year!

Year 11 is seen as a critical year as it is when our GCSEs take place. This is a time when students are more inclined to feel the pressures of exams. Framlingham College have devised a strong and supportive network of staff, who support not only the academic lessons with additional clinics but also with pastoral care.

different experiences, encouraging them to step out of their comfort zone and also allowing them to socialise with all year groups.

The school offers a range of after-school activities to attract all interests, the varied activities allow students to enrol in

BELLA PRINCE

From personal experience, I would advise students to utilize all that Fram has to offer in addition to the academic lessons and make the effort to interact with as many people as possible. P O P P Y M AYA L L

YEAR 11 K E Y G C S E S TA F F Medicine, Dentistry, Veterinary Science and Professions retake the past years, but this time it is for real. The time you spend on your subjects outside lessons, the questions you ask in class and the standard of your Preps matter more than ever, and if you keep those up you should have absolutely no trouble getting through Year 11. It will be hard, but by no means impossible.

Life in Year 11 is not that much different to that of Year 9 or 10. I believe it is what you make of it that makes Year 11 a whole new experience. Think of it as a chance to

Of course, Year 11 is the very much feared stage of our academic lives in which we are to face GCSEs and all the hours of work and study which they entail, but this does not mean that sports and other extra-curricular activities should be left aside. In fact, you should embrace them

as a chance to have a break and to maybe talk to that person you haven’t really got to know yet, get into that team you’ve always wanted to play in, or try that new activity which you never thought you would like. Year 11 is full of new opportunities and new responsibilities. My advice would be to enjoy all aspects of school life and to not waste any time. Get busy, put your hand up, ask for help. Remember, this time it’s for real. NICK GARCIA

Allied to Medicine (PAMS) It is well known that places to read any of these medical degrees are very competitive and therefore in order to be successful in the quest for a place a candidate must show commitment, academic strength and determination. The process ought to be seen as a two or three year process and needs to start in earnest, ideally, in Year 11. Successful candidates are those that show commitment, get very good academic results and listen to advice provided. The key considerations for applying to medical school and veterinary college are available on the relevant websites but the situation changes quite markedly from year to year. Therefore, the responsibility for checking the situation with each university lies with the individual candidate so it is essential that this research is done in detail as early as possible; another sign of commitment to this choice of career pathway. I qualified as a dental surgeon, practised in the Army, was a general dental practitioner and worked in hospital, focussing on dental education latterly prior to coming into teaching. I am therefore delighted to be able to be the member of staff responsible for helping guide and advise pupils who are interested in a career in health. DR R NOBLE, BDS PGCE PGCEDL

Scholars’ Programme Year 11 can be seen as a big step up from Year 10 in some ways. Your studies become more serious as the GCSE exams are approaching. Becoming a Year 11 comes with responsibilities; your teachers will give you slightly more freedom and respect as they trust you to do independent revision. You must work hard and be organised with your time. School subject clinics are very useful if you are unsure about any subject content or if you would like to revise. I would definitely PAGE 6 ∙ THE GCSE YEARS

recommend frequently reviewing subject matter after you cover it in class early on because then you build a good base to your revision, you feel less pressured and avoid that ‘last minute’ feeling. Communicate with your teachers, if you are unsure about anything. Make use of the wonderful support network you have around you, for example Housemistress/ master and your Tutor. I found that my Tutor really helped me to develop my time management skills in terms of

The Programme is both for those officially holding Academic Scholarships and those who have demonstrated a willingness to effectively engage with academic thinking above and beyond their lessons. For those invited therefore, the Scholars’ Programme meets weekly with Years 9-13 all together and the varied schedule of events includes diverse teacher-led sessions from Classical Rhetoric and Logic to ‘How to play Bridge’. There are also occasional guest speakers, discussion forums, student-led presentations and trips out to leading Universities and events such as ‘Teentech’ where some of our young scholars will mingle with hundreds of other like-minded students, meeting over two hundred scientists, thinkers and engineers. MR L GOLDSMITH, MA MBA PGCE ∙ HEAD OF SCHOLARS

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CAREERS

SUBJECT CHOICES: OVERVIEW

Choosing GCSE subjects can be difficult and the information contained within this booklet is designed to help with this process. Advice is also available from a wide range of people: teachers, Tutors, Heads of Departments, Housemasters/ mistresses, and other senior members of the teaching staff. Be sure to also consult students in higher year groups as they will have interesting perspectives to offer you about the subjects taken. In general, it is good to aim for a breadth of subjects whilst also pursuing those that seem most enjoyable; at this early stage, it is useful to make sure that possible A Level subjects are also included.

I hope that you find the subject entries informative and please do make contact with me or the relevant Head of Department if you would like to discuss any aspect of your GCSE programme. M R D G A S H TO N , B A ( H O N S ) D I P E D ∙ AC A D E M I C D E P U T Y

The structure of the GCSE programme is split into two sections (the compulsory Core Subjects and the Option Subjects). The Core Subjects at universities or industry-focused apprenticeships. The interests and aptitudes of the students are explored through personality profiles, and students also write CVs. In addition, Year 11s have the opportunity to take advantage of careers help offered by Cambridge Occupational Analysts. As well as answering questions on their own preferences, pupils take psychometric-style tests to assist in determining their aptitudes for certain careers. Each pupil receives a personalised booklet with the results, and these booklets are handed over during an individual interview with an external careers adviser. Alongside these structured events, pupils in Years 10 and 11 are also encouraged to attend careers events given by visiting speakers. These are excellent opportunities to find out more about the realities of a particular career, and to be inspired by someone’s love for what they do.

In Year 11, careers lessons within the PSHE carousel focus students' minds more carefully on the options available to them, starting with A Level choices and moving on to consider possible courses

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Regular careers evenings take place throughout the year and there is variety in the career areas on show. MISS C CRANMER, BA (HONS) MA PGCE ∙ HEAD OF CAREERS

English Language and English Literature or English as a Second Language; Mathematics; Science.

Science leads to either a ‘dual’ award of two GCSEs or three separate GCSEs in Biology, Chemistry and Physics. More details of the Science programme can be found later in this booklet. The Option Subjects In addition, students take a further three or four subjects chosen from the following options: Art & Design; Computer Science; Design & Technology; Drama; French; Geography; History; Latin; Music; Religious Studies; Spanish; Physical Education. We encourage all students to consider taking a broad range of subjects. A suggested model which involves breadth is: one language, one creative subject, one humanities subject and one other subject. However, we also recognise that students have individual strengths and preferences and it is important that their subject choices reflect this.

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The

ART & DESIGN

You may choose to study Art and Design; the three endorsed titles we offer are ‘Fine Art’, ‘Photography’ and 'Textiles'. These can combine areas of study, which incorporate responses in a wide range of media. GCSE Art, in either the ‘Fine Art’, ‘Photography’ or 'Textiles' title, offers you the opportunity to creatively develop skills in painting, drawing, sculpture, photography, ceramics, printmaking, textiles, fashion, design, film-making, animation or any media which allows for an artistic response. All titles allow for freedom of expression and aim to help you creatively and imaginatively develop ideas and create original artwork.

G C S E Ye a r s

HOW IS IT MARK ED? Component 1: Component 2:

‘Personal Portfolio’ is worth 60% of your overall marks. “Externally Set Assignment” is worth 40% of your overall marks.

Your work will be displayed as an exhibition, which you will mount in the Summer Term, with our help. Each component of the work is internally marked by the department, standardised to national standards, and then moderated by the examination board’s visiting moderator.

H OW IS T HE COURSE ST R UC T UR E D? During Years 10 and 11 you will complete a ‘Personal Portfolio’ for Component 1 of your GCSE, otherwise known as coursework. Everything you produce from the moment you start your course counts, though we can be selective in the final exhibition of your work. You will use sketchbooks to record your creative journey. You will also create work outside of your sketchbook and in three dimensions, large scale or in a digital format. You will: • Learn new skills and techniques, which will enable you to express your ideas in visual ways • Look at the work of art practitioners, suitable to your projects, and research their work so you can respond to it in both visual and written forms • Be set projects, which will include class work and prep to help you to develop a wide range of responses • Visit exhibitions in London, or elsewhere, to inform and inspire your own practice • Be able to be creative and imaginative in ways that are personal • Be given time to develop your new and pre-existing skills in adventurous ways

Once the work has been moderated the marks are finalised by the examination board and turned into grades using the weighting above. AN Y THIN G ELSE? Choose Art if you want to use your creativity, imagination, be adventurous, learn new skills, make pictures, make sculptures, make films, use computers to edit photographs, explore the art world, enjoy and marvel at the beauty of the world around you and mainly be yourself, through art. “Art is that which the hand, the head and the heart go together” – John Ruskin

Please note: Charges are made for certain materials and added to the end of term bill. They will, of course, be kept to a minimum; parents will be consulted prior to purchase if an expensive item is requested. Art Study visits will also be charged for. All other materials costs are covered. It is also important to note that specialist equipment will be necessary at some point during your course such as a camera, laptop and software for doing Prep away from school.

You will be able to be an individual; in Art making your personal work is an essential part of the course. M R S S TA N S L E Y , B A ( H O N S ) P G C E ∙ H E A D O F A R T

We celebrate your individuality and help you to create what you want. ANY EXAMS? You will have an internal exam in Year 10 and Year 11 which will involve creating preparatory work over a sustained period of time and then creating a final outcome under exam conditions. These will form part of your ‘Personal Portfolio’ but also give you practice for the next stage. In Year 11 the ‘Externally Set Assignment’ is Component 2, otherwise known as the exam. The exam is set by the examination board and given out in January. You have a set number of weeks to create preparatory work before sitting a 10 hour exam (not all in one go!) at the beginning of the Summer Term. There is a broad theme and it requires only that you respond to the theme in any way you want to using the skills, techniques and understanding you have developed during your ‘Personal Portfolio’. As before, you will use sketchbooks to prepare for your exam, but you may also create work outside of this format.

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The

COMPUTER SCIENCE

G C S E Ye a r s

W H Y CHOO SE THIS COUR SE? Computer Systems

1 Hour 30 Minutes Written Exam

50%

Computational Thinking, Algorithms and Programming

1 Hour 30 Minutes Written Exam

50%

We live in the Digital Age; computer systems have all but infiltrated every aspect of our lives and this course allows students to understand and develop these programs for themselves. Computer Scientists theorise, design, develop, and apply the software and hardware for the programs we use day in and day out. The GCSE in Computer Science will allow students to discover how computer systems work, teaching them invaluable 21st century skills such as networking and programming. This course will enable students to understand the Computer Systems in the Digital Age and give them the building blocks to innovate, create and succeed in industry. H OW WILL I BE SUCC E SSF UL? Those who have an interest in and a passion for computers and technology will thrive on this course. The ideal Computer Science student will be an independent and logical thinker who enjoys solving problems in a variety of situations. A decent level of Mathematics is required for successful completion of this course.

A GCSE in Computer Science leads towards further study of the subject at A Level or College and prepares students for an industry apprenticeship. Students completing the course will gain sound understanding of a wide range of Computer related knowledge to apply and take forward. M R J B H A R R O D , B A ( H O N S ) P G C E ∙ D I R E C TO R O F CO M P U T E R S C I E N C E

YOU WILL STUDY: Students will complete the OCR GCSE Computer Science Course. They will take a practical approach to their learning, allowing them to experience these topics with context to the world they live in. The course covers a wide range of topics including: • • • • • • • • • • •

Systems architecture Memory Storage Wired and wireless networks Network topologies, protocols and layers System security System software Data representation Ethical, legal, cultural and environmental concerns Programming techniques Producing robust programs

A large focus will be placed on programming across a range of coding and scripting languages including Python, HTML, JavaScript, and Visual Basic among others. Students will get hands on experience with computer systems; from taking them apart, creating networks and visiting The Centre for Computing History in Cambridge to gain further understanding of the development of Computer Science. ASSESSME NT: The GCSE in Computer Science consists of two examination components; all assessments take place in Year 11.

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D E S I G N & T E C H N O L OG Y

The

G C S E Ye a r s

WH Y ST U DY D&T? The Design and Technology IGCSE syllabus enables learners to identify, consider and solve problems through creative thinking, planning and design, and by working with different media, materials and tools. Students will gain technical and design awareness as a result, and develop skills such as initiative, resourcefulness, enquiry and ingenuity. They also develop the communication skills central to design making and evaluation. The course is designed to help students become: • • • • •

Confident in working with information and ideas – their own and those of others. Responsible for themselves, responsive to and respectful of others. Reflective as learners, developing their ability to learn. Innovative and equipped for new and future challenges. Engaged intellectually and socially, ready to make a difference.

W H AT WILL STUDE N T S DO? All students will learn a range of manufacturing techniques and processes in Year 10 producing a number of small products that mix materials. This will include working with wood, metal, plastics and electronics. A number of design tasks will be undertaken where creativity is strongly encouraged. Students will learn to draw and sketch using traditional techniques as well as using Computer Aided Design. By Easter, students will specialise in either Resistant Materials or Graphic Products. In Year 11, students will then identify a problem and design and produce a working prototype to address the problem. Students are not limited to one material and are encouraged to be creative in their outcome. Students will be expected to produce a portfolio of work evidencing the research, design and manufacture that has gone into their project. During their time in the department, students will be taught practical theory behind design and manufacturing skills – this will be assessed through two written papers. ASSESSME NT ST RUCT UR E 1. 2. 3.

1 Hour 15 minute product design paper worth 25% of the overall grade. 1 Hour resistance materials exam worth 25% of the overall grade. Design and manufacture of a solution to a problem worth 50% of the overall grade.

NB – There will be a charge raised for materials used for student coursework. M R W M J U D D , B S c ( H O N S ) P G C E ∙ H E A D O F D E S I G N A N D T E C H N O L OG Y

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DRAMA

The

G C S E Ye a r s

Key to this qualification, and close to the hearts of our keen Drama students, is the opportunity to develop skills as performers, designers and directors as well as developing an appreciation for the way these roles work together to create vibrant and interesting theatre experiences for an audience. Over the course of two years, GCSE Drama students will have the exciting opportunity to practically explore in performance two contrasting texts from different periods; create a devised piece and experience stunning live theatre. They will develop the ability to effectively analyse and evaluate their own work and the work of others. They will develop an understanding of the way performance texts can be interpreted and performed. TH E DRAMA G CSE COUR SE CON SI ST S OF T HE F O L L OWIN G T H R E E CO M P O N E N T S: Component 1: Devising 40% of the qualification - 60 marks Tasks: • Create and develop a devised piece from stimulus chosen by us; • Perform the piece to an audience or create a lighting/sound design for the performance in the Summer Term of Year 10 (15 marks); • Put together a portfolio that records, analyses and evaluates the creating and developing process. (45 marks). Component 2: Text in Performance 20% of the qualification - 48 marks Task: • A group/solo or partner-based performance/design realisation of two key extracts from a performance text which we are able to choose. This work will be assessed in a fully supported performance in front of an external examiner and each extract will have a maximum of 24 marks each. This performance will take place in the Spring Term of Year 11. Component 3: Theatre Makers in Practice 40% of the qualification - 60 marks Task: •

1 hour and 30 minutes written examination at the end of the course. The written examination will have two aspects: 1) Bringing Texts to Life – you will have one question broken into five parts (short and extended responses) based on an unseen extract from David Harrower’s adaptation of Gogol’s ‘The Government Inspector’. (45 marks). 2) Live Theatre Evaluation – you will have two questions requiring you to analyse and evaluate a live performance you have seen and you are allowed to bring in your own notes up to a maximum of 500 words. (15 marks).

MS D L ENGLERT, BA (HONS) DIP PGCE ∙ HEAD OF DRAMA

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The

ENGLISH

G C S E Ye a r s

All students will use Year 10 and Year 11 to work towards two GCSE level qualifications: the English Language GCSE and English Literature GCSE. The GCSE in English Language focuses on more functional elements of literacy in the main and the English Literature GCSE is based around analysing a series of varied texts across time and genre. The GCSE in English Language does not involve any controlled

Pupils will study the English Literature course alongside the English Language course although they are separate GCSE qualifications. Again, assessment will be by means of interim assignments and the two terminal examinations at the end of Year 11.

assessment or coursework although there is a compulsory Speaking and Listening task. There are then two terminal examinations. The GCSE in English Literature consists of two terminal examinations and there is no longer any formal coursework element. We do, however, run our own Framlingham College Essay Prize which will help prepare our pupils for A Level and degree level study.

Possible areas of Study:

ENGL ISH L ANG UAG E At the heart of the English Language course are the key literacy skills all pupils will need for their future studies and careers. Students will learn to read more carefully, write more accurately and speak with confidence, clarity and conviction. They will encounter writing in a range of different styles and be encouraged to adapt their own expression, both written and oral, to suit various purposes, audiences and situations. Pupils developing skills in all these areas will be monitored by means of a mixture of interim assessments across the two years and will sit the two terminal examinations at the end of Year 11. Areas of Study: • • • • •

Creative Writing Non-Fiction writing such as letters, speeches, reports, newspaper articles Comprehension and analysis of newspaper articles and political speeches Analysis of literary fiction and non-fiction texts such as travel writing and autobiography Speech-making, group discussion work and role-play

• • •

Shakespeare and other major early-modern plays (e.g. Macbeth, Romeo and Juliet) Classic British Prose Fiction (e.g. Jekyll and Hyde, A Christmas Carol) Contemporary Fiction and Modern Drama (e.g. Animal Farm, The History Boys, Never Let Me Go, Blood Brothers)

Assessment:

Paper 1

1 Hour 45 Minutes Shakespeare and the 19th Century Novel

40%

Paper 2

2 Hours 15 Minutes Modern Texts and Poetry

60%

MR L GOLDSMITH, MA MBA PGCE ∙ HEAD OF ENGLISH

Assessment:

Paper 1

1 Hour 45 Minutes Explorations in Creative Reading and Writing

50%

Paper 2

1 Hour 45 Minutes Writers’ Viewpoints and Perspectives

50%

S&L

Non-examined: Spoken Language

ENGL ISH LITE RATUR E The English Literature course exists to expose students to a range of literary texts from various periods and in all three major genres: prose fiction, poetry and drama. There is also an expectation that pupils read widely and independently. Candidates will learn to read more critically, analyse aspects of form, structure and language in some detail, and construct essay-length appreciations of individual works. Unseen poems and the study of a themed set of poetry will be used to extend students’ appreciation of how a range of poems are crafted. PAGE 18 ∙ THE GCSE YEARS

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E N G L I S H A S A S E C O N D L A N G UA G E

The

G C S E Ye a r s

For pupils who have English as their second language, this course is an alternative to the GCSE English Language course. It leads to a single IGCSE award, with a C grade generally being the minimum requirement for entrance into British universities. The language skills developed through studying this course also help pupils’ progress and success in the other subjects they choose in Years 10 and 11. IGCSE has two levels: Extended and Core, with grades obtainable from A* to E (Extended) and C to G (Core). THE COURSE INCLUD E S: • • • • •

Studying a wide range of short fiction and non-fiction texts, with a focus on comprehension and vocabulary Studying intermediate and advanced grammar and language structure Developing a variety of writing skills and styles Intensive vocabulary development Developing high level listening and oral skills

STU DE NTS LE ARN H OW TO: • • • • •

Develop essential reading and listening comprehension skills Analyse and summarise articles, stories and factual texts Select and write notes from written and listening texts Write articles, letters, essays, stories and reports Express ideas and opinions in writing and speaking with an emphasis on accurate and fluent communication

ASSESSME NT: Assessment is 100% exam based with the following structure:

Paper 1 (Core) or 2 (Extended)

Reading and Writing Exam

70%

Paper 3 (Core) or 4 (Extended)

Listening Exam

30%

Paper 5

Oral Exam

Graded Separately

M S K E C AVA L C A N T I , B E D ( H O N S ) R S A D I P ( T E F L ) ∙ H E A D O F E S L

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The

G E OG R A P H Y

G C S E Ye a r s

W H Y STUDY G E OG R A PH Y? Geography as a discipline and as a body of knowledge has never been more relevant. Contextualising problems requires geographical knowledge. Solving problems requires geographical understanding. Having the ability to look at the world through a geographical lens is essential when addressing the issues of our time, from Overpopulation to Climate Change and Inequality to Extreme Weather. Geographers have the unique ability to look at the world from both a human and physical perspective. You will gain a conceptual understanding of: •

Place, space, scale, interdependence, human and physical processes, cultural understanding, environmental interaction and sustainability.

SKI L LS YOU WILL DEVE L OP: •

Numerical, graphic, statistical, cartographic and use of Geographical Information Systems (GIS)

You will need to: • • •

Think creatively Think scientifically Think independently

ASSESSME NT

Component1: Investigative Geographical Issues

1 Hour 45 Minute Paper Examines understanding of Changing Places, Changing Environments, Environmental Challenges

40%

Component 2: Problem Solving Geography

1 Hour 30 Minute Paper Asks pupils to apply their knowledge from Component 1 in a Decision Making Exercise

30%

Component 3: Applied Fieldwork Enquiry

1 Hour 30 Minute Paper Examines two experiences of data collection

30%

M R D L YO N , B A ( H O N S ) M S c P G C E ∙ H E A D O F G E OG R A P H Y

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The

H I S TO R Y

G C S E Ye a r s

Back in the Dark Ages when the National Curriculum was originally devised, the plan for a brighter future was to make History compulsory up to age 16, and although in fact History remained voluntary, it is widely regarded as a crucial component of a broad education. Sometimes pupils see themselves as choosing between History and Geography, but many able students should be encouraged to do both – it is good to know about ‘chaps’ as well as ‘maps’!

PAPER 1: UNDE RSTA N D I N G T H E M OD E R N WOR L D Section A: Russia, 1894–1945: Tsarism and Communism This 'period study' focuses on the development of Russia during a turbulent half century of change. It was a period of autocracy and communism – the fall of Tsarism and the rise and consolidation of Communism. Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them.

HM QUEEN ELIZABETH II

The GCSE course is made up of four components designed to give students a grasp of a wide range of material and to develop their ability to process information and to write effectively and relevantly. This qualification is linear and students will sit two exam papers of 1 hour 45 minutes at the end of the course:

PAPER 2: SHAPING T H E N AT I ON

Section B – ‘Medieval England: the reign of Edward I, 1272–1307’ This 'depth study' will focus on the major events of the reign of Edward I considered from economic, religious, political, social and cultural standpoints. Topics will include constitutional developments such as the Model Parliament, Edward I’s military campaigns in Wales and Scotland and social history of the period. Students will also be required to study a specific site in depth, which relates to the historic environment of Medieval England during the reign of Edward I, such as an appropriate castle or cathedral. This site will be selected by AQA and students will be expected to answer a question on this topic in the examination. M R J M OO R E , B A ( H O N S ) P G C E ∙ H E A D O F H I S TO R Y

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RUSSIAN REVOLUTION

Section A – ‘Britain: Health and the People: c.1000 to the present day’ This ‘thematic study’ will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes, scale, nature and consequences of short and long term developments, their impact on British society and the context in which they occurred. Although the focus of this study is on medicine and public health in Britain, it will also consider relevant developments in the wider world as they affected Britain.

THE COLD WAR

HEALTH AND THE PEEOPLE

Section B: ‘Conf lict and tension between East and West, 1945–1972’ This ‘wider world depth study’ enables students to understand the complex and diverse interests of different states and individuals and the ideologies they represented. It focuses on the causes and course of the Cold War and seeks to show how and why conflict occurred and why it proved difficult to resolve the tensions which arose. This component also covers the role of key individuals such as Mao Zedong, Fidel Castro, Nikita Khrushchev and John F. Kennedy, in shaping change and influencing international relations.

THE GCSE YEARS ∙ PAGE 25


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L AT I N

The

G C S E Ye a r s

Latin is a subject that is very much back on the curriculum in 2018. If a generation back there was some speculation that it might disappear amongst a plethora of trendier options, it is now re-establishing itself in a variety of forms in a variety of schools, and Framlingham is keen to ensure that students with the right aptitude have the opportunity to make the most of their ability in this field. A knowledge of our classical heritage is vital for understanding the nature of the modem world, many of the languages of modem Europe largely derive from Latin, and so for scientists, linguists and those following courses in any of the humanities, some Latin is a useful tool, an adornment to their studies, and an indication to good universities that here is a student with something extra. Latin GCSE has evolved as have other exam courses, but mutatis mutandis, the basic elements remain much the same. The exam consists of one translation and comprehension paper, and two papers involving the study of set extracts of Verse and Prose. The Year 10 course concentrates on establishing the basics of the grammar and vocabulary of the Latin language. Some students may come with previous knowledge, and most will have attended an introductory course in Year 9. By the end of Year 10 they should be competent in elementary accidence and syntax, and they should be masters of the five hundred or so words required for GCSE. Although this may sound dry as well as traditional, there is plenty to interest students who enjoy exploring links between Latin and other languages and touching on a host of related cultural topics - a grasp of the language can enable pupils to begin to appreciate the greatest writers of the classical world. Of comparable value is the Year 11 course with its more pronounced emphasis on Latin literature and the culture which produced such great works. This year students are working on prose extracts from Caesar and Tacitus, and verse extracts from Horace, Ovid and Martial. There is nothing dull about the content of these: verse themes include the contrast between country and city life, most famously through the eyes of a country mouse tempted to the city, while the prose extracts introduce pupils to Caesar' s reaction to the Druids in Britain and Tacitus's vivid account of Boudica's revolt in East Anglia. Students thus rub shoulders with a great Roman historian (Tacitus), Rome's greatest general (Julius Caesar), and the greatest lyric poet of the Augustan Age (Horace). It is no surprise that Horace is being proved right again in his claim that his monument would be more durable than brass, a ere perennius. When he addresses his country spring, in the vocative case, he says, "fies nobilium tu quoque fontium" - you too will become one of the famous springs.

Tu quoque: you too can be part of the Classical experience at Framlingham.

M R M J COO K E , M A ∙ H E A D O F L AT I N

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The

M AT H E M AT I C S

G C S E Ye a r s

W H Y STUDY MAT HE M AT I C S?

teachers as to their suitability.

A good qualification in Mathematics provides evidence of logical thought processes and the ability to cope with statistical and analytical skills. This core subject is highly valued by most employers and is often required for entry to further or higher education.

CALCUL ATO R

You will study: • • • • • •

Number and the number system Algebra: equations, formulae and identities Sequences, functions and graphs Geometry and trigonometry Vectors and transformation geometry Statistics and probability

You will learn the following skills: • • • • • • •

All Mathematics students from Year 9 to Year 11 must be in possession of a basic, relatively inexpensive calculator. It is essential that this has the Trigonometry buttons of sin, cos and tan and also crucial that it does not have the capacity to perform symbolic algebra operations. (In simple terms, for example, it should be able to perform the four rules with number but not have the capacity to add 2x + 3x and give the answer of 5x.) Our school shop sells a basic Casio calculator and the Mathematics teachers demonstrate its use through appropriate software, projecting onto a big screen. It is very convenient therefore, when replacing a calculator, if pupils opt for this model. We encourage students who proceed to Sixth Form Mathematics to purchase a more sophisticated Casio model.

M R S E A WA R D , B S C ( H O N S ) M S C F R S S P G C E ∙ AC T I N G H E A D O F M AT H E M AT I C S

Use mathematical techniques and knowledge to arrive at solutions Use logic and reason to solve problems Break down tasks into small steps in order to solve them Apply your mathematics by modelling real life problems Present arguments and proofs mathematically Cope without a calculator when required Use a calculator effectively when appropriate

In Years 9, 10 and 11 pupils are setted according to their ability in Mathematics. All pupils follow the linear Pearson Edexcel IGCSE Mathematics Specification course. There is no coursework. The majority of candidates will take the Higher IGCSE examination in Year 11 with a small number sitting the Foundation IGCSE examination. The Higher Tier course offers a grade range of 9 to 4. The Foundation Tier course offers Grades 5 to 1. THE AIM O F T HE DE PA R T M E N T The aim of the department is for every student to achieve their full potential and gain confidence in the subject by means of achieving success at the appropriate level of entry. We endeavour to provide stimulating varied teaching and learning styles to challenge students and encourage them to take pride in the progress of their mathematical understanding. The more able pupils in the top sets in Years 9, 10 and 11 are “accelerated” at a rate which is comfortable and challenging for them. The Year 10 top set would normally complete their study of the Higher Level IGCSE by the end of Year 10. This set, in Year 11, study an Extended Mathematics programme which is an excellent stepping stone to Advanced Level and a stimulating course for the more able student. The most able pupils will take the United Kingdom Mathematical Challenge papers in Years 9, 10 and 11. Our more able IGCSE students progress to Sixth Form Mathematics and study the A Level Mathematics course, with some of the very best opting to study A Level Further Mathematics. Aspiring candidates should seek advice in Years 10 and 11 from their Mathematics PAGE 28 ∙ THE GCSE YEARS

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The

M O D E R N L A N G UA G E S

G C S E Ye a r s

French and Spanish

You will enjoy this course if you want to study a subject that offers a range of skills and a variety of activities. Learning a language teaches you not only to communicate with people in other countries, but also about their way of life. Universities and employers view the ability to speak and understand a foreign language as an extremely valuable asset. You may opt for one or two Modern Languages.

your adaptability. Knowledge of a foreign language is highly valued by employers and an essential skill in a multi-cultural environment. M S D H A R D M A N , M A ∙ H E A D O F M O D E R N L A N G UAG E S

THE AIMS OF A MOD E R N L A N GUAGE S GC SE • • • • • •

To develop the ability to communicate confidently in the language both in speech and writing To express ideas spontaneously To listen and understand standard speech at near normal speed To understand how the language works To develop an awareness and understanding of the culture and identity of the countries where the language is spoken To develop language-learning skills for immediate and future use in higher education and employment

THEME S AND TOPIC S You will cover a range of relevant contemporar y and cultural themes: • • • • •

Identity and culture Local area, holiday, travel School Future aspirations, study and work International and global dimension

H OW WILL YO U STU DY? You will have classes with the support of a native-speaker language assistant. You will work in the Language Lab and use internet-based learning programmes in lessons and for Prep. You will need to be prepared to learn vocabulary and to read and listen to as much of the language you are studying as possible beyond your classwork and Prep. You will have the opportunity to participate in an exchange or study visit. F OLL OW ON FRO M K E Y STAGE 3 You need previous knowledge of a language to begin GCSE. You will have already developed important language skills and knowledge at Key Stage 3. The GCSE course will build on this and introduce you to a wider range of languages, structures and vocabulary. You will learn to understand, translate, speak and write the language at intermediate level. M ODERN L ANG UAG ES E X A M S In the Summer Term of Year 11, you will take four papers (listening, speaking, reading and writing) each worth 25% of the GCSE. With a GCSE Modern Language, you will begin to acquire transferable skills that will enable you to respond to the demands of A Level, undergraduate study and the world of work. The study of languages improves your critical thinking ability, communication skills and PAGE 30 ∙ THE GCSE YEARS

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MUSIC

The

G C S E Ye a r s

W H Y STUDY MUSIC? The academic study of Music develops students’ creativity and analytical skills. Whether working as a soloist or ensemble performer, musicians learn to communicate effectively whilst also developing self-confidence. The Music GCSE course will offer students the opportunity to develop their music technology skills, and widen their understanding of musical conventions through the study of a wide range of styles and traditions. Component 1: PERFORMING Internal assessment – 30% Candidates will perform two different pieces, which are recorded and externally moderated: • •

One solo performance One ensemble performance (where the candidate’s part is not doubled by any other performer)

Component 2: COMPOSING Controlled internal assessment – 30% Students submit two notated and recorded compositions. Candidates must undertake a minimum of five hours of their composing time in a classroom setting, under teacher supervision. • •

One piece to be composed in response to a brief set by the examination board One ‘free’ composition, i.e. not related to a set brief

Component 3: APPRAISING External listening/written examination – 40% Candidates will study a wide range of musical styles, genres and traditions. Questions will focus on theoretical analysis of the set works, and general aural and dictation skills. The listening examination will focus on the eight pieces of Music found in the list of set works: Instrumental Music 1700 – 1820 J.S. Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major L. van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor ‘Pathétique’ Vocal Music H. Purcell: Music for a While Queen: Killer Queen (from the album ‘Sheer Heart Attack’) Music for stage and screen S. Schwartz: Defying Gravity (from the album of the cast recording of Wicked) J. Williams: Main title/rebel blockade runner (from the soundtrack to Star Wars Episode IV: A New Hope) Fusions Afro Celt Sound System Release (from the album ‘Volume 2:Release’) Esperanza Spalding: Samba Em Preludio (from the album ‘Esperanza’) It is strongly recommended that prospective Music students have attained at least Grade 5 in an instrument.

M R S L B L OO R E , D I P TC L L TC L P G C E ∙ D I R E C TO R O F M U S I C

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P H Y S I C A L E D U C AT I O N

W H Y STUDY PHYSICAL E D UCAT I ON? GCSE Physical Education gives pupils the opportunity to gain a fully recognised qualification in a subject that intrinsically motivates them. It provides an excellent basis for A Level study in Physical Education and for our new course - BTEC Sport (Level 3). These are both recognised for Higher Education entry alongside the more traditional subjects. Alternatively, it could lead to vocationally related courses, such as those in the sports business industry and sport leisure recreation sector. GCSE Physical Education is not just ‘running around a field’. It explores many theoretical topics relating to human biology, anatomy and physiology, analysis of movement, physical training, health and wellbeing, psychology in sport and socio-cultural influences. Students will also have the opportunity to develop their physical skills in a wide range of sports. As well as working to improve their own personal level, these sessions are also designed to increase their knowledge and understanding of the sports so that they can analyse and evaluate performance. YOU WILL STUDY BOT H T H E SE T H E ORY A N D PR ACT ICA L CO M P O N E N T S WIT H IN T H E CO U R S E OV E R T HE TWO YEARS The theor y course covers the following components: a.

G C S E Ye a r s

individual activity e.g. Singles Tennis and a third in either a team or in an individual activity). Each sporting choice is worth 10% of the overall GCSE PE grade. b.

Analysis and evaluation of performance (10%)

Students will be assessed on their analysis (15 marks) and evaluation (10 marks) of performance to bring about improvement in one activity. ASSESSMEN T Coursework (40%) Three Practical Sports (30%) The practical work is assessed internally throughout the course with practical exams happening in February of Year 11. Students offering sports that the College doesn't run e.g. Skiing can, with agreement, get video evidence for this following the set criteria. Situations where pupils play sport outside of school can also use video evidence for assessment. Pupils are then moderated by the exam board later in the Spring Term. Each sport is worth 10%.

The human body and movement in physical activity and sport (30%)

Students will learn about applied anatomy and physiology, movement analysis and investigate aspects of physical fitness and training and consider factors that affect performance such as the muscular and cardiovascular systems. They will gain an understanding of different fitness components, such as muscular endurance, and how to plan effective training programmes. b.

The

Analysis and evaluation of performance (10%) The analysis and evaluation of performance is a written piece of coursework about the main sport. This is completed in Year 11. M R C D G A N G E , B S c ( H O N S ) P G C E ∙ H E A D O F P H Y S I C A L E D U C AT I O N

Socio-cultural influences and well-being in physical activity and sport (30%)

Here students consider the effect of cultural and social factors on sport such as commercialisation, sponsorship and the media, and the use of performance enhancing drugs on participation in sport. In addition, they will study sports psychology as well as investigate the role played by technology in the modern sporting world. In both theory papers across all the topics students will also be asked to apply this knowledge to evaluate working out ‘data’ questions by analysing graphs, trends and themes. ASSESSME NT Examination (60%) There are two x 1 hour 15 minute examinations at the end of the course with multiple-choice, short answer questions (e.g. 2, 3, 4 and 5 mark questions) and essay style questions (6 and 9 mark questions). Both of these papers are worth 30% of the GCSE PE each. The practical course covers the following components: a.

Practical performance (30%)

Practical performance in three different physical activities in the role of player/performer (one in a team activity e.g. Hockey, one in an PAGE 34 ∙ THE GCSE YEARS

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The

RELIGIOUS STUDIES

I NTRODUCTIO N: WH Y ST UDY R E L I GI OUS ST UD I E S? It is clear that this is a rapidly changing world; socially, technologically and environmentally. The diverse ways in which people make sense of life’s challenges evolve too. Human frailty and diversity are therefore factors we need to comprehend. As most people’s personal beliefs determine their behaviour, beliefs are the key that unlocks understanding of both human frailty and diversity.

G C S E Ye a r s

teachings about karma and rebirth, compassion and loving kindness, will be examined. Students will consider the five moral precepts governing contemporary Buddhist living and the six perfections in the Mahayanan tradition. Assessment: a written exam of 1 hour 45 minutes • 50% of GCSE 2. Thematic studies: religious, philosophical and ethical issues.

This GCSE enables students to develop their knowledge and understanding of non-religious beliefs, such as humanism, and of religious beliefs expressed in specific sources of wisdom and authority, including key religious texts. It also equips students to construct wellinformed, balanced and structured written arguments, which display their depth and breadth of understanding. Students will engage with questions of belief, value, meaning, purpose and truth, and the influence of these on human life. They will be challenged to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt. Students will begin to understand the influence of religion on individuals, communities and societies, and the significant diversity of beliefs between and within religions. THE G CSE RS COURSE H AS T WO COM PON E N T S: 1.The study of two religions: beliefs, teachings and practices. Christianity: Key beliefs and teachings Students will investigate Christian beliefs about the nature and attributes of God. The creation story will be considered along with God’s subsequent activity in His world. Belief in the afterlife will be examined through themes such as resurrection, life after death, judgement and heaven and hell. Christ’s unique status as Son of God and claims about his incarnation will be explored in connection with belief in his saving power from sin and his crucifixion, resurrection and ascension. Christianity: Practices and community Students will investigate different forms of worship and their significance, including liturgical, informal and private worship. Also, the role of prayer and its significance, including the Lord’s Prayer, set prayers and informal prayer. They will consider the meaning of the sacraments and diversity of Christian belief about observing them. The purpose of Pilgrimage will be studied alongside the relevance to Christians of Christmas and Easter. Students will evaluate the social role of the church in local communities, the place of mission and evangelism, the worldwide church and its contribution to reconciliation, experience of and response to persecution, and the work of Christian charity organisations globally. Buddhism: Key beliefs and teachings Students will examine the concept of Dharma and significant beliefs such as the Three Marks of Existence. Regarding human personality they will consider the Theravadan tradition and its Five Aggregates of form, and in the Mahayana tradition, the possibility of attaining Buddhahood. The Buddha’s life and its significance will be studied, the Four Sights and Buddha’s subsequent ascetic life and Enlightenment. The Four Noble Truths will be evaluated focusing on beliefs about suffering, its causes, and remedies.

Religion and life This theme will investigate religious teachings about the origins and value of the universe, acknowledging different interpretations, and their compatibility with scientific views such as the Big Bang theory. Students will consider religious teachings about the value of the world and human responsibility towards it, particularly regarding ‘stewardship’ and ‘dominion’, and the use and abuse of the environment and animals. The origins and value of human life will be evaluated including the relationship between scientific views, such as evolution, and religious views. The concepts of sanctity of life and the quality of life will be scrutinised alongside religious beliefs and attitudes about abortion and euthanasia and about death and an afterlife. The existence of God and revelation Students will study philosophical arguments for and against the existence of God, including both the Design argument and the Cosmological argument. They will evaluate the argument for Miracles, and study one example. Attention will be drawn towards the problem of Evil and Suffering as an argument against the existence of God, in addition to scientific arguments against the existence of God. Students will consider the nature of God, and Special Revelation, or enlightenment, as a source of knowledge about the divine. Ideas about, and derived from, General Revelation through nature, will also be studied. Religion, peace and conflict Students will study religious teachings, beliefs and attitudes about violence, terrorism and war, and corresponding issues regarding peace, justice, forgiveness and reconciliation. Students will also examine Just War Theory, the notion of Holy War and also Pacifism. Religion and belief as a contemporary cause of war and violence is also relevant here, as are religious attitudes to nuclear weapons and weapons of mass destruction. Students will also examine the role of religion in peace-making and the work of individuals motivated by religion to aid the victims of war. Religion, human rights and social justice This theme investigates religious teachings, beliefs and attitudes about social justice and human rights and responsibilities. The issue of equality in freedom of religion and belief is pertinent, as are prejudice and discrimination in religious expression and treatment of gender, sexuality, disability and race. Students will also explore religious responses to wealth and its uses, and the responsibility of the wealthy to tackle poverty and its causes. They will consider the exploitation of the poor alongside the responsibilities of those living in poverty toward themselves. Assessment: a written exam of 1 hour 45 minutes • 50% of GCSE

Buddhism: Practices and community Students will consider the nature and purpose of Buddhist places of worship, including temples, shrines and monasteries, and their key features. The significance and role of ritualised devotion in the home and in the temple, including chanting, will be examined. The methods and benefits of meditation, including mindfulness of breathing and visualisation, will be studied too. The practice and significance of funeral ceremonies in Theravada communities in Japan and Tibet will be compared and distinct Buddhist ethical PAGE 36 ∙ THE GCSE YEARS

DR P R GILES, PHD BD MED DIP ART PGCE ∙ HEAD OF PHILOSOPHY AND RELIGIOUS STUDIES

THE GCSE YEARS ∙ PAGE 37


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SCIENCE

The

G C S E Ye a r s

The College runs two different Science courses in Years 10 and 11. The course studied depends on which set a pupil is in, and this is decided by pupils’ performance throughout Year 9. This will have been discussed with parents at the Year 9 Parents’ Meeting. Pupils joining the school in Year 10 will all be treated on an individual basis, after assessing their potential early on. It is possible to move between sets during Year 10 and 11, and any set changes will be discussed with relevant staff, students and parents. The most able students, in the top two or three sets, will sit three separate GCSE exams in Biology, Chemistry and Physics. Pupils who intend to study one or more science A Levels are likely to be in these higher ability sets, though it is by no means essential to have studied all three sciences in such detail to go on to A Level sciences. Students in other sets will study the Combined Science GCSE and will gain two GCSE grades at the end of Year 11. The content of this course is at the same academic level as for the three separate sciences, and contains equal amounts of Biology, Chemistry and Physics but omits certain topics. Both courses have the same allocation of three lessons per subject per week, but the pace of covering material is much more rapid in the higher sets. With both courses Biology, Chemistry and Physics are taught separately by subject specialists. AL L S TUDE NTS WILL ST UDY: How Science Works: Making observations and taking measurements; designing an investigation; presenting and interpreting data; scientific literacy and the presentation and interpretation of data. Biology: The building blocks of life; the human body; ecosystems; our impact on the environment; health; variation, reproduction and inheritance. Chemistr y: Making use of the Earth’s resources; the structure of substances; controlling useful reactions; energy. Physics: Making use of electricity, energy and radioactivity; light and other waves; forces and motion. ASSESSME NT: These GCSEs are completely linear courses and are examined at the end of Year 11. There are two written examinations per subject, with no coursework or controlled assessment. For the separate sciences, each examination is 1 hour 45 mins in duration; for the Combined Science (Double Award), they are 1 hour 15 minutes. DR D R HIGGINS, MA PHD PGCE ∙ HEAD OF SCIENCE

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THE GCSE YEARS ∙ PAGE 39


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Framlingham College - The GCSE Years  

Framlingham College GCSE Booklet for the 2018-19 academic year starting in September 2018.

Framlingham College - The GCSE Years  

Framlingham College GCSE Booklet for the 2018-19 academic year starting in September 2018.

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