Sherborne Girls GCSE Booklet 2015

Sherborne Girls

GCSE Booklet 2015 to 2017

Sherborne Girls

GCSE Booklet For September 2015

For GCSE courses starting September 2015...

CONTENTS Choosing GCSE Subjects The Core Tiers Sets and divisions Options and Subject Groups How it all adds up and Timetabling Key Stages

4 4 4 5 6 7

Core Subjects English/English Literature English as an Additional Language Mathematics Science Modern Languages Religious Studies

8 8 9 10 12 13

Optional Subjects Art and Design Classical Civilisation Classical Greek Design and Technology Textiles Technology Drama Geography History Home Economics Latin Music

14 15 15 16 17 18 19 20 21 22 23

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CHOOSING GCSE SUBJECTS During the two academic years leading up to the GCSE examinations, we strive to: • Maintain for each girl a broad and balanced curriculum.

• Lay the foundations for A Levels or the IB Diploma and higher education.

To this end, the school curriculum for this age group combines a core of compulsory subjects with a wide range of optional subjects. An outline of the course content of all of these subjects, compulsory and optional, follows in this booklet.

the core

tiers

All girls are currently required to take GCSE or IGCSE examinations in the following subjects:

In some subjects, examination boards offer different levels of entry: Higher and Foundation. We routinely enter girls for Higher Tier in all subjects. The decision on exceptions is made in the U5 in the girl’s best interests, and does not affect other subjects.

• English (Language and Literature) IGCSE • Mathematics - GCSE • A Modern Foreign Language (French, German or Spanish)*

sets and divisions

• Religious Studies

Mathematics, Science and Modern Languages are taught in divisions determined by ability and/or experience in that subject. Sets may be adjusted in the course of the year. Our top divisions take three separate Sciences in the same number of lessons as the other Science sets; this means that they work at a more rapid pace. We have found that this strategy has increased the number of girls studying separate Biology, Chemistry and Physics at iGCSE.

• Science (Biology, Chemistry and Physics) - Either Double Award (= 2 iGCSEs) or 3 separate iGCSEs on the recommendation of the Science Department. *Overseas girls joining the School in M5 may be allowed to offer their mother tongue instead of a European language.

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options

subject groups

Girls may study up to a maximum of three options in addition to their chosen Modern Language and Religious Studies.

Eight GCSEs are the recommended minimum.

We cannot guarantee to be able to timetable every combination of subjects, but will do our best to satisfy demand for balanced programmes.

Selection will be made up from the following groups: Religious Studies (Compulsory)

The following optional subjects are available: • Art and Design

For those seeking an alternative to the GCSE “Full” course, a short course is available, which takes less curriculum time.

• Classical Civilisation • Classical Greek • Design and Technology

Modern Foreign Language (Core) Select from French, German and Spanish. You may combine French with another language.

• Textiles Technology • Drama

Humanities

• Geography

In addition to Religious Studies, which is compulsory, girls may also wish to study History and/or Geography. If they wish to study both, be aware that other options may be limited.

Classical Civilisation is also seen as a Humanity.

• History • Home Economics • Latin • Music

Classics

• Second Modern Language – Spanish or German.

Latin and Classical Civilisation are available.

Girls may also study Classical Greek.

Girls are strongly encouraged to study a Humanity and an Arts subject. They should select options with the following considerations in mind:

Creative Subjects

• The breadth, balance and content of your eventual total programme, academic and extra-curricular • Ability, aptitude and past record in each particular subject

It is a good idea to balance a programme with one from this selection: Art, Design Technology (either DT or Textiles), Drama, Home Economics, Music.

Due to the coursework demands of creative subjects, girls need to think very carefully before selecting two subjects from this group, although for some girls this may be the right course of action.

• Plans for the Sixth Form and beyond, if any at this stage.

These factors will vary from person to person, as will their choices. The important thing is to aim for as broad and balanced a selection as possible which does not close off choice at a later stage.

Tutors will discuss options with the girls and will direct them to other members of staff as appropriate. Parents with any particular queries should contact their daughter’s Tutor.

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HOW IT ALL ADDS UP These are examples only.

Example 1

Example 2

Core including Full RS + 2 options = 9 GCSEs Mathematics GCSE English Language IGCSE English Literature IGCSE Double Award Science = 2 iGCSEs A Foreign Language RS Full Course Option Option

basic Core including Separate Sciences + 2 options = 9 1/2 GCSEs Mathematics GCSE English Language IGCSE English Literature IGCSE Separate Sciences = 3 iGCSEs A Foreign Language RS short course Option Option

Example 3 basic Core including Separate Sciences + 3 options = 10 1/2 GCSEs Mathematics GCSE English Language IGCSE English Literature IGCSE Separate Sciences = 3 iGCSEs A Foreign Language RS short course Option Option Option

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KEY STAGES GCSE Information available on website

GCSE Information Presentation

Girls 22 January

Parents’ 13 February

Discussion with tutors

Parents’ Meeting 13 February

Half Term Discussions with daughter Parents can contact individual tutors or Head of Year Dr Jonny Gammon jjg@sherborne.com

Girls discuss with tutors, teachers etc

Complete online form by 9 March

Checked by Tutors and HOY

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CORE SUBJECTS English Cambridge IGCSE First Language English and Literature syllabuses.

O500 English (First Language) and 0486 Literature (English).

This is a two-year course. During the M5 year all girls will study a common core for both English and Literature. It is envisaged that most girls will be entered for the Extended Tier (grades A* through to E) in both subjects.

For English, the emphasis is on language skills, and girls will learn to understand and respond to what they hear, read and experience. The course enables pupils to use relevant vocabulary, correct grammar, spelling and punctuation, and to demonstrate a sense of style and an awareness of audience. Assessment is via two equally weighted examination papers, each of two hours’ duration: Paper 2, Reading Passages and Paper 3, Directed Writing and Composition.

For Literature (English), girls learn to enjoy the experience of reading literature by interpreting and evaluating English literary texts from different periods and from different cultures. In addition to an internally-assessed unit on a Shakespeare play, the girls will study prose, drama and poetry through a range of texts written originally in English. They will develop their ability to appreciate the different ways in which writers achieve their effects, and communicate their personal response to the texts studied, as well as considering the contribution English literature has made to our wider understanding.

Assessment is via three examination ‘components’: 1, Poetry and Prose, 1 hour 30 minutes, with a 50% weighting; 3, Drama, 45 minutes, with a 25% weighting, and 4, Unseen, 1 hour 15 minutes, also weighted at 25%.

There is no requirement for coursework in either subject, or for mandatory formal assessment of Speaking and Listening skills, though these will continue to be developed and monitored throughout the two-year course.

English as an additional language Girls whose first language is not English will be encouraged to study for qualifications such as Cambridge Certificate in Advanced English or the Cambridge First Certificate in English in M5, in addition to IGCSE English and Literature in U5. These examinations test reading, writing, listening and usage skills.

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Mathematics Edexcel GCSE (Specification A) in Mathematics: 1MA1 Mathematics is everywhere! Without realising it we use mathematics every day and it plays a part in nearly all of our daily activities. Every time we pick up the phone, use the internet, manage money, go to the doctors or travel anywhere, mathematics plays its part. Mathematics is a compulsory subject because it belongs to a tool kit that everybody needs to go through life. key subject aims The aims are to enable students to: • Develop a knowledge, skills and understanding of mathematical methods and concepts • Acquire, select and apply mathematical techniques to solve problems • Reason mathematically, make deductions and inferences, and draw conclusions • Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

In Mathematics we aim to promote the joy of learning by encouraging students to adapt a positive and productive approach to the study of mathematics by delivering the syllabus in a variety of ways, developing independence, responsibility, initiative and a spirit of involvement.

Assessment Assessment is by three papers each of 1 hour 30 minutes duration, one of which is non-calculator. There is no coursework.

Assessment Objectives The syllabus is varied and comprehensive, falling into five topic areas: • Number (15%): mental arithmetic gives one a feel for numbers and the relationships between them and the patterns that they make. In numerous occupations the facility to perform mental calculations quickly and efficiently is essential.

• Algebra (30%): solving linear equations is often done in our heads without realising it.The use of algebra is a skill required for problem solving in many areas of life.

• Ratio, proportion and rates of change (20%): understanding how quantities are related to one another and performing relevant calculations is important in most occupations.

• Geometry and measures (20%): the study of shapes and the way they relate to each other and the space around them. This is the knowledge and skills used by designers, architects, engineers and physicists to name but a few.

• Statistics and probability (15%): the study of this is essential for people embarking on a career in medicine and medical research, the financial world, politics, social and natural sciences, manufacturing or law. The list is endless.

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science AQA Certificates in Science Double Award - 2 iGCSEs or Separate Sciences: Biology, Chemistry and Physics - 3 iGCSEs We aim to give the girls the chance to:

Double Award – 2 iGCSEs

• Acquire a body of scientific factual knowledge

Girls achieve two iGCSEs in Science, which will cover aspects of Biology, Chemistry and Physics. Each Science subject is taught separately in two lessons per week by specialist teachers (six lessons per week in total). Each Science subject will be examined separately in two short 1 hour papers (six papers in total). The content for Double Award includes:

• Develop experimental and investigative skills • Understand the nature of scientific thought, how scientists work, the strengths and weaknesses of the scientific method and the interpretation of scientific evidence • Understand how scientific controversies arise; to recognise that science cannot provide the answers to all questions • Develop awareness and understanding of the relevance of science to environmental and technological issues and appreciate the economic, ethical and social implications.

The new science curriculum continues to place emphasis on “How Science Works” with the aim of generating more enthusiasm for science, making it more interesting and relevant, more accessible to students and encouraging more post-16 study of science.

Biology • Cells, cell division, tissues organs and organ systems • Important molecules, including enzymes • Human Biology, including the respiratory system, the digestive system, homeostasis and immunity • Variation, inheritance and genetic manipulation • Environmental Biology, including food chains and webs, adaptations and distribution of organisms • Evolution.

Chemistry • Atomic structure and chemical reactions • Bonding and structure • Metals and the reactivity series • Crude oil and fuels • Rates, energy and electrolysis.

Physics • Forces and their effects • Waves, including sound • Heating processes • Electricity.

• Nuclear Physics.

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Separate Sciences – 3 iGCSEs (Biology, Chemistry and Physics) Girls taking separate sciences will be taught in the same teaching time as those girls taking Double Award, but at a brisker teaching pace. Each science subject will be examined separately in two papers of 1 hour and 30 minutes each.

The same content is taught as for Double Award plus extra material which comprises:

Coursework There is no coursework, but practical skills will be assessed within the written examination papers.

Examinations All examinations for Double Award and the separate sciences will be taken in the Trinity term of U5.

Biology • The circulatory system, the nervous system and some aspects of homeostasis • Plant transport and sexual reproduction in plants • Parasites • The effect of humans on their environment.

Chemistry • The Periodic Table • Chemical analysis and quantitative Chemistry • Chemistry of alcohols, acids and esters.

Physics • Turning forces and circular motion • Hydraulics • Refraction of light • Lenses and the eye • Motors, generators and transformers.

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modern languages Edexcel syllabuses (French), (German), (Spanish) Three modern foreign languages are offered in M5/U5 leading to the Edexcel Certificate (former IGCSE).

All girls are required to take at least one modern foreign language at Key Stage 4; many of those who have opted to take German or Spanish in L5 go on to take both French and German/Spanish at Key Stage 4, but those who decide to study only one modern foreign language for Key Stage 4 may choose either French or German/ Spanish (i.e. French is not compulsory).

The Edexcel Certificate modern languages courses are designed to enable students to communicate with other people, find out more about how language works and teach them about other countries and cultures. By studying foreign languages they will learn many useful skills such as the ability to communicate clearly, being confident about speaking in public and using problem-solving strategies. They will create greater opportunities for themselves to work abroad or for organisations in the UK with international links. They will also gain the skills to enable them to study languages at a more advanced level.

A wide variety of resources is used in the study of each language, and there are regular lessons in the computerised language laboratory; there are also nativespeaking language assistants who work with the teachers to develop the girls’ spoken language. We encourage girls to visit France/Germany/Spain on an exchange or paying guest basis during their Certificate course; we also organise biennial study visits, according to demand.

Parents who are interested in such opportunities are encouraged to contact their daughter’s teacher or the Head of Modern Languages, Mark Felsted on mf@sherborne.com

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The courses build on the knowledge gained in the L5. Having studied at least one of these languages at Key Stage 3, the girls already know much of the vocabulary and grammar that is needed for Edexcel Certificate. They will build on familiar topics as well as move on to new topics which typically include house and home, travel at home and abroad, daily routines, social and leisure activities, health and fitness.

Examination candidates are assessed in the four skills of Listening, Speaking, Reading and Writing, and key assessment objectives at Certificate level include: • Understanding the spoken and written language • Communicating in speaking and writing • Understanding and applying vocabulary and structures.

A Certificate candidate aims to demonstrate the following achievements, in particular: • Interacting spontaneously in conversation • Expression and justification of feelings and opinions • Accurate use of a range of tenses (past, present and future).

The Sherborne Girls VLE pages provide much useful information and links to a wealth of invaluable resources for personal study and practice of modern languages and we advise pupils to make full and regular use of these resources in the holidays as well as in term time.

religious studies AQA Specification A 4052 (Full Course) or AQA Specification B 4051 (Short Course) At Sherborne Girls all students follow a course in Religious Studies to GCSE. Two programmes are offered and students choose either the full GCSE course as an option subject or the short GCSE course as a part of their core course.

The full course involves two units or areas of study; the short course is exactly half of this – one unit or study area.

Both courses promote critical thinking and the ability to write analytically and to make informed personal responses to fundamental questions of identity, meaning, purpose, value and commitment.

Both courses give a strong foundation to an A level programme in Religious Studies ‘Philosophy & Theology’.

AQA GCSE Religious Studies Specification A 4051 (Short Course) This ‘short course’ is the core Religious Studies programme that students follow unless they choose the ‘full’ Religious Studies GCSE as set out above. The ‘short course’ runs on one lesson each week in the M5 and two lessons each week in the U5. Here we offer one half of the Full Course which is the Philosophy of Religion (Unit 7).

Assessment is through one written paper of 1 hour 30 minutes taken at the end of the U5 year.

AQA GCSE Specification A 4052 (Full Course) This is the full GCSE course taught for three lessons each week and would be chosen as an option subject within a student’s programme of option subjects.

The course is divided into two areas: the gospel of mark (unit 5) With this unit we make a critical study of the earliest gospel, written at a time when the early Christians faced severe persecution in Rome. We examine issues of authorship and sources, and consider the purpose of the text; we study the key themes, teachings and issues and in particular focus on the ideas about healing, wealth and poverty and discipleship. The study will also examine a range of contemporary issues.

Philosophy of Religion (Unit 7) An examination of key philosophical issues and on arguments relating to religious faith and belief. There is a focus on ultimate questions, such as the issues surrounding the nature and existence of God, the problems of evil and suffering, and the relationship between science and religion. With reference to Christianity and other major religious traditions, we also consider issues of revelation, the various views suggested about life after death.

Assessment is by two written papers at the end of the course – one paper of 1 hour 30 minutes on each side of the course.

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OPTIONAL SUBJECTS art and design AQA Specification 3201 GCSE Art aims to develop more than just practical skills. It tries to go deeper, to affect the way we see and think about things; it tries to produce perceptive people able to notice and appreciate or question their surroundings.

Girls will be encouraged to work independently and show individual responses to themes and ideas. The development of basic drawing skills is seen as essential equipment for this. Once their confidence has grown, girls are able to determine their own direction and this is a strength of the department. Our syllabus aims to introduce girls to a wide variety of media and techniques. It is hoped that an experimental and inventive approach, coupled with increasing technical competence, will enable them to realise their creative intentions more fully as the course progresses.

GCSE requires a portfolio of coursework to be presented at the end of the two years. This will show that a candidate has been able to sustain an area of study from its conception to realisation and we usually do three separate projects or ‘units’ of work. Because of our unique facilities here at Sherborne, girls are encouraged to work in all the areas we offer: • • • • •

Painting, drawing and mixed media Fabric printing and textile design Ceramics and three-dimensional work Lino, screen printing, sketching Photography.

We visit London at least twice in the course and use local galleries whenever possible. Images of artists’ work are often shown in conjunction with projects girls are doing. One unit of work contains a detailed project on an artist or movement of the candidate’s choice.

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The final examination consists of the portfolio of coursework (60%), plus the externally set test, which demonstrates the candidate’s ability to respond to a given brief or stimulus under supervision (40%).

This is usually done in early May. All the work is marked internally, then moderated by an external examiner.

Many people who study Art and Design do not necessarily become painters and sculptors, but use basic art skills in everyday life, from choosing the clothes that they wear, to planning and planting a garden. This can extend to pursuing careers in specialist areas, e.g. industrial and graphic design, theatrical, television and film production, ceramics, textile print and design, architecture and interior design, arts administration, to name but a few.

Please note that in order to study fashion girls will need to present a portfolio of artwork therefore Art and Design GCSE is strongly advised.

classical civilisation

classical greek

OCR Syllabus J280

OCR Syllabus J291

This subject gives an insight into the world of ancient Greece, widely regarded as the foundation of Western culture and thought. No previous knowledge or linguistic experience is needed. There are four units for the full course:

This is a continuation of the course begun in L5 and builds on foundations already established in Latin. The syllabus is equally divided between Language and Literature.

Students will begin the Prose Set text in the M5. There are 4 units each carrying 25% of the total marks for the course:

Unit 1: City Life in Classical Athens The focus in this unit is the everyday life of an ancient Greek citizen in one of the most flourishing city states in ancient times. Girls will explore the main areas of Athenian life including religion, the family and entertainment.

Unit 2: Epic and Myth The focus in this unit will be on a reading of selected books from Homer’s Odyssey. The girls will explore the role of Odysseus as a hero, the role and characterisation of those he meets on his adventures including the ‘monsters’, the role of the gods, the role of women, the concepts of guest friendship, civilisation and barbarism, and the techniques Homer uses as a story-teller.

Unit 3: Community Life in Sparta The focus in this unit is the ethos of the Spartans and how such attitudes were encouraged and maintained in Sparta. Some Spartan history will be covered in order to see Sparta acting as a military force in keeping with its ideals and goals. Girls will explore the social structure including the role of women, the military organisation, government and culture of Sparta.

Units 1 - 3 are externally assessed. Each unit has a 1 hour paper worth 25% of the course. On each paper girls will answer two context questions from a choice of three and one essay question from a choice of two.

Unit 1 and 2: are both language based.

Papers will include short passages for translation and another with comprehension questions to be answered in English including questions on derivation. There is a set vocabulary list for each unit. In unit 1 the subject matter will be mythological or related to Greek domestic life and in unit 2 the subject matter will be historical.

Unit 3: Classical Greek Prose Literature Girls will read prescribed passages from Herodotus. Questions will be set on context, background, and literary and linguistic context.

Unit 4: Classical Greek Verse Literature Girls will read prescribed passages from Homer’s poetry. Questions will be set on context, background, and literary and linguistic context.

There is no coursework in this subject.

Unit 4: Culture and Society in the Greek World The aim of this unit is to encourage the girls to engage actively in enquiring into the classical world.

Girls choose one from the following themes – Sophocles’ Antigone, Aristophanes’ Lysistrata or the Olympic Games. This unit is assessed through a controlled assessment. Each year two tasks will be set for each option. This unit is internally assessed and externally moderated.

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design and technology OCR Syllabus J305 GCSE Design and Technology (Product Design) encourages students to demonstrate their design and technology capability, which requires them to combine skills with knowledge and understanding in order to produce creative quality products.

During the course students will be expected to develop design solutions to realistic problems, some of which they will realise in prototype form and others purely as graphic solutions.

The assessment of the subject consists of the following: Coursework Unit (60%) This is assessed at the end of the U5 as two units each carrying 30% of the total marks.

• Developing and applying design skills • Making, testing and marketing.

During the coursework, students are required to design and manufacture a creative and marketable product. This is usually a working artefact in wood, metal, plastic or other resistant material. They will also be expected to test and evaluate the finished item and produce a marketing presentation for a prospective manufacturer or customer.

This piece of coursework is assessed internally and moderated by the examination board.

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Examinable Units (40%) • Designing and making innovation Challenge (20%) Responding to a design brief given by the examination board, students design and model a prototype solution using a range of modelling materials to show how their design would look and work.

• Design Influences (20%) This unit is a written paper, which includes a question based on an iconic designer and product, set by the examination board, and assessed externally.

This is a subject in which students will develop the skill and understanding to enable them to produce a professional project, of a standard which they could never have imagined at the start of the course. We would expect potential Design and Technology students to show an aptitude for drawing, be able to communicate thoughts both graphically and using computers and work independently. They would be expected to have an interest in the design of products around them and show a keen interest in improving products for different users and situations.

Students who pursue this subject to GCSE and beyond will develop a sound practical understanding which will enable them to analyse and solve problems in a confident manner. Those who venture beyond A Level and continue the subject at university or art college will have a range of specialist design areas of study available to them.

Textiles Technology Textiles Edexcel 2TT01 This course is designed to encourage students to think creatively and critically about textile products, using this knowledge to manufacture high quality and realistic outcomes. Throughout the two years the students design, make and evaluate their work whilst building upon their technical knowledge and understanding of wider topics, such as moral and social issues and the environmental impact of textile manufacturing.

There are two main design and make projects in the first year which do not go towards the final GCSE grade, but are put in place to build upon practical skills. The main theory elements will also be covered in the Middle Fifth year, which help to inform the manufacturing aspects of the course. The first two terms of the Upper Fifth year consists of the controlled assessment element and the completion of the taught theory unit. The last term will then focus on revision and examination practice.

The assessment of the subject consists of the following: Unit 1: Creative Design and Make Activities (60%) Controlled Assessment For this unit, students will be expected to design and make a quality textiles product, which can either follow a fashion/accessories route or a furnishing route but must use one of the five tasks set by Edexcel. These change every two years and are usually a loose theme which students can adapt to suit their own interests. The controlled assessment is completed in 40 hours and is internally marked and externally moderated. It is assessed at the end of the Upper Fifth year.

Unit 2: Knowledge and Understanding of Textiles Technology (40%) Theory Examination At the end of the Upper Fifth, an externally assessed 1 hour and 30 minute written paper is used to test students’ knowledge and understanding of Textiles Technology. The examination consists of a series of questions relating to the theory topics students have learned over the last 2 years of the GCSE course. These are as follows: • Materials and components • Industrial and commercial processes • Analysing products • Designing products • Technology • Sustainability • Ethical design and manufacture The subject enables students to learn how to communicate and present their ideas successfully as well as equipping them with the skills to solve problems successfully, both of which are useful in many walks of life. Students who study Textiles Technology can easily go on to creative subjects at A-Level and beyond.

However, the GCSE course also provides pupils who do not wish to follow a future in textiles to develop their analytic skills, their practical abilities and become perceptive consumers.

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drama AQA Syllabus 4240 Drama is an increasingly popular choice as a GCSE subject. It is an exciting, creative and challenging course. Students will engage in a blend of practical and written assignments that will deepen their understanding of drama as an art form and also develop their practical performance skills. The course will involve workshops with professional practitioners and a number of trips out to see a range of live theatre productions.

Much of the work is collaborative and students will be required to work sensitively and creatively with others.

Drama GCSE is assessed through the following: Unit 1 A written paper of 1 hour 30 minutes providing 40% of the total marks.

Externally set and marked.

Students answer two questions, one based on a piece of their own practical work and the second either on a live theatre production seen during the course or on a scripted play that has been studied during the two years.

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Unit 2 Internally assessed and externally moderated, 60% of the total marks are given for two pieces of practical performance work. Skills learnt and developed during the course are incorporated into these two controlled assessments.

Drama GCSE encourages students to: • Understand the social, cultural and historical importance of theatre and dramatic literature • Actively interpret the work of playwrights • Devise, improvise, shape and structure dramas of different kinds • Prepare and perform scripted and devised drama for a range of audiences • Develop and foster a lifelong interest in theatre and the performing arts • Develop confidence as well as skills of communication, negotiation, compromise and self-assertion • Analyse verbally and in writing their own work and the work of others using appropriate terminology • Write lucidly and knowledgeably about drama.

geography AQA Specification A 1986 Why Study Geography?

girls will learn:

Are you interested in the world around you? Are you concerned about the environment? Do you want to develop useful skills?

• How to write clearly and accurately about the world and its people

Geography offers a wide-ranging course combining physical and human topics and links well to many other subjects. It is a useful subject for many future career choices.

• How to use maps, photographs, graphs and diagrams

• How to research facts and figures, including using ICT

• How to collect and interpret data gained through fieldwork.

Assessment:

Girls will study three options from each group below: Physical Geography – topics include: • The restless Earth (volcanoes and earthquakes) • The living world • The coastal zone

Human Geography – topics include: • Population change • Changing urban environments • Tourism

There are two examination papers and one piece of controlled assessment (the latter essentially replaces coursework and is a piece of extended written work): • Paper I (37.5%) – 1 hour 30 minutes Physical Geography - assessing knowledge and understanding of Physical Geography topics studied • Paper II (37.5%) – 1 hour 30 minutes Human Geography - assessing knowledge and understanding of Human Geography topics studied • Controlled Assessment (25%) – based on a local fieldwork investigation, a maximum of 2,000 words, written up in a restricted period of time, under teacher supervision.

These topics are illustrated by detailed studies of places at different levels of development in different parts of the world.

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history AQA History B 4045 Why study History?

History offers us windows into the past.

Have you ever wondered?

Why there were two 20th Century world wars within the space of 25 years? Or why a small island like Britain was able to become a leader in industrial and technological development and control around a fifth of the world?

Are you interested in?

Why women had to resort to hunger strikes in order to get the vote? How was a grocer’s daughter able to become Britain’s first female Prime Minister?

WOULD YOU LIKE TO INVESTIGATE? Why there were so many dictators in power during the 20th century? Why an advanced country like the USA still practised racial segregation at a time when it was possible for them to send men to the moon?

Do you like to make connections?

What are the links between Martin Luther and Martin Luther King? What connects the League of Nations with the United Nations and an idea of European Community?

Maybe you are interested in historical characters?

This course is full of them, from Kaiser Wilhelm II of Germany, Mussolini, Stalin and Hitler to Emmeline Pankhurst, Rosa Luxemburg, Leni Riefenstahl and Germaine Greer.

Girls who decide to study History at GCSE, you will develop the skills you need to research the topics and to produce clear and balanced arguments. They will practise writing and speaking about the past and will learn to read and understand original written and visual source materials, including photographs and cartoons. Above all, they will learn how to find out the truth.

Assessment: Unit 1 International Relations: Conflict and Peace in the 20th Century 40451.

Written examination – 1 hour 45 minutes 60 marks – 37.5% Unit 2 20th Century studies 40452 Written examination - 1 hour 45 minutes 60 marks – 37.5% Unit 3 Historical Enquiry British History 40453 Controlled Assessment 40 marks – 25%

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home economics (food and nutrition) OCR Syllabus J431 This course has been designed to give students an introduction to Home Economics and may provide a basis for students to pursue further studies in this field. It will concentrate on the main area of food and nutrition in order that the students can gain a full understanding of: Nutrition and Health The function and sources of the main macro/micro nutrients in the diet and the consequences of a deficiency of these nutrients in the diet. Dietary guidelines, diet related health issues in society.

Food Commodities The nutritional value of major food commodities (meat, fish, eggs, milk vegetables etc.) and their uses in the diet. The role of genetically modified and organic foods.

Consumer education The role of marketing and advertising in influencing food choice. Retail and the rights of the consumer.

Practical work is an essential part of the course. It will be supported by written research.

The GCSE Home Economics (Food and Nutrition) course is assessed through: A theory examination (40%) and a controlled task (60%).

This involves three Food and Nutrition short tasks taken from a wide selection of OCR set tasks where candidates will be asked to prepare a range of dishes to demonstrate practical skills. In addition, candidates complete one longer Food Study task which assesses research, planning, practical work and evaluation.

Meal planning The importance of a balanced diet for good health, and the factors and issues to consider when planning meals for all age groups and those with special dietary requirements. How food choice is affected by social and economic factors, and by cultural and religious diversity.

Food preparation and Cooking Why food is cooked, cooking methods and the properties and functions of major ingredients.

Food safety and preservation The causes of food spoilage, the methods of home and commercial methods of preservation. The principles of hygienic practice in the kitchen and the causes and effects of food poisoning.

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Latin OCR Syllabus J281 This syllabus is equally divided between Language and Literature. The Prose Set text will begin in the M5. There are 4 units each carrying 25% of the total marks for the course: Units 1 and 2 are both language based.

Papers will include a short passage for translation and another with comprehension questions to be answered in English including questions on derivation. There is a set vocabulary list for each unit. In Unit 1 the subject matter will be mythological or related to Roman domestic life and in Unit 2 the subject matter will be historical.

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Unit 3: Latin Prose Literature Girls will read prescribed passages taken from the Cambridge Latin Anthology. Questions will be set on context, background, and literary and linguistic context.

Unit 4: Latin Verse Literature Girls will read prescribed passages from Virgil’s Aeneid. Questions will be set on context, background, and literary and linguistic context.

There is no coursework in this subject.

music Edexcel 2MU01 Unit 1: performing (30% of the subject) Two pieces are required - a solo and an ensemble performance.

Unit 2: composing (30% of the subject) Two compositions in different styles must be produced, with a combined length of between two and four minutes. A score and a recording is required for each composition.

Unit 3: Listening and appraising (40% of the subject) There are four areas of study, each containing three set works.

1. Western Classical music from 1600 to 1899 (pieces by Handel, Mozart and Chopin) 2. 20th Century music (pieces by Schoenberg, Bernstein and Steve Reich)

Girls will prepare pieces (or songs) in their individual music lessons for the performance coursework (Unit 1). Given the high standard of practical musicmaking at Sherborne, GCSE candidates will usually be Grade V standard (or above) by the end of their U5 year. Girls are able to take advantage of many opportunities to play in school concerts and regularly achieve very high marks in this unit.

Composition lessons (Unit 2) enables girls to write compositions in a variety of styles, from which the best two will be selected for coursework submission.

They will also learn to use Sibelius notation software. Once ‘into the swing’ of composing, many girls find this a very enjoyable part of the course.

In Unit 3, girls can look forward to experiencing a wide diversity of music, some of which may not have been encountered before. The unit develops ability to analyse and evaluate music; skills that are important to all musicians.

3. Pop music in context (pieces by Miles Davis, Jeff Buckley and Moby) 4. World Music (drawn from the Celtic, Indian and African traditions).

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