60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 1
Sherborne Girls
the fifth form A Guide to GCSE Studies
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 2
The Curriculum “Throughout the school we offer a curriculum which is broad, appropriate, coherent, challenging and forwardthinking, with opportunities for differentiation.”
Louise Orton (Deputy Head Teaching and Learning)
Aims of the School:
At Sherborne Girls we aim to fulfil the individual potential of all girls by offering a varied choice of subjects and activities, raising aspirations from an early age and developing a passion for learning and life in their chosen fields.
• We aim to provide an excellent, broad and academic, full-boarding education for girls, enhanced by links with other academic communities. • We aim to develop the unique gifts of each girl by providing an environment and curriculum through which all members of the school will flourish.
• We aim to create a community founded on Christian values and in which every girl is encouraged to develop their whole selves including spiritual dimension. • We aim to send out in to the world young women who are adaptable, intellectually enquiring, courageous and compassionate with the confidence to be effective leaders.
Our curriculum for the ‘GCSE years’, our Middle Fifth (M5) and Upper Fifth (U5) provides breadth and enrichment. We offer a full suite of GCSE subjects which embrace the opportunity for girls to develop the whole person whilst providing an element of choice at this stage. Our individualised approach to teaching and learning ensures that every girl is encouraged to reach her potential. Specific learning requirements whether enrichment or support are addressed wherever possible by classroom teachers in addition to the considerable co-curricular programme that is possible in a fullboarding school. Our GCSE results are excellent year on year with on average 70% of all courses being passed at A*/A grade. The maximum number of GCSE courses within the usual timetable is 10 (which would lead to a maximum of 12 GCSEs if a girl follows Separate Sciences and both Mathematics and Further Mathematics), the minimum we recommend is 8 courses.
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 1
For GCSE courses starting September 2016... CONTENTS Choosing GCSE Subjects
The Core, Tiers, Sets and Divisions Options and Subject Groups How it all adds up Key Stages
2 4 5 7
English/English Literature English as an Additional Language Mathematics Science Modern Languages Religious Studies
8 8 9 10 12 13
Art and Design Classical Civilisation Classical Greek Design and Technology Textiles Technology Drama Geography History Food Preparation and Nutrition Latin Music
14 16 17 18 20 22 23 24 26 27 28
Core Subjects
Optional Subjects
Fifth Form 1
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 2
During the two academic years leading up to the GCSE examinations, we strive to: • Maintain for each student 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
All students are currently required to take GCSE or IGCSE examinations in the following subjects: • English (Language and Literature) - IGCSE
• Mathematics - IGCSE (plus Further Maths for top set) • Religious Studies (short or full course)
• Science (Biology, Chemistry and Physics) - Either Double Award (= 2 GCSEs) or 3 separate GCSEs on the recommendation of the Science Department (usually top two or three sets) • A Modern Foreign Language (French, German or Spanish)*
*For some students this may not be appropriate. In addition overseas students may be allowed to offer their mother tongue instead of a European language.
Tiers
In some subjects, examination boards offer different levels of entry: Higher and Foundation. We routinely enter students for Higher Tier in all subjects. The decision on exceptions is made in the Upper Fifth in the student’s best interests, and does not affect other subjects.
Sets and Divisions
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 students studying separate Biology, Chemistry and Physics at GCSE.
2
CHOOSING GCSE SUBJECTS
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 3
3
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 4
Options
Students 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. The following optional subjects are available: • Art and Design
• Classical Civilisation • Classical Greek
• Design and Technology • Textiles Technology • Drama
• Geography • History
• Food Preparation and Nutrition • Latin
• Music
• Second Modern Language.
Students are strongly encouraged to study a Humanity and an Arts subject. They should select options with the following considerations in mind: • The breadth, balance and content of their eventual total programme, academic and extra-curricular • Ability, aptitude and past record in each particular subject
• 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 students and will direct them to other members of staff as appropriate. Parents with any particular queries should contact their daughter’s Tutor.
Subject Groups
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)
For those seeking an alternative to the GCSE “Full” course, a short course is available, which takes less curriculum time and equates to half a GCSE qualification.
Modern Foreign Language (Core)
Select from French, German and Spanish. They may combine French with another language.
Humanities
In addition to Religious Studies, which is compulsory, students 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.
Classics
Latin and Classical Civilisation are available. Students may also study Classical Greek.
Creative Subjects
It is a good idea to balance a programme with one from this selection: Art, Design Technology (either DT or Textiles), Drama, Food Preparation and Nutrition, Music.
Due to the coursework demands of creative subjects, students need to think very carefully before selecting two subjects from this group, although for some students this may be the right course of action.
4
How it all adds up
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 5
These are examples only. Example 1
Core including Full RS + 2 options = 9 GCSEs Mathematics IGCSE
English Language IGCSE
English Literature IGCSE
Double Award Science = 2 GCSEs A Foreign Language RS full course
Option Option
Example 2
Core including Separate Sciences + 2 options = 9 1/2 GCSEs Mathematics IGCSE
English Language IGCSE
English Literature IGCSE
Separate Sciences = 3 GCSEs A Foreign Language RS short course
Option Option
Example 3
Core including Separate Sciences + Further Maths + 3 options =
12 GCSEs
Mathematics IGCSE and Further Maths
English Language IGCSE
English Literature IGCSE
Separate Sciences = 3 GCSEs A Foreign Language RS full course Option Option Option
Example 3 shows the maximum number of options possible within the timetabled school day as students will have 1 PE lesson, 3 Games lessons and 1 Personal, Social and Health Education lesson as part of their Core Programme. They will also participate in the co-curricular programme which includes enrichment, academic societies and study days. 5
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 6
GCSE STUDIES 6
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 7
KEy STAGES GCSE Information available on website
GCSE Information Presentation
Students 19 January
Parents 12 February
Discussion with tutors
Parents’ Meeting 12 February
Half Term Discussions with daughter
Parents can contact individual tutors or HOY
Students discuss with tutors, teachers etc
Complete choices by 7 March
Checked by Tutors and HOY
7
Cor
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 8
subjects
English
Cambridge IGCSE First Language English and Literature syllabuses. 0500 English (First Language) and 0486 Literature (English).
This is a two-year course. During the Middle Fifth year all students will study a common core for both English and Literature. It is envisaged that most students will be entered for the Extended Tier (full grade range) in both subjects.
For English, the emphasis is on language skills, and students will learn to understand and respond to what they hear, read and experience. The course enables students 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), students 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 students 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. 8
English as an additional language
Some students whose first language is not English will be encouraged to study for qualifications such as the Cambridge Certificate in Advanced English or the Cambridge First Certificate in English in Middle Fifth and IGCSE English and Literature in Upper Fifth. These examinations test reading, writing, listening and usage skills.
ore 60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 9
Mathematics Edexcel IGCSE in Mathematics (Specification A): 4MAO
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
• To develop a knowledge and understanding of mathematical concepts and techniques.
• To give students a foundation in mathematical skills for further study in the subject or related areas. • To enable students to enjoy using and applying mathematical techniques and concepts, and become confident in using mathematics to solve problems, investigate and take initiative. To give students an appreciation of the importance of mathematics in society, employment and study.
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.
AQA Further Mathematics level 2 certificate is taught as an enrichment course for the top set only in Upper Fifth. Students do not, however, take their IGCSE Mathematics early.
Assessment
Assessment is by two papers each of 2 hours duration. There is no coursework.
Assessment Objectives
The syllabus is varied and comprehensive falling into these main categories:
• Number and Algebra (A01): the purpose of basic number work is obvious and solving linear equations is often done in our heads without realising it. The use of algebra is a skill essential for problem solving in all areas of life. Mental arithmetic gives students 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 which is why this section forms 55% of the assessment.
• Shape, Space and Measures (A02): i.e. Geometry: 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 and forms 25% of the assessment. • Handling Data (A03): the study of statistics and probability 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. This section forms the remaining 20% of the assessment.
9
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 10
Science
AQA GCSE Combined Science: Trilogy 2 GCSEs or Separate Sciences: Biology, Chemistry and Physics - 3 GCSEs
We aim to give the students the chance to: • Acquire a body of scientific factual knowledge • 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; 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 focuses on working scientifically with an emphasis on practical work. The aim is to generate more enthusiasm for Science, making it more interesting and relevant, more accessible to students and encouraging more post16 study of Science. 10
COMBINED SCIENCE: TRILOGy – 2 GCSES
Students should achieve two GCSEs 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 1 hour 15 minute papers (6 papers in total). The content for Double Award includes:
Biology
• Cells and cell division
• Tissues organs and organ systems • Bio energetics (photosynthesis and respiration)
• Human Biology, including the circulatory system, the nervous system, digestion, homeostasis and immunity • Inheritance, variation and evolution
• Ecology, including food chains and webs, adaptations and distribution of organisms
Chemistry
• Chemical analysis
• Atomic structure and the Periodic Table • Bonding and structure
• Metals and their reactivity
• Crude oil, fuels and organic Chemistry • Quantitative Chemistry
Physics
• Forces
• Energy • Waves
• Electricity
• Magnetism and electromagnetism • Particle model of matter • Atomic structure
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 11
SEPARATE SCIENCES – 3 GCSES (BIOLOGy, CHEMISTRy AND PHySICS)
Students taking Separate Sciences will be taught in the same teaching time as those students taking Double Award, but at a brisker teaching pace. Each Science subject will be examined separately in two 1 hour 45 minute papers. The same content is taught as for Combined Science: Trilogy, plus extra material which comprises:
Biology
• Microbiology
• Monoclonal antibodies and plant disease
• More Human Biology, including the brain, eye and body temperature control
• Plant hormones
• A more detailed approach to DNA, genetics and evolution • More Environmental Biology and food production
Chemistry
• The Periodic Table and transition metals • Chemistry of alcohols, acids and esters • Chemical cells and fuel cells
• Synthetic and naturally occurring polymers • Chemical and spectroscopic techniques
• The Haber Process and using resources
Physics
• Space Physics
• Moments, levers and gears • Pressure • Sound
• Lenses
• Black body radiation • Static electricity
• Transformers
Coursework
There is no coursework, but practical skills will be assessed within the written examination papers. There are also compulsory practicals which must be carried out in class during the course. There are 16 compulsory practicals for Combined Science: Trilogy and 8 for each Separate Science subject (24 in total).
Examinations
All examinations for Combined Science: Trilogy and the Separate Sciences will be taken in the Trinity Term of Upper Fifth. 11
Modern Languages
Edexcel IGCSE syllabuses (French, German, Spanish)
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 12
Three modern foreign languages are offered in Middle Fifth/Upper Fifth leading to the IGCSE. All students 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 Lower Fifth 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 or Spanish (i.e. French is not compulsory).
The IGCSE 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
12
study of each language, and there are regular lessons in the computerised language laboratory; there are also native-speaking language assistants who work with the teachers to develop the students’ spoken language. We encourage students to visit France/Germany/Spain on an exchange or paying guest basis during their IGCSE 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.
The courses build on the knowledge gained in the Lower Fifth. Having studied at least one of these languages at Key Stage 3, the students already know much of the vocabulary and grammar that is needed for IGCSE. 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 students are assessed in the
four skills of Listening, Speaking, Reading and Writing, and key assessment objectives at IGCSE level include: • Understanding the spoken and written language
• Communicating in speaking and writing
• Understanding and applying vocabulary and structures.
An IGCSE student 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 Portal pages provide much useful information and links to a wealth of invaluable resources for personal study and practice of modern languages and we advise students to make full and regular use of these resources in the holidays as well as in term time.
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 13
RELIGIOUS STUDIES
AQA – Revised course for 2016-2018 GCSE Religious Studies A (8062) – Full Course GCSE Religious Studies A (8061) – Short Course
At Sherborne Girls all students follow Religious Studies to GCSE. Two programmes are offered so students can choose either the full GCSE course or the short GCSE as a part of their core course.
Both courses promote critical thinking and the ability to write analytically and to develop ideas through reflective study.
Both courses will provide a strong foundation for an A level programme in Religious Studies or for the IB Philosophy course. The draft specifications for the new GCSE course are as follows:
GCSE Religious Studies A (8062) – Full Course
GCSE Religious Studies A (8061) – Short Course
1. The study of religions: beliefs, teachings and practices
Section A: The study of religions: beliefs and teachings of two religions – students will study Christianity and Buddhism.
There are two components to the course: 2. Thematic Studies – from religious, philosophical, ethical and textual themes
For the first component students will study the beliefs, teachings and practices of Christianity and Buddhism. This component will be assessed by a written examination of 1 hour 45 minutes. For the second component students will study two religious, philosophical and ethical studies themes and two textual studies themes. The two textual studies themes are i) The gospel of Mark – the life of Jesus and ii) The gospel of Mark as a source of religious, moral and spiritual truths.
There are two sections to this course:
Section B: Thematic Studies: religious, philosophical and ethical studies:
• Theme A: Relationships and families.
• Theme B: Religion, peace and conflict. Assessment is by a written examination of 1 hour 45 minutes.
The religious, philosophical and ethical studies themes will be chosen from:
• Theme A: Relationships and families. • Theme B: Religion and life.
• Theme C: The existence of God and revelation. • Theme D: Religion, peace and conflict. • Theme E: Religion, crime and punishment.
• Theme F: Religion, human rights and social justice.
This component is also examined with a written exam of 1 hour 45 minutes.
13
Optio sub
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 14
Art & 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.
Students 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, students are able to determine their own direction and this is a strength of the department. Our syllabus aims to introduce students 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 student 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, students are encouraged to work in all areas: • Painting, drawing and mixed media • Fabric printing and textile design
• Ceramics and three-dimensional work • Lino, screen printing, sketching • Photography
Students 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 students are doing. One unit of work contains a detailed project on an artist or movement of the student’s choice. 14
The final examination consists of the portfolio of coursework (60%), plus the externally set test, which demonstrates the student’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.
ional ubjects 60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 15
15
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 16
Classical Civilisation
OCR Syllabus J280
This subject gives an insight into the worlds of ancient Greece and Rome, both widely regarded as the foundations of Western culture and thought. No previous knowledge or linguistic experience is needed. There are four units. Units 1 to 3 are externally assessed. Each unit has a one hour paper worth 25% of the course. On each paper students will answer two context questions from a choice of three and one essay question from a choice of two. Unit 4 is internally assessed.
Unit 1: City Life in Classical Athens
The focus of this unit is the everyday life of an ancient Greek citizen in one of the most flourishing city states in ancient times. Students will explore the main areas of Athenian life including religion, the family and entertainment.
Unit 2: Epic and Myth
The focus of this unit will be on a reading of selected books of Homer’s Odyssey. The students 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 and of women, the concept of guest friendship, civilisation and barbarism as well as the techniques Homer uses as a story-teller.
Unit 3: Community Life in the Classical World - Pompeii
The focus of this unit is the study of Pompeii as a unique source for our understanding of everyday life in a prosperous town at the height of the Roman Empire. In studying the individual aspects of Pompeii, students will be expected to assess the evidence provided by the town and to draw conclusions about its prosperity, the values and priorities of its citizens and the attractiveness of living in such a town. Students should recognise how life in Pompeii reflects the success of the Roman empire as a whole. Students will also be expected to understand how the nature of Pompeii’s destruction was a key factor in its preservation and thereby its value as an archaeological site.
Unit 4: Culture and Society in the Greek World
This is a controlled assessment (coursework) unit, meaning that students complete one task under controlled conditions. The task will require students to analyse and evaluate an original source in order to investigate a particular aspect of it. Students will study Sophocles’ tragedy Antigone and they will be expected to have a detailed knowledge of the text and to have an understanding of the social and cultural context of play. Students can study any translation of the texts and source materials. 16
n
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 17
ΚΛΑΣΙΚΗ ΕΛΛΗΝΙΚΗ CLASSICAL GREEK
OCR Syllabus J292 (from 2016)
A GCSE in Classical Greek is an ideal opportunity to develop linguistic skills that will help both in the study and application of English and other languages as well as the study of ancient literature. Together students will gain an insight into the life and culture of the ancient world and will develop their knowledge of texts and stories in Classical Greek. No previous knowledge or experience is required, though enthusiasm for the subject is needed. There is no coursework in this subject.
Component 1 - Language This is the language paper. Students study texts and stories in Classical Greek to build knowledge and understanding of Greek vocabulary, accidence and syntax. The Language component requires students to translate a passage of Greek, answer comprehension questions and either answer questions on syntax and accidence within the context of a narrative passage or translate short English sentences into Greek. This component is worth 100 marks, 50% of the total GCSE, and is assessed externally in a written exam of 1 hour 30 minutes. Component 2 – Prose literature Students will read prescribed passages from Herodotus (Solon and Croesus) and questions will be set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written exam of 1 hour. Component 3 – Verse literature Students will read prescribed passages from Homer (Odyssey book 6) and questions will be set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written exam of 1 hour.
17
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 18
Design & Technolo 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 Upper Fifth 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.
18
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 19
ology
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. 19
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 20
20
Textiles
s
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 21
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 consist 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
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 students who do not wish to follow a future in textiles to develop their analytical skills, their practical abilities and become perceptive consumers.
• Sustainability
• Ethical design and manufacture
21
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 22
AQA: Draft 8261
Drama is an exciting, creative and challenging GCSE 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 trips 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. However, all marks are given on an individual basis.
Drama GCSE is assessed through the following: •
•
•
Understanding Drama (40% of GCSE) Written exam - 1 hour 45 minutes - 80 marks This is the written exam for the course that will be sat in the Upper Fifth. There are three sections which test understanding of drama terminology; ability to describe the performance of a section from a play studied and ability to evaluate a piece of theatre observed.
Devising Drama (40% of GCSE) Devising log - 60 marks Group devised performance - 20 marks This is mainly a practical piece of coursework where students will work in groups of between 2-6 and create their own piece of drama based on a stimulus given by the teacher. They have to consider their genre and performance style and complete a devising log which shows evidence of their contribution to the group piece.
Texts in Practice (20% of GCSE) Performance of Extract 1 – 25 marks Performance of Extract 2 – 25 marks This is an entirely practical exam. Students will perform two sections of the same script, but one of these might be a monologue or duologue and the other a group piece. Different characters can be played in each one. It will be assessed by a visiting examiner in the Lent Term of the Upper Fifth with only one attempt at this performance.
The benefits of studying Drama
Drama enables students to develop a wide range of skills that are vital for GCSE studies as well as future education and careers.
• Confidence and presentation skills
• Problem solving, creativity and improvisation
• Critical thinking and analysis
• Collaboration and team work
• Communication
• Project and time management and self discipline
• Giving and receiving constructive criticism
• Hard work and motivation
22
Drama
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 23
Geography AQA 8035
Geography is a subject that fosters an interest in the world, concern for the environment and develops useful skills. 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.
Students will learn:
Students will study three options from each group below:
Assessment:
Physical Geography includes:
• The challenges of natural hazards (volcanoes, earthquakes, extreme weather)
• Physical landscapes in the UK (two from coasts, rivers or glacial environments)
• How to write clearly and accurately about the world and its people • How to research facts and figures, including using ICT
• How to use maps, photographs, graphs and diagrams
• How to collect and interpret data gained through fieldwork.
There will be 3 parts: 1. Physical Geography (35%) 2. Human Geography (35%) 3. Geographical Applications (30%)
All of the above examinations consist of a variety of question types including shorter responses, longer prose and multiple choice.
• The Living World (tropical rainforests and either hot deserts or polar environments)
Human Geography includes: • Urban issues and challenges
• The changing economic world
• The challenge of resource management (food, water or energy)
These topics are illustrated by detailed studies of places at different levels of development in different parts of the world.
23
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 24
History AQA
Ealhstan 1945 24
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 25
History offers us windows into the past. As a subject it considers: • Why was a small island like Britain able to become a leader in industrial and technological development and control around a fifth of the world and why its women had to resort to hunger strikes in order to get the vote.
History enables students 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. • Why were the Normans so brilliant at building cathedrals, abbeys and castles.
Some of the historical characters that are studied are: William the Conqueror, Saddam Hussein, Al Capone, Malcolm x, JFK, George W Bush, Emmeline Pankhurst and Rosa Parks.
If students decide to study History at GCSE, they will be the first students to study an exciting new syllabus which covers History from 1066 to 2009 (events within their life time!). They will develop the skills that they need to research topics properly and produce clear and balanced arguments. They will practise writing and speaking about the past, learn to read and understand original written and visual source materials, including photographs and cartoons. They will make site visits to places of historical importance. Above all, they will learn how to find out the truth. ASSESSMENT:
• Two examination papers - both 1 hour 45 minutes
• Both papers worth 50% of the overall assessment • No coursework or controlled assessment
PAPER 1 Understanding the modern world:
• America 1920-1973: Opportunity and inequality • Conflict and tension, 1990-2009
PAPER 2 Shaping the nation:
• Britain: Power and the people
• Norman England, 1066-c1100 (including the historical environment) 25
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 26
Food Preparation OCR J309
The Food Preparation and Nutrition GCSE course has been designed to motivate students to develop the high level of knowledge, understanding and skill to cook and apply the principles of food science, nutrition and healthy eating.
They will learn about improving lives through better knowledge of food, where it comes from and how it affects our bodies. They will also explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes.
The subject is divided into five sections and food preparation skills (or cookery) is integrated into each section:
1. 2. 3. 4. 5.
26
Food, nutrition and health Food science Food safety Food choice Food provenance
& Nutrition
Assessment:
• Theoretical knowledge is assessed through a written exam which is 1 hour 45 minutes in length. It forms 50% of their final GCSE grade.
• The other 50% of the GCSE is made up of non-exam assessment (NEA). Students will undertake two tasks.
Task 1 – Food Investigation
• Students will demonstrate their understanding of the working characteristics, functional and chemical properties of ingredients through practical investigations.
Task 2 – Food preparation
• Students will demonstrate their knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food together with application of nutrition related to a chosen task.
• Students will prepare, cook and present a final menu of three dishes.
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 27
A GCSE in Latin will encourage students to develop insights into the relevance of Latin and of ancient literature and civilisation to our understanding of our modern world of diverse cultures. Students should be able to use their knowledge and understanding of Latin to deepen their understanding of English and other languages and also to relate their knowledge and understanding of the ancient world to other disciplines. Latin is a GCSE that tends to develop research and analytical skills that will empower students to become independent learners and enquirers, equipping them for further study in arts, humanities and sciences. There is no coursework in this subject.
Classical Latin OCR Syllabus J282 (from 2016)
Component 1 - Language
This is the language paper. Students study texts and stories in Latin to build knowledge and understanding of Latin vocabulary, accidence and syntax. The Language component requires students to translate a passage of Latin, answer comprehension questions and either answer questions on syntax and accidence within the context of a narrative passage or translate short English sentences into Latin.
This component is worth 100 marks, 50% of the total GCSE, and is assessed externally in a written exam of 1 hour 30 minutes.
Component 2 – Prose literature
Students will read prescribed passages about Druids, Boudicca and a rebellion at Pompeii written by Caesar, Tacitus and Pliny and questions will be set on the context, background and literary and linguistic content.
This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written exam of 1 hour.
Component 3 – Verse literature
Students will read prescribed passages from Virgil (Aeneid 4, the story of Dido and Aeneas) and questions will be set on the context, background and literary and linguistic content.
This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written exam of 1 hour.
27
Music
60531 REDESIGN_Layout 1 02/02/2016 12:04 Page 28
Edexcel
28
60531 REDESIGN_Layout 1 02/02/2016 12:05 Page 29
PERFORMING (30%)
At least two pieces are required, contrasting solo playing with ensemble work. Minimum total time is four minutes, with the recordings made during the Upper Fifth year.
COMPOSING (30%)
Two pieces required: one is a ‘free’ composition, the other is written in response to a set ‘brief ’ which is issued at the start of the Upper Fifth. Minimum total time is three minutes, and both scores and recordings are required.
APPRAISING (40%)
There are four Areas of Study, each containing two set works: • Instrumental Music (pieces by Bach and Beethoven)
• Vocal Music (pieces by Purcell and Queen) • Music for stage and screen (music by Schwartz and John Williams)
• Fusions (tracks by Afro Celt Sound System and Esperanza Spalding)
Some background listening to unfamiliar music is also expected, as well as dictation and an essay.
Students will prepare pieces (or songs) in their individual music lessons for the performance coursework (Unit 1). Given the high standard of practical music-making at Sherborne Girls, GCSE students will usually be Grade V standard (or above) by the end of their Upper Fifth year. Students 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 students 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 students find this a very enjoyable part of the course.
In Unit 3, students 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.
60531 REDESIGN_Layout 1 02/02/2016 12:05 Page 30
www.sherborne.com