Hampton School GCSE Options

GCSE OPTIONS Information for boys in the Third Year 2025-26

Dear Parent In September 2026 your son will be moving up to the Fourth Year and begin or continue his GCSE courses which will finish in summer 2028. This means that he must now – with your support and ours - start deciding which subjects he wishes to study at GCSE level. You will have the opportunity to discuss this further at the Third Year Parents’ Evening next term, but we would like to provide you with some key information now.

All Fourth and Fifth Year pupils will continue to study Biology, Chemistry, English Language, English Literature, Mathematics, their first choice Modern Language and Physics, with GCSEs in each subject at the end of the two year course (see note 1 regarding English and note 3 regarding Science on page 13). They will be placed in ‘sets’ in both their main Modern Language (French, German or Spanish) and Maths. Physical Education and Life Issues/Mindfulness will complete the compulsory curriculum.

In addition to these compulsory core subjects, pupils must choose three GCSE options from the following:

Ancient History • Art • Computer Science • Design Engineering • Drama • French • Geography • German •

Greek with Latin • History • Latin • Mandarin • Music • Religious Studies • Russian • Spanish

•

(Further information about the above subject options is included in this booklet).

We strongly recommend that pupils choose subjects they enjoy or think they may come to enjoy. Many pupils will change their career ideas several times between now and the Upper Sixth and it’s important not to ‘close doors’ at this stage. Most university and careers requirements can be met with strong GCSE passes in our compulsory ‘core’ subjects, followed by appropriate A level choices in the Sixth Form (which we shall advise your son on at the right time).

Although the choice of GCSE options is not usually critical, it’s worth noting that certain subjects may be difficult to pick up in the Sixth Form or at university if they are dropped prior to GCSE stage.

Pupils should be aware that they will not know who will teach them at GCSE before making their choices. It would therefore be unwise to choose subjects based on preferences for (or avoidance of!) specific teachers. Similarly, even if pupils choose exactly the same subjects they may not necessarily be taught in the same groups.

I would be grateful if you would discuss these GCSE options with your son and ensure that he completes the Options form sent by SchoolPost, by Tuesday 13 January 2026. Later in the term, he will have a one-to-one interview with a member of our careers staff to discuss his chosen subjects. If we feel that a change in his selection would be beneficial, we will contact you directly to discuss and you are, of course, welcome to consult us at any time.

Your son will have the opportunity to reconsider his choices during the process but should be aware that it may not be practical to change subjects once staffing and timetable arrangements for next year are finalised. Changes after courses have started in September 2026 will only be possible in exceptional circumstances - so if your son wishes to change his options, please contact us as early as possible once the Fourth Year begins.

Yours faithfully, Dr S A Hendry Deputy Head Email: S.Hendry@hamptonschool.org.uk Telephone: 020 8979 5526

We cannot guarantee to offer every course listed, as the provision of these courses will depend on a number of factors, some of which are outside the School’s control. The School reserves the right to change the courses at any time prior to or after the start of the academic year. In the event that the School does change the courses that are on offer, it will work with parents and pupils affected to find the pupil a suitable replacement.

INT RO DUCT IO N I 0 1

GCSE RESULTS THREE-YEAR AVERAGE I/GCSE Results 2023 – 2025

Average no. of entries per year

%9

% 9-8

% 9-7

% 9-5

% 9-4

Ancient History

15

36

73

93

100

100

Art

32

9

29

58

98

100

Biology

194

52

78

93

100

100

Chemistry

194

67

86

95

100

100

Classical Greek

10

58

77

94

100

100

Computer Science

65

39

61

84

99

100

Design Engineering

44

23

57

81

99

100

Drama

31

30

73

87

100

100

English Language

195

34

66

89

100

100

English Literature

195

46

73

96

100

100

French

107

53

82

95

100

100

Further Maths

125

59

85

97

100

100

Geography

100

69

92

99

100

100

German

33

48

82

96

100

100

History

116

60

84

96

100

100

Latin

37

66

92

95

99

100

Mandarin Chinese

11

81

100

100

100

100

Maths

195

67

94

99

100

100

Music

27

53

93

100

100

100

Physics

195

61

88

98

100

100

Religious Studies

62

59

91

97

100

100

Russian

9

54

85

100

100

100

Spanish

94

43

71

88

99

100

Grades boundaries returned to pre-COVID levels in 2023.

02 I G C S E R E S U LT S

CG SE RE SULT S I 0 3

OPTIONAL SUBJECTS: DETAILS FROM OUR HEADS OF DEPARTMENT GCSE Ancient History ........................ 4 Art ........................................... 5 Computer Science ................... 6 Design & Engineering ............... 7 Drama ..................................... 8 French (see Modern Languages) ........ 11 Geography .............................. 9 German (see Modern Languages)....... 11 Greek with Latin ..................... 9 History .................................. 10 Latin .......................................10 Mandarin ............................... 11 Modern Languages ................11 Music ..................................... 12 Religious Studies ................... 12 Russian (see Modern Languages)........ 11 Spanish (see Modern Languages)........11

04 I A N C I E N T H I S T O RY

ANCIENT HISTORY This course provides the opportunity to study some of the most fascinating aspects of the Greek and Roman worlds. No prior knowledge is required. We study both archaeological and written sources (in translation) so it is a great way to explore and discuss some of the most exciting and pivotal periods in ancient history, while at the same time promoting critical examination of the evidence before us. In the Fourth Year, pupils will study the Persian Empire, which, in the course of a few decades (559 – 465 BC), rose from nowhere to become the largest empire then known in history, and greatly influenced the development of the Greek world. Pupils will also study the foundations of Rome, learning about the myths of the legendary kings and the early history of the Roman Republic.

In the Fifth Year, study moves to examine, on the Greek side, either the development of democracy in classical Athens, perhaps one of our most important legacies from the ancient world, or the exploits of the renowned warlord Alexander the Great, who had conquered most of the known world by the age of 32. On the Roman side, we will explore either Hannibal’s infamous march across the Alps to invade Italy and threaten the existence of Rome itself, or the alluring and mysterious figure of Cleopatra, the last Queen of Egypt, and her turbulent political and personal relationships with Julius Caesar and Mark Antony.

ART Self-expression is key in Art at GCSE. 60% of the final mark is based on the Fine Art coursework portfolio, which consists of one major project and a selection of experimental work completed during the course. It is therefore essential that anyone taking this subject should be genuinely interested and enthusiastic: ability is also required but real motivation is the most important factor for success. The Fine Art course is based on developing skills in painting and drawing, but other areas such as printing, historical and contextual studies, sculpture/3D, photography, and computer graphics are explored.

An externally set theme culminating in a ten-hour timed test accounts for 40% of the final grade. Work is internally marked and externally moderated.

A second option of ‘3D Design’ is also offered to pupils who would prefer to focus on three-dimensional artworks.

The course focuses on the study and making of sculpture primarily, but also includes drawing, painting and printmaking.

AR T I 0 5

DESIGN ENGINEERING Learning about Design and Engineering encourages pupils to develop creative and thinking skills that open up a world of possibility and give them the tools to create the future.

Pupils will need to use critical thinking which, in turn will lead towards invention and design innovation. They will design and make prototypes that solve real and relevant problems considering their own and others’ needs, requirements and values.

The course aims to build authentic real-world awareness of the iterative design practices and strategies used by the creative, engineering and manufacturing industries.

Pupils will develop independence and the ability to manage extended pieces of work, as well as advance their decisionmaking and time management skills – all of which are very useful for higher-level study in any field.

The OCR specification includes ‘core’ principles that all pupils are required to know and ‘in depth’ principles that are more specific to the materials or systems of which they have a deeper practical and design experience. These principles will be assessed in a written, 2-hour examination – Principles of Design and Technology. Alongside this, pupils will be required to interpret one of three contextual challenges supplied by the examination board, to create a suitable design problem.

Once they have defined the design problem, pupils will independently research, explore and evaluate possible solutions and produce prototypes using the wide range of materials, tools and equipment available in the department.

This forms the Non-Examined Assessment (NEA) and is approx. 40 hours of directed time, and starts when the NEA contexts are released on 1 June. Both the NEA and the written examination carry equal weighting, 50% each.

COMPUTER SCIENCE This is an exciting and engaging introduction to computer science, a subject at the heart of the modern world.

It encourages computational thinking by exploring key algorithms and there is a heavy emphasis on developing coding skills. The principles of computer science are also looked at in depth: binary and hexadecimal, encoding of text images and sound, data compression, systems architecture, networks, cybersecurity, and the impact of computing technology.

The final assessment is split evenly between a theoretical paper and practical paper, with the former on paper and the latter on screen.

06 I C O MP U T E R S C I E N C E

DE SIG N & E NG INE E RING I 0 7

DRAMA The Edexcel/Pearson Drama GCSE course is an exciting, inspiring course promoting involvement in and enjoyment of theatre. Over the two years, pupils will follow a rigorous and creative programme, developing and extending their analytical writing skills and performance techniques, helping them understand drama from both a performance and a technical perspective.

Pupils taking the course will develop as actors and will perform practically, in both scripted and devised pieces.

Lesson time allows them to work collaboratively to generate, develop and communicate practical ideas.

Although some of the coursework component is completed in groups, pupils are marked individually. There is also the opportunity for them to work as designers and all pupils are taught how lighting, sound and staging can enhance and add meaning to a piece of drama. During the course, pupils will also have the opportunity to watch a variety of live theatre, developing a critical eye as an informed and thoughtful audience member. Although there is written assessment, the majority of lesson time will be practical, learning through exploration.

Pupils will apply knowledge when making, performing and responding to drama in the following components:

COMPONENT 1. Devising Theatre

% OF QUALIFICATION

ASSESSMENT

40 • Performance or design of a devised piece of theatre • A portfolio of evidence, explaining and evaluating the process

2. Performing from a text

20

3. Written Examination

40

Performance or design of two extracts from a professional script Written examination

GEOGRAPHY Geography is a subject for our times. As many of the most pressing issues facing our planet are intrinsically linked to the subject, this course prepares and challenges pupils to explore their place in it. From international migration and globalisation, to sea level rise and intensified tropical storms, the syllabus explores a range of contemporary issues. This course enables pupils to begin to understand and analyse the complex questions facing the world today and it will equip them so they might start to suggest potential solutions.

This Edexcel IGCSE course is structured around five units including physical geography (‘Coastal Environments’ and ‘Hazardous Environments’), and human geography (‘Urban Environments’, ‘Economic Activity and Energy’ and ‘Globalisation, Migration and Tourism’). Pupils learn a varied range of skills which include analysing data, evaluating the validity of arguments, interpreting graphs and plotting data on to a GIS map.

Fieldwork investigations are a key part of geography at IGCSE and there are several opportunities to travel and gain experience of fieldwork. A fieldtrip to London Docklands is undertaken, involving a journey through the Isle of Dogs looking at urban land use change and regeneration, whilst a trip to Seaford on the south coast allows pupils to explore coastal processes and their management. An optional enrichment trip to Iceland provides the opportunity to witness an astonishing tectonic landscape that sits astride the Mid-Atlantic Ridge There is no coursework but pupils are assessed on the fieldwork skills they have acquired over the two-year course in two examinations; one on physical geography, and the other on human geography.

GREEK WITH LATIN What better way to experience the ancient world (its history, art, philosophy, literature, culture) than through the words and language of its own people? Each course consists of a 50-50 divide between unseen translation and set texts (prose and verse). The translation work builds on the sturdy foundations laid in the First to Third Year. Preparation for the set texts involves reading and discussing in class selections, in the original language, from some of the defining authors of western civilisation: like Homer (verse) and Herodotus (prose) in Greek, and Virgil (verse) and Caesar (prose) in Latin. Pupils choosing to take this course must have studied the Third Year combined Greek and Latin course. Pupils sit the Latin component of the course at the end of the Fourth Year and the Greek component of the course at the end of the Fifth Year. There is no Controlled Assessment for this option.

08 I DR A M A

G E O G RAPHY & G RE E K I 0 9

HISTORY For an understanding of current global events, a knowledge of our past is essential and CAIE IGCSE History is a fantastic course within which to gain this context. Covering topics such as the Treaty of Versailles, causes of Second World War and key events of the Cold War, the IGCSE History syllabus will give pupils a strong grasp of 20th Century international relations, the results of which we can still see playing out in today’s world. As well as an understanding of the period, the assessments will support pupils in writing analytically with a clear structure and source analysis, all skills that are useful in the future whether or not you are studying History.

The syllabus consists of three examined components, two of which are exam papers, the other coursework.

Between them, these pose questions (some requiring skills of source analysis, others testing historical knowledge and understanding) on both the ‘core content’ (international relations from the end of the First World War to the collapse of Communism) and the ‘depth study’ (inter-war America); the coursework is a question on America. There is an optional visit to Berlin in the summer of the Fourth Year which gives pupils a wonderful opportunity to deepen their knowledge of the history of Germany and the Cold War and is a very popular trip with pupils who attend.

MODERN LANGUAGES

(French, German, Mandarin, Russian and Spanish) In today’s increasingly interconnected and interdependent world, proficiency in other languages is a vital skill that gives you the opportunity to engage with the world in a more immediate and meaningful way—whether in your neighbourhood or thousands of miles away—while better preparing you in your personal and professional lives.

Why should I learn another language?

•

People who speak more than one language have improved memory, problem-solving and critical-thinking skills, enhanced concentration, ability to multitask, and better listening skills.

•

Language skills can be a significant competitive advantage that sets you apart from your monolingual peers.

•

Language is the most direct connection to other cultures.

•

Travelling as a speaker of the local language can revolutionise a trip abroad. At Hampton we organise 15 different language trips every year.

•

Speaking at least one additional language empowers us to access information that would otherwise be off-limits.

•

Become a polyglot: research shows that learning multiple languages makes it easier to pick up even more.

•

Learning a language means putting yourself out there and moving out of your comfort zone.

There is no coursework for any of these language options.

Assessment is through IGCSE examinations (GCSE for Mandarin and Russian) in listening, speaking, reading and writing, all of which are taken at the end of the course with the exception of the speaking element which is assessed at the end of the spring term for IGCSE and the start of the summer term for GCSE. Modern language options are only available to pupils who have studied the language in the Third Year and are essential for those who may be thinking ahead to A Level or the language diplomas offered in the Lower Sixth. Most Hampton pupils who start learning a foreign language in the Third Year are very capable of gaining a top grade at I/GCSE.

LATIN What have the Romans ever done for us? Perhaps the best way to find out would be from the Romans themselves, analysing the very words of their immortal language. Indeed pupils who have enjoyed Latin so far will undoubtedly relish the greater challenge and more thorough immersion that the GCSE provides. The course consists of a 50-50 divide between unseen translation and the study of original Latin texts (prose and verse).

The translation work builds on the sturdy foundations laid in the First to Third Year. Preparation for the set texts involves reading and discussing in class selections from some of the defining authors of western civilisation: such as Caesar, Tacitus, Pliny and Apuleius (prose), and Ovid, Catullus and Virgil (verse). Pupils choosing to take this course must have studied Latin (or Greek with Latin) in the Third Year. There is no Controlled Assessment for this option.

10 I H IS T O RY & L AT I N

MO DE RN L ANG UAG E S I 1 1

NOTES NOTE 1: English

MUSIC The IGCSE Music course involves three main components: listening, performing and composing.

LISTENING (40%) - Pupils will prepare for a listening paper involving the following areas of study: Baroque Music; Classical Music; Romantic Music; Music and words; Music for dance; Music for small ensemble; Music for stage and screen. Whether exploring songs from musicals, tango or computer game music, candidates will develop a range of musical skills, knowledge and understanding, and will learn to respond to a diverse range of musical styles perceptively, critically and with enthusiasm.

PERFORMING (30%) - Pupils are required to submit two performances, one as a soloist and one as part of an ensemble. It is expected that pupils will be able to perform at a Grade 4 standard by the time they are in Fifth Year.

COMPOSING (30%) - Two compositions must be submitted, one of which must be written to a candidatedefined brief relating to one of the following areas: Music and words; Music for dance; Music for small ensemble; Music for stage and screen.

12 I M US I C & R E L I G I O U S S T U D IES

RELIGIOUS STUDIES The course has three components: Philosophy and Ethics (50%), Buddhism (25%) and Christianity (25%).

The Philosophy and Ethics, explores contemporary moral issues, encouraging pupils to engage in a considered and rational way with many of the most important and pressing issues of contemporary British society, including euthanasia, war, inequality, and crime and punishment. Some ancient and perennial themes of philosophy are also examined, such as the existence of God, the nature of reality, and the veracity of religious experiences.

English is comprised of two separate IGCSEs: English Language and English Literature. The English Language course focuses on pupils’ reading and writing skills, helping them to develop their ability to infer, collate information and explain explicit or implicit meanings. The specification is also set up to improve their ability to articulate opinions and feelings by using language and register appropriate to audience and context. There are both analytical and creative elements to the Language course. The English Literature course is comprised of assessments on poetry, prose, drama and unseen texts. In this course, pupils develop their ability to construct sophisticated written arguments, analyse language and imagery, whilst also improving their emotional intelligence and capacity for critical debate. Texts frequently change, but there is typically a pleasing variety of heritage and contemporary literature. Naturally, both courses promote oracy and the development of a range of transferable skills helpful to the study of all other subjects. All units of the two IGCSE courses are assessed externally during summer exams.

NOTE 2: Mathematics

All pupils currently take Higher Level Edexcel IGCSE Mathematics. This course prepares pupils well for further study of the subject. All sets will sit their IGCSE exams

at the end of the Fifth Year. Pupils in all sets will study some material which is relevant to both the IGCSE and the AQA Further Mathematics Level 2 Qualification. In the spring term of the Fourth Year there will be re-setting, based on progress in class tests, and, from that point onwards, sets 3p, 3q, 3r 4a and 4b will move to focus solely on their IGCSE exams, while boys in sets 1a, 1b, 2p, 2q, 2r and 2s will continue to prepare to also sit the AQA Further Maths exams at the end of the Fifth Year. The IGCSE and AQA Further Maths courses will be taught concurrently to these sets but priority will be given to achieving a top grade in the IGCSE. AQA Further Maths is a GCSE standard qualification that is well respected by universities as well as being a good and necessary foundation for taking Further Maths in the Sixth Form. Generally speaking, pupils who have not done Further Maths in the Fifth Year cannot then take Further Maths in the Sixth Form. They can, of course, still take Maths A Level. Neither IGCSE nor Further Maths contains a coursework component.

NOTE 3: Science

In the Fourth and Fifth Year, boys will continue to study three separate sciences at GCSE (Edexcel International GCSE in Biology, AQA GCSE in Chemistry and Edexcel International GCSE in Physics), with all examinations to be taken at the end of the Fifth Year. Pupils will be taught three lessons per week in each science with subject specialist teachers.

The Buddhism component covers the philosophy and practise of Buddhism along with key religious teachings, worship, meditation practices, and festivals. The major traditions within Buddhism are studied, as well as the effect that these have upon the everyday belief and life of Buddhists around the world.

The third element, Christianity paper covers such topics as the origin of the universe, the question whether there is life after death, and the problem that evil and suffering poses for a Christian God. Key Christian practices are also explored, including the role that the Church plays in the world today.

NO T E S I 1 3

Hampton School, Hanworth Road, Hampton TW12 3HD

Tel: 020 8979 5526 Email: admissions@hamptonschool.org.uk Twitter/X: @HamptonSchool

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