Fourth and Fifth Form 2025 – 2027
CURRICULUM STRUCTURE
We aim to provide a broad and challenging curriculum for all pupils in the Fourth and Fifth Forms, where all pupils will study towards 10 (I)GCSE qualifications. Some subjects follow a GCSE course, and others an IGCSE course, depending on which course we feel is more educationally rigorous in any specific subject.
All pupils will study English Language, English Literature and Mathematics.
All pupils will also study the three principal sciences of Biology, Chemistry and Physics, following either:
• Pathway 1, leading to an IGCSE in each individual science
• Pathway 2, leading to two IGCSEs in ‘Science’
Pupils opting for Pathway 1 can select four optional subjects, while those opting for Pathway 2 can select five optional subjects. In both pathways, pupils choose at least one Modern Foreign Language as one of their optional subjects. The alternative pathways are designed to give pupils as much flexibility as possible when choosing their GCSE subjects.
PATHWAY 1
All pupils study 3 core subjects:
• English Language
• English Literature
• Mathematics
PATHWAY 2
• Separate Award Sciences (3 IGCSEs)
• Four optional subjects to include at least one Modern Foreign Language*
• 10 (I)GCSEs in total
• Arabic
• Art
• Chinese
• Computing
• DET
• Drama
• French
• Geography
• German
• Ancient Greek*
• History
• Italian
• Latin
• Music
• PE
• Russian
• Spanish
• TPR
*Note, those following Pathway 1 can choose Ancient Greek instead of a Modern Foreign Language
• Double Award Science (2 IGCSEs)
• Five optional subjects to include at least one Modern Foreign Language
• 10 (I)GCSEs in total
WHICH PATHWAY IS RIGHT FOR ME?
When choosing your options, it is important to consider your interests, skillset and future academic goals, and how each pathway aligns with them. Here, you may look to ask yourself the following questions:
• Which subjects do I enjoy?
• Which subjects am I good at?
• Which subjects do I currently wish to pursue at A level?
• Am I happy to have fewer choices for my optional subjects?
If the sciences do not feature highly in your answers to the first three questions, or you would simply like to maintain breadth in your studies, Pathway 2 would be advised. This route will allow you to follow your interests and skills in a wide range of subjects and may keep a greater number of A level options available to you as you look ahead to the Sixth Form.
If the sciences did feature highly in your answers to the first three questions, you will likely be drawn to Pathway 1. This pathway will provide depth in the sciences at the expense of breadth in your curriculum. If you are considering this pathway, you should consider the impact of what fewer GCSE options will mean for your A level options in two years’ time.
Of course, you may simply find yourself with skills and interests that span many subjects, or even in a position where you do not know what you would like to study at A level. In both of these cases, either pathway would provide you with viable options.
(I)GCSE GRADING:
THE 9–1 SYSTEM
Examination boards offering GCSE and IGCSE qualifications in the UK use the 9–1 grading scheme in the vast majority of subjects, in place of the A* to G system.
The reformed grading system aims to have more grades above the traditional “pass” boundary, thus allowing for more differentiation between high-achieving candidates. The highest grade is 9, which is used to identify the best candidates amongst those who would have received an A* under the previous system. Grade 5 represents a “strong pass”.
SCIENCE Q&A
The following Q&A provides some further information about the science qualifications available in each pathway.
DOES THE THIRD FORM PREPARE ME FOR EITHER PATHWAY?
Throughout the Third Form, all pupils are taught Biology, Chemistry and Physics as separate subjects. All pupils are taught the same content to give them a strong foundation of understanding, and to prepare them for both pathways.
Pupils following Pathway 2 will study Biology, Chemistry and Physics as separate subjects, and will be exposed to, approximately, two thirds of the content found in the Separate Award Sciences. Pupils will have 4 periods per fortnight of their timetable dedicated to each individual science. At the end of the course pupils will sit one examination paper in each subject and will be awarded two grades in ‘Science’ rather than a separate grade in each of the individual disciplines.
Science grades are awarded on the basis of a pupil’s average performance across all three science subjects with each paper offering the same weighting of marks to the overall total. Grades are given on a scale from 9-9, 9-8, 8-8, etc to 3-3.
WHAT WILL THE SEPARATE AWARD SCIENCES INVOLVE?
Pupils following Pathway 1 will be exposed to a greater volume of content in each of Biology, Chemistry and Physics. Pupils will have 6 periods per fortnight of their timetable dedicated to each individual science. At the end of each course, pupils will sit two examination papers in each subject. Here, the first paper will cover the same content as the Double Award Science, while the second paper will examine the additional content. Pupils will be awarded three separate IGCSEs in each of Biology, Chemistry and Physics.
The GCSE reforms of 2017 led to an overhaul of the way in which science is taught and examined in the UK. Following these reforms, the only factor that now distinguishes between the two pathways is the volume of content which is covered. Pupils following Double Award Science now sit the same examination paper as those taking the separate sciences, therefore, as pupils are assessed at the same level whichever route they pursue, universities do not discriminate between the qualifications. In terms of national figures, over 450,000 pupils follow the Double Award Science each year compared with around 175,000 pupils who follow the separate sciences. IS DOUBLE
CAN I STILL TAKE THE SCIENCES AT A LEVEL IF I FOLLOW DOUBLE AWARD SCIENCE?
Taking Double Award Science does not preclude you from taking a specific science subject at A level at Oundle. A pupil looking to progress from Double Award Science to a science A level will be expected to:
• have achieved at least a grade 7 in the paper aligned with their chosen A level science.
• undertake some bridging work during the summer period from Fifth Form to Lower Sixth.
It should be stated that opting for the Separate Award Science will not only see you cover more content in each of the sciences, but will also give you more contact time with science teachers throughout your GCSE years. Pathway 1 is therefore likely to allow for a smoother transition to the A level sciences, albeit at the expense of breadth in your GCSE studies. Those transitioning from Double Award Science to A level study would be provided with necessary support material to ease this transition at the appropriate points.
DO I NEED TO FOLLOW SEPARATE AWARD SCIENCES IF I INTEND TO PURSUE A SCIENCE-RELATED DEGREE AT UNIVERSITY?
With the exception of English Language and Mathematics, universities do not typically stipulate GCSE grade requirements in individual subjects. Entry requirements for all university courses are stated in terms of outcomes at A level, not GCSE. While GCSE results do play a significant role in how universities allocate their offers, the majority will look at an applicant’s performance across a number of subjects rather than individual disciplines, for example the average grade across their eight best subjects, or the number of grades 8 and 9 they achieved.
WHAT HAPPENS IF I FOLLOW SEPARATE AWARD SCIENCES BUT FIND IT TOO CHALLENGING?
As is currently the case, the handful of pupils who fail to find success following the Separate Award Sciences will be able to transition to Double Award following the mock examinations in the Fifth Form. This will be done in consultation with the Head of STEM.
THE CORE SUBJECTS
At Oundle, the qualifications for all of the core subjects are IGCSEs, which are an international equivalent of GCSEs and recognised as such by universities and employers. The following subjects are taken by all pupils:
ENGLISH LANGUAGE AND ENGLISH LITERATURE
All pupils are prepared for two separate qualifications in English – the Edexcel IGCSE in English Language and the Edexcel IGCSE in English Literature. The qualifications are taught alongside each other throughout the Fourth and Fifth Forms. Pupils study a wide range of fiction and non-fiction texts in different genres and from different time periods (including works by Shakespeare, Austen and Dickens) and learn important skills of close analysis, reasoned argument and careful writing.
Written coursework components in both subjects give pupils the opportunity to explore their own particular interests and enthusiasms, and are good preparation for the kind of independent work pupils will encounter in the Sixth Form.
MATHEMATICS
All pupils are prepared for the Edexcel IGCSE Mathematics, with all sets being prepared for the Higher Tier papers. Pupils continue to build upon their previous learning in the four strands; Number, Algebra, Geometry, and Statistics.
THE OPTION SUBJECTS
ARABIC
ART
CHINESE COMPUTING
DESIGN, ENGINEERING AND TECHNOLOGY
DRAMA
FRENCH
GEOGRAPHY
GERMAN
GREEK (CLASSICAL)
HISTORY
ITALIAN
LATIN
MUSIC
PHYSICAL EDUCATION
RUSSIAN
SPANISH
THEOLOGY, PHILOSOPHY AND RELIGION
We encourage pupils to keep an open mind, and to consider all subjects and all possible subject combinations equally. It is important that the combination of subjects is well balanced and pupils should be aware of the implications of their subject choices on future career possibilities. Pupils who maintain breadth in their curriculum are unlikely to find themselves constrained later in their careers or in their choice of university course.
Pupils should discuss their options with their Tutors, Hsms and parents; they are also encouraged to speak to their subject teachers and to Heads of Departments about how subjects develop in the Fourth and Fifth Forms. The Careers Department (first floor, Cloisters) will help pupils seeking advice about subjects needed for various careers.
Provisional GCSE Option choices will be made by Wednesday 29 January. An options grid will then be built around these choices. Once the options grid has been published, pupils’ choices will be limited to options that fit within the pattern. There will be further discussion at the Parents’ Reception on Sunday 9 February, with final choices (fitting into the grid structure) submitted by Wednesday 5 March.
RESTRICTIONS ON CHOICE
The large majority of pupils’ first choices are accommodated where possible, though the School reserves the right to withdraw courses for which a sufficient number of pupils does not exist. There are a couple of general restrictions on pupils’ choices, as follows.
● All pupils must choose at least one Modern Foreign Language which is not their native tongue.
● Pupils who wish to opt for more than two of Art, Drama, DET and Physical Education must also submit a second set of five choices which include only two of these subjects.
MODERN FOREIGN LANGUAGES
All pupils study to (I)GCSE at least one Modern Foreign Language, and the School encourages them all to study more than one to broaden their horizons and stand out from the crowd. Given skills acquired in one language are transferrable to others, it does not require double or triple the effort to take two or three languages at GCSE of course! Pupils usually continue with at least one language that they are studying in the Third Form (French, German, Spanish, Arabic, Russian or Chinese). We do, however, also offer a two-year Italian course. All courses will conclude with examinations at the end of the Fifth Form.
Arabic and Russian are for those who would like to stand out from the crowd even more. There is a high demand and low supply of Arabic and Russian speakers in the western world, and studying one of these languages would make an impressive addition to any CV or university application. Pupils are advised to talk to their language teachers if they are unsure about which language(s) to choose.
We follow the AQA GCSE in French, German, and Spanish and the Cambridge IGCSE in Italian. Pupils are examined at the end of the Fifth Form in four skills: Listening (25%), Reading (25%), Speaking (25%) and Writing (25%). There is no coursework or controlled assessment during the course. Practical skills and the use of the language in real-life situations are strongly emphasised through the course content, but the syllabuses also explore the intellectual, artistic and social culture of the countries where the studied language is spoken. Extra-curricular activities like film and pizza nights, debates, guest lectures, poetry recitals and essay/translation competitions complement work covered in class.
Pupils are encouraged to practise their skills in the country of the language they are studying: we have exchanges with schools in France (Orléans), Germany (Hamburg) and Spain (Vejer de la Frontera) and also run trips to Nice in France and often further afield (e.g. to Peru in the summer of 2025).
ARABIC
The Arabic course builds on the work from the Third Form. Pupils will develop their skills in reading, writing, listening, and speaking in Modern Standard Arabic. These four skills are assessed at the end of the Fifth Form, where pupils work to achieve an IGCSE in the language. Arabic is a rich and complex language which requires a disciplined and consistent approach to consolidate the intricate, root-based system of vocabulary. We encourage keen and motivated linguists to capitalise on this unique and rewarding opportunity to learn such a fascinating and globally important language spoken in over 22 countries.
FRENCH, GERMAN, ITALIAN AND SPANISH
The course is designed for pupils who took up Chinese in the Third Form and who are learning Mandarin Chinese as a foreign language. The aim is to develop an ability to use the language effectively for purposes of practical communication. We follow the AQA GCSE Chinese (Spoken Mandarin) specification. All four skills (reading, writing, speaking and listening) are assessed in examinations in the Fifth Form at the end of the course. Audiovisual and online resources complement the textbooks. Pupils will learn to read and write characters. The history, current affairs and culture of China will also form a part of the curriculum. Young people with an understanding of this vast, fascinating country will be better prepared for the international workplace and the society of the future.
A school trip to China took place in April 2024 (Shanghai-Hang Zhou-Beijing) where pupils not only practised their language skills but also deepened their understanding of Chinese culture and society. A similar future China trip may be repeated if there is a viable number of participants. In the meantime, trips to the British Museum, a Business Challenge day with a focus on Chinese, and Chinese New Year celebrations are regular enrichment activities the department offers.
Pupils who sat GCSE Chinese in the Third Form may be offered the Level 4 HSK (Chinese Proficiency) course.
Pupils who started Russian in the Third Form are strongly encouraged to continue the subject to GCSE. The current situation means that Russian language skills could not be more highly sought after in fields such as the civil service and the media, although a GCSE in Russian is a surefire way for pupils to make themselves stand out to universities and employers, regardless of what they eventually choose to do. Progress is rapid thanks to small class sizes and weekly one-to-one time with our language assistant, which enables pupils to build their fluency and confidence in speaking Russian. The GCSE exam comprises reading, listening, speaking and writing papers, but there are also opportunities to start exploring aspects of Russophone culture and current affairs in addition to the core course content.
CHINESE
RUSSIAN
This is a dynamic, imaginative and thorough course which guides and supports pupils through a broad range of approaches and techniques. Studying Art affords pupils the opportunity to learn skills in drawing, painting, printmaking, sculpture and ceramics, alongside various aspects of digital media, photography, and textiles. These can form a mainstay of projects, including final pieces. All pupils are given a solid grounding in observational drawing, which provides the academic scaffold for everything they experience in the subject. All pupils learn through the excitement of discovery, underpinned by pupils having a fundamental grasp of the work of different artists. We aim to foster a lifelong love of art through discussion, debate, experimentation and exploration
Encouragement is given to develop ideas, personal responses and aesthetic understanding to a high level. The use of portfolios is essential to prepare ideas and document the various processes. A genuine interest, organisation, independent learning and self-discipline are the most important attributes. Pupils who study GCSE Art will find themselves equipped not only with the ability to work creatively, laterally and imaginatively, but there is research that demonstrates how art enhances cognitive function and how it facilitates approaches to an array of subjects including Mathematics and Science.
Assessment is split into two components. There is a Portfolio (120/200 marks) of practical work showing their personal response to a set starting point, brief, scenario or stimulus. There is also an Externally Set Task (80/200 marks) where pupils respond to one of five themes, each with a range of written and visual starting points and stimuli. Pupils research, plan and develop ideas for their response to the option they have chosen, which they must then realise within a 10-hour supervised period.
COMPUTER SCIENCE
This is an exciting and challenging course which provides scope for pupils to explore complex elements of Computing. It does not require any previous study of the subject. There are two written exams (each 11/2 hours long with an ecqual weighting) dealing with system architecture, computer hardware, the representation of data in computer systems, databases, computer communications, networking, the ethical, legal, cultural and environmental impact of digital technology, cyber security, computational logic and algorithms.
In addition pupils will learn how to program in Python, and will complete a project of their choice which will give them the opportunity to analyse a problem, then design, code and test a solution to their chosen problem. This provides considerable scope for extension work for more able pupils. All pupils will compete in the Bebras computational thinking challenge and the most able programmers will also be given the opportunity to compete in the prestigious British Algorithmic Olympiad.
DESIGN, ENGINEERING AND TECHNOLOGY
Design, Engineering, and Technology is a subject that brings learning to life by encouraging pupils to apply their knowledge to real-world scenarios. This qualification is designed to foster a genuine understanding of iterative design practices and strategies, as used in the creative, engineering, and manufacturing industries. Pupils will develop critical thinking skills to drive invention and design innovation, crafting prototypes that address real and relevant challenges while considering diverse needs, wants, and values.
This dynamic and academically rigorous course, offered by OCR, consists of a two-hour written examination on The Principles of Design and Technology, which accounts for 50% of the qualification. The other 50% is based on the Iterative Design Challenge, a 40-hour controlled assessment project that involves tackling a design brief. The syllabus embraces cutting-edge design philosophy, innovative pedagogy, and advanced manufacturing techniques. Oundelians benefit from hands-on learning in the exceptional Patrick Engineering Centre, a state-of-the-art facility that supports their growth over two transformative years in this discipline.
Drama promotes active learning in a way that is unique. It fosters pupils’ creativity, promotes communication and analytical skills and requires self-discipline as well as the ability to work collaboratively. It provides opportunities for pupils to explore a range of different skills including writing and design as well as performance skills. The course encourages pupils to make connections between theatre, literature, social and historical contexts and to draw on experience of a wide range of subjects in order to broaden their intellectual understanding of the content as well as evaluate their own and others’ work.
There are three components in Drama. Component 1 is the preparation and performance of a devised piece of theatre (which includes a preparation portfolio) worth 40% of the final mark. Component 2 is the preparation and performance of an extract of text worth 20%. It is possible to take a design option in component 1&2 (e.g. lighting, costume, sound). The final component is a written examination worth 40% and is based on the study of one text and a review of one live theatre performance. All pupils opting for Drama will be required to attend professional theatre performances both in The Stahl and elsewhere.
DRAMA
GEOGRAPHY
Oundle Geographers follow the Edexcel IGCSE which comprises of a range of classic geography. The topics include Coastal and Hazardous Environments, Urban Environments, Economic Activity and Energy and Fragile Environments and Climate Change. Within the course pupils complete their own fieldwork investigations (led by Oundle staff over two-day trips) and must answer two sections in the final exam on their fieldwork experiences. Physical fieldwork in conducted at Cromer beach in Norfolk in 4th form and Human fieldwork in Cambridge City Centre in 5th Form.
Examination takes the form of two exams: Physical Systems (1hr 15min) and Human Interactions (1hr 45mins). Both papers contain a mixture of multiple-choice, short-answer, data response and open-ended questions.
GREEK
The GCSE Classical Greek course is made up of two halves: language and literature, each worth 50%. On the language side, pupils improve and consolidate their understanding of Greek grammar and continue to learn a defined set of core vocabulary, leading to a language paper which includes translation, comprehension, and the option of some simple English-Greek composition.
The literature side involves reading and analysing two pieces of original Greek: one verse (either an extract from Homer’s Odyssey or Euripides’ Trojan Women), and one prose (either an extract from Herodotus’ Histories or Lysias, On the Murder of Eratosthenes).
There is no coursework in Classical Greek.
HISTORY
History IGCSE focuses on twentieth-century History. Pupils will study the following topics: Russia and the Soviet Union, 1905-24; Germany: development of dictatorship, 1918-45; A world divided: superpower relations, 1943-1972; and the Middle East: conflict, crisis and change, 1919-2012. There are two examinations at the end of two years. There is no coursework in History.
The course is beneficial for all candidates, ranging from those who wish to study Humanities /Arts subjects in the Sixth Form to those pupils who are set on a science path but remain fascinated by the subject. Studying IGCSE History also gives pupils access to the Fifth Form study visit to Berlin.
LATIN
The GCSE Latin course is made up of two halves: language and literature, each worth 50%. On the language side, pupils improve and consolidate their understanding of Latin grammar and continue to learn a defined set of core vocabulary, leading to a language paper which includes translation, comprehension, and the option of some simple English-Latin composition. The literature side involves reading and analysing two pieces of original Latin: one verse (an extract from Virgil’s Aeneid), and one prose (Apuleius, Metamorphoses).
There is no coursework in Latin.
MUSIC
The GCSE course is diverse and engaging and offers ‘something for everyone’ via its incorporation of three musical disciplines – Performing, Composing and Listening & Appraising. This is a GCSE that offers creativity, is collaborative in nature, and develops independence and analytical skills. All courseworkComposing and Performing - is fulfilled between academic class time and instrumental lessons, the former always having to be supervised in the classroom.
Performing (30%): Pupils perform both a solo and an ensemble performance, recorded towards the end of the course with a total time of at least four minutes. Performances may be on any instrument and/or voice and in any musical style.
Composing (30%): Pupils produce two compositions over the two-year course, usually using computers with notation software (such as MuseScore) although there are some options to use other programs. One of the compositions is free choice and the other is written to a set brief (from a choice of four ) set by the examination board. The combined total time of compositions should be three minutes.
Listening and Appraising (40%): Pupils respond to questions based around the eight set works during a 1.75 hour examination. Pupils study the musical elements, context and language of each set work. During the two years, the course comprises four diverse areas of study: ‘Instrumental Music 1700-1820’, ‘Vocal Music’, ‘Music for Stage and Screen’ and ‘Fusions’.
There is a requirement for pupils to read and write staff notation and to respond to unfamiliar music. To take this course you will need to be able to play at least one instrument or to sing.
PHYSICAL EDUCATION
This GCSE course provides candidates with an opportunity to study both the practical and theoretical aspects of Physical Education. It is designed to foster enjoyment in physical activity and to develop an understanding of effective physical performance. Pupils gain lifelong skills in planning, performing, analysing, improving and evaluating physical activities.
Assessment is by two written papers (30% each - 60% total) and a practical component (40%). The first written paper assess the pupils’ knowledge on applied anatomy and physiology and the methods of physical training and the second paper focuses on the socio-cultural influences of sport, sports psychology, health, fitness and well-being. In the practical component pupils must undertake activities from three separate categories, and they must demonstrate the ability to analyse and improve their practical performance in one of these.
THEOLOGY, PHILOSOPHY AND RELIGION
The IGCSE course is split into two parts, each assessed in a separate examination.
Part 1 (40% of the course) examines the history, beliefs and practices of two of the most influential world religions: Christianity and Islam.
Part 2 (60% of the course) examines the philosophy and ethics of religious and non-religious approaches to interesting questions. Examples of philosophical issues include whether it is possible to prove God’s existence, whether there is life after death, how a good and all-powerful God can allow evil to exist, “The meaning of life” and “The human condition”; examples of ethical issues include euthanasia, abortion, war and peace, and racism.
LIST OF SUBJECTS AND EXAMINATION CODES
Subject IGCSE / GCSE Board Code
Arabic IGCSE CAIE 0544Y
Fine Art GCSE OCR J171
Biology IGCSE Edexcel 4BI1
Chemistry IGCSE Edexcel 4CH1
Chinese (Mandarin) GCSE AQA 8673
Computer Science GCSE OCR J277
Design and Technology GCSE OCR J310
Drama GCSE EDUQAS C690QS
English Language IGCSE Edexcel 4EA1
English Literature IGCSE Edexcel 4ET1
French GCSE AQA 8652
Geography IGCSE Edexcel 4GE1
German GCSE AQA 8662
Greek (Classical) GCSE OCR J292
History IGCSE Edexcel 4HI1
Italian IGCSE CAIE 7164
Latin GCSE OCR J282
Mathematics IGCSE Edexcel 4MA1
Music GCSE Edexcel 1MU0
Physical Education GCSE OCR J587
Physics IGCSE Edexcel 4PH1
Russian GCSE Edexcel 1RU0
Science Double Award IGCSE Edexcel 4SD0
Spanish GCSE AQA 8692
Theology, Philosophy and Religion
IGCSE Edexcel 4RS1