Upper School Curriculum

UPPER SCHOOL Curriculum

CONTENTS 05 07 08 10 11 12 13 14 15 16 17 21 22 23 2

Frequently Asked Questions Art Classical Languages Computer Science Drama Design and Technology English Language & English Literature Geography History Mathematics Modern Languages Music Theology and Philosophy IGCSE Sciences Upper School Curriculum

WELCOME TO THE UPPER SCHOOL

Moving into the Upper School is an important time for all students.

A new range of activities will be open for you, your lessons will continue to challenge and inspire you – but you will have more choice over what you are studying and the opportunity to play an increasingly leading role in the life of the School.

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his booklet tells you more about the different courses you will be taking over the next two years, and we recommend that you read it very carefully. It includes vital information about the core subjects (the subjects you have to do) and the various optional GCSE courses you may choose to study next year alongside your compulsory subjects. Some of these options are already familiar to you (for example, Geography, Latin, or Art), but some are brand-new subjects (such as Russian, Italian and Classical Greek). There is a lot of information, but do remember there are many people who can help you make your choices.

You can talk to your teachers, your form tutors or the Head of Middle School at any time.

In addition to your academic studies, we really want you to be involved in the extra-curricular life of the Upper School, looking even further ahead to your university choices and possible future careers. There is a huge amount on offer, from sports to music, engineering to debating and drama. There are many opportunities for you to be creative and write for a wide range of newsletters and magazines, and you can be active and take part in the Bronze Duke of Edinburgh’s Award Scheme. In Year 11, those new opportunities for you increase even further – SAC, Time Out, The Green Team – and a dedicated pastoral area in the Joan Clanchy Building.

are passionate about – that you will really enjoy studying. Upper School marks the beginning of a new stage in your education, and we are here to guide you through it. We will support you as you make your choices, and we ask that you submit your GCSE and IGCSE choices by 23 January so that we can begin constructing the timetable around them.

Mr S Etienne Deputy Head (Academic)

Look forward to next year and be happy and confident about choosing your Upper School subjects. Choose subjects you Upper School Curriculum

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All pupils take the following subjects as compulsory courses in Years 10 & 11: • English Language (IGCSE) • English Literature (IGCSE) • Mathematics (IGCSE) • Biology (IGCSE) • Chemistry (IGCSE) • Physics (IGCSE) • A Modern Language To supplement these compulsory courses, all pupils take either three or four further optional courses, chosen from the following list: Art Classical Greek Computer Science Design and Technology Drama French Geography German History Italian Latin Mandarin Music Theology and Philosophy Russian Spanish How to choose from the optional courses You may choose either three or four of the optional courses.

In choosing your subjects, you should follow these guidelines: • Students must include at least one modern language – French, German, Italian, Mandarin, Russian or Spanish. Students may include more than one or two modern languages if they wish.

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• Students must include at least one humanities subject – Classical Greek, Geography, History, Latin or Theology and Philosophy. Students may include more than one humanities subject if they wish.

• Students are also offered a range of other subjects to choose from that provide additional opportunities for

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creative and academically rigorous study – Art, Computer Science, Design and Technology, Drama, and Music.

• Italian, Russian and Classical Greek are two-year beginners’ courses leading to GCSE at the end of Year 11.

FREQUENTLY ASKED QUESTIONS How do I choose my optional subjects?

You should choose the subjects that you enjoy, find interesting and that you feel most likely to do well at. You should ensure that you include at least one humanities subject and at least one modern language amongst your choices.

How do I decide whether to take three or four optional courses?

Students may choose three or four optional courses. If you choose three you will have some supervised study periods each week, or you might choose to have some music lessons or practice at these times (though it is, of course, still possible to fit in music lessons and practice alongside four subjects). If you choose four then you will have eleven GCSEs, whereas if you choose three then you will have ten GCSEs. If you are really undecided about how many subjects to take, we would probably advise you to choose four at this stage and then see how you find things in Year 10.

How can I find out in more detail about each subject?

Your teachers will give presentations in the next few weeks about the content of each subject, to complement the information provided in this booklet. If you have further questions after hearing the presentations and reading the information then you should ask

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your subject teacher or the Head of Department.

Are some subjects that I might take in the Upper School better regarded than others by universities or employers?

Universities and employers will be interested in a good profile of grades across a broad spread of different subjects, but they will not regard some GCSE subjects as being “better” or “more useful” than others. The overall choices structure ensures that you will have an appropriate profile for university applications.

To what extent should my university plans influence my choice of subjects?

If a subject you want to study at university is available for GCSE, then presumably you will want to take that subject in the Upper School. Overall, universities are generally more interested in the profile of grades you have achieved than which specific subjects you have chosen in the Upper School; It is wise to maintain a reasonably broad balance of subjects to keep your options open for Higher Education, but the balanced nature of the Upper School curriculum automatically takes this into account. If you have any questions about specific university courses you should seek advice from Ms Mardell, Assistant Head: Universities and Careers.

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To what extent should my career plans influence my choice of subjects?

Remember that employers are likely to pay more attention to how well you have done in your IB or A-level programme and in your university studies.

whether or not GCSE is required to study a subject at IB or A-level in any subject. If you have any further questions about the requirements for specific IB or A-level subjects then seek advice from subject staff or from Mr Etienne or Mr Tosh.

As with universities, employers are generally more interested in the profile of grades you have achieved than which specific subjects you have chosen. If you have any questions about the requirements for specific careers then you should seek advice from Miss Henderson, the School’s Head of Careers.

What if I might want to take up a new subject when I get to the Sixth Form?

There are a number of new subjects you might want to take up the Sixth Form, such as Classical Civilisation, Economics and Politics. It is worth considering how your profile of Upper School subjects will prepare you for any subject you intend to study: If you want to take up a new language in the Sixth Form, do your Upper School subjects include a suitable profile of modern and/or classical languages? If you want to take up

To what extent should the subjects I am considering for the Sixth Form influence the choices I make for the Upper School?

You should check the relevant page in the course guide to see

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a social sciences or humanities subject in the Sixth Form, do your Upper School subjects include a suitable profile of subjects such as History, Geography or Theology and Philosophy?

Who can I turn to if I need further guidance?

Your tutor is your first and most important source of advice. Miss Henderson will be happy to give advice about requirements for specific careers, and Ms Mardell will be happy to give advice about requirements for university courses.

Current Year 10 and Year 11 students can also provide some advice on their experience of different courses in the Upper School.

If you need further advice, Ms Demetriou will be happy to speak to you.

ART

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tudying Art helps to develop critical thinking and the ability to interpret the world around you.

Creativity is essential in a global economy that needs a workforce that is knowledgeable, imaginative and innovative. The development of transferable skills such as critical and analytical thinking and creative problem-solving in Art is increasingly looked upon favourably by colleges and the workplace. Studying the arts can also help with understanding, interpreting and negotiating the complexities and diversity of society. Engagement with the arts helps young people develop a sense of their own identity and values.

Art has a strong emphasis on coursework and offers an enjoyable counter balance, to other (heavily exam-based) subject options. It develops communication skills - visual and verbal- presenting opportunities for personal expression and independent thinking. Art provides students with the working processes to engage with the issues of today. Art develops increased sensitivity, empathy and tolerance with the subject presenting a forum to discuss, share, experiment and collaborate with like-minded others. Students are encouraged to question, challenge and respond to the world (it’s issues, beauty, injustice, absurdity...). Our artists are encouraged to provoke change, challenge conventions and find meaning.

GCSE Art is an exciting and open course. The subject matter, and

to a considerable extent, the ways of working are chosen by you. This enables each student to bring their personal passions and strengths to the fore. Throughout the course you can work in any of the areas of Art – including painting, drawing, printmaking, sculpture, photography and film/ digital media. Alongside the intrinsic problem-solving core of the course, you will improve your practical and technical skills in a wide range of media. You will broaden and deepen your understanding of artists and art movements.

(over two days) you produce a final piece(s) to complete the project.

There are two elements to the course – coursework and the exam. The coursework element (which is built from your work during Year 10, concluding in January of Year 11) is worth 60% of your overall result.

Your coursework consists of a sketchbook and final pieces. Your sketchbook will include research, drawings, photos, practical experiments and work showing the development of your ideas.

Year 10 starts with a teacher led project, with students learning specific skills and techniques and becoming increasingly selfdirected as the unit progresses.

In Year 11 you are expected to further capitalise on your independence by driving your own course of study.

How am I assessed? For both coursework and the exam, you receive marks for 4 Assessment Objectives which follow the process of making Art (Develop, Refine, Record, Present) so you are marked for your research, analysis and thought process as well as your technical abilities. All projects are marked by your teacher and an external moderator visits the school to view your work which you will display in an exhibition in the Summer term.

The GCSE examination component starts in January of year 11 and is worth 40% of the overall mark. The theme is set by the exam board and past titles have included; Journey, Lock and Reflections and Gathering’.

In the ten hour examination

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GCSE Art offers a different pace of working to other subjects and students often find it to be an enjoyable form of work which sits apart from the working methodologies of other disciplines. As such it can fit well with other academic and practical based subjects.

For support, sessions are run throughout the year whereby staff are available to assist outside of lesson hours.

To help you get ready for the course, practise your observational drawing, visit art galleries when you can, take photos documenting personal observations of the world around you, and gather resources that intrigue you.

Students wishing to pursue a Sixth Form qualification in Art should take the GCSE course as it provides an essential foundation for the study of Art in the Sixth Form.

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CLASSICAL LANGUAGES: LATIN

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he Latin GCSE course continues the language work which has been established in the Middle School and provides students with the opportunity to read and discuss some of the finest Latin Literature. Along with Greek, Latin is distinctive among foreign language GCSEs in offering the study of both language and literature. Students read selections from the Roman poet Virgil, exploring Rome’s mythical past and the hero Aeneas’ adventures on his way to founding the city that would become Rome. The prose literature studied includes the story of the god Cupid and his love for the mortal Psyche.

Language work builds on the familiar foundations established through study of the Cambridge Latin Course, expanding linguistic confidence through gradual additions of more advanced forms by following John Taylor’s Latin to GCSE textbook.

Translation passages also offer readers the opportunity to explore key historical events and their cultural impact; with topics ranging from the origins of Rome, to conflict with Hannibal and the rise and fall of figures such as Caesar and Nero.

weird and wonderful aspects of the Roman world, a GCSE qualification in Latin helps students to develop their use of logic to solve a range of problems.

It encourages close analytical reading of a foreign language for translation, but also for the analysis and evaluation of style and intent in literature. The study of literature allows students to develop precise criticality, as well as vital essay-writing skills.

The GCSE examination

Language

LATIN GCSE: Components and Weighting

Verse Literature Prose Literature

In addition to the joy of exploring

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consists of three separate papers. The first paper tests language understanding; a defined vocabulary list is set for this, which students learn during the two-year course.

The Classics Department also provides in-house Grammar and Construction guides to support language learning. The second and third papers assess students’ knowledge of the prose and verse literature which they have studied during the course. There is no coursework.

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1 hour 30 minutes 50% 1 hour 25% 1 hour 25%

CLASSICAL LANGUAGES: GREEK

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he Greek GCSE course will appeal to students who enjoy studying languages and want to expand and deepen their knowledge of the Classical World.

We use a carefully structured course which enables pupils to learn Greek quickly and confidently. It is not long before students can read some of the world’s best literature in the original language, from the Fables of Aesop to stories from Greek history and mythology. As with Latin, it is distinctive among foreign language GCSEs in offering the study of both language and literature. Students read selections from the influential works of Homer, exploring either the Trojan War or Odysseus’ journey home.

The prose literature studied focuses on the works of the first Western historian, Herodotus.

Language work builds on the familiar structure of a Classical language established through study of the Cambridge Latin Course, using John Taylor’s popular Greek to GCSE textbooks to develop grammatical knowledge and linguistic confidence through story reading.

A GCSE qualification in Classical Greek helps students to develop their use of logic to solve a range of problems. It encourages close

CLASSICAL GREEK GCSE: Components and Weighting

Language Verse Literature Prose Literature

1 hour 30 minutes 50% 1 hour 25% 1 hour 25%

analytical reading of a foreign language for translation, but also for the analysis and evaluation of style and intent in literature. The study of literature allows students to develop precise criticality, as well as vital essay-writing skills. It is an accelerated two-year course, for which no previous knowledge of Greek is required, and, as a result, it is an impressive academic feat.

The GCSE examination consists of three separate papers. The first paper tests language understanding; a defined vocabulary list is set for this, which students learn during the two-year course.

The Classics Department also provides in-house Grammar and Construction guides to support language learning. The second and third papers assess students’ knowledge of the prose and verse literature which they have studied during the course. There is no coursework.

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COMPUTER SCIENCE

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rinciples of Computer Science enable and underpin almost everything we do in modern society. The incredible advances in Computer Science seen in the last fifty years have facilitated some of the greatest achievements of the human race.

The course develops students’ abilities to break down and solve problems by writing efficient algorithms and the emphasis throughout is on developing the skills of algorithmic and computational thinking. Students also gain an understanding of how computer hardware represents and stores data.

The GCSE course in Computer Science provides progression from Middle School Computing by building on the knowledge and skills taught. Students will also learn how to develop their own applications. The course is delivered using a mixture of theory and a practical programming task. The main programming language used throughout the course is Python.

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programming tasks building their programming experience and knowledge.

The syllabus covers the following topics: • Computer Systems Architecture • Memory and Storage

Assessment is based upon two short-answer written papers each contributing 50% of the overall mark.

• Computer Networks

Students are also required to undertake a set of challenging

• The Impact of Digital Technologies on Society

• Systems Software • Networking

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• Algorithms • Programming Fundamentals • Boolean Logic • Programming Languages and Integrated Development Environments Students wishing to pursue a Sixth Form qualification in Computer Science should take the GCSE course as it provides an essential foundation for the study of Computer Science in the Sixth Form.

DRAMA

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his exciting and intellectually stimulating course concentrates on developing students’ imagination, teamwork, and ability to articulate their ideas with confidence and clarity. The Drama course equips students with highly transferable skills, enabling learners to develop into effective communicators and collaborators. Throughout the course, students engage with innovative contemporary Theatre and learn how to analyse both classic and modern literary texts.

from different angles. Design routes are also available within the course for students who wish to study how designers translate concepts into contemporary practical design.

Students’ own creativity is at the heart of the subject and each unit gives scope for learners to hone their originality. Self-reflection is another hallmark of the subject and students learn to become independent thinkers who can evaluate their own work with precision and nuance.

Teacher assessed, board moderated practical work.

Drama provides a wide range of foundational skills, fostering a love of literature and the power of spoken language. Learning in this subject is highly practical and sharpens students’ understanding of how visual meaning is constructed. Students learn how to approach creative challenges from the contrasting perspectives of actor, director, and designer, building their ability to solve problems

Students who take Drama also relish the opportunity the course provides to really grow in confidence, impacting all areas of their life.

There are three main sections to the course: 1. Devising Theatre (40%)

Students will be assessed on either acting or design. They will participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by the exam board.

They will produce a practical performance, supporting evidence and an evaluation of the final performance or design.

2. Performing from a Text (20%) Externally assessed by a visiting examiner.

Students will be assessed on either acting or design. They will study two extracts from the same

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performance text chosen by the centre and will work in groups to present a performance of these extracts.

3. Interpreting Theatre (40%) Written Exam.

Section A: ‘An Inspector Calls’ by J.B. Priestley Students will be assessed on their ability to analyse one set text as an actor, designer and director.

Section B: Live Theatre Review Students will analyse and evaluate a given aspect of a live theatre production seen during the course.

Students wishing to pursue a Sixth Form qualification in Drama should take the GCSE course as it provides an essential foundation for the study of Drama in the Sixth Form.

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DESIGN AND TECHNOLOGY the summer term of Year 10 until Easter of Year 11. Students independently respond to contextual challenges set annually by the exam board. Previous contexts have included: • Designing for a high-profile sporting event

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CSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will develop awareness of, and learn from, the wider influences on Design and Technology, including historical, social, cultural, environmental and economic factors. They will work creatively and analytically when designing and making, applying technical and practical expertise to realworld contexts. The GCSE allows students to study core technical, designing and making principles, including a broad range of design processes, materials, techniques and equipment. They will also have the opportunity to explore specialist technical principles in greater depth and apply their classroom learning to practical, authentic problem-solving tasks.

This video link from the Design

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• Addressing the needs of the elderly and Technology Association gives a useful insight into what D&T is and why we study it: https://www.youtube.com/ watch?v=4lLSEDVSAp4 Course Structure As an academic subject with both creative and practical elements, Eduqas Design and Technology is examined across two components: a non-examined assessment (NEA) and a 2-hour written examination. Both components are worth 100 marks and contribute equally to the final grade. A commitment to working beyond the classroom is expected of all students, especially during NEA completion in Year 11.

Enthusiasm, independence and a proactive approach are the most valuable traits of a successful student in this subject.

NEA Component The NEA is a substantial designand-make task undertaken from

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• Supporting children’s learning and play Examination Component Alongside the NEA, students sit a 2-hour examination. The paper includes short-answer, structured and extended-writing questions assessing a breadth of technical knowledge and understanding built gradually throughout the course.

Beyond the Curriculum GCSE Design & Technology students have opportunities to participate in the VEX Robotics Competition, designing, building, coding and driving a robot in competitive events. They can also enter national design competitions that recognise excellence in design and engineering, and take part in visits to manufacturing facilities such as the MINI plant to deepen their understanding of commercial manufacturing processes.

ENGLISH LANGUAGE & ENGLISH LITERATURE

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hilst both courses are mandatory, the study of English Language and Literature in the Upper School provides a particularly rich and wide raft of intellectual opportunity for the students.

Throughout the two years, students will develop their writing skills and encounter varied and challenging works of literature from all eras and from a diverse range of authors. Crucially, they also learn to express themselves with conviction and precision.

Beyond the classroom, the English department is particularly dynamic and active through its full programme of debates, lectures, readings and theatre trips. The School’s well established Literary Society, where a specific genre or theme is explored each week, is open to all students in the Upper School.

The students also participate in literary debate and discussion in Æstel, an Upper School reading group. As part of Tuesday afternoon enrichment activities there is also Read & Create or KnitLit. Our English Language course involves creative and autobiographical writing, the

analysis of non-fiction texts and the production of speeches and pieces of journalism. Students will also be able to take these writing skills further by means of Upper School publications such as the creative writing journal, Writer’s Blot and The News Canon.

Alongside reading and writing, verbal expression is central to our language work and to this end, the School’s public speaking and debating societies, which are also overseen by teachers in the English Department, are open to all Upper School students.

Our English Literature course encompasses both Shakespeare – in a range of genres – and modern drama – with particular focus on the works of Wole Soyinka and Arthur Miller. While we always aim to see a production of ‘set texts’, each class will also enjoy at least one other theatre trip as a means of broadening their experience of

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drama. The students will explore both nineteenth and twentieth century prose – Austen and Joyce for example – and such study will include learning how to place such seminal writing in its social and historical context.

The prescribed text for prose study is Chinua Achebe’s Things Fall Apart. Naturally, poetry will be at the heart of our English studies, and we will offer a varied and fulsome selection of work in terms of era, ethnicity, gender and culture, including poems by John Keats, Christina Rossetti, Imtiaz Dharker, Sujata Bhatt and Kamau Brathwaite. Students also have the opportunity to examine a range of contemporary poetry through the T.S. Eliot Symposia and to participate in the Year 10 Shakespeare conference.

By the end of the two-years of study, the breadth and depth of the two courses combined will mean that students will feel thoroughly confident in their ability to scrutinise and appreciate text whatever its purpose, shape or origin.

The Upper School English curriculum will provide those students wishing to pursue a Sixth Form qualification in English with a strong foundation for their Sixth Form studies.

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GEOGRAPHY

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tudying Geography is important because it helps you understand the world you live in and the challenges your generation will face. You learn how countries develop at different rates, why some places experience rapid growth while others face poverty and inequality, and how these development differences shape people’s opportunities, quality of life and future prospects. The course builds real-world skills such as data interpretation, problem-solving, decisionmaking and evaluating different viewpoints, all of which are valued by universities and employers. Geography connects directly to careers in areas like environmental science, urban planning, international development, sustainability, hazard management and climatology. Most importantly, it helps you become an informed global citizen who can understand issues such as climate change, resource pressure, globalisation and migration, topics that shape everyday life. Choosing IGCSE Geography gives you a subject that is contemporary, relevant and academically respected, while developing transferable skills that support success in many future pathways.

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The course is made up of 3 sections: The Natural Environment and People The following: • River environments e.g. river landscapes, including waterfalls and meanders; the uses and management of water supplies and flooding • Coastal environments e.g. coastal landscapes including caves, arches and stacks; coastal ecosystems e.g. coral reefs: the use of coastal environments for e.g. tourism; coastal protection People and their Environments The following: • Economic activity and energy e.g. TNCs; the growth of tertiary industry: the ‘energy gap’; renewable and non-renewable energy sources • Urban environments e.g. urbanisation; urban problems including congestion, crime and environmental quality; regenerating ‘inner cities’; shanty towns in shanty towns in developing countries; the ‘greenfield v brownfield’ debate Global Issues One of the following: • Fragile environments and Climate Change e.g. the concept of sustainability; exploitation and sustainable development of rainforests;

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climate change: causes (natural and anthropogenic) and consequences • Globalisation and migration e.g. the rise of the ‘global economy’; global tourism; international migration – economic migrants, refugees and asylum seeker issues • Development and human welfare e.g. development indicators: the development gap at different scales e.g. the global ‘North-South’ divide, core and periphery; the consequences of rapid population growth; fair and free trade; debt relief; the work of NGOs and UN agencies.

The assessment of the course is by two examination papers at the end of Year 11. There is NO coursework, however fieldwork is a compulsory part of the course and is tested in the examinations.

GCSE. Geography students will go on a residential fieldtrip/ day trips in Y11.

It is preferable, but not essential, that students wishing to pursue a Sixth Form qualification in Geography should take the IGCSE Geography course. Pupils wishing to take a Sixth Form Geography course who have not studied IGCSE Geography should discuss their choice with a member of the Geography Department.

HISTORY

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here is a wide range of fascinating topics students will cover at History GCSE. They will be encouraged to make connections across time periods and continents to gain a fuller understanding of both Britain and the world around them.

Through a study of Germany from 1890-1945 students will engage with different political systems and chart the rise and fall of regimes. Initially, students will discover how democracy can take root through war and revolution but witness its failures to deal with the Great Depression.

They will have the opportunity to question the causes of the brutal dictatorship of Hitler and to understand the impact this had on the German people. Having this understanding of Germany will allow all students to have a grounding in one of the most significant half centuries in human existence.

Students also take a truly global approach to their studies. This is particularly the case when viewing the wider world and the Cold War from 1945-72. Within this period the parameters of the world today were drawn, and many current political issues began, such as NATO and American involvement in Europe. Students will transport themselves to Asia

to see how proxy wars between communism and capitalism had huge impact on the region.

Furthermore, learning about the closest the world has ever come to nuclear war will give students the opportunity to study conflict resolution and how tensions can be reduced.

As well as the global understanding students will gain, they will also understand how England and Britain came to be.

This is particularly through the study of Migration from c.790 till present day. Students will see how diverse Britain has always been and also understand what it has meant to be English, from Alfred the Great to the Windrush generation. The ever-present issue of the legacy of the British Empire will be explored, and students will be encouraged to make comparisons across British history.

This dovetails nicely with the

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in-depth knowledge students will gain of the Elizabethan period. This was a period in which England’s world and power began to expand across the seas, all the while being led by a Queen concerned with her authority and the turbulent religious situation which she had inherited. As part of this, students will investigate a specific historical site, ranging from the Globe Theatre to Kenilworth Castle in Warwickshire.

Throughout the GCSE, students will develop their critical thinking skills through questioning historical material of both sources and historical interpretations.

Students are encouraged to question the interpretations they find and to develop their own opinions on all of the topics they cover. A key grounding in the evidence allows for supported interpretations and arguments that all students are encouraged to have.

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MATHEMATICS

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ll students study Mathematics through to Year 11 at the end of which they sit the Pearson Edexcel IGCSE. The subject is hugely popular and a majority of students continue the subject into the Sixth Form whether on the IB pathway or A-level.

As well as providing a secure foundation for further study, the Mathematics course is rewarding in itself. Pupils will study a broad range of mathematical ideas, from algebra to trigonometry to proof and statistics.

Some of these, such as percentages, will prove useful in later life. Many are interesting in and of themselves.

The focus at NLCS is on developing a deep conceptual understanding of the material rather than merely learning techniques. A significant aspect of the course is the development of coherent mathematical communication orally and on paper and emphasis is placed on using notation and terminology accurately and confidently. Pupils will learn to produce increasingly sophisticated Mathematics and will be encouraged to embrace a challenge through a variety of problem-solving tasks. The IGCSE syllabus covers three main areas:

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Number and Algebra: • calculations using powers and roots, standard form and bounds • forming and solving algebraic equations and inequalities in a variety of contexts, using a range of techniques • plotting, sketching, and interpreting graphs • working with abstract concepts such as sets and functions • using calculus to solve problems involving rates of change Geometry: • using properties of angles, polygons, and circles • understanding a range of transformations • understanding ideas of space and shape • using ruler, compasses and protractor appropriately • using trigonometry to solve geometrical problems in two and three dimensions Statistics: • understanding basic ideas of statistical averages • interpreting and representing data in a variety of forms • using probability theory to answer questions about randomness and chance

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The IGCSE assessment consists of two question papers, each of which is worth 50% of the overall mark. The papers are both two hours in length and, although calculators are allowed, noncalculator skills are also assessed.

From Year 9, students will be placed in classes which give them the best chance of success. All sets cover the same scheme of work and all students are stretched appropriately. Pupils are offered numerous enrichment opportunities such as attending the weekly Maths Club, attending Maths Society lectures or taking part in national competitions.

It is the Mathematics department’s ambition that all students will leave the School with a love of the subject and deep-seated numerical confidence. We will make sure that their study of Mathematics is rewarding, challenging, and fun.

The IGCSE Mathematics course will provide those students wishing to pursue a Sixth Form qualification in Mathematics with a strong foundation for their Sixth Form studies.

MODERN LANGUAGES

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anguages are a core and vibrant part of the curriculum at NLCS, and Year 10 students can look forward to continuing their linguistic journey with confidence and curiosity.

Students may continue with French, German, Mandarin or Spanish, or take the exciting step of beginning Italian or Russian as

a new language, working towards a GCSE/IGCSE qualification by the end of Year 11. Most pupils choose two languages, and some opt for three. We recommend that students include at least one language they currently study, and we warmly encourage families to discuss options with the relevant Heads of Department to decide what best suits each student’s interests and aspirations.

ITALIAN Italian offers students a gateway into one of Europe’s most influential cultural traditions. The language opens access to Italy’s rich literary and artistic heritage, its shaping role in European history, and its contemporary impact in design, fashion, gastronomy, cinema and science. At GCSE level, Italian is both rewarding and intellectually stimulating: pupils develop strong communication skills, cultural awareness and a solid linguistic foundation for A Level, IB or university study.

Why Choose Italian?

As a Romance language, Italian is a natural progression for students who already study French or Spanish. Shared Latin roots allow pupils to recognise familiar vocabulary and structures, while the transparent spelling system and logical grammar make Italian approachable for

learners taking on an additional language. Studying Italian also strengthens core linguistic skills such as pattern recognition, decoding meaning from context and developing a flexible language mindset. Alongside language study, students engage with Italy’s cultural landscape – from Dante and Renaissance art to neorealist cinema and contemporary design – gaining insight into the relationship between language, culture and identity.

Italian at NLCS Students may begin Italian in Year 10 with no prior knowledge, following the CAIE IGCSE specification. Small class sizes allow for individualised support, and weekly sessions with a nativespeaking Language Assistant build confidence in authentic communication from the outset.

Lessons combine rigorous

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At GCSE level, students enjoy extraordinary co-curricular possibilities, from inter-school MFL conferences, symposia and workshops to a range of creative competitions such as UK Linguistics Olympiad, Anthea Bell Translation Competition and the Oxford German Olympiad.

Student enjoy notable success, as we produce prize-winners and commendations year after year.

grammatical progression with cultural exploration through selected texts, films, artworks, music and contemporary case studies.

Enrichment Enrichment opportunities include trips to Naples and Pompeii, cultural tours of Sicily and Artfocused visits to Florence, all of which offer immersive language practice. In London, students benefit from cinema screenings, workshops and collaborations with the Italian Cultural Institute.

Progression Beyond GCSE The IGCSE provides excellent preparation for A Level or IB Italian, where pupils deepen their linguistic, analytical and cultural skills. Many who start Italian in Year 10 go on to achieve outstanding results and continue the subject at university, either alone or combined with another discipline.

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RUSSIAN The Russian course at NLCS offers students the perfect opportunity to begin their exploration of this rich, complex, and intriguing culture. Studying Russian at NLCS is a uniquely rewarding experience: within two years students will be discussing their favourite films and bands, persuading classmates to take environmental concerns more seriously, giving advice on healthy habits, debating the advantages and disadvantages of life in the city. Within the first year alone we cover four tenses and six cases, and in the second year we build on our knowledge by incorporating complex structures such as superlatives

and comparatives. The course is challenging, but the small class sizes mean that each student gets a great deal of support.

Each lesson stretches students to use the four skills of reading, listening, speaking and writing, and we often explore songs, videos, films and stories together to enrich our language learning and understanding of Russian culture. Speaking lessons in small groups begin at the start of Y10, which ensures that students are practicing their active production of the language right from the start of the course. In recent years the Russian department have run a trip to Riga with Marlborough College, which is a wonderful

GERMAN Studying German in Year 10 offers students a rich, ambitious and culturally vibrant experience. The IGCSE Pearson course develops confident communication while opening the door to the history, ideas and creativity of the German-speaking world.

Students benefit from an enhanced curriculum that brings the language to life, including elements such as German song, the Bauhaus movement, and virtual explorations of German cities via Google Earth. Creative projects using digital tools— producing short videos, designing ideas boards or sharing written responses—often feed into collaborative exchanges with peers in Germany, ensuring that learning remains authentic,

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interactive and culturally connected.

This cultural breadth helps students develop a meaningful understanding of contemporary German-speaking societies and strongly complements the Year 10 History curriculum, further enriched by our joint Berlin trip in July. German at NLCS is also shaped by our historical and special partnership with the Goethe-Gymnasium in Ludwigsburg, which includes a full exchange for Year 10, joint immersive activities, and regular communication with German peers through pen-friendships.

Alongside this, our involvement in the Spellian Programme, pairing students with a partner school

Upper School Curriculum

opportunity to forge links with other Russian students, and to delve into Soviet history. We also regularly run trips to the theatre to see Chekhov plays, Tchaikovsky ballets, and classical concerts.

The Russian department has an excellent track record of top grades at GCSE and beyond, and most students who take Russian at A Level go on to top universities to continue their study. Studying Russian makes you stand out, no matter what your path to higher education: it indicates a student who relishes challenge and has a curious outlook on the world.

in Kilchberg, Bavaria, provides another valuable avenue for sustained, real-world interaction and cultural exchange at the heart of their language learning.

Why German?

German is consistently identified as the most sought-after language among UK employers and is recognised as the second most important scientific language worldwide. The language is of crucial importance to the UK in the domains of science, engineering, politics, diplomacy, bilateral cooperation, trade and cultural collaboration. Mastering German gives students a powerful and future-relevant skill in an increasingly interconnected world.

MANDARIN Studying Mandarin at IGCSE gives students access to one of the world’s most widely spoken and economically significant languages. With China playing an increasingly central role in global culture, business, technology and the arts, Mandarin offers learners a valuable linguistic skill and broad international outlook.

The IGCSE course builds on the foundations established in Years 8 and 9, developing students’ confidence and accuracy across the four language skills, and expanding their ability to understand and convey information in a range of familiar contexts. By the end

of the course, students can take part in everyday conversations, follow public announcements and simple interviews, and understand a range of simple and more extended written materials, from menus and advertisements through to emails and news articles. They can also produce extended pieces of writing describing experiences and expressing personal opinions on topics ranging from career aspirations and travel plans to the role of social media and environmental issues.

Cultural understanding is integral to Mandarin at NLCS and is taught through and alongside the

FRENCH French at GCSE is far more than a Pearson Edexcel language qualification; it is an invitation to explore a vibrant, global language spoken across all five continents.

Our curriculum is designed to bring the francophone world to life, delving deeply into IGCSE topics through rich, authentic materials: film extracts, songs, poems, articles, literary texts, and artwork. These resources don’t just support linguistic development; they foster lateral thinking, global awareness, and critical analysis; skills that benefit students far beyond the classroom.

Crucially, while we emphasise cultural engagement and realworld communication, we also equip students with the aural, reading, speaking and writing skills

needed to excel as linguists.

To strengthen cultural understanding, students also enjoy enriching experiences outside the classroom. Recent outings have taken them to the Chanel retrospective at the V&A, where fashion, history, and French identity intertwined. In Autumn 2026, they will have the opportunity to experience Renoir’s masterpieces at the National Gallery. Meanwhile, our new French Film Club invites them to discover the depth and diversity of francophone cinema.

Looking ahead, we are excited to introduce a new trip to either Annecy or Biarritz offering students the chance to experience authentic language used in a real-life setting. Every other year, students will have the

Upper School Curriculum

language in every lesson. Students explore traditions, contemporary life, literature, festivals and the perspectives that shape Chinesespeaking communities. In Year 10, students visit the China Gallery at the British Museum to deepen their understanding of Chinese civilisation through its material culture. We also endeavour to offer every Mandarin student the opportunity to visit China during Year 10 or 11. These visits are carefully designed to broaden students’ knowledge of Chinese history, society and modern life, while providing rich opportunities to use their spoken Mandarin in authentic settings.

opportunity to travel to Québec, strengthening our partnership with our sister school in Montréal and deepening their understanding of francophone culture.

Choosing French at GCSE opens doors to global communication, further study and international careers, including with the UN, NATO, the EU and Amnesty International. As one of the world’s main languages of diplomacy, second only to English, French offers unique prestige and value.

Notwithstanding this, many are drawn to the sheer joy of learning the language and exploring its rich and diverse culture, while gaining a deeper understanding of our interconnected world.

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SPANISH The Spanish IGCSE course opens the door to a world that is vibrant, exciting, and full of opportunities. Throughout the course, you will develop and refine your command of the Spanish language and knowledge of Hispanic culture by exploring a wide range of topics. These will expand your vocabulary, enrich your writing, and sharpen both your listening and reading comprehension skills. You will take part in engaging activities designed to bring the language to life. You will participate in debates and produce your own podcasts.

You will also read short extracts of literary Hispanic works, watch and review a Spanish-language film, discover new stories, humour, and cultures. Moreover, you will continue to enjoy the fun of the Conjugation Challenge

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SPANISH IGCSE:

Listening

35 minutes 25%

Reading and Writing

1 hour 45 minutes 50%

Speaking

8-10 minutes 25%

Components and Weighting Competition, where quick thinking and teamwork make grammar genuinely exciting.

One of the highlights of the course is the opportunity to join a trip to a Spanish-speaking country, fully immersing yourself in the language—ordering food, navigating the city, shopping, meeting local people—and discovering just how much Spanish you understand.

Creativity is also at the heart of the subject. You will have the chance to enter creative

Upper School Curriculum

story-writing and translation competitions, using your growing language skills to express ideas in imaginative and original ways. In the Summer term, you will begin attending weekly conversation lessons with our native Spanish-speaking language assistants, further developing your confidence and fluency.

The IGCSE Edexcel examination consists of three papers that assess your oral, listening, reading and writing skills, as well as your knowledge of grammar.

MUSIC

T

he study of Music is unique – combining the nurturing of creativity with performing, listening and analytical skills, its academic and practical demands make it a highly valued subject.

Einstein once said that “the greatest scientists are artists as well” - studying Music makes use of a wide range of skills such as problem-solving, research, planning and critical thinking. It is an attractive option for musicians, allowing them to cultivate their love of singing or playing in the Performance module, whilst also giving them a chance to express themselves through the Composition component.

Students will explore music from a diverse range of styles, genres, traditions times and places. They will develop their ability to give perceptive and critical responses to music.

The course covers three main areas of musical engagement: Composing 30% Two compositions are required over the two years. Students have freedom over the style and instrumentation in both cases, but they need to be differentiated, and at least one must be notated using staff notation.

minimum of Grade 5 standard

by Year 11.

• Music for Dance: Tango, Salsa and Electronic Dance Music

It is expected that students receive regular tuition on their first instrument for the duration of the course.

Listening 40%

• Music for Small Ensemble: a focus on the music of India, Hindustani classical music, Arab takht ensembles as well as silk and bamboo ensembles from China.

Students explore and analyse music through specific areas of study:

• Music for Stage and Screen: music written for ballet, film music and computer game music.

Performing 30%

• Music from the Western Classical tradition covering 17th-19th centuries

Students are required to play or sing a solo piece or pieces and either sing or play in an ensemble.

The level required must be a

• Choral and solo vocal music from the 20th century to the present day including art song, musicals and popular song

Upper School Curriculum

Students wishing to pursue a Sixth Form qualification in Music should take the corresponding IGCSE Music course, as it provides an essential foundation for the Sixth Form Music courses.

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THEOLOGY AND PHILOSOPHY the ability to interact with people of different religious backgrounds.

Students are encouraged to think deeply and reflect upon questions about the meaning and purpose of life, and to consider religious and philosophical responses to questions like: • Is euthanasia morally permissible?

T

he Theology and Philosophy Department offers a GCSE which nurtures a broad understanding of Philosophy, Ethics and the perspectives of major world faiths. In so doing, we will consider the views of philosophers, the Abrahamic faiths and Eastern faiths. Two of these religions, Christianity and Buddhism, will be studied in detail. The course is for those of any religious persuasion or none.

All religions are taught objectively and presuppose no existing knowledge, although the work students have done and the skills they have developed in Years 7-9, provide a useful grounding.

There are three elements of this course: • Ethics • Philosophy of Religion • Study of the beliefs and

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practices of Buddhism and Christianity Moral Philosophy examines such questions as what we mean by right and wrong as well as how we make moral decisions. Practical ethics deals with such issues as human relationships, peace and justice, medical ethics, materialism and equality.

This is approached through the ethical perspectives of the major world faiths. Philosophy of Religion asks fundamental questions about the origins of the universe and the existence of evil and suffering, through philosophical and theological perspectives. Students enjoy two years of interesting study and lively debate. They are equipped with skills in written argument.

Students are given a lifelong appreciation of the part faith plays in the lives of believers and

Upper School Curriculum

• Is all human life sacred and what principles should guide the decisions of doctors?

• How should criminals be treated by the judicial system?

• Is it possible to prove or disprove God’s existence?

• What is the relationship between faith and reason?

• Is religious experience valid evidence?

• Is animal testing morally acceptable?

It is preferable, but not essential, that students wishing to pursue a Sixth Form qualification Theology and Philosophy should take the GCSE Theology and Philosophy course. Pupils wishing to take a Sixth Form course in this area who have not studied Theology and Philosophy should discuss their choice with a member of the Theology & Philosophy Department.

IGCSE SCIENCES SEPARATE EDEXCEL INTERNATIONAL GCSE (IGCSE) SCIENCES

I

n all three Science subjects, students will experience dynamic, exciting courses with rigorous theoretical concepts supported and enhanced with frequent practical work. Teaching staff place a strong emphasis on inspiring students and extending their understanding beyond the examination specifications, drawing on upto-the-minute developments to further enhance students’ appreciation of the applications of the concepts they are studying.

Practical work is a key component of all Science IGCSE subjects and is used to enhance students’ understanding of theoretical concepts while developing their observational, analytical and evaluative skills. Links between subjects are emphasised, and all three Science subjects work closely together to support and enhance student understanding of the fundamental concepts which underpin all scientific subjects.

Study for all three IGCSE Sciences begins in Year 9 and is assessed with final examinations at the end of Year 11.

Assessment in all three subjects follows the same pattern of two externally assessed papers: Paper 1: A 2 hour examination covering all the core material from all sections of the course. Paper 1 accounts for 61.1% of the total qualification marks

Paper 2: A 75 minute examination covering both core and extended additional material from all sections of the course required for the triple award. Paper 2 accounts for 38.9% of the total qualification marks There is no coursework component to the courses in any subject and no formal assessment of practical skills, though practical work forms a fundamental component of the courses in all subjects and is used to enhance

Upper School Curriculum

students’ appreciation of the theoretical concepts covered.

Most students at NLCS study Edexcel IGCSE ‘Triple’ Science, leading to separate IGCSE qualifications in Biology, Chemistry and Physics.

However, if you would like to have more options to study Arts, Languages, and Humanities subjects, please speak to Mrs Demetriou, as it may be possible to study two Sciences instead.

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CHEMISTRY

C

hemistry describes how the material world works and gives us the power to turn one substance into another. An understanding of Chemistry is vital if we are to have an appreciation of why the world is how it is.

Students begin their studies of Edexcel IGCSE Chemistry in Year 9. During the course they will cover the fundamental ideas which explain why matter behaves as it does. The structure of atoms and the ways in which they

combine are investigated; thus the differences in chemical reactivity that result from these structures can be explored and explained.

Topics such as reduction and oxidation, chemical kinetics, organic chemistry, analysis, stoichiometry, industrial processes and equilibrium are covered, leading to a broad and detailed understanding of our chemical world.

A strong emphasis is placed upon experimental work, improving the manipulative and observational skills of students. Practical

activities help to give the subject context, show that atom-scale processes have measurable impacts, and give students an opportunity to test ideas and evaluate the extent to which experimental results support the theoretical concepts they have covered.

The IGCSE Chemistry course will provide those students wishing to pursue a Sixth Form qualification in Chemistry with a strong foundation for their Sixth Form studies.

BIOLOGY

B

theoretical concepts from a wide range of biological topics, such as explaining how biological molecules interact to form cells, tissues, organs and organ systems

Students begin their study of Edexcel IGCSE Biology in Year 9, and the course provides an exciting, challenging and detailed introduction to the vast field of Biology. Students will meet

and how these systems function; how organisms reproduce and transmit characteristics from one generation to the next and the consequences of this for natural selection and evolution; how populations interact with and affect their environment, and how we can use our knowledge and understanding of the natural

iologists strive to explain how living organisms function and interact, how they originate and proliferate, how we can collect evidence to enhance our understanding and how we can use our natural resources in a responsible, sustainable way.

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Upper School Curriculum

world to provide sustainably for our increasing population.

Students will meet both theoretical and experimental concepts throughout the course, enhanced through regular undertaking of practical work in class to develop students’ skills of observation and data analysis.

At the same time, much emphasis is placed upon the students’ ability to communicate their ideas effectively and develop critical and evaluative skills.

PHYSICS

P

hysics is the science which describes how the world works using the complementary languages of Science and Mathematics. Physicists are problem solvers, versatile and capable of clear, analytical thought, and the skills learned in Physics can be applied in a range of careers, something which is recognised by many employers.

Students begin their study of Edexcel IGCSE Physics in Year 9, and the course provides students with a broad understanding of physical facts and principles supported and enhanced with practical experience and

rigorous mathematical analysis.

Students will cover material from a wide range of topics within the auspices of Physics, including topics from Forces and Motion, Electricity, Magnetism & Electromagnetism, Waves and Radioactivity. Furthermore, topics such as Astrophysics, Energy Resources & Energy Transfer and studies of the nature of States of Matter draw links between Physics and students studies of other scientific disciplines.

The IGCSE Physics course develops students’ laboratorybased investigative skills based on safe, precise laboratory techniques and reflective

Upper School Curriculum

evaluation of the techniques used. Practical work is used to develop students’ appreciation of the theoretical basis of the topics while developing their skills of data analysis, including constructing and using graphs and perform calculations, evaluating their methods and applying their conceptual understanding to suggest explanations for the results obtained.

The IGCSE Physics course will provide those students wishing to pursue a Sixth Form qualification in Physics with a strong foundation for their Sixth Form studies.

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Canons | Canons Drive | Edgware | Middlesex HA8 7RJ T 020 8952 0912 | E office@nlcs.org.uk | www.nlcs.org.uk Registered Charity No. 1115843